Unit 3 Lesson 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围绕“中国书法艺术”核心知识点，涵盖工具、美感、文化价值及相关词汇语法。课堂导入通过展示剪纸、京剧等传统艺术图片激活学生已知，聚焦书法工具匹配活动，搭建从传统艺术到书法主题的学习支架，衔接前后知识。 此资料亮点在于文化意识与语言能力深度融合，如介绍颜真卿等书法家并让学生用英语讨论其作品，培养跨文化表达。采用思维导图梳理书法工具、美感、文化价值，提升思维品质。分层作业满足不同需求，集体备课设计提供清晰流程，助力教师高效教学，学生增强文化自信与语言运用能力。

初 三 年级上 (英语)教学案 备课时间: 使用者 Unit 3 Arts enrich our life Lesson 2: The art of calligraphy 主备教师 卢学林 参与教师 九年级全体英语教师 缺课学生 审核人 卢学林 课 时 授课时间 核心 素养目标 Key Competencies Objectives 1. Language competence:Be able to master the key words, phrases, and sentence patterns related to Chinese calligraphy and its cultural significance. 2. Cultural awareness:Be able to understand the passage about calligraphy and identify the tools, beauty, and cultural value of this art form. 3.Thinking quality:Be able to discuss a calligrapher and introduce their works and stories in English. 4.Learning ability:Develop cultural appreciation for Chinese calligraphy and traditional art forms. 教学重难点 Key and Difficult Points Key Points:Words: ink, slab, lay, grind, immerse, grab, harmony, rhythm, source, distinct, calligrapher, mix, emotion, stroke, angle, appreciate, impressive, artistic, position Phrases: Four Treasures of Study, a piece of paper, grind ink, immerse the brush in ink, be really into, a source of great beauty, works of art, mixwith, each stroke, the same position as, traditional culture Grammar: Attributive clauses (which/who) and object clauses Difficult Points:1. Distinguishing between lay (放置), lie (躺), and lie (说谎) and using them correctly. 2. Using attributive clauses with which and object clauses correctly. 3. Understanding the cultural significance of Chinese calligraphy and introducing it in English. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Step 1: Lead-in (5 mins) 1. Greet the students. 2. Review/Activation: Show pictures of different Chinese art forms (paper cutting, calligraphy, opera, Chinese Kung Fu). Ask students: - "How many art forms do you know?" 3. Focus on Calligraphy: Show a picture of calligraphy tools. Ask students: - "What tools are needed for calligraphy?" 4. Matching Activity: Have students match the objects to the words (ink, brush, paper, ink slab). 5. Purpose: To activate students' prior knowledge about Chinese art forms and introduce the topic of calligraphy. 活动设计 Activity Design Step 2: Pre-reading (3 mins) 1. Vocabulary Preview: Introduce the new vocabulary from the PPT. 2. Prediction: Ask students: "What do you think the passage will talk about? Who are the two main characters?" Step 3: While-reading (15 mins) 1. First Reading (Questions): Ask students to read the passage quickly and answer: - "Who are the two main characters in the passage?" (The writer and his grandpa) - "What is the main topic of their conversation?" (Chinese calligraphy) 2. Second Reading (Detailed Questions): Have students read again and answer: - "What's the first step to write a character, according to the grandpa?" (Laying a piece of paper on the desk and using the ink stick to grind ink in the ink slab.) - "Why does the grandpa like calligraphy?" (He likes the beauty of calligraphy. Its beauty lies in its balance, harmony, and rhythm.) - "What does grandpa think every Chinese person should learn calligraphy?" (People can better understand our traditional culture through it.) 3. Third Reading (Mind Map): Ask students to read carefully and complete the mind map: - The art of calligraphy - Tools (Four Treasures of Study): paper, brush, ink stick, ink slab - The beauty of calligraphy: balance, rhythm, emotions, feelings - Cultural value: It has equal position as painting. It helps us understand traditional Chinese culture. 4. Check Answers: Discuss the answers as a class. Step 4: Post-reading & Discussion (10 mins) 1. Attitude Discussion: Ask students to choose the tags that best describe the author's attitude towards Chinese calligraphy and give reasons for their choices. 2. Pair Work (Talk about a Calligrapher): Students work in pairs to talk about a calligrapher they know. Share his/her stories and works with the partner. - Example: "Yan Zhenqing is a great calligrapher in Tang Dynasty. His handwriting looks powerful and upright. People love his style. He practiced calligraphy hard all his life. He mixed his true feelings into every stroke. His famous work is Draft of a Requiem to My Nephew." 3. Sharing: Invite a few pairs to share their discussion with the class. Step 5: Language Points (12 mins) 1. Explanation: Use the PPT to explain the key language points with clear examples: - lay vs. lie vs. lie: lay (放置) laid laid; lie (躺) lay lain; lie (说谎) lied lied - appreciate: appreciate (doing) sth.; I appreciate your helping me. - impressive: impress; impression - be into: be really into sth.; My sister is really into Beijing opera. - mixwith: mix A with B; The painter mixes colours with ideas. - Attributive clauses with which: Each character has a distinct shape and form, which calligraphers can use to create amazing works of art. - Object clauses: I once asked my grandpa why he liked calligraphy. 2. Long Sentence Translation: Practice translating the two long sentences: - "The art of calligraphy mixes writing the characters beautifully with emotions and feelings into each stroke." - "Through it, we can better understand our traditional culture." 3. Practice: Complete the conversation exercise on the PPT using the correct forms of the phrases (mixwith, begin by, lie in, be into). Check answers together. 4. Multiple Choice: Complete the grammar multiple-choice exercises on the PPT. Check answers together. Step 6: Summary & Homework (5 mins) 1. Summary: Review the key vocabulary, the Four Treasures of Study, and the beauty and cultural value of calligraphy. Emphasize that calligraphy is a precious traditional art that helps us understand Chinese culture. 2. Homework: - Basic Homework: Read the passage aloud and copy the new words (three times in English, once in Chinese). - Improvement Homework: Write 5-8 sentences in English to briefly introduce Chinese calligraphy. - Practical/Extended Homework: Research a calligrapher online and compile English materials about him/her. 思政渗透与学科育人有机融合点Subject based Character Education This lesson promotes the appreciation and preservation of Chinese traditional culture through the art of calligraphy. By learning about the tools, techniques, and cultural significance of calligraphy, students develop a sense of cultural pride and identity. The lesson introduces famous calligraphers like Yan Zhenqing and Wang Xizhi, whose works embody values of perseverance, emotional expression, and aesthetic beauty. The emphasis on calligraphy as a "source of great beauty" and its equal position to painting reinforces the value of traditional arts in contemporary society. This aligns with the goal of nurturing students' cultural confidence, aesthetic appreciation, and respect for heritage. 板书设计 Blackboard Design 教学反思Teaching Reflection Unit 3 Lesson 2: The art of calligraphy Key Vocabulary: ink, slab, lay, grind, immerse, harmony, rhythm, distinct, calligrapher, emotion, stroke, angle, appreciate, impressive Key Phrases: lay a piece of paper grind ink immerse the brush in ink be really into mixwith each stroke Grammar: Attributive clause (which) Object clause (why) 审 查 意 见 签 字: 年 月 日 学科网(北京)股份有限公司 $