Unit 3 Lesson 5 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《渔夫和金鱼》剧本学习，核心知识点包括理解剧本结构、提取人物行为信息，掌握lead a...life、pull out、wish for、ask...for等词汇短语及相关句型。课堂导入通过图片讨论激活学生对经典童话的已有认知，搭建新旧知识联系的学习支架，梳理情节发展与语言知识的脉络。 该资料以“情景导入—任务驱动—问题引领”构建“和美课堂”，特色在于融合语言能力、思维品质与文化意识培养。通过角色表演活动，学生用情感和语调演绎对话提升语言表达；续写Scene 4任务引导逻辑思考并理解贪婪与知足的寓意，渗透思政教育。助力学生提升语言运用与合作能力，为教师提供结构化教学流程与学科育人融合方案。

初 三 年级上 (英语)教学案 　 备课时间： 使用者 Unit 3 Arts enrich our life Lesson 5: The Fisherman and the Goldfish 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 understand the play script, identify the plot structure, and extract character behavior information (the fisherman, his wife, and the goldfish). 2. Cultural awareness：Be able to complete comprehension exercises (T/F, sequencing), read the script aloud with feelings, and perform simple role-plays using the language from the play. 3.Thinking quality：Be able to collaboratively write Scene 4 of the play, understand the moral of the story, and discuss the themes of greed and contentment in relation to real life. 教学重难点 Key and Difficult Points Key Points:Words: lead, pull, open, wish, ask, reply Phrases: lead a...life, pull out, open up, wish for, ask for Sentences: It said it could give me whatever I wished for. / Why didn't you ask it for a new house? Difficult Points:1. Understanding the structure and features of a play script (scenes, characters, dialogue). 2. Using ask...for and wish for correctly in sentences. 3. Role-playing the characters with appropriate emotions and intonation. 4. Writing a logical continuation (Scene 4) that reflects the moral of the story. 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. Picture Talk: Show a picture related to "The Fisherman and the Golden Fish" (e.g., the fisherman with the goldfish). Ask students: - "Do you know this story?" 3. Let students share what they know about the story. 4. Purpose: To activate students' prior knowledge about the famous fairy tale and introduce the topic of the lesson. 活动设计 Activity Design Step 2: Pre-reading (5 mins) 1. Text Type Identification: Show the play script. Ask students: - "What kind of text is it?" (A. A story. B. A play. C. A letter.) - "How many scenes can you find here?" (3 scenes) 2. Vocabulary Preview: Introduce the key vocabulary from the PPT. Step 3: While-reading (15 mins) 1. First Reading (True or False): Ask students to read the play and mark the statements as true or false: - "The fisherman caught a talking fish." (T) - "The fisherman didn't tell his wife about catching a goldfish." (F) - "The wife wanted the fisherman to ask for a new house." (T) 2. Second Reading (Matching and Sequencing): Have students read again and match the statements with the scenes, then put them in the right order: - Scene 1 (B): On the sea — fisherman catches the goldfish; it asks to be let go. - Scene 2 (A): At home — fisherman tells his wife; she asks him to go back. - Scene 3 (C): Back on the sea — fisherman calls the goldfish; it jumps out. 3. Check Answers: Discuss the answers as a class. Step 4: Post-reading & Role-play (15 mins) 1. Challenge 1 - Role-play: Students work in groups of three (fisherman, wife, goldfish). They read the script aloud with feelings. Encourage them to use appropriate intonation and body language. 2. Challenge 2 - Story Mapping: Complete the story map together: - Beginning: led, caught, let...go - Body: ask for - Ending: was back, gave, made, come true, no reply 3. Challenge 3 - Scene Identification: Review the three scenes: - Scene 1: On the sea - Scene 2: A poor house - Scene 3: Back on the sea 4. Group Performance: Invite a few groups to perform their role-plays in front of the class. Provide feedback on pronunciation, emotion, and creativity. Step 5: Language Points & Project (10 mins) 1. Explanation: Use the PPT to explain the key language points with clear examples: - lead a...life: lead a poor life; lead a happy life - pull out: pull out his net - open up: open it up - wish for: wish for a new house; What do you wish for? - ask...for: ask it for a new house; ask Li Ming for help 2. Practice: Complete the fill-in-the-blank exercise on the PPT using the correct phrases (pulled out, to ask for, to lead a happy life, wish for, will open up). Check answers together. 3. Project - Writing Scene 4: Students work in groups to continue the play by writing Scene 4. Questions to consider: - "What will the wife want next?" - "What will the goldfish do?" - "What will happen at the end?" 4. Sharing: Invite groups to share their Scene 4 scripts with the class. Step 6: Summary & Homework (5 mins) 1. Summary: Review the key vocabulary and the moral of the story: Greed leads to loss; we should be content with what we have. Discuss the theme with students. 2. Homework: - Basic Homework: Read the play script fluently and practice the lines of each character. - Creative Homework (Optional): Complete and polish the group's Scene 4 script. 思政渗透与学科育人有机融合点Subject based Character Education This lesson uses the classic fairy tale "The Fisherman and the Goldfish" to teach important moral values. Through the story of the greedy wife who constantly asks for more and eventually loses everything, students learn that greed leads to negative consequences and that contentment is a virtue. The lesson encourages students to reflect on their own desires and to appreciate what they have. The group continuation writing task (Scene 4) allows students to creatively explore the theme and draw their own conclusions. This aligns with the goal of nurturing students' moral character, self-reflection, and ability to distinguish between healthy aspirations and harmful greed. 板书设计 Blackboard Design 教学反思Teaching Reflection Unit 3 Lesson 5: The Fisherman and the Goldfish Key Vocabulary: lead, pull, open, wish, ask, reply Key Phrases: lead a...life (poor/happy) pull out open up wish for ask...for 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $