Unit3Lesson 2教学设计2026-2027学年冀教版英语九年级上册

该初中英语教学设计聚焦书法工具词汇（如brush, ink stick等）、固定短语（be into, lie in等）及书法文化知识，通过复习旧课传统艺术形式，展示书法作品图片并提问引导，自然衔接新旧知识，搭建学习支架降低新 topic 入门门槛。 此资料以核心素养为导向，语言能力上通过闪卡图片匹配教词汇、语境例句讲短语并即时练习；文化意识上融入文房四宝、王羲之等书法家介绍，培育文化自信；思维品质上设计态度分析任务，引导学生分类情感形容词并结合文本证据判断作者态度。采用任务型教学与合作学习，如角色扮演、分层作业，助力学生提升语言运用与文化理解能力，便于教师高效落实教学目标。

Unit 3 Lesson 2 The art of calligraphy 一. Teaching Objectives 1. Linguistic Competence: Master key vocabulary (brush, ink stick, ink slab, Four Treasures of Study, calligrapher) and phrases (be into, lie in, mix...with, begin by); understand present and past simple tenses in the narrative text; use fixed phrases in daily conversations. 2. Cultural Awareness: Learn about China’s Four Treasures of Study, famous calligraphers (Wang Xizhi, Yan Zhenqing, Huai Su); recognize calligraphy as a precious traditional Chinese cultural treasure and build cultural confidence. 3. Thinking Quality: Extract factual details from reading passages; analyse the author’s attitude toward calligraphy; compare and sort descriptive adjectives to make logical judgments. 4. Learning Ability: Develop skimming and scanning reading skills; cooperate in pair work; independently finish fill-in-the-blank exercises and oral sharing tasks with given sentence frames. 二. Key and Difficult Points Teaching Key Points 1. Memorize calligraphy tools vocabulary and four core phrases from the textbook. 2. Master scanning reading skills to get specific answers from the passage. 3. Use target phrases correctly in dialogues and short oral speeches. Teaching Difficult Points 1. Distinguish emotional adjectives (positive/negative) to judge the author’s attitude accurately. 2. Use new phrases flexibly in context rather than memorizing mechanically. 3. Combine text knowledge with cultural background to introduce famous calligraphers in simple English sentences. 三. Teaching Methods Task-based Language Teaching, Situational Visual Teaching, Cooperative Pair Work, Reading Stratified Task Teaching, Grammar Situational Practice 四. Teaching Aids Textbook, PPT, worksheet, flashcards of new words 5. Detailed Teaching Procedures Step 1: Warm-up & Lead-in Activities 1. Greet students. Review last lesson’s topic briefly: Last class we talked about different art forms. Who can tell me one Chinese traditional art?Invite 2–3 average students to answer. 2. Show pictures of Chinese calligraphy works on PPT, ask guiding questions: Do you know this art? What things do people need to write calligraphy? 3. Present the lesson title: Today we will learn The art of calligraphy, and know the tools, beauty and culture of Chinese calligraphy. Design Intention Connect prior knowledge to the new lesson naturally; visual pictures stimulate students’ curiosity about traditional art; use simple questions suitable for students to lower the entry threshold of the new topic. Step 2: Pre-reading Activities 1. Teach tool vocabulary with flashcards and matching pictures: brush, paper, ink stick, ink slab, Four Treasures of Study. Guide students to read aloud individually and as a whole class. Finish Exercise 1 (match words with objects) on the textbook immediately. 2. Explain four key phrases with simple sentence examples from the text: be into: I am into calligraphy. (love something very much) lie in: The beauty lies in its balance. (exist in) mix…with: Calligraphy mixes writing with feelings. begin by: He begins by laying paper on the desk. 3. Quick oral drill: Teachers says Chinese meaning, students answer English phrases. Design Intention Clear vocabulary barriers before reading; combine visuals and sentence examples to help students understand and memorize words in context; instant simple exercise consolidates basic knowledge efficiently. Step 3: While-reading Task 1: Skimming Ask students to read the whole passage quickly and answer one global question: Who taught the writer calligraphy when he was young? Check answers together. Design Intention: Train skimming ability to grasp main character and theme; easy task to build confidence for students. Task 2: Scanning Students read the text carefully again, locate sentences to answer two textbook questions: A. What’s the first step to write a character, according to the grandpa? He always began by laying a piece of paper on the desk. B. Why does the grandpa like calligraphy? He loves its beauty, which lies in balance, harmony and rhythm. Every character has a unique shape to create artistic works. Invite students to point out the original sentences in the article as evidence. Design Intention: Practice scanning reading skill; train students to find proof from the text, standardize answer logic; fit students’ reading level with clear directional tasks. Task 3: Attitude analysis 1. Classify given words into two groups first: Positive: positive, interested, enthusiastic, loving Negative: unimpressed, bored, disinterested, negative 2. Students pick proper words for the author’s attitude, then give reasons from the passage e.g., The author is interested, because now he is really into calligraphy and learns to appreciate works. Design Intention: Develop critical thinking and emotional analysis ability; guide students to use text evidence to support ideas instead of subjective guessing. Step 4: Post-reading Activity 1: Fill in the blanks (Exercise 4) Complete the dialogue with correct phrase forms, check answers as a class: 1. I am into it indeed. 2. the beauty of calligraphy lies in its balance and harmony. 3. Calligraphers mix writing characters with their feelings and emotions. 4. and begin by writing the first Chinese character of Jack’s style. Explain tense changes simply (subject-verb agreement) for average students. Activity 2: Role-play the finished dialogue Students work in pairs to act out the conversation between Li Ming and Jack. Teacher walks around to correct pronunciation and phrase usage mistakes. Design Intention: Consolidate phrase usage in real conversational context; turn input knowledge into oral output; pair work reduces speaking pressure for students. Step 5: Production Activities 1. Offer simple sentence frames for Exercise 5 (introduce a famous calligrapher), suitable for intermediate students: My favourite calligrapher is ______. He is famous for his beautiful works. I like his calligraphy because it looks wonderful. 2. Students discuss in pairs, prepare a 30-second short speech about Wang Xizhi or Yan Zhenqing. Invite 2–3 pairs to present in front of the class. Design Intention Achieve knowledge transfer; scaffold sentences help students finish oral tasks smoothly; integrate language knowledge and cultural introduction to realize core literacy cultivation. Step 6: Summary & Homework Class Summary 1. Teacher leads students to review: calligraphy tools, four key phrases, author’s attitude and cultural value of Chinese calligraphy. 2. Cultural sublimation: Calligraphy is our traditional treasure; we should learn and pass it down. Homework 1. Basic Task: Read the passage twice and copy 4 key phrases with textbook sentences. 2. Intermediate Task: Finish all textbook exercises neatly. 3. Extended Task: Write 3 simple English sentences to introduce Wang Xizhi. Design Intention Review in-class key points systematically; layered homework meets different learning needs; extend cultural learning after class and consolidate language application. 六. Blackboard Design Lesson 2 The art of calligraphy 1. Tools (Four Treasures of Study) brush, paper, ink stick, ink slab 2. Key Phrases be into 热爱；lie in 在于 mix…with… 把…… 和…… 融合；begin by 以…… 开始 3. Famous Calligraphers Wang Xizhi, Yan Zhenqing, Huai Su 4. Attitude Words Positive: interested, enthusiastic, loving Negative: bored, unimpressed, disinterested Culture Point Calligraphy is a precious traditional Chinese culture. 学科网（北京）股份有限公司 $