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2026秋人教九上英语AI赋能完全备课【教案】
Unit 1 The Changing World
单元总览
单元主题分析
本单元以“变化的世界”为核心主题，紧扣课程标准中“人与自然”及“人与社会”的范畴，重点探讨社会发展、科技进步与环境保护之间的互动关系。单元围绕“变化如何发生”以及“变化如何影响我们”两大核心问题展开，引导学生观察身边及全球范围内的变迁，理解变化的动因与影响，并思考个人在推动积极变化中可以扮演的角色。
Section A 以个人家乡的变化为切入点，通过听力对话和采访等真实语境，引导学生学习描述过去与现在的对比，掌握 used to 和一般过去时与现在完成时的核心用法。内容涵盖交通、医疗、商业和环境等多方面变化，强调基础设施改善对人民生活质量的提升。
Section B 将视野扩展到全球合作与发展，通过阅读肯尼亚蒙内铁路等案例，分析重大工程项目如何带来深远的社会经济影响。学生将学习如何提取数据信息、理解不同利益相关者的观点，并探讨国际合作对于共同建设美好世界的重要性。写作部分聚焦于个人成长的变迁，培养学生用英语反思并描述自身变化的能力。
总之，本单元将语言学习与现实议题深度结合，使学生在掌握描述变化的语言技能的同时，培养其观察力、批判性思维及全球视野，理解个人、社区乃至国家在时代发展中的角色与责任。
单元学习目标
通过本单元的学习，学生能够：
准确运用 used to、一般过去时与现在完成时来描述过去和现在的状况，对比变化。
听懂并理解关于家乡变迁、环境治理等话题的对话，抓住时间、方式、原因等关键细节。
读懂关于发展项目（如铁路建设）的说明性文本，提取具体数据、事实信息及不同人物的观点态度。
运用所学语言，以口头和书面形式有条理地描述个人生活变化或家乡变迁，并能简要分析变化带来的影响。
在讨论中，就环境问题、国际合作等话题交换意见，提出简单看法。
单元学习重难点
重点：
熟练掌握并准确运用 used to、一般过去时与现在完成时来对比今昔变化。
从听力和阅读材料中有效抓取并梳理关于变化的具体事实信息（如方式、时间、数据）。
围绕“变化”主题，进行连贯的口头描述和简单的书面表达。
难点：
在真实语境中准确区分并运用一般过去时（强调过去特定时间动作）和现在完成时（强调过去动作对现在的影响或结果）。
理解较长篇幅文本中（如肯尼亚铁路文章）事件脉络、多方观点及项目影响的逻辑关系。
在讨论“变化的影响”及“国际合作”等稍抽象话题时，能组织语言表达个人观点。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4c)
第五课时Section B(1a－1f) & Vocabulary in Use
第六课时Section B(3a－3d)
Unit 1 The Changing World
第一课时Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
talk about the changes in a hometown by comparing the past and the present.
listen and identify specific changes in transportation, healthcare, shopping, and the environment.
discuss how these changes happened and how they make life better.
二、Teaching Advice
Lead-in
Look and Share
1. Have students look at the theme picture and discuss the questions. Invite some students to share their answers. Let students read the unit title and predict what they will learn in this unit.
Pre-listening
1a Present the two photos to students. Tell them that these two photos show the changes in Li Rui’s hometown over the years. Let students discuss the changes in the two photos and answers the questions in 1a. Choose some students to share their answers.
While-listening
1b Ask students to read the questions before listening and remind them to pay attention to the key information while listening. Let them listen to a telephone conversation and answer the questions. Check the answers with the class. 1c Ask students to read the table and try to summarize what changes have happened in Li Rui’s hometown. Let them predict what information to write down in the table. Play the audio. Ask them to listen and complete the table. Check the answers with the class.
Post-listening
ld Have students work in groups of four. Let them discuss how these changes happened and how they make people’s life better. To help students better think about the question(s), the teacher can model the answer first. g. All these changes happened because people in the town worked hard to make it better. They built new roads, a hospital, and a supermarket. They also planted many trees on the hills. Now life there is much better. People can travel faster, see a doctor easily, and buy things nearby. The town is also greener and more beautiful to live in. Invite some students to share their answers.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the sentence patterns and language points on the blackboard.
Teaching Reflection
This lesson successfully engaged students in discussing hometown changes through visual prompts and structured listening tasks. The pre-listening prediction activity effectively activated prior knowledge and guided listening focus. While group discussions were lively with the support of modeled answers, future lessons could incorporate brief individual thinking time before sharing to ensure broader participation.
2026秋人教九上英语AI赋能完全备课【教案】
Unit 1 The Changing World
第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
rank and discuss the problems mentioned, such as sandstorms and farmland shortage, and explain your reasons.
listen and identify the main environmental problems and the solutions people took in the conversation.
talk about how planting bushes and trees improved the environment and people's lives.
二、Teaching Advice
Lead-in
Show students some pictures of the four problems: sandstorms, difficult environment, farmland shortage and lack of technology. Ask them to talk about what they know about these problems. Ask students: Among these problems, which one do you think might be the most serious for people living there Why
Pre-listening
2a Let students work in pairs and rank the four problems from 1 to 4, with 1being the worst, and give their reasons. Choose some students to give their answers. Have students look back at their ranking, then ask: From your list, which problem do you think is the most difficult to solve Why
While-listening
2b Have students listen to the conversation between George’s father and Li Rui’s grandfather. Write down the problems they mentioned in the conversation. Check the answers with the class. 2c Let students read the table before listening and predict what information to write down. Ask them to listen again and fill in the table. Then, check the answers with the class. Ask students to work with a partner and describe how the environment affected the local lives based on the table. Remind them to compare the environment before and after people took actions. Read the listening script with the students together and explain some language points.
Post-listening
2d Have students review the listening script to recall the environmental changes and the actions people took. Present the sample dialogue to the class. Read it aloud with the students and point out the structure: state a past problem, ask about the solution and explain the action and the result. Ask students to work in pairs and create a new dialogue about solving another problem from the listening . They should use information from the table in 2c. Invite a few pairs to perform one of their conversations for the class, and then give feedback.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write useful expressions and important language points on the blackboard.
Teaching Reflection
This lesson effectively guided students from discussing environmental problems to understanding real-world solutions through structured listening and speaking tasks. The lead-in and ranking activity successfully activated prior knowledge and created a clear purpose for listening. To further deepen engagement, next time I would encourage more student-generated questions during the prediction stage before listening.
2026秋人教九上英语AI赋能完全备课【教案】
Unit 1 The Changing World
第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
understand and summarize the key differences between past and present village life by reading an interview and completing a comparison chart.
learn to use "used to" and present tense structures, along with related vocabulary, to describe changes in their own hometown.
discuss hometown changes with a partner in conversation, and briefly express their opinions and feelings about these changes.
Teaching Advice
Lead-in
Show students a photo of a place in your city five or ten years ago and ask: Look at this photo. What do you see Where is it Show students another photo of the same place at present and ask: This is the same place today. What’s the difference now Write two key sentence frames on the blackboard to help students make a summarize: In the past, there used to be a small road / ... But now, there is a big highway / ...
Pre-reading
3a Ask students to read the interview quickly and answer the question: In what ways have the villager’s lives changed Have them read again more carefully and underline the sentences or phrases that describe how things were in the past and how things are now. Ask questions to focus on key changes: How did the new highway help the villagers What new building are mentioned Why did young people come back to work and live in village Ask students to look at the photo in 3a and describe what is happening in it. Show them photos of high-tech greenhouses and traditional farms, and ask them to compare the differences. If time allows, the teacher can also show photos of villages in the past alongside images of new socialist villages, so students can see the improvement in villagers’ lives.
While-reading
3b Ask students to use the information from 3a to complete the table. Walk around to check progress and offer help. Go over the answer as a class, using the text to confirm each point. Write key phrases on the blackboard. 3c Play the recording. Let students listen and repeat. Divide students into pairs to role-play the conversation. Encourage them to add their own feelings about the changes. Invite 2-3 pairs to perform, and praise their fluency and expression.
Post-reading
3d Present the list of topic and the sample dialogue on the blackboard. Ask students to work in pairs and discuss the biggest changes in their hometown in the past 10 years. Encourage them to write down 4-5 sentences about each change. Ask them to use the sample as a model and create a new dialogue to talk about the changes in their hometown. Invite 3-4 pairs to share their dialogues with the class, and summarize the common changes mentioned.
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 useful expressions and language points on the blackboard.
Teaching Reflection
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, demonstrating improved comprehension and spoken confidence. To further develop expressive ability, providing more sentence frames for opinion-sharing would be beneficial in future classes.
2026秋人教九上英语AI赋能完全备课【教案】
Unit 1 The Changing World
第四课时Grammar Focus (4a-4c)
Teaching Objectives
In this class, students will:
tell the difference between the simple past tense and the present perfect tense by recognizing their forms and contexts in sentences.
use both tenses correctly in sentences and conversations.
talk about changes around them using simple past for finished events and present perfect for recent or ongoing results.
Teaching Advice
Lead-in
Show students two photos of your city and let them compare the change. 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.
Explore the Grammar
4a Let students read the three sentence pairs and circle the verbs. Guide students to observe and compare 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 is still important now 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 actions that started in the past and continue to now (often with ever, never, just, already, yet, for, since).
Grammar Rules
一般过去时与现在完成时的区别 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） 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—我现在没有钥匙，进不了门） 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）
Grammar Exercises
4b Have students read and complete the conversation with verbs forms. Check the answer by asking one pair of students to read the completed dialogue aloud. 4c Let students read the passage and understand the overall meaning. Ask them to complete the passage with the correct forms of verbs in brackets. Check answers together and discuss why each tense is used.
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 grammar rules on the blackboard.
Teaching Reflection
The lesson effectively helped students distinguish between the two tenses through contextualized examples and controlled practice. Most students could complete 4b and 4c accurately. 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.
2026秋人教九上英语AI赋能完全备课【教案】
Unit 1 The Changing World
第五课时Section B(1a－1f) & Vocabulary in Use
Teaching Objectives
In this class, students will：
l. understand and analyze the befits 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 a structured table.
3. think critically about how countries can work together to build a better world.
Teaching Advice
Lead-in
1a Show a picture of a high-speed train and and a picture of an old, slow train, then ask the questions: Which one do you prefer Why What are benefits of fast train Ask students to work in pairs and discuss the questions in 1a. The teacher can write some key words, such as convenient, save time, transport food, business, and travel on the blackboard to help them answer the questions.
Pre-reading
1b Have students look at the title and the picture and discuss the question in 1b. Let them scan the text to check their predictions.
While-reading
Skim Reading Have 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 to Kenya. (T) Careful Reading Ask students to work with a partner. Make a chart to compare the old railway and the new one, then list the new railway’s influence on local people’s lives. Invite some pairs to share their answers. Write some key information on the blackboard. 1c Ask students to find the numbers in the text and match the numbers with the information. Check the answers with the class. 1d Let students read the text again and answer the questions. Check the answers with the class. 1e Guide students to read each paragraph and complete the table with key information. Check the answers with the class.
Post-reading
1f Put students into small groups. Give them some time to discuss the two questions. The teacher can provide some background knowledge to them if necessary. Walk around the classroom, listen to their discussions, and provide help with vocabulary or ideas. Invite 3-4 groups to share their ideas with the class. Give brief feedback and praise their efforts.
Vocabulary in Use
2a Present a compound word example to students and break down how it is formed. Ask them to use a word on the left and a word on the right to create a compound word. Encourage them to create more. Invite some students to share their answers and show them more compound words. 2b Ask students to read the words in the box and make sure they understand the meanings. Have them complete the sentences with the words in the box. Check the answers with the class. 2c Let students read the passage and introduce the background knowledge to them. Have them complete the passage with the correct forms of the words in the box. Check the answers with the class. Have them work in groups of fours and discuss what other stories they know about China’s environmental achievements. Choose some groups to share their stories.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the useful expressions and language points on the blackboard.
Teaching Reflection
The lesson successfully guided students to understand a real-world example of how changes in infrastructure improve lives. Students were engaged in the discussion about international cooperation. However, some 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.
2026秋人教九上英语AI赋能完全备课【教案】
Unit 1 The Changing World
第六课时Section B(3a－3d)
Teaching Objectives
In this class, students will：
identify key changes in personal life by reading and extracting information from a model passage.
describe their own life changes from primary to junior high school using comparative structures and guided notes.
write a short passage describing personal changes and reflecting on what remains the same.
Teaching Advice
Lead-in
Have students think back to their primary school life and asks them to compare: What was different then, what was the same now Discuss briefly as a class and write some key notes on the blackboard.
Pre-writing
3a Have students read the text and answer the question. Guide students to underline sentences with used to and present tense verbs to show contrast. 3b Have student complete the table based on the text. Check the answers with the class. Analyze the structure and expressions of the text.
While-writing
3c Ask students to work with a partner. Think about in what ways their lives have changed compared to primary school. They can make notes like the one in 3b. Invite some pairs to share their ideas. 3d Ask students to choose three changes, and write a short passage about them. Remind them to: use used to for the past; use present tense for now; end with one thing stayed the same. Provide some sentence frames on the blackboard if necessary. Walk around in the classroom to offer support.
Post-writing
Students exchange their passages with a partner for peer feedback. Focus on: clear past/present contrast, correct tense use, and a meaningful "same thing" at the end. Invite 2–3 students to share their passages with the class.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the passage structure and useful expressions on the blackboard.
Teaching Reflection
This lesson guides students from reading a model text to writing their own reflective passage. The table in 3b provides clear scaffolding, and the final step encourages personal expression and emotional reflection. Some students may need more support in brainstorming specific changes, so providing examples or sentence starters can be helpful.

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