2026年新教材人教版九年級上冊英語Unit 2 Inspiring people 教案

第第頁2026年新教材人教版九年級上冊英語Unit2Inspiringpeople教案SectionA(1a-1d)一、TeachingObjectivesInthisclass,studentswill：1.identifysomefamouspeopleandtheirprofessions.2.listenforspecificdetailstomatchspeakerswiththepeopletheyadmireandcompletethenotes.3.talkaboutapersontheyadmireandexplainthereasonusingthetargetlanguage.二、TeachingAdviceLead-inLookandShare1.HavestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionsonPage11.2.Invitesomestudentstosharetheiranswers.3.Presentsomebasicinformationabouttheseinspiringpeopleasasupplement.4.Havestudentsreadtheunittitleandpredictwhattheywilllearnintheunit.

Pre-listeningLookandMatch1a1.Presentthepicturesofthefourfamouspeopleandelicitthenamesandprofessionsfromstudents.Forthepeoplestudentsarenotfamiliarwith,theteachercanmakeprovidesomeadditionalinformation.2.Havestudentsreadtheinstructionandwordsin1aandmakesuretheygetthemeanings.3.Askstudentstodothematchingexerciseandchecktheanswersinpairs.4.Invitesomestudentstosharetheiranswers.While-listening1b1.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.2.Havestudentslistentotheconversationsanddothematchingexercise.3.Checktheanswerswiththewholeclass.1c1.Askstudentstoreadthenotesin1candunderstandthemeanings.Studentscanbeencouragedtofillintheblanksfrommemory.2.Playtherecordingagainandhavestudentscompletethenotes.3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewholeclass.4.Havestudentslistenagainwiththecompletedinformation.ListeningScriptsPresentthelisteningscriptandguidestudentstopayattentiontothetargetvocabulariesandexpressions.Explainthelanguagepointsifnecessary.Post-listening1d1.Havestudentsreadtheinstructionandthinkaboutthequestions.2.Askstudentstoworkinpairstodiscussthequestionsandsharetheiropinions.Studentscanbeencouragedtoaddmorefactsaboutthepeopletheyadmiretotheconversation.3.Invitesomestudentstosharetheiranswersinclass.Providesomeexpressionsandsentencepatternsaslanguagesupport.Theteachercanalsosharehis/heropinionsfirsttosetanexampleforstudents.SummaryAskstudentstosummarizewhattheylearnedinthislesson.HomeworkFinishtherelatedexercisesinthebooksproducedbyYouyi.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionThislessonransmoothlyoverall.Studentsactivelymatchedprofessionsandcompletedlisteningtasks,showinggoodcomprehension.Nexttime,I'lladdmorevocabularydrillsinthepre-listeningstageandaquickvocabularyreviewbeforethetasktoboostfluency.第二課時SectionA(2a-2d)一、TeachingObjectivesInthisclass,studentswill：1.identifykeyfiguresandmatchthemwiththeirachievementsandfieldsofwork.2.listenforspecificdetailstomatchfamilymemberswiththepeopletheyadmire,andcompletefact-basednotes.3.discusswhycertainfiguresareinspiringusingtargetlanguageandsentencepatterns.4.learnaboutthecontributionsofinfluentialhistoricalfiguresanddevelopanappreciationfortheirimpact.二、TeachingAdviceLead-inLookandShare1.HavestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionsonPage11.2.Invitesomestudentstosharetheiranswers.3.Presentsomebasicinformationabouttheseinspiringpeopleasasupplement.4.Havestudentsreadtheunittitleandpredictwhattheywilllearnintheunit.

Pre-listeningLookandSay1.Presentthepicturesofthefourpeoplein2aandelicittheirnamesfromstudents.2.Invitesomestudentstosharewhattheyknowaboutthesepeople.3.Presentmorebackgroundinformationascomplement.FreeTalk1.Havestudentsworkinpairstotalkaboutthefollowingquestions.Whodoyouadmirethemost?Why?2.Invitesomestudentstosharetheiranswers.While-listening2a1.Havestudentsreadthestatementsin2atomakesuretheyunderstandthemeanings.2.Askstudentstodothematchingexerciseandchecktheanswersinpairs.3.Checktheanswerswiththewholeclass.2b1.Havestudentslistentotheconversationandfigureoutthepersoneachfamilymemberadmires.2.Checktheanswerswiththewholeclass.2c1.Askstudentstoreadthenotesin2ccarefullytoidentifythekeyinformationtheyshouldgraspwhilelistening.Studentscanbeencouragedtocirclefrommemory.2.Playtherecordingagainandhavestudentscirclethecolouredwords.3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewholeclass.4.Havestudentslistenagainwiththecompletedinformation.ListeningScriptsPresentthelisteningscriptandguidestudentstopayattentiontothetargetvocabulariesandexpressions.Explainthelanguagepointsifnecessary.Post-listening2d1.Presentthepicturesin2dandaskstudentstoidentifytheirnamesandtheirfieldsofwork.2.Havestudentdothematchingexercisesandchecktheanswerswiththewholeclass.3.PresentmoredetailsoftheirachievementsandspiritsinEnglish.4.Havestudentsworkinpairstodiscusswhythesepeopleareinspiring.Remindstudentstousethedetailsandthesentencepatterns.Duringtheprocess,theteachercanwalkaroundtomakesureeachstudentisengagedintheactivity.Correctpronunciation/grammargentlyandprovidepromptsifneeded.5.Invite2-3pairstosharetheiropinionsinclassandhaveotherstudentsgivefeedback.SummaryAskstudentstosummarizewhattheylearnedinthislesson.HomeworkBlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionThislessonwentsmoothly.Studentseffectivelylinkedfamilymemberstothepeopletheyadmiredandcompletednoteswithkeydetails.Nexttime,I'lladdpre-listeningvocabularydrillstoimprovecomprehensionandfluency.第三課時SectionA(3a-3c)一、TeachingObjectivesInthisclass,studentswill：1.getthedetailedinformationabouttheinspiringpeoplementionedinthedialogue.2.graspthekeyexpressionsandsentencepatternstotalkaboutinspiringpeople.3.learnaboutinspiringfiguresfromdifferentfieldsandappreciatetheirpositivequalities.二、TeachingAdviceLead-inLookandSay1.PresentsomefamousbuildingsdesignedbyI.M.Peiandaskstudentsthefollowingquestions.◆Whatarethefollowingbuildings?◆Whatdoyouthinkofthesebuildings?◆Doyouknowwhodesignedthem?◆Whatdoyouknowaboutthedesigner?2.Invitesomestudentstosharetheiranswers,andthenpresentmoreinformationaboutI.M.Pei.3.PresentthepictureofWangYapingandelicithernameandachievementfromstudents.Theteachercanplayavideoclipaboutherteachinginspacesothatstudentscanhaveabetterunderstanding.

Pre-readingPredict1.Havestudentslookatthepicturein3aandanswerthefollowingquestions:Whoarethesepeopleandwhatdotheydo?◆Whatqualitiesdoyouthinktheyhave?2.Askstudentstopredictwhattheconversationisaboutaccordingtothesequestions.While-reading3a1.Letstudentsreadtheconversationquicklyandchecktheirpredictions.2.Askstudentstocompletethechartusingtheinformationintheconversation,andthenchecktheanswerswiththewholeclass.3.Explainthelanguagepointsandsentencepatternsintheconversationifnecessary.3bHavestudentslistentotheconversationandremindthemtopayattentiontothequestionsthespeakersused.2.Letstudentsworkinpairstorole-playtheconversation.3.Invite1-2pairstorole-playinclassandhaveothersgivefeedback.Post-readingFurtherThinkingWhatqualitiesdoalltheinspiringpeopleinthedialogueshare?Canyoulist2-3ofthem?Howcanthequalitiesofinspiringpeopleinfluenceyourstudyordailylife?Whydoweneedtolearnaboutinspiringpeopleinourdailylife?Whoisthemostinspiringpersonforyouinreallife?Whatmakeshim/herspecialtoyou?3c1.Guidestudentstoreadthegivenwordsandexpressionsandmakesuretheyunderstandtheirmeanings.2.Askstudentstobrainstormmoreexpressionstodescribegoodpersonalqualitiesandwritethemontheblackboard.3.Summarizetherelatedsentencepatternsandpresentthemontheblackboardforstudentstoreferto.4.Askstudentstoworkingroupstotalkaboutwhotheyadmireandsharethereasons,usingthelearnedsentencepatternsandexpressions.5.Askonereporterfromeachgrouptopresenttheirgroup'sideasinclassandinviteotherstudentstogivefeedback..SummaryAskstudentstosummarizewhattheylearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionInthislesson,moststudentsgraspedkeyexpressionsanddialogueinformationwell.Theycouldexpresstheiradmiredpeopleclearly.However,somestudentslackedconfidenceinoralexpressionandneededmoreindividualguidance,andtheFurtherThinkingpartwasabitrushed.Infuture.lessons,I'lldesignmoretargetedactivitiesfordifferentlevelsandallocatetimemorereasonably.第四課時GrammarFocus(4a-4c)一、TeachingObjectivesInthisclass,studentswill：l.masterthetwocoresentencepatterns:Itis+adj.+(for/of)sb.+todosth.andItis+adj.+that….,anddistinguishandusethemcorrectly.2.finishsentencetransformationandclozeexercisesskillfullytoapplythegrammarflexibly.3.usethetargetpatternstodescribeinspiringpeopleandtheirdeeds,connectinggrammarlearningwiththetheme“thepowerofrolemodels"..二、TeachingAdviceLead-inLookandSay1.Showpicturesofinspiringpeople(YuanLongping,WangYaping,ZhangQian)andasksimplequestionstoguidestudentstosharetheiropinions.WhatdoyouthinkofYuanLongpingdevelopinghybridrice?HowdoyoufeelaboutWangYapingteachinginspace?2.ElicitPatterns:Guidestudentstosaysentenceslike“ItisgreatofYuanLongpingtodevelophybridrice.”or“It'samazingthatWangYapingtaughtinspace.”toleadinthetwocorepatternsofthislesson.3.Transition:Todaywewilllearnthesetwosentencepatternstoevaluatepeopleandthingsmoreaccurately..

ExploretheGrammar4a1.Askstudentstoreadthesentencesin4aandcompleteeachonewithapersontheyknow(e.g.“ItwasgreatofYuanLongpingtodevelopanewkindofrice..”).2.Invite3-4studentstosharetheircompletedsentenceswiththeclass.Theteacherwritestypicalexamplesontheblackboard.3.Guidestudentstoobservethesentencesontheblackboardandinitiallydistinguishthethreestructures:Evaluatepeople:Itis+adj.+ofsb.+todosth.Evaluatethings(actions):Itis+adj.+forsb.+todosth.Evaluatethings(facts):Itis+adj.+thatGrammarRules1.It’s+adj.+ofsb.+todosth.形容詞描述人的品質、性格,說明“某人本身具備某種特質,所以做出了這個行為”。常見形容詞:brave,wise,nice,kind,great,stupid例如:ItwasbraveofVictorHugotostandupforthecommonpeople.檢驗方法:可以改寫為“sb.is+adj.”,邏輯通順就用of。2.It’s十adj.+forsb.+todosth.形容詞描述動作的性質、難度,說明“做這件事對某人來說是……的”。常見形容詞:important,necessary,difficult,possible,amazing例如:ItwasdifficultforZhangQiantofinishhistaskbackthen.檢驗方法:如果“sb.is十adj.”邏輯不通,就用for。3.It’s十adj.+that...it是形式主語,真正主語是that從句,用來評價整個事件或事實,避免句子頭重腳輕。常見形容詞:amazing,inspiring,wonderful,important,necessary例如:It'sinspiringthatProfessorGui'sdreamcametruethroughhardwork.GrammarExercises4b1.Askstudentstorewritethesentencesusingthewordsinbrackets.2.Havestudentschecktheanswersinpairs.Andinvitesomepairstosharetheiranswersbyreadingthecompletedsentences.3.Explainthedifficultpartsforstudents.4c1.Letstudentsreadthepassageandgraspthemainidea.2.Askstudentstocompletethepassageandchecktheanswersinclass.3.Ask“InwhatwaysdoyoufindZhangQianinspiring?”andencouragestudentstoanswerwiththesentencepatternslearnedinthislesson.4.Explainthelanguagepointsifnecessary.SummaryAskstudentstosummarizewhattheylearnedinthislesson.BlackboardDesignWritethegrammarrulesontheblackboard.TeachingReflectionThisgrammarlessonwentsmoothly.Whenguidingstudentstoobservethesentencesanddistinguishthethreestructures,moststudentscouldgetthekeypointsquickly.Theyfinishedtheexercisesactivelyandmasteredthecorepatternsbasically.However,afewstudentsstillconfused“for”and“of".Infuturelessons,I'lladdmoresimplepracticeandgivemoreguidance.第五課時SectionB(1a-1f)&VocabularyinUse一、TeachingObjectivesInthisclass,studentswill：1.understandthemainideaandkeydetailsofthetextaboutZhongYang.2.usecontextcluestoguessthemeaningofkeywordsandphrases.3.learnabouttheimportanceofseedscienceandwhatmakesZhongYanganinspiringfigure.4.talkaboutwhattheycanlearnfromZhongYang.二、TeachingAdviceLead-inLookandSay1.Presentseveralpicturesofdifferentplantseedsandaskstudentssomerelatedquestions.2.Invitesomestudentstosharetheiropinionsinclass.3.Showashortvideoclipaboutseedstohelpstudentshaveabetterunderstanding.

Pre-reading1a1.Havestudentslookatthetitlein1bandthinkaboutthequestions.2.Invitesomestudentstosharetheiranswersandwritesomekeywordsontheblackboard.While-readingSkimReadingAskstudentstoreadthetextquicklyandfindoutwhatthetextismainlyabout.1b1.Askstudentstoidentifywhotheseedscientistwasandwhathedid.2.Sharetheanswerswiththewholeclass.CarefulReading1c1.Askstudentstoreadthetextcarefullyandsummarizethemainideaofeachparagraph.Encouragesomestudentstosummarizeintheirownwords.2.Havestudentsdothematchingexercisesandchecktheanswersinpairs.3.Checktheanswerswiththewholeclass.1d1.Havestudentsreadtheinstructionandtheeventstogetthemeanings.2.Askstudentstoreadthetexttofindthetargetinformationandthenfillintheblanks.3.Checktheanswersandaskstudentstoputtheeventsintothetimeline.4.Checktheanswerswiththewholeclass.ThenhavestudentsretellthestoryofZhongYangbasedonthetimelineandeventsinpairs.Theteachercanprovidetheoutlineofthestoryandsomeusefulexpressionsaslanguagesupport.Invite1-2pairstosharetheirretellinginclass.1e1.Guidestudentstoreadthetiptogetthemeaningandclarifythedifficultpart.2.Havestudentsreadthetwosentencesin1eandfindtheirpositionsinthetext.Thenworkinpairstoexplainthemeaningsofthesentencesaccordingtothecontext.3.Invitesomestudentstosharetheiranswersinclass.4.Presentthecorrectanswersinclass.Explainlanguagepoints.Post-reading1f1.Havestudentsworkingroupstodiscussthequestionsin1f.2.Invitesomegroupstosharetheiranswers.3.Theteachercanwritethekeypointsontheblackboardtoclarifythetheme.VocabularyinUse2a1.Askstudentstoreadtheinstructionandmakesuretheyunderstandthemeaning.Theteachercanexplainthemeaningandusageofthethreewordendings.2.Havestudentscirclethecorrectwordstocompletethesentences.3.Checktheanswersandencouragestudentstolistmorewordswiththesesuffixes.2b1.Havestudentscompletethesentencesindividuallyandthenchecktheanswersinpairs.2.Checktheanswerswiththewholeclassandgiveexplanationsfortheconfusingparts.2c1.Havestudentsskimthepassageandgetthemainidea.2.Askstudentstocompletethepassagewiththecorrectformsofthewordsintheboxandthenchecktheanswersinpairs.3.Presentthecorrectanswersinclass.SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionThislessoneffectivelymetitsgoals.Thetimelineactivityhelpedstudentsretellthestoryclearly,whilegroupdiscussionsinpost-readingencouragedthoughtfulreflectiononZhongYang'sspirit.Toimprove,Icouldaddmorevisualaidsforvocabularyandallocateextratimeforshystudentstosharetheirideas,ensuringfullengagementfromthewholeclass.第六課時SectionB(3a-3d)一、TeachingObjectivesInthisclass,studentswill：1.getthekeydetailsaboutMozifromtheonlinepost.2.learnhowtoorganizeinformationaboutaninspiringperson.3.usethestructuredcharttowritetheirownonlinepostsaboutaninspiringperson