Unit3 Lesson1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“艺术丰富生活”主题，围绕playwright等六个核心词汇及谈论艺术形式的关键句型展开。通过头脑风暴已知艺术词汇、展示书法戏剧图片激活旧知，搭建新旧知识联系的支架，为听力理解与对话表达铺垫。 资料亮点在于融合文化意识与思维品质培养，通过听前词汇情境教学、听中泛听精听分层训练提取信息，听后小组创作对话运用核心词汇，结合分层作业设计。既让学生感受中西艺术魅力增强文化自信，又提升逻辑与创新思维，助力教师高效开展听说教学，提升学生语言运用能力。

Unit 3 Arts enrich our life 课题 Lesson 1 A Talk about Art 课型 Listening and speaking 一. Teaching Objectives Based on the new curriculum standard, the four core literacy objectives are designed as follows: 1. Language Competence (1) Master the pronunciation, spelling, Chinese meaning and basic collocations of six core words: playwright, translate, enrich, alive, artwork, calligraphy. (2) Grasp key sentence patterns for talking about art forms and art activities, and use them to make simple conversations about art. (3) Understand the main content of the dialogue, accurately extract information about art festivals, art works and artists, and improve listening and oral expression skills. 2. Cultural Awareness (1) Learn about traditional Chinese art such as calligraphy and Western classical drama works, appreciate the charm of Chinese and foreign art. (2) Establish a positive attitude towards art, realize that art enriches daily life, and cultivate aesthetic ability and cross-cultural understanding awareness. (3) Enhance cultural confidence by feeling the unique value of traditional Chinese art in world art. 3. Thinking Quality (1) Cultivate logical thinking ability by sorting out dialogue information, classifying different art forms and analyzing the characteristics of art works. (2) Develop divergent thinking and innovative thinking through brainstorming of art forms and situational dialogue creation. (3) Learn to evaluate different art works objectively and form independent aesthetic judgment. 4. Learning Ability (1) Master the learning method of memorizing vocabulary combined with context and scene, and improve autonomous vocabulary learning ability. (2) Take the initiative to participate in group discussion, dialogue practice and classroom interaction, and strengthen cooperative learning ability. (3) Be able to apply the learned language knowledge to real life scenarios to talk about art independently. 二. Key and Difficult Points 1. Teaching Key Points (1) Grasp the spelling, pronunciation and usage of the six core vocabulary words proficiently. (2) Understand the key information and main ideas of the listening dialogue. (3) Use target language to carry out simple oral communication about art festivals and art forms. 2. Teaching Difficult Points (1) Distinguish the usage differences of related art vocabulary and use them correctly in sentences and dialogues. (2) Flexibly use learned sentences and vocabulary to create complete and logical oral dialogues about art topics. (3) Deeply understand the connotation that art enriches life and integrate cultural perception into language expression. 三. Teaching Procedures Step 1: Warming-up and Lead-in (5 minutes) 1. Greeting: T: Good morning, class! Do you like art? What art forms do you know? 2. Brainstorming: Invite students to speak out art words they know, such as painting, music, dance. Show pictures of calligraphy, drama and famous artworks to activate students’ existing knowledge. 3. Topic Lead-in: T: Art is everywhere in our life. It can make our life more colorful and meaningful. Today we will learn Unit 3 Lesson 1 A Talk about Art. We will learn new words and talk about different art forms and art activities. Design Purpose: Stimulate students’ learning interest, activate prior knowledge, naturally introduce the unit theme, and lay a foundation for new knowledge learning. Step 2: Pre-listening (10 minutes) 1. Core Vocabulary Teaching Teach six key words one by one with pronunciation, part of speech, meaning and simple sentences, combined with pictures and context: · playwright (n.): a person who writes plays. Eg: Shakespeare is a great British playwright. · translate (v.): to change speech or writing into another language. Eg: We can translate this English poem into Chinese. · enrich (v.): to make something better or richer. Eg: Art enriches our daily life. · alive (adj.): full of life; lively. Eg: The artwork makes the room alive. · artwork (n.): a painting, drawing or creative work of art. · calligraphy (n.): beautiful handwriting, especially Chinese traditional calligraphy. 2. Vocabulary Practice: Let students read words repeatedly, do simple matching exercises of words and meanings, and make single sentences to consolidate preliminary memory. Design Purpose: Break through vocabulary barriers, help students master core words before listening, and pave the way for listening comprehension. Step 3: While-listening (15 minutes) 1. First Listening (Global Listening) Ask students to listen to the dialogue quickly and answer the question: What are Li Ming and his friends talking about? (Answer: They are talking about the coming school art festival and their art show plan.) 2. Second Listening (Detailed Listening) Let students listen carefully again and finish detailed tasks: (1) What will they do for the art festival? (2) Which famous playwright’s works do they talk about? (3) What art forms are mentioned in the dialogue? 3. Information Sorting: Guide students to sort out key information of the dialogue, underline key sentences related to new words, and analyze the usage of core vocabulary in the context. 4. Imitation Reading: Play the audio again, students read after the tape, pay attention to pronunciation and intonation, and feel the tone of daily communication. Design Purpose: Train students’ global and detailed listening ability, help students accurately grasp dialogue information, and consolidate vocabulary and sentence patterns in listening context. Step 4: Post-listening (10 minutes) 1. Dialogue Practice: Divide students into groups of 3-4. According to the dialogue content, students imitate the text to make new dialogues about "school art festival and favorite art forms", and try to use all new core words. 2. Group Show: Invite 2-3 groups to perform their dialogues in front of the class. The teacher gives timely praise and correction of language errors. 3. Topic Discussion: Ask students: How does art enrich our life? Encourage students to express their opinions with simple English sentences. Design Purpose: Realize language output, consolidate classroom knowledge, exercise students’ oral expression and cooperative learning ability, and deepen the understanding of the unit theme. Step 5: Summary (5 minutes) 1. Students take the initiative to summarize what they have learned in this class: core vocabulary, key dialogue information and art-related expressions. 2. The teacher supplements and sorts out the key and difficult points, emphasizes the usage of key vocabulary, and sublimates the theme: Art enriches our life, and we should discover and appreciate art in life. 四. Homework 1. Basic Homework (Must-do) (1) Copy and recite the six core vocabulary words, and write one original sentence for each word. (2) Read the text dialogue fluently and record your reading audio. 2. Intermediate Homework (Optional for most students) Sort out the key sentences of the dialogue and translate them into correct Chinese; translate 5 Chinese sentences about art into English with new words. 3. Extended Homework (Improved) Talk about your favorite art form in 5-8 English sentences, introduce its characteristics and how it enriches your life, and write a short paragraph. Design Purpose: Layered homework meets the learning needs of different levels of students, consolidates basic knowledge, and expands students’ language application ability. Blackboard Design Lesson 1 A Talk about Art Key Vocabulary 1. playwright (n.) 剧作家translate (v.) 翻译enrich (v.) 丰富alive (adj.) 鲜活的；生动的artwork (n.) 艺术作品calligraphy (n.) 书法 Key Sentences 1. Art enriches our life. 1. This artwork makes our life alive. 1. Many great plays are translated into different languages. Theme Arts enrich our life Love art, love life 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $