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教学设计
课程基本信息
学科 英语 年级 九年级 学期 秋季
课题 Unit 1 The Changing World Section B 1a-1f
教学目标
通过对比图片，学生能够直观感受蒙内铁路通车前后的显著变化。 通过定位关键词、句，学生能够准确匹配各段落的核心大意。 通过跳读提取关键信息，对比新旧铁路差异及三位代表人物的评价，学生能够归纳新铁路在商业效率、旅途时效、民生福祉和物资运输等方面带来的积极变化。 通过品读关键词，学生能够理解末段的对比写法，把握文章“合作共赢”的主题内涵。 通过拓展阅读多领域援建案例，学生能够了解“一带一路”倡议的合作宗旨，理解中国从受援国向援助国转变的角色演进。
教学重难点
教学重点： 通过跳读提取关键信息，对比新旧铁路差异及三位代表人物的评价，学生能够归纳新铁路在商业效率、旅途时效、民生福祉和物资运输等方面带来的积极变化。 通过品读关键词，学生能够理解末段的对比写法，把握文章“合作共赢”的主题内涵。 教学难点： 通过品读关键词，学生能够理解末段的对比写法，把握文章“合作共赢”的主题内涵。 通过拓展阅读多领域援建案例，学生能够了解“一带一路”倡议的合作宗旨，理解中国从受援国向援助国转变的角色演进。
教学过程
学习活动 设计意图
Activity 1: Look and say. 1. What do you think of the railway in the first picture 2. What about the second one 通过对比图片，学生能够直观感受蒙内铁路通车前后的显著变化。由此导入课题，激发学生对变化背后的原因的求知欲，
Activity 2: Read and predict.
Look at the picture and read the title. Predict what the text is about 通过读标题和观察图片猜测文章大意，培养阅读策略。
Activity 3: Read and match. Look through the article and match the paragraphs with the main ideas. Find out some key words or sentences to help decide the answers.
定位关键词句，准确匹配各段落的核心大意。以此了解文章大意。
Activity 4: Read and compare. Read Paras 1&2. Compare the old and new railways. Fill in the table.
跳读前两段，对比新旧铁路的建成年份，长度和行程时间。初步了解新蒙内铁路带来的积极改变。
Activity 5: Read and think. 1. Read Para 3 and find out people’s views. Fill in the table.
(Who gave their views What did they say )
2. From these people’s words, how has the railway changed Kenya 细读三位代表人物的评论，思考这些话中传递的信息，概括新建蒙内铁路对肯尼亚在食物运输，人民生活和商业效率等方面带来的改变。
Activity 6: Read and think.
1. Read the last paragraph and find out two key words. (far away, work together)
2. What does the writer want to tell us
品读关键词，引导学生理解末段的对比写法，把握文章“合作共赢”的主题内涵。
Activity 7: Learn more projects.
1. Do you know more examples that China worked with other countries to build a better world 2. Besides railways, in what other ways can China work together with other countries 3. What do these projects have in common
拓展阅读中国多领域援建案例，帮助学生了解“一带一路”倡议的合作宗旨，理解中国从受援国向援助国转变的角色演进。
Activity 8：Conclusion Look at these two pictures. Then and now. China has changed from taking help to giving help. All the projects we learned today are part of “China Aid for a Shared Future”. As students, we should also learn to give, not just take. 这段结束语作为全课主题的升华与情感收束，将学生从“知识学习”引向“价值认同”，完成从“知道”到“理解”再到“内化”的认知闭环。
Activity 9：Homework
1. Read the article aloud.
2. Do some related tasks to consolidate.
3. Search for more information about BRT online and learn more.(选做) 作业设计旨在帮助学生巩固课堂所学内容，同时鼓励学生课后自主查找更多与“一带一路”相关的信息，拓展视野，深化理解。

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