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人教版九年级英语Unit 2 Inspiring People
大单元教学设计
单元名称 Unit 2 Inspiring People 总课时数 7
单元主题 主题范畴：人与社会；子主题：鼓舞人心的人物，科学精神与奉献精神
课标分析 （一）教学内容分析（Teaching Content Analysis） 感知单元核心词汇、短语的发音及用法，掌握与科学家、鼓舞人心的人物、职业相关的核心词汇和表达，以及“It is/was + adj. + (of/for sb) to do…”和“It is/was…that…”强调句型的结构与功能。 理解语篇围绕“鼓舞人心的人物”展开的逻辑脉络，把握不同语篇（对话、人物传记、个人介绍）的信息组织方式，理解“谁激励着我们”这一主题。 在语境中运用“It is/was + adj. + (of/for sb) to do…”句型评价人物的品质和成就，运用“It is/was…that…”强调句型突出重要信息。 能在真实或模拟的交际情境中（如讨论敬佩的人物、介绍科学家的贡献、分享个人榜样），用得体的语言交流鼓舞人心的人物及其影响。 识别口语语篇中与人物品质、成就相关的核心信息、观点及评价，回应他人关于敬佩人物的分享。 在教师指导下参与角色扮演（采访科学家、介绍榜样人物）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达对人物的敬佩之情。 积极参与小组合作学习，共同完成人物介绍展示、鼓舞墙制作等任务，提升协作与沟通能力。 围绕“鼓舞人心的人物”主题，独立撰写简短文段（如介绍敬佩的人物、分享榜样的故事），做到意义连贯、表意准确。 （二）学业质量分析（Academic Quality Analysis） 能听懂关于鼓舞人心的人物的对话、介绍等语篇，借助关键词句、语境等复述主要内容。 能运用所学词汇和句型，通过口语或书面形式介绍敬佩的人物、表达个人对人物品质的赞赏。 能参照范例仿写关于“鼓舞人心的人物”主题的简单文段，语言准确、逻辑清晰、表达得体。 朗读相关语篇时，停顿自然、语音语调基本正确，能体现语篇的情感色彩（如敬佩、感动、激励）。 能根据交际语境，运用恰当的语言形式表达对人物的敬佩之情、介绍人物的成就与品质，传递积极向上的价值观。
单元整体框架 主题大观念（Big Idea of Theme） 认识到鼓舞人心的人物是社会的宝贵财富，他们的故事和精神能激励我们不断前进。无论是科学家、历史学家还是其他领域的杰出人物，他们的奉献精神、创新精神和坚韧不拔的意志都值得我们学习。了解这些人物不仅能拓展视野，还能培养正确的价值观和人生观，激励我们成为对社会有贡献的人。 语言大观念（Big Idea of Language） 通过“Inspiring People”主题的语义整合性学习，能提升对“鼓舞人心的人物”相关话题的语言表达与理解能力，在“It is/was + adj. + (of/for sb) to do…”句型运用、人物传记结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述敬佩的人物、评价人物品质和成就、表达对人物的敬佩之情。 核心语法（Core Grammar） It is / was + adj. + (of / for sb) to do … It is / was … that … (emphatic structure) 核心问题（Big Question） 核心问题 (Big Question) 单元内容结构（Unit Content Structure） Section A 1a-1d | Match people with professions; listen to conversations about inspiring people; discuss who you admire | Who do we admire Section A 2a-2d | Listen to more conversations about inspiring people; talk about people you admire and why | Who do we admire Section A 3a-3d | Discuss admirable people and their achievements; learn target structures in context | Who do we admire Grammar Focus 4a-4d | Systematically learn “It is/was + adj. + (of/for sb) to do…” and emphatic structure | Who do we admire Section B 1a-1e | Read a biography of Edward Jenner; understand text structure; master related vocabulary | What makes people admirable Vocabulary in use 2a-2c | Apply and expand vocabulary related to professions; master suffixes (-ist, -er, -ian) | What makes people admirable Section B 3a-3c + Project | Write a post about an inspiring person; complete the project: make a wall of inspiration | What makes people admirable 重点（Key Points） 重点 (Key Points): - 掌握与人物、职业、品质相关的词汇、短语和核心句型； - 能流利地交流敬佩的人物、介绍人物的成就和品质； - 掌握“It is/was + adj. + (of/for sb) to do…”句型，区分of和for的用法； - 了解强调句型“It is/was…that…”的基本结构； - 培养正确的价值观，能从榜样人物身上汲取力量。 难点（Difficulties） 难点 (Difficulties): - 运用丰富、准确的词汇和句型描述人物品质和成就； - 准确区分of和for在“It is/was + adj. + (of/for sb) to do…”中的用法（of表示人的品质，for表示事物性质）； - 理解并运用强调句型“It is/was…that…”的结构； - 理解并运用人物传记的语篇结构进行写作； - 在项目任务中整合所学知识，制作出有深度的人物介绍展示。
单元语言大观念 通过“Inspiring People”主题的语义整合性学习，能提升对“鼓舞人心的人物”相关话题的语言表达与理解能力，在“It is/was + adj. + (of/for sb) to do…”句型运用、人物传记结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述敬佩的人物、评价人物品质和成就、表达对人物的敬佩之情。
教学内容分析 感知单元核心词汇、短语的发音及用法，掌握与科学家、鼓舞人心的人物、职业相关的核心词汇和表达，以及“It is/was + adj. + (of/for sb) to do…”和“It is/was…that…”强调句型的结构与功能。 理解语篇围绕“鼓舞人心的人物”展开的逻辑脉络，把握不同语篇（对话、人物传记、个人介绍）的信息组织方式，理解“谁激励着我们”这一主题。 在语境中运用“It is/was + adj. + (of/for sb) to do…”句型评价人物的品质和成就，运用“It is/was…that…”强调句型突出重要信息。 能在真实或模拟的交际情境中（如讨论敬佩的人物、介绍科学家的贡献、分享个人榜样），用得体的语言交流鼓舞人心的人物及其影响。 识别口语语篇中与人物品质、成就相关的核心信息、观点及评价，回应他人关于敬佩人物的分享。 在教师指导下参与角色扮演（采访科学家、介绍榜样人物）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达对人物的敬佩之情。 积极参与小组合作学习，共同完成人物介绍展示、鼓舞墙制作等任务，提升协作与沟通能力。 围绕“鼓舞人心的人物”主题，独立撰写简短文段（如介绍敬佩的人物、分享榜样的故事），做到意义连贯、表意准确。
学情分析 1. 学情预测（Prediction） 学生对科学家和鼓舞人心的人物有一定了解，如袁隆平、屠呦呦等，但在用英语描述人物成就和品质时，词汇量可能不足，表达不够丰富。在使用“It is/was + adj. + (of/for sb) to do…”句型时，学生可能对of和for的区分不够清晰，对强调句型“It is/was…that…”的结构理解不够透彻。在阅读人物传记时，可能对时间线和事件逻辑的梳理存在困难。部分学生可能缺乏对人物精神品质的深入思考，在项目任务中难以深入分析人物的影响。 2. 应对策略（Strategies） 借助多媒体资源（如科学家纪录片、人物介绍视频、榜样故事等），丰富学生的感性认识，提供更多描述性词汇和表达范例，拓宽语言输入。 通过语篇分析、结构梳理、范例仿写等方式，帮助学生掌握“It is/was + adj. + (of/for sb) to do…”句型和强调句型的用法，以及人物传记的写作技巧，提升书面表达能力。 引导学生开展小组讨论、角色扮演（采访科学家、介绍榜样人物）、人物海报制作等活动，围绕“谁激励着我们”等话题深入探讨，培养科学精神和人文素养。 在项目任务中，提供详细的指导支架，帮助学生明确目标、合理分工、有效表达。
单元 学习 目标 Listening & Speaking: Understand conversations about inspiring people, quickly capture key information (e.g., who they are, what they achieved, what qualities they have). Use sentence patterns to talk about inspiring people, discuss who you admire and why, and describe admirable people and their achievements. Actively participate in group discussions and role plays with natural pronunciation and intonation. Vocabulary: Master core vocabulary related to inspiring people and professions (e.g., inspiring, admire, historian, chemist, physicist, hunger, discovery, century, wounded, vaccine, smallpox, apprenticeship, pioneering, etc.). Grammar: Understand and master the structure “It is/was + adj. + (of/for sb) to do…” to evaluate people’s qualities and achievements. Understand and use the emphatic structure “It is/was…that…” to highlight important information. Reading: Read a biography of a scientist (e.g., Edward Jenner), identify text structure (timeline), extract key information, understand the main idea, and apply reading strategies such as skimming and scanning. Writing: Use the vocabulary and sentence patterns learned in this unit flexibly in conversations and texts. Follow the reading model to write a post about an inspiring person, with accurate language, clear logic, and appropriate expression. Include information about who the person is, what they achieved, and why they are admirable. Project: Work in groups to make a wall of inspiration. Research and present inspiring people, including their achievements, qualities, and the reasons they inspire us.
课时分配 第一课时 Section A 1a-1d 课型：听说课 (Listening & Speaking) 核心问题：Who do we admire
第二课时 Section A 2a-2d 课型：听说课 (Listening & Speaking) 核心问题：Who do we admire
第三课时 Section A 3a-3d 课型：对话课 (Dialogue) 核心问题：Who do we admire
第四课时 Grammar Focus 4a-4d 课型：语法课 (Grammar) 核心问题：Who do we admire
第五课时 Section B 1a-1e 课型：阅读课 (Reading) 核心问题：What makes people admirable
第六课时 Vocabulary in use 2a-2c 课型：词汇运用 (Vocabulary) 核心问题：What makes people admirable
第七课时 Section B 3a-3c + Project 课型：写作课 (Writing) 核心问题：What makes people admirable
第 Ⅰ 课时
授课人 班级 课型 Listening & Speaking 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Accurately recognize, understand and use core vocabulary about professions: historian, scientist, chemist, physicist, biologist, artist, etc. Master the classification of different professions. Sentence Patterns: Skillfully use sentence patterns like “Who do you admire ” “I really admire…” “It was great of him/her to…” “It was amazing that…” Get initial exposure to the target structures. Listening: Understand conversations about inspiring people, accurately extract key information such as who they admire and why. Complete the tasks with at least 75% accuracy. Speaking: Imitate the listening conversations, discuss who you admire and why, and clearly express opinions with accurate pronunciation. Core Competency Objectives Language Ability: Improve vocabulary recognition, sentence pattern application, listening information extraction, and oral expression accuracy and fluency on the topic of inspiring people. Cultural Awareness: Understand the contributions of different inspiring people from various fields. Appreciate the spirit of dedication and scientific exploration. Thinking Quality: Through vocabulary classification, listening prediction, and oral expression activities, develop logical thinking, quick response ability, and evaluation skills. Learning Ability: Master learning strategies such as “classification,” “predicting listening content,” and “key word extraction.” Improve autonomous learning and cooperative communication skills.
教学重点 Recognition, understanding, and use of core vocabulary about professions. Skillful use of core sentence patterns to express admiration in simulated scenarios. Accurate extraction of key information in listening tasks and task completion. Flexible use of learned vocabulary and sentence patterns in discussions.
教学难点 Accurate use of “It was…of him to…” vs. “It was…that…” in describing people. Quick capture of key information in listening tasks. Natural and coherent use of learned sentence patterns to express admiration.
教学策略与方法 PWP (Pre-Listening, While-Listening, Post-Listening), Task-based Language Teaching.
教学环节 师生活动 调整与思考
复习导入 Step 1 Teacher Activities: 1. Guide students to observe the opening page picture and think about the big question: “Who inspires us ” Ask: “Who do you see in this picture Do you know any of these people’s stories What do these people have in common ” 2. Brainstorm different inspiring people that students know. Show related pictures to assist. Pre-teach new vocabulary (historian, chemist, physicist, scientist, etc.). 3. Help students realize that the unit theme is about inspiring people and the spirit of admiration. Student Activities: 1. Observe the picture, think about and answer questions. 2. Actively participate in brainstorming, share known inspiring people. 3. Follow the teacher to learn new vocabulary, try pronunciation and memorization. Assessment: 1. Assess students’ existing knowledge level about inspiring people through their answers and sharing. 2. Monitor participation and encourage every student to speak.
新课讲授 Step 2 1a Match and Discuss: T: Guide students to look at the pictures of inspiring people and match them with their professions. Have students discuss in pairs and share their answers. More than one option is possible. S: Look at the pictures, match with professions. Discuss with partners, share answers. Assessment: Check students’ understanding and ability to recognize professions. 1b (Listening): T: Guide students to read instructions and clarify task requirements. Play the recording of a class discussion about inspiring people. Have students listen and answer questions about who each person admires. Teaching Tip: Remind students to take quick notes using abbreviations to focus on key information. S: Read task requirements. Listen to the recording, take notes, answer questions. Check answers as a class. Assessment: Check listening answers, calculate accuracy rate, explain common issues. 1c (Listening): T: Guide students to read the 1c table and understand the meaning. Play the recording again. Students fill in more specific details about why each person admires the inspiring people. Students share answers, check as a class. Play the recording once more for consolidation. S: Read the table. Listen again, fill in information. Share answers, check and correct. Listen once more to consolidate understanding. Assessment: Evaluate students’ listening comprehension ability through answer checking. Monitor their use of listening strategies. Retell: T: Guide students to retell the information about each person’s admiration based on the complete table. Give an example: “Yaming admires Yuan Longping. It was great of him to develop a new kind of rice and help reduce hunger.” S: Based on the table information, try to retell each person’s admiration. Assessment: Evaluate students’ language organization and oral expression. 1d (Oral Output): T: Students work in pairs. Discuss who they admire and why. Encourage students to use the sentence patterns learned: “I really admire…” “It was great of him/her to…” Invite 2-3 pairs to share. Other students give feedback. S: Work in pairs, discuss who they admire. Use the sentence patterns learned. Share on stage, listen to peer feedback. Assessment: Use “peer evaluation” to assess language accuracy, fluency, and expressiveness. Teacher gives affirmation and constructive suggestions.
课堂小结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Core Vocabulary (professions) → Core Sentence Patterns (I admire… / It was great of… to…) → Listening Strategies (prediction, key word extraction, note-taking) → Oral Application (discussion). 2. Emphasize key points: accurate use of professions vocabulary and expressing admiration. 3. Ask students to share their learning gains: “What did you learn today Who is the most inspiring person you know ” S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to the key points emphasized by the teacher, consolidate weak areas. 3. Actively share learning gains, reflect on the key points and difficulties of this lesson. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system and grasp the core content.
作业设计 基础性作业 (Basic): 1. Copy the core vocabulary of professions (historian, scientist, chemist, physicist, biologist, etc.), 3 times each with Chinese meaning. 2. Write 3 sentences about people you admire using “I admire… because…” and “It was… of him/her to…” 实践性作业 (Practical): 1. Ask your family: “Who do you admire the most ” Record their answer in English and share it in the next class. 2. Choose one person you admire. Write 2-3 sentences in English describing who they are and why you admire them. 拓展性作业 (Extended): 1. Research one inspiring person from the textbook (e.g., Sima Qian, Yuan Longping, Michael Faraday, Marie Curie). Write a short paragraph (50 words) in English introducing them. 2. Create a “My Inspiring People” poster showing at least 5 people with their professions and achievements in English.
板书设计
教学反思
第ⅠⅠ课时
授课人 班级 课型 Listening & Speaking 授课日期
教学 目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: admire, inspiring, create, develop, achieve, contribute, research, experiment, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss who you admire and why: “Who do you admire the most ” “I admire… because…” “It is/was… of him/her to…” “What I admire most is…” Listening: Understand more conversations about inspiring people, extract key information about achievements and qualities. Speaking: Use target language to discuss who you admire and why, achieving communicative functions. Core Competency Objectives Language Ability: Through listening and speaking activities, improve the communicative ability to describe inspiring people and express admiration. Cultural Awareness: Understand the contributions of inspiring people from different cultures. Develop respect for knowledge and dedication. Thinking Quality: Through analyzing why people are admirable, cultivate critical thinking and evaluative skills. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学 重点 Understanding and use of core vocabulary, phrases, and sentence patterns about inspiring people. Extraction of key information about people’s achievements and qualities in listening. Using target language to complete role-play and simulated dialogue tasks.
教学 难点 Accurate use of target sentence patterns to express admiration. Use of the target structures in describing people’s achievements. Flexible use of learned language in authentic situations.
教学策略与方法 Task-based language learning, Communicative Approach.
教学 环节 师生活动 调整与思考
复习导入 Step 1 T: Quick review of Period 1 content through Q&A: “Who did we talk about yesterday Who does Yaming admire Why ” Show pictures of more inspiring people. Guide students to discuss: “What do you know about these people What makes them admirable ” S: Answer questions, review previous knowledge. Observe pictures, discuss inspiring people. Assessment: Check students’ mastery of previous lesson through Q&A, adjust teaching pace as needed.
新课讲授 Step 2 Step 2a: T: Guide students to read the list of admirable qualities/achievements in 2a. Ensure understanding of each item. Have students rank them in order of importance. Invite students to share their choices and reasons. S: Read the list, rank in order. Share choices and give reasons. Assessment: Monitor students’ vocabulary understanding and application ability. Step 2b: T: Play the recording. Students listen and complete the information about what makes each person admirable. Teaching Tip: Remind students to listen for key words related to achievements and qualities. S: Listen to the recording, complete the information. Check answers. Assessment: Check listening comprehension and accuracy. Step 2c: T: Play the recording again. Students complete the missing information in the conversation. Guide students to notice the use of target structures (e.g., “It was amazing that…”). Check answers as a class, explain key sentence patterns. S: Listen again to complete the conversation. Pay attention to the target structures. Check answers, record key sentence patterns. Assessment: Evaluate students’ ability to identify details and understand sentence patterns. Step 2d (Role-play): T: Students work in pairs to discuss who they admire and why. Encourage students to use the target structures. Invite 2-3 groups to present. Whole class gives feedback. S: Work in pairs, discuss who they admire. Use learned vocabulary and sentence patterns. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess dialogue completeness, accuracy, and fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: admire, inspiring, create, develop, contribute, etc. (2) Core sentence patterns: expressing admiration (I admire… because… / It was… of him/her to…). (3) Grammar: initial perception of the target structures. 2. Emphasize key points: using learned language to discuss inspiring people. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases about inspiring people, 3 times each. Memorize and dictate. 2. Complete the basic exercises in the workbook corresponding to 2a-2d. 实践性作业 (Practical): 1. Practice conversations about inspiring people with classmates. Record a 1-minute audio or video. 2. Write 3 sentences about an inspiring person using “It was… of him/her to…” and “It was… that…” 拓展性作业 (Extended): 1. Research more English expressions of describing people’s qualities. Organize them into notes. 2. Try to write a short English conversation (6-8 sentences) about “discussing inspiring people.”
板书 设计
教学反思
第 III课时
授课人 班级 课型 Dialogue 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: sense of… (achievement, responsibility, humor), curiosity, determination, patience, perseverance, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss admirable qualities: “What qualities do admirable people have ” “They have a strong sense of…” “It is important for them to…” “What I admire most is…” Grammar: Master the use of “It is/was + adj. + (of/for sb) to do…” structure. Correctly use “of” when the adjective describes a person’s character, and “for” when the adjective describes the action. Reading & Speaking: Read and understand the dialogue about admirable people and their qualities, extract key information. Listen to related audio, do role plays. Use target language to discuss what makes people admirable. Core Competency Objectives Language Ability: Through reading, listening, and speaking activities, improve communicative ability to describe people’s qualities and express admiration. Strengthen the ability to use target structures. Cultural Awareness: Understand the common qualities of admirable people across cultures. Develop an appreciation for positive character traits. Thinking Quality: Through analyzing what makes people admirable, cultivate critical thinking and evaluative skills. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns for discussing admirable qualities. Use of “It is/was + adj. + (of/for sb) to do…” structure. Reading and understanding the dialogue, extracting key information; using target language for role-play and discussion.
教学难点 Accurate use of “It is/was + adj. + of sb to do…” vs. “It is/was + adj. + for sb to do…” Understanding the difference between “of” (describing a person’s character) and “for” (describing the action). Flexible use of learned language in authentic situations.
教学策略与方法 Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 新课讲授 Step 1 T: Quick review through Q&A: “Who did we talk about yesterday What makes them admirable ” Show a short video about an inspiring person’s story. Guide students to discuss: “What qualities do admirable people have in common ” S: Answer questions, review previous knowledge. Watch the video, discuss admirable qualities. Assessment: Check students’ mastery through Q&A. Stimulate interest in the new lesson. Step 2 Step 3a: T: Guide students to read the 3a dialogue about admirable people and their qualities. Ask: “What qualities are mentioned What makes these people admirable ” Have students discuss and share. Teach core vocabulary and expressions. S: Read the dialogue, understand the content. Answer questions, discuss the topic. Learn new vocabulary, take notes. Assessment: Check students’ reading comprehension and vocabulary mastery. Step 3b: T: Guide students to read the dialogue again and complete a mind map or information sorting table about the admirable qualities discussed. Help students find key information. S: Read again, complete information sorting. Find key information, fill in the table. Assessment: Evaluate students’ information extraction and summarization ability. Step 3c: T: Play the audio recording, guide students to follow along, paying attention to pronunciation and intonation. Have students role-play the dialogue. S: Follow the recording, imitate pronunciation and intonation. Work in pairs, role-play the dialogue. Assessment: Monitor students’ pronunciation, intonation, and fluency in role play. Step 3d: T: Divide students into groups. Guide them to discuss what qualities make people admirable using the target structures. Demonstrate a sample: “It is kind of him to help others.” “It is important for scientists to be curious.” Invite groups to share. S: Work in groups, discuss admirable qualities. Use target structures to express opinions. Present on stage, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, language accuracy, and depth of thinking.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: sense of achievement, curiosity, determination, patience, etc. (2) Core sentence patterns: discussing admirable qualities (What qualities do admirable people have ). (3) Grammar: “It is/was + adj. + (of/for sb) to do…” 2. Emphasize the difference between “of” and “for” in the target structure. 3. Encourage students to learn from inspiring people and develop positive qualities. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Complete the 3b table in English, ensuring accurate information. 3. Make 3 sentences using “It is… of sb to do…” and 3 sentences using “It is… for sb to do…” 实践性作业 (Practical): 1. Ask your family: “What qualities do you think make a person admirable ” Write down their answer in English and share it in the next class. 2. Write 3-5 sentences about an admirable person, using the target structures. 拓展性作业 (Extended): 1. Write a short passage (50-80 words) in English about “what makes a person admirable,” using at least 3 target structures. 2. Research an inspiring person’s story. Write a short paragraph analyzing their admirable qualities.
板书 设计
教学反思
第 IV课时
授课人 班级 课型 Grammar 授课日期
教学目标 Knowledge & Skills Objectives Structure & Usage: Master the structure “It is/was + adj. + (of/for sb) to do…” and the emphatic structure “It is/was…that…” Correctly use them to evaluate people’s qualities and achievements. Formation: Understand the rules for choosing “of” vs. “for” in the first structure. Understand the formation of the emphatic structure. Application: Use target grammar to complete sentence completion, transformation, and dialogue creation tasks on the topic of inspiring people. Reading: Read short passages about inspiring people, improving reading comprehension and language application ability. Core Competency Objectives Language Ability: Through grammar exercises and dialogue practice, improve the accuracy and flexibility of language use. Cultivate the ability to use language to solve problems in real contexts. Cultural Awareness: Understand the expression habits of evaluating people in English. Enhance cross-cultural communication awareness. Thinking Quality: Through analyzing grammar rules and creating communicative scenarios, cultivate logical thinking, critical thinking, and innovative thinking. Learning Ability: Guide students to actively explore grammar rules. Master autonomous learning and cooperative learning methods.
教学重点 Structure and usage of “It is/was + adj. + (of/for sb) to do…” Rules for choosing “of” vs. “for” in the structure. Basic understanding of the emphatic structure “It is/was…that…”
教学难点 Accurate choice of “of” (person’s character) vs. “for” (action’s nature). Understanding and applying the emphatic prehensive use of target structures in real communication.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Show several sentences and ask students to observe and find common features: 1. It was great of him to develop a new kind of rice. 2. It was amazing that he did scientific research without a formal education. 3. It is important for scientists to be curious. 4. It was difficult for him to do well in school. Guide students to discover the two target structures. Introduce the topic. S: Observe sentences, find common features. Try to summarize the structures. Clarify the learning objectives. Assessment: Assess students’ grammatical perception through observation and summarization.
新课讲授 Step 2 Grammar Discovery: T: Present the Grammar Focus table. Systematically explain: 1. “It is/was + adj. + of sb to do…”: Use when the adjective describes a person’s character or quality (kind, brave, smart, generous, etc.). The adjective modifies the person. 2. “It is/was + adj. + for sb to do…”: Use when the adjective describes the action or situation (important, difficult, necessary, easy, etc.). The adjective modifies the action. 3. Emphatic structure “It is/was…that…”: Used to emphasize a particular part of a sentence. For example: “It was Jenner who discovered the vaccine.” (emphasizing the person) S: Observe the table, listen to the plete contrastive exercises, understand the rules. Take notes, record key points. Assessment: Check students’ understanding of grammar rules through exercises and questioning. 4a: T: Guide students to read the sentences and identify which structure is used. Discuss the function of each structure. S: Read the sentences, identify structures. Discuss the function with the teacher. Assessment: Evaluate students’ ability to identify the target structures. 4b: T: Guide students to complete the sentence completion exercise, choosing the correct structure. Show an example first, then have students work independently. Check answers as a class, explain each choice. S: Observe the plete the exercise independently. Check answers, correct errors. Assessment: Evaluate students’ mastery of the target structures. 4c: T: Guide students to complete the passage completion exercise, using the correct forms of the target structures. Help students understand the context about inspiring people. Check answers as a class. S: Read the passage, complete the missing words. Check answers, understand the choice of structures. Assessment: Monitor students’ ability to use grammar knowledge in context. 4d: T: Organize students to work in pairs. Use the target structures to talk about inspiring people. Provide sentence structure support: A: Who do you admire B: I admire… It was… of him/her to… A: What makes them admirable B: It is important for… to… Invite several groups to present. S: Work in pairs, use target structures to talk about inspiring people. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess grammatical accuracy and dialogue fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) “It is/was + adj. + of sb to do…”: adjective describes the person’s character. (2) “It is/was + adj. + for sb to do…”: adjective describes the action. (3) “It is/was…that…”: emphatic structure to highlight a specific part of the sentence. 2. Share a memory aid: “Of tells the person’s character, for tells the action’s nature. That emphasizes what’s important, in this structure I use with pleasure!” 3. Emphasize the connection between form and meaning. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业设计 基础性作业 (Basic): 1. Complete the corrections and extensions for 4a and 4b exercises. Create 2 additional sentences for each grammar point. 2. Memorize the Grammar Focus table and the rules for choosing “of” vs. “for.” 3. Write 3 sentences using “It is/was…of sb to do…” and 3 sentences using “It is/was…for sb to do…” 实践性作业 (Practical): 1. Create a conversation about inspiring people with a classmate. Record a 3-minute audio or video, using the target structures. 2. Write 5 sentences evaluating different people’s qualities using the target structures. 拓展性作业 (Extended): 1. Write a short paragraph (50-80 words) about an inspiring person, using at least 3 target structures. 2. Read a short biography of a scientist. Extract sentences with the target structures, analyze their usage.
板书 设计
教学反思
第 V课时
授课人 班级 课型 Reading 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary and phrases: smallpox, vaccine, cowpox, disease, apprentice, formal education, pioneering, protect…from, come up with, do research, etc. Sentence Patterns: Understand and use sentence patterns: “It was difficult for him to…” “It was while working as a doctor that…” “He came up with the idea of…” Reading: Read a biography of Edward Jenner. Identify text structure (timeline), extract key information, complete 1b-1c tasks. Reading Strategies: Use reading strategies (skimming, scanning, identifying timeline, understanding cause and effect) to improve reading efficiency. Core Competency Objectives Language Ability: Through reading activities, improve the ability to understand biographical text information in real contexts. Master reading strategies for biographical texts. Cultural Awareness: Understand the life and contributions of Edward Jenner. Develop cultural appreciation for scientific achievement and the spirit of dedication. Thinking Quality: Through sorting timeline information and analyzing the relationship between life experiences and scientific discoveries, cultivate logical thinking and critical thinking. Learning Ability: Through reading strategy training, master reading skills such as skimming, scanning, and identifying timeline. Improve autonomous learning ability.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns about Edward Jenner. Use of reading strategies (skimming for main idea, scanning for details, identifying timeline). Understanding the text structure of a biography and extracting key information.
教学难点 Efficient use of reading strategies to obtain information and understand the main idea and details. Understanding and using new vocabulary and phrases in context. Using information from reading for oral expression and discussion.
教学策略与方法 PWP (Pre-reading, While-reading, Post-reading), Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Guide students to review what they have learned: “What have we talked about inspiring people What qualities make people admirable ” Show pictures of Edward Jenner and smallpox. Guide students to think about what they know about vaccines. S: Answer questions, review previous knowledge. Observe pictures, think about vaccines. Assessment: Activate students’ background knowledge through Q&A and discussion, preparing for reading.
新课讲授 Step 2 Pre-reading: T: Guide students to read the title and subtitle, predict the content of the article. Ask: “What do you think the article is about Who was Edward Jenner ” Guide students to predict the main idea based on the title. S: Read the title, predict the content. Share predictions. Assessment: Evaluate students’ prediction ability and use of reading strategies. While-reading: T: 1. First reading (skimming): Guide students to read quickly, verify predictions, and get the main idea of Jenner’s life. 2. Second reading (scanning): Guide students to find key information about Jenner’s life events, complete 1b timeline or information table. 3. Third reading (intensive reading): Guide students to focus on details and new vocabulary, complete 1c detail comprehension exercises. Teaching Tip: Guide students to notice time markers (e.g., in 1749, at 13, when he was 21) to help understand the timeline structure. S: Read quickly, verify predictions, get main idea. Scan, complete timeline/information table. Read intensively, focus on details and new vocabulary, complete exercises. Assessment: Evaluate students’ reading ability through the completion of each reading task. Post-reading: T: 1. Guide students to discuss the text. Ask: “What was Edward Jenner’s major achievement How did his childhood experiences influence his life ” 2. Organize group discussion: students share their thoughts on the relationship between life experiences and scientific discoveries. 3. Invite group representatives to share discussion results. S: Answer questions, express opinions. Group discussion, share thoughts. Representatives speak, listen to others’ sharing. Assessment: Use “group evaluation” to assess depth of discussion and language accuracy.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: smallpox, vaccine, apprentice, pioneering, etc. (2) Reading strategies: skimming for main idea, scanning for details, identifying timeline. (3) Text structure: chronology of biographical texts. 2. Emphasize key points: efficient use of reading strategies to obtain information, understand biographical text structure and content. 3. Encourage students to learn from Jenner’s spirit of scientific inquiry and dedication. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of reading strategies through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Read the text fluently and be able to retell the main events of Jenner’s life. 3. Complete the basic exercises in the workbook corresponding to this lesson. 实践性作业 (Practical): 1. Tell your family about Edward Jenner using vocabulary learned today. 2. Research another scientist who made a great contribution to medicine. Write a short paragraph in English about their life. 拓展性作业 (Extended): 1. Research more about the history of vaccines. Write a short passage (50-80 words) in English about how vaccines have changed the world. 2. Create a timeline poster of Edward Jenner’s life in English.
板书 设计
教学反思
第 Ⅵ 课时
授课人 班级 课型 Vocabulary 授课日期
教学目标 Knowledge & Skills Objectives Word Formation: Master the suffix rules for forming profession words: -ist (scientist, chemist, physicist, biologist), -er (teacher, researcher, farmer, worker), -ian (historian, musician, physician, politician). Understand the meaning and usage of these suffixes. Confusable Words: Master the differentiation of easily confused words (e.g., science vs. scientist, history vs. historian, chemistry vs. chemist, physics vs. physicist, biology vs. biologist). Application: Flexibly use unit vocabulary in conversations and plete 2a-2c exercises. Output: Use learned vocabulary for oral expression and written writing. Core Competency Objectives Language Ability: Through vocabulary learning and exercises, improve the accuracy and flexibility of vocabulary use. Expand vocabulary size. Thinking Quality: Through vocabulary classification, differentiation, and application, cultivate logical thinking and summarization ability. Learning Ability: Master vocabulary learning strategies (suffix method, word family method, contextual memory method). Improve autonomous vocabulary learning ability. Cultural Awareness: Through vocabulary learning, understand different expressions of professions and expand international perspective.
教学重点 Suffix rules for forming profession words: -ist, -er, -ian. Differentiation of subject words vs. profession words. Mastery and application of vocabulary learning strategies.
教学难点 Understanding and flexible application of suffix rules. Accurate differentiation and use of confusable words in specific contexts. Applying learned vocabulary to real contexts for expression.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit vocabulary through Q&A. Show a vocabulary list, have students quickly say the Chinese meaning. Ask: “How many profession words can you think of What suffixes do they usually end with ” Guide students to brainstorm. S: Quick response, review vocabulary. Brainstorm, recall more profession words. Assessment: Check students’ vocabulary mastery through quick Q&A, preparing for the next step. Step 2 2a Vocabulary Practice: T: Guide students to complete the vocabulary exercise in 2a, circling the correct words to complete the sentences. Guide students to notice the difference between subject words (science, history, chemistry, physics, biology) and profession words (scientist, historian, chemist, physicist, biologist). Teaching Tip: Guide students to notice the suffixes -ist, -er, -ian and add more examples. S: Complete the exercise. Distinguish between subject words and profession words. Add more examples with the same suffixes. Assessment: Evaluate students’ understanding of suffix rules and vocabulary differentiation. 2b Sentence Completion: T: Guide students to complete the sentences with the correct forms of the words in the box. Help students understand the context and choose the appropriate words. Check answers as a class, explain key vocabulary usage. S: Complete the sentences with correct word forms. Check answers, record key vocabulary usage. Assessment: Monitor students’ ability to use vocabulary in context. 2c Extension: T: Guide students to complete the extension exercise, applying the vocabulary they have learned. Students work independently first, then check with deskmates. Check answers as a class. S: Complete the extension exercise independently. Check with deskmates, correct each other. Check answers. Assessment: Evaluate students’ ability to apply vocabulary in different contexts. Extension Activity: T: Organize group work. Students write a short passage (about 80 words) about “an inspiring profession” using unit vocabulary. Provide a writing framework: profession name → what they do → why it is admirable → how they inspire people. Invite group representatives to share. S: Work in groups, write a short passage. Use learned vocabulary for expression. Share results, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, vocabulary accuracy, and creativity.
课堂总结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Vocabulary Classification (subject words vs. profession words) → Word Formation (suffixes: -ist, -er, -ian) → Vocabulary Application (context completion/short writing). 2. Emphasize key points: suffix rules and accurate vocabulary use. 3. Ask students to share their learning gains and summarize vocabulary learning strategies. S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to key points, consolidate weak areas. 3. Actively share learning gains, reflect on key points and difficulties. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system.
作业 基础性作业 (Basic): 1. Complete the remaining exercises for 2a-2c. 2. Copy key vocabulary (including profession words with different suffixes), 3 times each and make a sentence with each. 3. Use a mind map to summarize the key points of suffix rules (-ist, -er, -ian). 实践性作业 (Practical): 1. Introduce 3 professions to your family, using vocabulary learned today. 2. Observe people around you. Record 3 professions in English, describing what they do using 2-3 vocabulary items learned today. 拓展性作业 (Extended): 1. Research more English suffixes for professions. Accumulate 10 related profession words. 2. Work in groups to write a short passage (about 80 words) about “a dream profession,” using at least 5 vocabulary items learned today.
板书 设计
教学反思
第 ⅥI 课时
授课人 班级 课型 Writing 授课日期
教学目标 Knowledge & Skills Objectives Comprehensive Use: Integrate all vocabulary, sentence patterns, and grammar learned in this unit to complete the 3a writing task — write a post about an inspiring person. Writing Structure: Master the writing structure of a personal narrative/biographical text. Organize articles following the “introduction-body-conclusion” structure. Model Writing: Follow the reading model to write a short passage about an inspiring person, covering who they are, what they achieved, what qualities they have, and why they are admirable. Project: Work in groups to make a wall of inspiration and present it to the class. Core Competency Objectives Language Ability: Through writing activities, improve written expression ability and text organization ability. Express opinions accurately and coherently. Thinking Quality: Through writing conception and article structure organization, cultivate logical thinking and critical thinking. Learn to express opinions in an organized way. Cultural Awareness: Through sharing inspiring people, understand the importance of positive role models. Cultivate the awareness of learning from exemplary figures. Learning Ability: Through writing strategy training, master the complete writing process: conception, drafting, revision, and finalization. Improve autonomous learning ability.
教学重点 Mastery and organization of biographical/personal narrative writing prehensive use of unit vocabulary, sentence patterns, and grammar for writing. Design and implementation of the project: make a wall of inspiration.
教学难点 Using rich vocabulary and sentence patterns for written expression, with accurate language and substantial content. Correct use of target structures (“It is/was…of/for sb to do…”) to describe people in writing. Effective integration of learned knowledge in the Project, creating an informative presentation.
教学策略与方法 Process writing approach, Task-based language learning, Cooperative learning.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit content through Q&A. Show the list of core vocabulary and sentence patterns. Ask: “Who is the most inspiring person you’ve learned about in this unit Why ” Guide students to discuss and share. Introduce the writing task: write a post about an inspiring person. S: Answer questions, review unit content. Share learning gains. Clarify the writing task. Assessment: Check students’ comprehensive mastery through Q&A, preparing for the writing task. Step 2 Pre-writing (3a): T: Guide students to read the writing requirements and model in 3a. Analyze the structure and language features of the model. Guide students to analyze the “introduction → body (who they are, what they achieved, what qualities they have) → conclusion (why they are admirable)” structure. Help students notice transition words and the use of target structures. S: Read the writing requirements and model. Analyze the model structure, record key writing points. Learn the use of transition words and target structures. Assessment: Evaluate students’ model analysis ability and writing strategy mastery. While-writing (3b): T: Guide students to write their own post about an inspiring person following the model structure. Provide a writing scaffold: Introduction (who the person is) → Body (achievements, qualities, personal story) → Conclusion (why I admire them, how they inspire me). Remind students to use vocabulary, sentence patterns, and target structures learned in this unit. Circulate and provide guidance. S: Write the passage following the model and scaffold. Use learned vocabulary, sentence patterns, and target structures. Ask the teacher for help when encountering problems. Assessment: Through circulating, identify students’ writing difficulties in time and provide individual guidance. Post-writing (3c): T: Organize peer evaluation. Students exchange passages and give revision suggestions. Provide evaluation criteria: Content completeness (person’s name, achievements, qualities, reasons), Language accuracy (vocabulary, grammar, target structures), Structure clarity (introduction-body-conclusion), Personal voice (genuine admiration and reasons). Invite 2-3 students to present their passages. Whole class gives feedback. S: Exchange passages, do peer evaluation. Give revision suggestions based on evaluation criteria. Revise own passage. Present on stage, listen to feedback. Assessment: Use “peer evaluation” and “teacher evaluation” to assess writing outcomes. Project: T: Assign the Project task: Work in groups to make a wall of inspiration. Guide students to research inspiring people, including their achievements, qualities, and the reasons they inspire us. Provide a project structure: Person’s name → Picture → Key achievements → Admirable qualities → Why they inspire us. Invite groups to present their walls of inspiration. S: Work in groups, research inspiring people. Create the wall of inspiration. Present the wall to the class. Assessment: Through group presentations, evaluate students’ cooperation ability, language application ability, and research skills.
课堂总结 Step 3 T: 1. Guide students to review the unit content and build a complete knowledge system: Core Vocabulary (professions/qualities/achievements) → Core Sentence Patterns (expressing admiration) → Core Grammar (It is/was…of/for sb to do… / It is/was…that…) → Reading Strategies (skimming/scanning/timeline) → Writing Skills (biographical text structure). 2. Emphasize the core meaning of “Inspiring People”: inspiring people light the way for others and motivate us to become better. 3. Guide students to reflect on their learning process and gains. Encourage students to apply what they have learned to actual learning. S: 1. Follow the teacher to review the unit knowledge system, build a complete framework. 2. Reflect on own learning process and gains, identify weak areas and improvement directions. 3. Actively participate in class discussion, share learning experiences and insights. Assessment: 1. Praise students who can comprehensively and systematically summarize the unit knowledge. 2. Monitor students’ reflective ability, evaluate whether they can accurately identify their learning gains and shortcomings. 3. Understand students’ overall mastery through sharing, providing reference for subsequent teaching.
作业 基础性作业 (Basic): 1. Memorize the core vocabulary and sentence patterns of the unit. Use learned sentence patterns to describe an inspiring person (at least 3 sentences). 2. Revise the 3b writing passage carefully, ensuring accurate language expression. 实践性作业 (Practical): 1. Complete the wall of inspiration with the group. Record the gains and feedback from the activity. 2. Share your post about an inspiring person with your family. Ask for their feedback and write it down in English. 拓展性作业 (Extended): 1. Write an English essay (80-100 words) discussing “Who inspires us ” Express your own opinion with supporting examples. 2. Research an inspiring person from your country. Write a short biography in English (80 words).
板书 设计
教学反思
设计说明（Design Notes）
本教学设计以《义务教育英语课程标准（2022年版）》为依据，以“核心素养”为导向，以“Inspiring People”为主题，围绕“Who inspires us ”这一核心问题，设计了7个课时的教学方案。
设计理念 (Design Philosophy):
主题引领，整体设计 (Theme-led, Holistic Design): 以“鼓舞人心的人物”为主题，贯穿整个单元，将语言学习与主题探究深度融合，引导学生在学习语言的同时，思考榜样的力量和价值观的塑造。
素养导向，目标明确 (Competency-oriented, Clear Objectives): 以语言能力、文化意识、思维品质和学习能力四大核心素养为目标，设计层次清晰、可操作、可评价的教学目标。 3. 学为中心，活动驱动 (Learner-centered, Activity-driven): 以学生为主体，设计听说读写看等多种语言实践活动，让学生在真实语境中运用语言，实现“做中学、用中学”。
教学评一体化 (Integration of Teaching, Learning, and Assessment): 将评价融入教学全过程，通过课堂观察、同伴互评、教师评价等多种方式，及时了解学生的学习情况，调整教学策略。
5. 分层作业，因材施教 (Differentiated Homework, Tailored Teaching): 设计基础性、实践性和拓展性三个层次的作业，满足不同层次学生的需求，促进每个学生的发展。
Notes:
教师可根据实际教学进度和学生情况，灵活调整课时安排和教学环节。
建议充分利用多媒体资源（如科学家纪录片、人物介绍视频等），丰富教学内容和形式，激发学生的学习兴趣。
建议加强小组合作学习，培养学生的合作能力和交际能力。
4. 建议注重过程性评价，关注学生的学习过程和进步，及时给予反馈和鼓励。

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