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Unit 1 SectionA(1a-2d)　The Changing World
　课型：听说课　｜　第1课时　｜　人教版九年级上册
课题 Unit 1 SectionA(1a-2d)　The Changing World
课型 / 课时 听说课　／　第1课时
教材 人教版九年级上册英语（2026-2027学年）
授课教师 / 班级 （请填写）
日期 （请填写）
知识目标 围绕“The Changing World”话题，掌握本课时重点词汇shortage、soil、sandy、government、support、corn；重点短语bring about、take place、used to do sth、be covered with。
能力目标 能听懂与“The Changing World”话题相关的对话，获取人物关系、时间、行为等关键信息，并能运用本课目标语言就该话题进行简单的口头表达与交流。
情感目标 在“The Changing World”话题的讨论与任务中联系自身生活体验，形成积极的价值判断；乐于合作、敢于表达，进一步增强英语学习自信与运用意识。
教学重点 1.Guide students to perceive the changes of their hometown through picture comparison and master relevant vocabulary. 2.Instruct students to capture key information in listening and complete the form of changes between the past and the present. 3.Encourage students to talk about the changes of their hometown and their feelings in simple language.
教学难点 1.Help students accurately capture the key information about time and behaviour in listening materials. 2.Guide students to initially use used to and the present perfect tense to describe the changes between the past and the present.
教学准备 课本、多媒体课件、配套课文听力音频；可按话题准备相应图片或实物素材。
教学环节 教师活动 学生活动 设计意图
Step 1 Leading Leading in Greet the class and ask：“Have you ever noticed the changes in your hometown？What are they？” Invite a few students to share their ideas. 学生起立向教师问好，带着教师提出的话题快速回忆个人真实经历，在全班或同桌间用简单英语自由表达（如 There are … now. / It used to be …），同伴互相倾听并补充。 以贴近生活经验的话题导入，激活已知词汇与句型，建立新旧知识联结；用开放式提问引发表达意愿与认知冲突，自然切入主题，为后续听说铺设语境。
Step 2 Work Work on 1a 1.Show the two contrast pictures of Li Rui’s hometown in the textbook.Guide students to observe and answer the questions：“How are these two photos different？How has this place changed over the years？” Introduce the new vocabulary and read it aloud with the class. 2.Ask students to discuss their feelings about the changes of the hometown in groups and express them with simple words and sentences.Walk around the classroom to offer help if necessary. 3.Invite group representatives to share the discussion results. ◆语言聚焦：shortage 短缺；soil 土壤；sandy 铺满沙子的；government 政府；support 支持；corn 玉米 学生4人一组，围绕“变化及其原因 / 问题如何解决”交换看法，运用本课目标语言与重点句型组织语言；组内互相纠正、补充，形成小组共识；代表在全班展示，其他同学倾听、评价。 对应课本1a活动：以任务型小组合作推动语言从输入走向输出，在协商讨论中发展口语交际与批判性思维；体现“学生主体、合作探究”的课堂文化，培养倾听、互补与表达能力。
Step 3 Work Work on 1b-1c 1.Play the recording of the telephone conversation in 1b.Ask students to listen carefully and answer the questions： Why does George call Li Rui？ What is the relationship between George’s father and Li Rui’s grandfather？ When did George’s father last visit the place？ 2.Check the answers briefly.Then play the recording of 1c.Ask students to complete the form of changes between the past and the present while listening and pay attention to the information about time and actions. 3.Play the recording again to let students verify their answers.Explain difficult points such as key vocabulary，sentence patterns and grammatical points in the recording. ◆语言聚焦：bring about 带来；take place 发生；used to do sth 过去常常做某事；be covered with 被覆盖 学生先听教师提出的问题，带着任务（人物关系、时间、行为）抓取录音中的关键信息；再听并完成“过去—现在变化”表格，重点关注时间状语与动词形式；第三次听核对答案，圈出难点词汇与句型，与同桌互对。 对应课本1b-1c、1b、1c活动：采用“听前预测—听中填表—听后核对”的阶梯式听力训练，培养从语篇获取具体信息的能力；在真实语流中渗透目标语言结构，落实以听促说、以听带学。
Step 4 Work Work on 1d 1.Divide students into groups.Ask them to discuss the changes in 1c and think about the causes of the changes. 2.Invite several groups to act out their dialogues in front of the class.Give positive feedback and correct any mistakes. 学生4人一组，围绕“变化及其原因 / 问题如何解决”交换看法，运用本课目标语言与重点句型组织语言；组内互相纠正、补充，形成小组共识；代表在全班展示，其他同学倾听、评价。 对应课本1d、1c活动：以任务型小组合作推动语言从输入走向输出，在协商讨论中发展口语交际与批判性思维；体现“学生主体、合作探究”的课堂文化，培养倾听、互补与表达能力。
Step 5 Work Work on 2a 1.Present four problems：sandstorms，water shortage，farmland shortage，lack of technology.Ask students to rank them from 1 to 4 （1 being the worst） and give their reasons. 2.Invite students to share their ranking results and reasons.Guide students to understand the impact of these problems on life. ◆语言聚焦：shortage 短缺 学生代表上台汇报讨论结果或展示作品，用目标语言清晰表达观点；台下同学认真倾听，在教师引导下补充、质疑或点评，形成多向互动。 对应课本2a活动：搭建成果展示与交流平台，锻炼清晰表达与逻辑思维；以多向互动（补充、质疑、点评）深化理解，落实以评促学。
Step 6 Work Work on 2b-2c 1.Play the recording of 2b.Ask students to listen to the conversation and find out the problems mentioned in 2a.Check the answers with the class. 2.Play the recording again.Ask students to complete the form in 2c.Walk around the classroom to offer guidance. 3.Play the recording for the third time to let students verify their answers.Explain key phrases and sentences. ◆语言聚焦：bring about 带来；take place 发生；used to do sth 过去常常做某事；be covered with 被覆盖 学生先听教师提出的问题，带着任务（人物关系、时间、行为）抓取录音中的关键信息；再听并完成“过去—现在变化”表格，重点关注时间状语与动词形式；第三次听核对答案，圈出难点词汇与句型，与同桌互对。 对应课本2b-2c、2b、2a、2c活动：采用“听前预测—听中填表—听后核对”的阶梯式听力训练，培养从语篇获取具体信息的能力；在真实语流中渗透目标语言结构，落实以听促说、以听带学。
Step 7 Work Work on 2d 1.Ask students to discuss how the problems in 2b were solved in groups，using the dialogue model in the textbook. 2.Invite several groups to share their discussion results.Summarize and praise the excellent performances of the students. 学生4人一组，围绕“变化及其原因 / 问题如何解决”交换看法，运用本课目标语言与重点句型组织语言；组内互相纠正、补充，形成小组共识；代表在全班展示，其他同学倾听、评价。 对应课本2d、2b活动：以任务型小组合作推动语言从输入走向输出，在协商讨论中发展口语交际与批判性思维；体现“学生主体、合作探究”的课堂文化，培养倾听、互补与表达能力。
板书设计 SectionA(1a-2d) 重点词汇： shortage n. 短缺；soil n. 土壤；sandy adj. 铺满沙子的；government n. 政府；support n.& v. 支持；corn n. 玉米；谷物 重点短语： bring about 带来；引起；take place 发生；used to do sth 过去常常做某事；be covered with 被覆盖 重点句型： What changes have taken place around you 你的周围发生了哪些变化？ The area used to be covered with sand 这个地区过去遍布沙土。
作业布置 【基础作业】1. 朗读并抄写本课重点词汇与短语（shortage、soil、sandy、government、support、corn）。 2. 完成课本对应板块（Section）的配套练习。 【提升作业】用本课目标语言写 3—5 句话描述相关话题，下节课交流分享。
教学反思 （课后填写：目标达成情况、活动效果、改进设想）

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