Unit 1 Section A 1a-1d & 2a-2d & 3a-3d Listening and speaking学案2026-2027学年人教版九年级英语上册
Unit 1 Listening and speaking
听力与口语探究学案
The Changing World 变化中的世界
Name 姓名 __________ Class 班级 __________ Date 日期 __________
Textbook focus 教材范围 Section A 1a–1d, 2a–2d and 3a–3d, pp. 2–4; scripts, pp. 94–95.
Time and outcome 课时与成果 Two 40-minute lessons. Produce a short tour talk and an evidence-based interview.
Learning goals 学习目标
I can record changes accurately, explain how a problem was solved, and ask a follow-up question. First think and write alone; then compare quietly with one partner.
Lesson 1 Seeing and hearing change 第一课时 看见与听见变化
1 Observe before you explain 先观察后解释
5 min • Look at the two hometown photos in textbook 1a, p. 2. Write one visible difference and one possible reason. Keep your observation separate from your guess.
I can see ____________________. The change may have happened because ____________________.
2 Meet the visitors 认识来访者
6 min • Listen to 1b once for the purpose and again to check. Write short notes.
a. Why does George call Li Rui? __________________________________
b. How are Bob and Li Rui’s grandfather connected? __________________
c. When did Bob last visit? ________________________________________
3 Build a before and now record 建立今昔记录
14 min • Listen to 1c twice. First identify the five areas below. Then record the details. Compare your notes; request one replay for a disputed detail.
Area 方面 | Past 过去 | Present 现在 |
Travel to the town | ________________ | ________________ |
Journey to school | ________________ | ________________ |
Medical care | ________________ | ________________ |
Shopping | ________________ | ________________ |
Hills | ________________ | ________________ |
Listening tip 听力提示: Keep units beside numbers. “Nearly 40 minutes” is different from “40 hours”.
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Lesson 1 From facts to a tour 第一课时 从事实到导览
4 Decide what the evidence shows 判断证据能说明什么
6 min • Mark each statement H (heard in 1c) or I (inference 推断). Underline the words in your notes that support your decision.
a. New roads have shortened the trip to the town. _____
b. Every family now owns a car. _____
c. A new hospital has been built. _____
d. A shorter school journey may leave children more time. _____
Which inference is reasonable? Which needs more evidence? Explain the difference.
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5 Choose a change that matters 选择最有意义的变化
6 min • Choose ONE person: a student, an older resident, or a shop owner. Rank the two most useful changes for that person. Use one listening detail for each choice.
For a/an __________, __________ matters most because __________.
A second useful change is __________. The conversation says __________.
Thinking challenge 思维挑战: Would another person choose differently? A supermarket is useful, but it cannot treat a broken arm.
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6 Give a short tour 做一次简短导览
3 min • Prepare for one minute. Give a 40-second talk to a partner. The listener asks one follow-up question. If working alone, speak both roles.
Welcome to … In the past, … Now, … One example is … This matters to … because … I think … may have helped.
Listener: “What makes you think so?” / “How has that helped local people?”
Success check 成功标准: two accurate changes; one reason; one clearly labelled inference; an answer to the listener’s question.
Exit note 离堂记录
One claim I can support: _______________________________________
One cause I still need to check: __________________________________
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Lesson 2 How change happens 第二课时 变化如何发生
1 Rank the problems 给问题排顺序
4 min • These are the four problems in textbook 2a. Rank them from 1 (most serious) to 4. There is no single correct order. Explain how two problems might be connected.
Problem 问题 | Rank 排序 | Possible effect 可能影响 |
sandstorms 沙尘暴 |
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difficult environment 恶劣环境 |
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farmland shortage 耕地不足 |
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lack of technology 技术缺乏 |
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I put __________ first because __________. It may also cause __________.
2 Listen for the problem and the solution 听出问题与办法
12 min • Listen to 2b–2c. First tick the problems supported by the conversation. Listen again and complete the record. A problem may be described without its exact label.
Stage 阶段 | Evidence record 证据记录 |
Before | There were __________ all the time. The __________ were getting smaller. Locals worked by __________. |
Action | A bush had __________ roots that could __________ the soil together. People planted it in sandy __________. The __________ provided support. Later, __________ helped. |
Now | The corn fields are __________. People have planted bushes and __________. There are __________ sandstorms. The environment is getting __________. |
3 Explain the mechanism 解释作用过程
7 min • Use your notes to explain this chain: long roots → soil → sandstorms → farmland → local lives. Mark any extra idea as an inference.
Because the roots __________, the soil __________. With __________, people could __________. As a result, __________.
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Could the bush alone explain all the changes? Add evidence about people, government support and machines.
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