Unit 1 The Changing World （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册

这是一份Unit 1 The Changing World （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册，共10页。
Section A (1a-1d) 一、Teaching ObjectivesIn this class, students will：1. talk about the changes in a hometown by comparing the past and the present.2. listen and identify specific changes in transportation,healthcare ,shopping,and the environment,3. discuss how these changes happened and how they make life better.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第二课时Section A (2a-2d) 一、Teaching ObjectivesIn this class, students will：1. rank and discuss the problems mentioned, such as sandstorms and farmland shortage,andexplain the reasons.2. listen and identify the main environmental problems and the solutions people took in theconversation.3. talk about how planting bushes and trees improved the environment and people's lives.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第三课时Section A (3a-3d) 一、Teaching ObjectivesIn this class, students will：1. understand and summarize the key differences between past and present village life by reading an interview and completing a comparison chart.2. learn to use “used to”and present tense structures,along with related vocabulary, to describe changes in their own hometowns.3. discuss hometown changes with a partner in conversations, and briefly express their opinions and feelings about these changes.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingTeaching Reflection第四课时Section A (4a-4c) 一、Teaching ObjectivesIn this class, students will：1. tell the difference between the simple past tense and the present perfect tense by recognizing their forms and contexts in sentences.2. use both tenses correctly in sentences and conversations.3. talk about changes around them by using the simple past tense for finished events and the present perfect tense for recent or ongoing results.二、Teaching AdviceLead-inExplore the GrammarGrammar RulesGrammar ExercisesTeaching Reflection第五课时Section B(1a-1f)&Vocabulary in Use 一、Teaching ObjectivesIn this class, students will：1. understand and analyze the benefits of the new railway for local Kenyans by reading for details and answering comprehension questions.2. discuss how the changes influence people's lives and learn to summarize information in astructured table.3. think critically about how countries can work together to build a better world.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingVocabulary in UseTeaching Reflection第六课时Section B(3a-3d) 一、Teaching ObjectivesIn this class, students will：1. identify key changes in personal life by reading and extracting information from a modelpassage.2. describe their own life changes from primary to junior high school using comparative structuresand guided notes.3. write a short passage describing personal changes and reflecting on what remains the same.二、Teaching AdviceLead-inPre-writingWhile-writingPost-writingTeaching ReflectionLook and Share1. Have students look at the theme picture and discuss the questions.2. Invite some students to share their answers.3. Let students read the unit title and predict what they will learn in this unit.1a1. Present the two photos to students. Tell them that these two photos show the changesin Li Rui's hometown over the years.2. Let students discuss the changes in the two photos and answer the questions in 1a.3. Invite some students to share their answers.1b1. Ask students to read the questions before listening and remind them to pay attention tothe key information while listening.2. Let them listen to a telephone conversation and answer the questions.3. Check the answers with the class.1c1. Ask students to read the table and try to summarize what changes have happened in LiRui's hometown.2. Let them predict what information to write down in the table.3. Play the audio. Ask them to listen and complete the table.4.Check the answers with the class.1d1. Have students work in groups of four. Let them discuss how these changes happenedand how they make people's lives better.2. To help students better think about the question(s),the teacher can model the answer first.E.g. All these changes happened because people in the town worked hard to make itbetter. They built new roads ,a hospital ,and a supermarket. They also planted manytrees on the hills. Now life there is much better. People can travel faster,see a doctoreasily ,and buy things nearby. The town is also greener and more beautiful to live in.3. Invite some students to share their answers.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the sentence patterns and language points on the blackboard.This lesson successfully engaged students in discussing hometown changes through visual prompts and structured listening tasks. The activities effectively activated prior knowledge and guided listening focus. To ensure broader participation, future lessons could add individual thinking time before the group discussion.1. Show students some pictures of the four problems:sandstorms,difficult environment,farmland shortage and lack of technology. Ask them to talk about what they knowabout these problems.2. Ask students: Among these problems,which one do you think might be the most seriousfor people living there? Why?2a1. Let students work in pairs and rank the four problems from 1 to 4 , with 1 being the worst,andgive their reasons.2. Choose some students to give their answers.3. Have students look back at their ranking,and then ask: From your list,which problemdo you think is the most difficult to solve?Why?2b1. Have students listen to the conversation. Write down the problems mentioned in the conversation.2.Check the answers with the class.2c1. Ask them to listen again and fill in the table. Then,check the answers with the class.2.Ask students to work with a partner and describe how the environment affected thelocal lives based on the table. Remind them to compare the environment before andafter people took actions.3. Read the listening script with the students together and explain some language points.2d1. Have students review the listening script to recall the environmental changes and theactions people took.2. Present the sample dialogue to the class. Read it aloud with the students and point out thestructure: state a past problem,ask about the solution and explain the action and the result.3. Ask students to work in pairs and create a dialogue. They should use information from thetable in 2c.4. Invite a few pairs to perform one of their conversations for the class,and then give feedback.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite useful expressions and important language points on the blackboard.This lesson effectively guided students from discussing environmental problems to understandingreal-world solutions through structured listening and speaking tasks. To further deepen engagement,next time I would encourage more student-generated questions during the prediction stage before listening.1. Show students a photo of a place in your city five or ten years ago and ask:Look at thisphoto. What do you see?Where is it?2. Show students another photo of the same place at present and ask:This is the sameplace today. What's the difference now?3. Write two key sentence frames on the blackboard to help students make a summary:In the past ,there used to be a small road /...But now,there is a big highway /...3a1. Ask students to read the interview quickly and answer the question.2. Have them read again more carefully and underline the sentences or phrases that describe howthings were in the past and how things are now.3. Ask questions to focus on key changes:How did the new highway help the villagers?◆What new buildings are mentioned?◆Why did young people come back to work and live in the village?4.Ask students to look at the photo in 3a and describe what is happening in it. Show themphotos of high-tech greenhouses and traditional farms, and ask them to compare thedifferences. If time allows, the teacher can also show photos of villages in the past alongsideimages of new socialist villages,so students can see the improvement in villagers' lives.3b1. Ask students to use the information from 3a to complete the table.2. Walk around to check progress and offer help.3. Go over the answer as a class,using the text to confirm each point.3c1. Play the recording. Let students listen and repeat.2. Divide students into pairs to role-play the conversation.3. Invite 2-3 pairs to perform,and praise their fluency and expression.3d1. Present the list of topics and the sample dialogue on the blackboard.2. Ask students to work in pairs and discuss the biggest changes in their hometown in thepast 10 years. Encourage them to write down 4-5 sentences about each change.3. Ask them to use the sample as a model and create a new dialogue.4. Invite 3-4 pairs to share their dialogues with the class,and summarize the commonchanges mentioned.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite useful expressions and language points on the blackboard.This reading lesson effectively enabled students to identify and describe changes in village life through a structured interview. Students participated actively in pair discussions and role-plays. To further develop expressive ability, providing more sentence frames for opinion-sharing would be beneficial in future classes.1. Show students two photos of your city and let them compare the change.2. Write some sentences that students see from the photos to guide comparison:Ten years ago,this place was a busy street market.Now, the city has built a large shopping mall here.Many small shops used to be here,but they have been replaced by modern stores.4a1. Let students read the three sentence pairs and circle the verbs. Guide students to observe andcompare the verb tenses in each pair. Ask:Which sentences talk about a finished time in the past?Which sentences talk about something that happened in the past but still has influence now?2. Help students summarize the basic difference:Simple Past: for actions that happened and finished at a specific time in the past e.g.yesterday,last week,20 years ago).Present Perfect: for actions that happened at an unspecified time in the past,or actionsthat started in the past and continue to now (often with ever,never,just,already, yet,for,since).一般过去时与现在完成时的区别1.时间是否明确、是否与现在切断一般过去时:动作发生在过去的某个确定时间点/时间段,已经结束,和现在没有关系。可以搭配具体过去时间。现在完成时:不强调具体时间,只强调过去动作与现在的关联(影响、结果、持续)。不能搭配具体过去时间状语(yesterday,last year,in 2019等)。例如:He moved to Beijing in 2022.(一般过去时,有明确时间)He has moved to Beijing.(现在完成时,无具体时间,强调现在在北京)He has moved to Beijing in 2022.(错误,现在完成时不能加具体过去时间)2.强调的侧重点不同一般过去时:侧重陈述过去发生的事实,只告诉别人“做过这件事”,不关心对现在的影响。现在完成时:侧重过去动作带来的现在结果,或动作持续到现在。例如:I lost my key yesterday.(一般过去时:只陈述过去的事实,不说明现在找没找到)I have lost my key.(现在完成时:强调现在的结果一一我现在没有钥匙,进不了门)3.动作是否持续到现在一般过去时:动作在过去已经终止,现在不再进行。现在完成时:动作或状态从过去开始，持续到现在,甚至可能继续下去。例如:She worked in this school for 5 years.(一般过去时:现在已经不在这里工作了)She has worked in this school for 5 years.(现在完成时:现在仍在这里工作)4b1. Have students read and complete the conversation with correct verb forms.2. Check the answers by asking one pair of students to read the completed dialogue aloud.4e1. Let students read the passage and understand the overall meaning.2. Ask them to complete the passage with the correct forms of verbs in brackets.3. Check the answers together and discuss why each tense is used.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the grammar rules on the blackboard.The lesson effectively helped students distinguish between the two tenses through contextualized examples and controlled practice. However, some still struggled to spontaneously use the present perfect tense in speaking. Next time, I will include more interactive speaking drills and real-life scenarios to build fluency and confidence.1a1. Show a picture of a high-speed train and a picture of an old,slow train,and then askthe questions:Which one do you prefer?Why? What are benefits of a fast train?2. Ask students to work in pairs and discuss the questions in 1a. The teacher can writesome key words,such as convenient,save time ,transport food ,business ,and travel onthe blackboard to help them answer the questions.1b1. Have students look at the title and the picture and discuss the question in lb.2. Let them skim the text to check their predictions.Skim ReadingHave students read the text quickly and choose T or F.The text is mainly a story about a Kenyan businessman's travel experience.(F)The new railway was built only by Kenyan engineers.(F)The main idea of the text is to show how a new railway has brought positive changes toKenya.(T)Careful Reading1. Ask students to work with a partner. Make a chart to compare the old railway and thenew one,and then list the new railway's influence on local people's lives.2. Invite some pairs to share their answers. Write some key information on the blackboard.lc1. Ask students to find the numbers in the text and match the numbers with the information.2.Check the answers with the class.ldl. Let students read the text again and answer the questions.2. Check the answers with the class.1e1. Guide students to read each paragraph and complete the table with key information.2.Check the answers with the class.1f1. Put students into small groups. Give them some time to discuss the two questions. Theteacher can provide some background knowledge for them if necessary.2. Invite 3-4 groups to share their ideas.Give brief feedback and praise their efforts.2a1. Present a compound word example to students and break down how it is formed.2. Ask them to use a word on the left and a word on the right to create a compound word.3. Invite some students to share their answers and show them more compound words.2b1. Ask students to read the words in the box and make sure they understand themeanings.2. Have them complete the sentences with the words in the box.3.Check the answers with the class.2c1. Let students read the passage and introduce the background knowledge to them.2. Have them complete the passage with the correct forms of the words in the box.3.Check the answers with the class.4. Have them work in groups of fours and discuss what other stories they know aboutChina's environmental achievements. Choose some groups to share their stories.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the useful expressions and language points on the blackboard.The lesson successfully guided students to understand a real-world example of how changes ininfrastructure improve lives. However, some students struggled to express their ideas fluently in English during the discussion. Next time, I will provide more sentence starters and vocabulary support to help them speak more confidently.Have students think back to their primary school life and ask them to compare:What wasdifferent then? What is the same now?3a1. Have students read the text and answer the question.2. Guide students to underline sentences with “used to”and present tense verbs to showcontrast.3b1. Have students complete the table based on the text.2. Check the answers with the class.3. Analyze the structure and expressions of the text.3c1. Ask students to work with a partner. Think about in what ways their lives have changedcompared to primary school. They can make notes like the one in 3b.2. Invite some pairs to share their ideas.3d1. Ask students to choose three changes,and write a short passage about them.2.Walk around in the classroom to offer support.1. Students exchange their passages with a partner for peer feedback.2. Focus on:clear past/present contrast,correct tense use,and a meaningful “same thing”at the end.3. Invite 2-3 students to share their passages with the class.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the structure and useful expressions of the passage on the blackboard.This lesson guided students from reading a model text to writing their own reflective passages. The table in 3b provided clear scaffolding, and the final step encouraged personal expression and emotional reflection. Some students might need more support in brainstorming specific changes,so providing examples or sentence starters could be helpful.