Unit3Lesson 1 教学设计 2026-2027学年冀教版九年级英语上册

该初中英语教学设计聚焦艺术主题，核心知识点涵盖playwright、calligraphy等艺术词汇，enrich our life等短语及现在完成时。课堂导入通过展示中西艺术图片提问，激活学生旧知，为新词汇与主题学习搭建支架。 资料特色在于分层任务设计与文化融合，听中环节三次听力从整体到细节逐步深入，产出环节小组访谈用句子框架支持表达，体现语言能力与思维品质培养。任务型教学与情境教学结合，助学生提升语言运用与文化理解，教师可依托清晰流程与丰富资源高效教学。

Lesson 1 A talk about art 一、Teaching Objectives 1. Linguistic competence: Master key words (play, playwright, calligraphy, opera, literature) and phrases (enrich our life, be worth watching, have a whale of a time); grasp present perfect tense used for works with long-lasting influence. 2. Cultural awareness: Understand Western classic dramas and traditional Chinese arts (Beijing Opera, calligraphy, Tea House, Thunderstorm, The Journey of a Legendary Landscape Painting); appreciate the charm of domestic and foreign artistic culture. 3. Thinking quality: Sort out dialogue logic; compare Chinese and Western art forms; analyse why different artworks are popular. 4. Learning ability: Develop listening, reading and interview skills; cooperate in group tasks to express personal preferences of art forms. 二. Key and Difficult Points Key Points 1. Master vocabulary about art and fixed expressions in the conversation. 2. Understand the main content of the online chat and finish true/false judgments and comprehension questions. 3. Use target sentences to talk about favourite art forms and reasons. Difficult Points 1. Use the present perfect tense correctly: have been translated, have been on stage. 2. Organize complete sentences to explain personal reasons for liking certain art forms in group interviews. 3. Distinguish different roles and tasks of each character in the dialogue. 三. Teaching Methods Task-based Language Teaching (TBLT), Situational Teaching Method, Cooperative Learning, Listening & Interactive Discussion. 四. Teaching Aids Textbook, PPT, art pictures (calligraphy, Beijing Opera, drama posters), audio recording of the conversation, worksheet. 五. Detailed Teaching Procedures Step 1: Warm-up & Lead-in Activities 1. Greet students. Show pictures of paintings, music, Beijing Opera, Shakespeare’s dramas on PPT. Ask guiding questions: What kind of art can you see in these pictures? Which art form do you like best? Invite 2–3 intermediate students to answer simple sentences. 2. Introduce the lesson topic: Today we will learn a chat between Li Ming and his friends about art for a school art festival. Design Intention Create an artistic context to activate students’ existing knowledge; arouse learning interest; pave the way for new vocabulary and the theme, fit students’ cognitive level with simple open-ended questions. Step 2: Pre-listening Activities 1. Present new words with pictures and simple explanations, read aloud together then individually: playwright, play, calligraphy, literature, opera, traditional artwork, enrich 2. Teach key phrases with sentence examples from the text: enrich our life: Good plays enrich our daily life. be worth watching: Beijing Opera is worth watching. have a whale of a time: We will have a whale of a time at the art festival. 3. Quick matching game: Match words with pictures on the worksheet; check answers as a whole class. Design Intention Remove listening barriers in advance; combine visuals with words to help students memorize vocabulary easily; short games keep classroom engagement high. Step 3: While-listening Activity 1: First listening Task: Listen to the conversation once, answer two global questions: 1. What activity are the kids preparing for? 2. What two kinds of art are talked about in the chat? Check answers with the whole class. Design Intention: Train students to catch main information in listening material; lower difficulty for learners without requiring detailed details. Activity 2: Second listening Task: Listen again, finish the True or False exercises on the textbook: A Li Ming and his friends are working on a play together. (T) B Cao Yu and Lao She are famous playwrights. (T) C Jenny did an art project about traditional Chinese artwork. (F) Ask students to point out the original sentences from the text to prove their answers. Design Intention: Guide students to locate specific evidence in listening content; improve careful listening ability; help students connect listening content with textbook sentences. Activity 3: Third listening Listen for the third time, answer two textbook questions: A What will Jenny do for the art festival? B What can people watch in a Beijing tea house? Invite students to write short answers and share orally. Design Intention: Layered listening tasks from general to specific; gradually improve listening difficulty, match students’ learning pace. Step 4: Post-listening Activity 1: Choral & role-play reading 1. Read the whole dialogue together with the audio. 2. Divide students into groups of 5; assign roles: Jenny, Li Ming, Wang Mei, Danny, Brian. Students read the dialogue in groups; teacher walks around to correct pronunciation. Activity 2: Grammar focus Highlight present perfect passive sentences from the text: His plays have been translated into many languages. They have been on stage for many years. Explain the structure simply: have/has + been + past participle, used to show actions finished in the past with present influence. Give 2 simple practice sentences for students to fill in blanks. Design Intention: Role-play strengthens oral output; grammar is explained based on textbook sentences instead of rigid rules, easy for students to understand and apply in real conversations. Step 5: Production Activities 1. Show the textbook interview model sentences: A: What forms of art do you like? B: I like… A: Why do you like them? B: Because… 2. Students work in groups of 4, finish the table on Page 35. They interview teammates and fill in names, favourite art forms and reasons. Offer sentence frames for intermediate students to reduce expression difficulty: I like ______, because it makes me ______. Every piece of ______ has special beauty. 3. Invite 2 groups to present their interview results in front of the class. Design Intention Achieve knowledge transfer; use learned language to complete real communicative tasks; sentence scaffolds support intermediate students to finish speaking tasks confidently, realize the output of language knowledge. Step 6: Summary & Homework Summary 1. Teacher guides students to conclude: key words, main dialogue content, Chinese and Western art forms mentioned. 2. Emphasize cultural value: We should value both world classic dramas and our traditional Chinese arts. Homework 1. Basic: Read the dialogue three times and copy 10 key phrases. 2. Intermediate: Finish the interview table completely and share it with your deskmate. 3. Extended: Search one Chinese traditional art and write two simple sentences about it. Design Intention Consolidate in-class knowledge; layered homework fits students’ learning level; extend cultural learning after class. 六. Blackboard Design Lesson 1 A talk about art Vocabulary play, playwright, calligraphy, opera, literature, traditional artwork Useful phrases enrich our life; be worth watching; have a whale of a time Sentence patterns 1. What art forms do you like? 2. I like… because… Culture Western: Hamlet, Romeo and Juliet (Shakespeare) Chinese: Thunderstorm, Tea House, calligraphy, Beijing Opera, dance drama 学科网（北京）股份有限公司 $