Unit 1 Teenagers today 第二课时教学设计2026-2027学年外研版九年级英语上册

该初中英语教学设计聚焦Zhan Haojing与闽南木偶艺术的演讲理解，通过PPT展示木偶表演图片提问导入，结合名言引发对青少年社会角色的思考，预读环节用图片和英文解释呈现核心词汇，搭建语言学习支架。 以时间线梳理Zhan Haojing情感变化培养思维品质，复述活动提升语言表达能力，引导学生认识青少年传承传统艺术的责任增强文化意识，助力学生提升综合素养，为教师提供清晰教学流程与反思要点。

Unit 1 Teenagers today 第二课时 Understanding ideas Lesson type: Reading comprehension (First period) 1. Teaching objectives 1.1 Knowledge objectives 1. Students can master key new words & phrases from the text: puppet, performer, old‑fashioned, performance, responsibility, keep…alive, be flooded with, hold on, draw attention, come to life. 2. Students can understand the main content of the speech Art in safe hands about Zhan Haojing and Minnan puppet art. 1.2 Skill objectives 1. Skim to get the main idea of the passage; scan for specific information to finish text‑based diagram exercises. 2. Students can describe Zhan Haojing’s experience with given key expressions. 3. Students can think over two open‑ended questions after reading and share simple personal opinions. 1.3 Emotional & cultural objectives 1. Realize teenagers’ responsibility for inheriting traditional Chinese arts. 2. Learn positive qualities from Zhan Haojing: persistence, sense of responsibility, creativity. 3. Build awareness that young people can make a difference to our traditional culture. 2. Key and difficult points - Key points: Grasp the sequence of Zhan Haojing’s changing feelings towards puppet art; locate detailed information in the speech. - Difficult points: Understand implied meaning behind sentences such as it was my responsibility to keep the art alive; express personal thoughts on teenagers’ role in protecting traditional culture in simple English. 3. Teaching aids Textbook, PPT (pictures of Minnan puppet shows), blackboard, worksheets with text‑related exercises. 4. Teaching procedures (40 mins total) Step 1 Lead‑in & Starting‑out activity (5 mins) 1. Teacher shows pictures of puppet performance on PPT. Ask short questions: Q1: Have you ever watched puppet shows? What do you think of this kind of art? Q2: What qualities should a good teenager have? 2. Read two quotes from textbook together on PPT: The future belongs to the young people… and The foundation of every state is the education of its youth. Invite 2‑3 students to give 1‑sentence answers: What roles do young people play in society? 3. Transition: Today we will read a speech. It tells a teenage girl’s story about traditional puppet art. Show the title Art in safe hands. Ask students to guess: What does this title possibly mean? Step 2 Pre‑reading (6 mins) 1. Present new key words and phrases with pictures and simple English explanations: puppet, performer, old‑fashioned, responsibility, keep…alive, come to life Drill pronunciation as a whole class and individual checks. 2. Present the pre‑reading textbook task: Look at three pictures on Page 4. Answer two questions with the given words in the textbook. Q1: What are the people doing in the pictures? Q2: How much do you know about this art? Give students 2 minutes to discuss in pairs, then call for volunteers to share answers. 3. Put forward the reading task question from textbook: Read the speech and find out what Zhan Haojing’s responsibility is. Tell students this is our core reading task. Step 3 While‑reading (18 mins) Activity 1 Skimming (4 mins) Students skim the whole passage quickly (3 mins). Finish textbook multiple‑choice: choose the main idea of the passage (a / b / c). Check answer together: b Young people can help to keep traditional art alive. Teacher guides: Who is the main character? What problem does she face? What does she finally do? Activity 2 Scanning & detailed reading (14 mins) Divide the text into three time periods: Childhood → Teenage turning point → Action & result. 1. Ask students to read carefully paragraph by paragraph, complete the textbook diagram exercise on Page 5‑6 (fill in blanks about Zhan Haojing’s experience). Give 7 minutes for individual work. 2. Check answers with whole class, correct mistakes. Highlight key sentences from each part: - If I move my fingers, it will come to life! - I felt less close to the art because people thought puppets were old‑fashioned. - …it was my responsibility to keep the art alive because the love for puppets was in my blood. - Since then, my puppet shows have drawn more attention both from home and abroad. 3. Point out sentences with if‑ / because‑adverbial clauses in the text. No systematic grammar rules; just make students notice these two clause patterns. 4. Pair work: Two textbook Think and share questions: ① What brought back Zhan Haojing's love of puppets? ② What can you learn from Zhan Haojing? Students discuss for 4 minutes. Invite several pairs to present their ideas in simple English. Teacher gives proper feedback. 5. Mention the tip from Learning to think: A decision may have more than one reason. We should see the whole picture. Step 4 Post‑reading (8 mins) 1. Retell the short story of Zhan Haojing. Give students cue words on blackboard: born into…; little: loved…; teenager: less close; saw video; posted online; encouraged; responsibility; held show; drew attention. Give 3 min to prepare; invite 1‑2 students to retell the story with support of these words. 2. Real‑life connection discussion: Q: What traditional art in our hometown needs young people’s help? What can teenagers do for it? Students share brief ideas. Teacher guides students to use expressions from the passage such as It is our responsibility to… / …will…if young people… 3. Summary of this lesson: We read Zhan Haojing’s speech. She took responsibility and helped keep Minnan puppet art alive. Teenagers can do meaningful things for our traditional culture. Step 5 Homework (3 mins) 1. Read the passage Art in safe hands aloud 3 times, underline all if‑ and because‑clauses in the text. 2. Finish the textbook grammar exercise on Page 7 (connect sentences with if or because, as preview for next grammar period). 3. Optional: Write 4‑5 sentences: One thing I can do to help our local traditional art (use words learned in this lesson). 5. Blackboard design Unit1 Teenagers today — Art in safe hands Key words & phrases - puppet; performer; responsibility - come to life; keep…alive - old‑fashioned; be flooded with - hold on; draw attention (home and abroad) Time line of Zhan Haojing Childhood → loved puppet art Teenage → less close; turning point: video + online encouragement Action → held puppet show at school Result → draw attention home and abroad 6. Teaching reflection (for teacher reference) 1. Observe whether students can find detailed information efficiently in scanning activity. 2. Check if students can use target vocabulary when retelling or sharing opinions. 3. In next grammar lesson, formally explain if‑ / because‑adverbial clauses based on sentences from this reading text. 学科网（北京）股份有限公司 $