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Unit 2 Inspiring People 第5课时 Section B（读写与项目课）
基本信息 课题：Unit 2 Inspiring People — Section B 2a~3c & Project 课型：读写与项目课｜课时：1课时（45分钟）｜授课年级：九年级上册
核心素养目标 语言能力 读懂介绍墨子的网络帖子和 Amelia Earhart 的短文，掌握人物后缀 -ist/-er/-ian，能借助图表记录一位励志人物并制作英文海报；掌握 universe、inventor、thinker 等本课词汇。 学习能力 读前归纳人物后缀，读中根据上下文选词变形、略读抓主旨，读后借助图表整理信息；通过小组合作完成海报项目。 思维品质 比较墨子、Amelia Earhart 等人物的事迹，归纳他们身上共同的品质。 文化意识 了解墨子“兼爱非攻”的思想和 Amelia Earhart 挑战飞行的故事，体会中外人物追求和平、勇于追梦的精神。
教学重难点 教学重点 ①读懂墨子帖子并补全人物图表；②人物后缀 -ist/-er/-ian 的构词规律；③小组合作完成励志人物海报。 教学难点 ①根据上下文判断词义并正确变形；②把人物信息有条理地写进海报。
语言点
Language Points ①be good at 擅长；invent v. 发明；inventor n. 发明家。 ②fight against 与……作斗争；与……对抗。 ③common people 普通百姓；平民。 ④avoid doing sth. 避免做某事。例：He also believed states should avoid attacking one another. ⑤above all 最重要的是；尤其是。例：But above all, he was a great thinker. ⑥职业后缀表人物：-ist（artist, pianist, biologist, violinist）、-er（reporter, designer, painter, explorer）、-ian（musician, magician, politician, librarian）。
教学环节 师生活动 活动观层次 评价要点
Step 1
Review & Lead-in ①话题导入：What does he do ②师生互动：教师呈现图片/人物，引导学生用英语说出已知故事（如 He is ____________________________ .、both a scientist and a professor）；唤醒“励志人物”话题词汇与表达。 学习理解
感知与注意 话题导入与旧知激活
设计意图 由图片人物职业引入，复习人物话题词汇，衔接本节课的读写任务。
Step 2
Topic Vocabulary:
Present & Practice ①词汇（音形义）：universe n. 宇宙 socialism n. 社会主义 hole n. 洞；孔 daughter n. 女儿 herself pron. 她自己；她本人 flight n. 飞行；航班 woodwork n. 木工手艺；inventor n. 发明家 above all 最重要的是；尤其是 thinker n. 思想家 period n. 时期；一段时间 kingdom n. 王国 kindness n. 善良 mankind n. 人类 belief n. 信念；看法 ②跟读与感知：教师带读音标，学生在例句中体会音形义与搭配； ③检测：同桌互考认读与拼写，教师用闪卡或听写快速检查。 学习理解
感知与注意 新词认读与拼写
设计意图 学习 universe、inventor、thinker 等新词，为读 Amelia Earhart 和墨子的文章做准备。
Step 3
Work on 2a:
Vocabulary · Thinking ①任务：Circle the correct words to complete the sentences. Then write down more words ending with -ist, -er, and -ian. ②素材：When my sister grows up, she wants to become a science / scientist（答案：scientist） because she likes to find out how the universe works. The history / historian（答案：historian） wrote a book about the successful development of socialism in China. My favourite school subject is chemistry / chemist（答案：chemistry）. I love mixing things together and learning why they change. Some biology / biologist（答案：biology） students at the university are studying how life on earth began. Teng Fei likes physics / physicist（答案：physics） very much, and he wants to be a scientific researcher / research（答案：researcher） in the future. ③教师：教师先示范如何在表格或导图中找信息，学生独立填写后同桌对照订正。 ④学生：学生再读课文，独立把相关信息填到表格或导图中。 学习理解
概括与整合 信息梳理完整度
设计意图 选词完成句子并归纳 -ist/-er/-ian 人物后缀，为读懂人物文章做词汇铺垫。
Step 4
Work on 2b:
Listening / Reading ①任务：Complete the sentences with the correct forms of the words in the box. ②素材：词框 spread / wise / elder / calendar / radio I heard about the latest discoveries about black holes on the ______.（答案：radio） Curiosity and ________ lead us to explore the secrets of the universe.（答案：wisdom） I would love to have lunch with you next week. Let me check my ________ to see if I am free.（答案：calendar） You’d better wear a mask when you go out. The disease is ________, and the number of patients is going up.（答案：spreading） Marie Curie’s ______ daughter, Irène, was also very interested in science and won a Nobel Prize in Chemistry.（答案：elder） ③教师：教师播放录音，要求学生边听边记与人物相关的信息；听后同桌互对，教师点拨抓关键词的方法。 ④学生：学生第一遍听懂大意，第二遍边听边圈画关键词并记录。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 用方框词完成句子，在语境中复现 spread、wise、calendar 等旧词。
Step 5
Work on 2c:
Cloze ①任务：Complete the passage with the correct forms of the words in the box. Try to introduce Amelia Earhart in your own words. ②素材：词框 look up to / pioneer / courage / pilot / come true / encourage Amelia Earhart was always a brave child, full of ________.（答案：courage） Her parents supported and __________ her to be herself.（答案：encouraged） After taking her first flight in a plane, she knew that she wanted to become a ______ more than anything else in the world.（答案：pilot） Later, she worked hard to pay for her own flying lessons. In 1922, she flew higher than any woman had done before. Earhart is best known for being a flight _______ as the first woman to fly on her own across the Atlantic Ocean in 1932.（答案：pioneer） She became famous around the world. Many people __________ Earhart and find her an inspiring person because of her efforts to work hard and her ability to make her dreams __________.（答案：look up to；come true） ③教师：教师先示范如何在表格或导图中找信息，学生独立填写后同桌对照订正。 ④学生：学生再读课文，独立把相关信息填到表格或导图中。 学习理解
概括与整合 信息梳理完整度
设计意图 用方框词补全 Amelia Earhart 的短文，练习根据上下文选词变形。
Step 6
Work on 3a:
Reading ①任务：Read an online post. Who does the writer admire Why ②素材：Mozi (about 468–386 BCE) was a soldier, good at woodwork, and the inventor of the kite. But above all, he was a great thinker. He lived during the Warring States Period. Many kingdoms were fighting against each other, and common people were always hurt. Mozi spent his lifetime trying to bring peace. His idea of love was one reason he wanted peace. He believed everyone should show the same kindness and care to others, whether family, friends, or strangers. He also believed states should avoid attacking one another. Though Mozi lived more than 2,000 years ago, his ideas live on. He is still a great inspiration to many people. The world needs his message of love and peace to build a community of a shared future for mankind. ③教师：教师播放录音，要求学生边听边记与人物相关的信息；听后同桌互对，教师点拨抓关键词的方法。 ④学生：学生第一遍听懂大意，第二遍边听边圈画关键词并记录。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 读网上帖子找出作者敬佩谁、为什么，训练略读抓主旨。
Step 7
Work on 3b:
Table Work ①任务：Complete the chart using the information from the post. ②素材：3b 图表：Mozi’s background and mission（Warring States）→ Mozi’s core ideas（peace / love）→ Mozi’s lasting legacy（live on）→ work together to build a community of a shared future for mankind。 ③教师：教师先示范如何在表格或导图中找信息，学生独立填写后同桌对照订正。 ④学生：学生再读课文，独立把相关信息填到表格或导图中。 学习理解
概括与整合 信息梳理完整度
设计意图 用文章信息补全墨子背景、思想和影响的图表，理清语篇结构。
Step 8
Work on 3c:
Role Play ①任务：What / How ②素材：Research a person in this unit or any other person that you find inspiring. Make notes in a chart like the one above.；An Inspiring Person；Where / When ③教师：教师先示范对话，明确角色要求，提醒学生注意语音语调。 ④学生：学生两人一组分角色练习，注意语调和语气。 应用实践
描述与阐释 角色扮演表现
设计意图 模仿图表结构，课外选一位自己敬佩的人物做记录，为项目做准备。
Step 9
Work on 4a:
Grammar Focus ①任务：Brainstorm inspiring people you know of. Then do some research on each one and write down a simple introduction. Here are some examples. ②素材：Project；He Zehui A brilliant physicist known as China’s Madame Curie Dedicated her life to science and teaching young researchers；Mao Yisheng A famous engineer known as “the father of modern bridges in China“ Shared his knowledge by teaching at universities and writing books ③教师：教师出示例句，引导学生观察结构、归纳用法和注意点。 ④学生：学生结合例句找规律，完成练习，体会用法上的差别。 应用实践
观察与发现 语法观察与操练
设计意图 头脑风暴身边的励志人物并查资料，写出简单介绍，积累项目素材。
Step 10
Work on 4b:
Grammar Practice ①任务：Discuss what these inspiring people have in common. List the qualities you all agree on. ②素材：They all worked hard and never gave up. They used their knowledge to help others. They were creative and thought in new ways. They cared more about making a difference than about fame or money. ③教师：教师出示例句，引导学生观察结构、归纳用法和注意点。 ④学生：学生结合例句找规律，完成练习，体会用法上的差别。 应用实践
观察与发现 语法观察与操练
设计意图 小组讨论这些人物的共同品质，归纳出大家公认的优秀品质。
Step 11
Work on 4c:
Text Application ①任务：Work in your group to choose a person you admire and make a poster. ②素材：Who he/she is What he/she did Why we admire him/her Our inspiration ③教师：教师提出讨论问题，给出核心句式，组织同桌或小组用英语表达看法。 ④学生：学生围绕问题讨论、记下要点，整理自己的观点后准备发言。 应用实践
分析与判断 口头输出流利度
设计意图 小组选定一位敬佩的人物制作海报，综合运用本课语言完成项目。
Step 12
Consolidation:
Diagnose & Fill Gaps ①独立完成：一、用括号内所给单词的适当形式填空 1. Marie Curie was a famous __________ (physics) who won two Nobel Prizes.（答案：physicist） 2. The ________ (history) wrote a book about the Silk Road and Zhang Qian.（答案：historian） 3. It is ______ (wisdom) of Tu Youyou to keep working hard even when facing difficulties.（答案：wise） 4. The disease is _________ (spread) quickly, so we must wear masks and wash hands often.（答案：spreading） 5. Amelia Earhart was one of the ______ (pilot) who flew across the Atlantic Ocean.（答案：pilots） 二、用所给单词的适当形式填空 1. He is one of the most _________ (inspire) teachers in our school.（答案：inspiring） 2. She is good at ________ (create) new ideas in her daily work.（答案：creating） 3. Each great mind ______ (leave) valuable ideas for us to learn from.（答案：leaves） 4. The old man spent all his life ________ (help) people in need.（答案：helping） 5. We should treat everyone with ________ (kind) and respect.（答案：kindness） 6. We should work together _________ (build) a more peaceful world.（答案：to build） ②互查订正：同桌互查、红笔订正，记录疑点； ③精讲：教师汇总易错点当堂精讲，学生即时改错巩固。 应用实践
内化与运用 练习正确率
设计意图 通过词形填空当堂检测，及时订正、补缺。
Step 13
Project:
Survey · Interview · Report ①教师：说明项目主题与评价量规，示范调查/访谈方法，分解任务步骤。 ②学生：4a 列举生活重要事物；4b 设计对父母/祖辈的问卷。 ③学生：4c 实施访谈并记录；4d 整理 then-now 差异，撰写汇报提纲。 ④互动/核对：小组内预演互提建议，教师巡回指导。 ⑤学生：班级汇报展示；师生按量规共评（内容/语言/合作）。 迁移创新
想象与创造 项目流程与汇报
设计意图 在小组调查、访谈和汇报中综合运用单元语言，培养合作与探究能力。
作业设计（分层） 基础 朗读并背诵墨子帖子，模仿语音语调；熟记 universe、inventor、thinker 等本课词汇。 拓展 完成 3c 图表，用英语写一段不少于 80 词的短文介绍一位自己敬佩的人物。 探究 小组课后继续完善励志人物海报，下节课展示并互评。
板书设计 Unit 2 Inspiring People — 第5课时 Section B 2a~3c & Project 词汇：universe n. 宇宙 socialism n. 社会主义 hole n. 洞；孔 daughter n. 女儿 herself pron. 她自己；她本人 flight n. 飞行；航班 woodwork n. 木工手艺 inventor n. 发明家 above all 最重要的是；尤其是 thinker n. 思想家 period n. 时期；一段时间 kingdom n. 王国 kindness n. 善良 mankind n. 人类 belief n. 信念；看法 人物后缀：-ist（scientist/artist）-er（reporter/explorer）-ian（musician/politician） 墨子：战国人，木匠出身、发明风筝，伟大思想家，主张兼爱非攻 活动链：2a 后缀构词 → 2b 选词填空 → 2c 补全 Earhart 短文 → 3a 读墨子帖子 → 3b 填图表 → 4a~4c 做海报项目
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——帖子是否读懂、图表是否填对，海报语言是否准确 学习能力——人物后缀构词、上下文猜词是否到位，小组合作是否有效 思维品质——能否归纳励志人物的共同品质 文化意识——能否体会墨子和平思想与 Earhart 追梦精神 2. 课后反思：①构词归纳是否由学生自己发现；②海报任务是否给量规；③人物信息是否有条理；④作业是否分层、便于检查。
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