Unit 2 Inspiring people （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 2 Inspiring people （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11页。
Section A (1a-1d) 一、Teaching Objectives In this class, students will： 1. identify some famous people and their professions. 2. listen for specific details to match speakers with the people they admire and complete the notes. 3. talk about a person they admire and explain the reason using the target language. 二、Teaching Advice Lead-in Pre-listening While-listening Post-listening Teaching Reflection 第二课时Section A (2a-2d) 一、Teaching Objectives In this class, students will： 1. identify key figures and match them with their achievements and fields of work. 2. listen for specific details to match family members with the people they admire,and complete fact-based notes. 3. discuss why certain figures are inspiring using target language and sentence patterns. 4. learn about the contributions of influential historical figures and develop an appreciation for their impact. 二、Teaching Advice Lead-in Pre-listening While-listening Post-listening Teaching Reflection 第三课时Section A (3a-3c) 一、Teaching Objectives In this class, students will： 1. get the detailed information about the inspiring people mentioned in the dialogue. 2. grasp the key expressions and sentence patterns to talk about inspiring people. 3. learn about inspiring figures from different fields and appreciate their positive qualities. 二、Teaching Advice Lead-in Pre-reading While-reading Post-reading Teaching Reflection 第四课时Grammar Focus (4a-4c) 一、Teaching Objectives In this class, students will： l. master the two core sentence patterns:It is+adj.+(for/of) sb.+to do sth. and It is+ adj. +that …. ,and distinguish and use them correctly. 2. finish sentence transformation and cloze exercises skillfully to apply the grammar flexibly. 3. use the target patterns to describe inspiring people and their deeds,connecting grammar learning with the theme “the power of role models".. 二、Teaching Advice Lead-in Explore the Grammar Grammar Rules Grammar Exercises Teaching Reflection 第五课时Section B(1a-1f)&Vocabulary in Use 一、Teaching Objectives In this class, students will： 1. understand the main idea and key details of the text about Zhong Yang. 2. use context clues to guess the meaning of key words and phrases. 3. learn about the importance of seed science and what makes Zhong Yang an inspiring figure. 4. talk about what they can learn from Zhong Yang. 二、Teaching Advice Lead-in Pre-reading While-reading Post-reading Vocabulary in Use Teaching Reflection 第六课时Section B (3a-3d) 一、Teaching Objectives In this class, students will： 1. get the key details about Mozi from the online post. 2. learn how to organize information about an inspiring person. 3. use the structured chart to write their own online posts about an inspiring person. 二、Teaching Advice Lead-in Pre-writing While-writing Post-writing Teaching Reflection Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 11. 2. Invite some students to share their answers. 3. Present some basic information about these inspiring people as a supplement. 4. Have students read the unit title and predict what they will learn in the unit.Look and Match 1a 1. Present the pictures of the four famous people and elicit the names and professions from students. For the people students are not familiar with,the teacher can make provide some additional information. 2. Have students read the instruction and words in 1a and make sure they get the meanings. 3. Ask students to do the matching exercise and check the answers in pairs. 4. Invite some students to share their answers.1b 1. Have students read the instruction and make sure they understand the task. 2. Have students listen to the conversations and do the matching exercise. 3.Check the answers with the whole class. 1c 1. Ask students to read the notes in 1c and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the notes. 3. Invite some students to share their answers and then check the answers with the whole class. 4. Have students listen again with the completed information. Listening Scripts Present the listening script and guide students to pay attention to the target vocabularies and expressions. Explain the language points if necessary.1d 1. Have students read the instruction and think about the questions. 2. Ask students to work in pairs to discuss the questions and share their opinions. Students can be encouraged to add more facts about the people they admire to the conversation. 3. Invite some students to share their answers in class. Provide some expressions and sentence patterns as language support. The teacher can also share his/her opinions first to set an example for students.Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.This lesson ran smoothly overall. Students actively matched professions and completed listening tasks, showing good comprehension. Next time, I'll add more vocabulary drills in the pre-listening stage and a quick vocabulary review before the task to boost fluency.Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 11. 2. Invite some students to share their answers. 3. Present some basic information about these inspiring people as a supplement. 4. Have students read the unit title and predict what they will learn in the unit.Look and Say 1. Present the pictures of the four people in 2a and elicit their names from students. 2. Invite some students to share what they know about these people. 3. Present more background information as complement. Free Talk 1. Have students work in pairs to talk about the following questions. Who do you admire the most?Why? 2. Invite some students to share their answers.2a 1. Have students read the statements in 2a to make sure they understand the meanings. 2. Ask students to do the matching exercise and check the answers in pairs. 3.Check the answers with the whole class. 2b 1. Have students listen to the conversation and figure out the person each family member admires. 2.Check the answers with the whole class. 2c 1. Ask students to read the notes in 2c carefully to identify the key information they should grasp while listening. Students can be encouraged to circle from memory. 2. Play the recording again and have students circle the coloured words. 3. Invite some students to share their answers and then check the answers with the whole class. 4. Have students listen again with the completed information. Listening Scripts Present the listening script and guide students to pay attention to the target vocabularies and expressions. Explain the language points if necessary.2d 1. Present the pictures in 2d and ask students to identify their names and their fields of work. 2. Have student do the matching exercises and check the answers with the whole class. 3. Present more details of their achievements and spirits in English. 4. Have students work in pairs to discuss why these people are inspiring. Remind students to use the details and the sentence patterns. During the process,the teacher can walk around to make sure each student is engaged in the activity. Correct pronunciation/ grammar gently and provide prompts if needed. 5. Invite 2-3 pairs to share their opinions in class and have other students give feedback.Summary Ask students to summarize what they learned in this lesson. Homework Blackboard Design Write the language points and useful expressions on the blackboard.This lesson went smoothly. Students effectively linked family members to the people they admired and completed notes with key details. Next time, I'll add pre-listening vocabulary drills to improve comprehension and fluency.Look and Say 1. Present some famous buildings designed by I. M. Pei and ask students the following questions. ◆What are the following buildings? ◆What do you think of these buildings? ◆Do you know who designed them? ◆What do you know about the designer? 2. Invite some students to share their answers,and then present more information about I.M. Pei. 3. Present the picture of Wang Yaping and elicit her name and achievement from students. The teacher can play a video clip about her teaching in space so that students can have a better understanding.Predict 1. Have students look at the picture in 3a and answer the following questions: Who are these people and what do they do? ◆What qualities do you think they have? 2. Ask students to predict what the conversation is about according to these questions.3a 1. Let students read the conversation quickly and check their predictions. 2. Ask students to complete the chart using the information in the conversation,and then check the answers with the whole class. 3. Explain the language points and sentence patterns in the conversation if necessary. 3b Have students listen to the conversation and remind them to pay attention to the questions the speakers used. 2. Let students work in pairs to role-play the conversation. 3. Invite 1-2 pairs to role-play in class and have others give feedback.Further Thinking What qualities do all the inspiring people in the dialogue share? Can you list 2-3 of them? How can the qualities of inspiring people influence your study or daily life? Why do we need to learn about inspiring people in our daily life? Who is the most inspiring person for you in real life?What makes him/her special to you? 3c 1. Guide students to read the given words and expressions and make sure they understand their meanings. 2. Ask students to brainstorm more expressions to describe good personal qualities and write them on the blackboard. 3. Summarize the related sentence patterns and present them on the blackboard for students to refer to. 4. Ask students to work in groups to talk about who they admire and share the reasons, using the learned sentence patterns and expressions. 5. Ask one reporter from each group to present their group's ideas in class and invite other students to give feedback..Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the language points and useful expressions on the blackboard.In this lesson, most students grasped key expressions and dialogue information well. They could express their admired people clearly. However, some students lacked confidence in oral expression and needed more individual guidance, and the Further Thinking part was a bit rushed. In future.lessons,I'll design more targeted activities for different levels and allocate time more reasonably.Look and Say 1. Show pictures of inspiring people (Yuan Longping,Wang Yaping,Zhang Qian) and ask simple questions to guide students to share their opinions. What do you think of Yuan Longping developing hybrid rice? How do you feel about Wang Yaping teaching in space? 2. Elicit Patterns:Guide students to say sentences like “It is great of Yuan Longping to develop hybrid rice.”or “It's amazing that Wang Yaping taught in space.” to lead in the two core patterns of this lesson. 3. Transition : Today we will learn these two sentence patterns to evaluate people and things more accurately..4a 1. Ask students to read the sentences in 4a and complete each one with a person they know (e. g. “It was great of Yuan Longping to develop a new kind of rice..”). 2.Invite 3-4 students to share their completed sentences with the class. The teacher writes typical examples on the blackboard. 3. Guide students to observe the sentences on the blackboard and initially distinguish the three structures: Evaluate people:It is+adj. +of sb. +to do sth. Evaluate things (actions):It is+adj.+for sb. +to do sth. Evaluate things (facts):It is+adj.+that....1.It’s+adj.+of sb. +to do sth. 形容词描述人的品质、性格,说明“某人本身具备某种特质,所以做出了这个行为”。 常见形容词:brave,wise,nice,kind,great,stupid 例如:It was brave of Victor Hugo to stand up for the common people. 检验方法:可以改写为“sb.is+adj.”,逻辑通顺就用of。 2.It’s十adj.+for sb. +to do sth. 形容词描述动作的性质、难度,说明“做这件事对某人来说是……的”。 常见形容词:important,necessary,difficult,possible,amazing 例如:It was difficult for Zhang Qian to finish his task back then. 检验方法:如果“sb.is十adj.”逻辑不通,就用for。 3.It’s十adj.+that ... it是形式主语,真正主语是that从句,用来评价整个事件或事实,避免句子头重脚轻。 常见形容词:amazing,inspiring,wonderful,important,necessary 例如:It's inspiring that Professor Gui's dream came true through hard work.4b 1. Ask students to rewrite the sentences using the words in brackets. 2. Have students check the answers in pairs. And invite some pairs to share their answers by reading the completed sentences. 3.Explain the difficult parts for students. 4c 1. Let students read the passage and grasp the main idea. 2. Ask students to complete the passage and check the answers in class. 3. Ask “In what ways do you find Zhang Qian inspiring?”and encourage students to answer with the sentence patterns learned in this lesson. 4. Explain the language points if necessary.Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the grammar rules on the blackboard.This grammar lesson went smoothly. When guiding students to observe the sentences and distinguish the three structures,most students could get the key points quickly. They finished the exercises actively and mastered the core patterns basically. However,a few students still confused“for”and “of". In future lessons,I'll add more simple practice and give more guidance.Look and Say 1. Present several pictures of different plant seeds and ask students some related questions. 2. Invite some students to share their opinions in class. 3. Show a short video clip about seeds to help students have a better understanding.1a 1. Have students look at the title in 1b and think about the questions. 2. Invite some students to share their answers and write some key words on the blackboard.Skim Reading Ask students to read the text quickly and find out what the text is mainly about. 1b 1. Ask students to identify who the seed scientist was and what he did. 2.Share the answers with the whole class. Careful Reading 1c 1. Ask students to read the text carefully and summarize the main idea of each paragraph. Encourage some students to summarize in their own words. 2. Have students do the matching exercises and check the answers in pairs. 3.Check the answers with the whole class. 1d 1. Have students read the instruction and the events to get the meanings. 2. Ask students to read the text to find the target information and then fill in the blanks. 3.Check the answers and ask students to put the events into the timeline. 4. Check the answers with the whole class. Then have students retell the story of Zhong Yang based on the timeline and events in pairs. The teacher can provide the outline of the story and some useful expressions as language support. Invite 1-2 pairs to share their retelling in class. 1e 1. Guide students to read the tip to get the meaning and clarify the difficult part. 2. Have students read the two sentences in 1e and find their positions in the text. Then work in pairs to explain the meanings of the sentences according to the context. 3. Invite some students to share their answers in class. 4. Present the correct answers in class. Explain language points.1f 1. Have students work in groups to discuss the questions in 1f. 2. Invite some groups to share their answers. 3. The teacher can write the key points on the blackboard to clarify the theme.2a 1. Ask students to read the instruction and make sure they understand the meaning. The teacher can explain the meaning and usage of the three word endings. 2. Have students circle the correct words to complete the sentences. 3. Check the answers and encourage students to list more words with these suffixes. 2b 1. Have students complete the sentences individually and then check the answers in pairs. 2.Check the answers with the whole class and give explanations for the confusing parts. 2c 1. Have students skim the passage and get the main idea. 2. Ask students to complete the passage with the correct forms of the words in the box and then check the answers in pairs. 3. Present the correct answers in class.Summary Ask students to summarize what they have learned in this lesson. Blackboard Design Write the language points and useful expressions on the blackboard.This lesson effectively met its goals. The timeline activity helped students retell the story clearly, while group discussions in post-reading encouraged thoughtful reflection on Zhong Yang's spirit. To improve,I could add more visual aids for vocabulary and allocate extra time for shy students to share their ideas,ensuring full engagement from the whole class.Look and Say 1. Present some pictures of the inspiring people mentioned in this unit and ask students to talk about the questions.(问题见优翼配套教学课件) 2. Invite some students to share their answers.3a 1. Have students look at the picture in 3a and predict what the post is about. 2. Ask students to read the post quickly to identify who the writer admires and why. 3. Check the answers with the whole class. 4. Have students read the post again and get the main idea of each paragraph. Then encourage students to extract the structure of the post. 3b 1. Have students read the chart and complete it using the information from the post. 2.Check the answers with the whole class. 3c 1. Students work individually to fill in their own 3c chart about an inspiring person they choose (from the unit or their own choice). 2. Circulate to help students brainstorm key details. The teacher can also provide some useful expressions for each part..3d 1. Guide students to review the structure of the sample post. 2. Highlight useful phrases from the sample. 3. Students use their 3c chart to write their own online posts.1. Have students check each other's writing in pairs. Provide the checklist. 2. Based on the feedback from their partners, students revise their writings and then submit the final version for evaluation.Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the checklist on the blackboard.In this lesson,most students successfully wrote their own online posts with clear structure and useful phrases. Peer feedback encouraged active revision, though a few shy students needed more encouragement to share their work. Next time,I'll add a quick whole-class sharing activity to boost confidence and showcase diverse inspiring stories.