2023-2024学年人教版英语九年级全册 Unit 2 I think that mooncakes are delicious 大单元教学设计（共4课时）

人教版九年级英语（全）册
《Unit 2 I think that mooncakes are delicious!》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一　图片导入： 教师利用书本插图、自备图片或者课件呈现本单元涉及到的各种节日，教授并板书节日名称以及与这些节日相关的文化专属用词。可以参考以下问题： What is the Chinese name for this festival And what is it in English What do you know about this festival What do people often do on that day or during the festival days Do you like this festival Why 导入二　对话导入： T: There are many important and interesting festivals in China. Do you know some of them Ss: Yes. T: What are they Ss: They are the Spring Festival, the Lantern Festival... T: It seems you know a lot about Chinese festivals. Let's come to 1a and match the pictures about some of the festivals with the descriptions.
课堂活动设计 （一）听说训练 【活动 1】　Pair work(两两对话，谈论学过的节日) (1) 问句可利用句型： What do you think of...？ What do you like best about...？ What's your favorite...？ ... (2) 答句可利用句型： It's interesting/fun... I think... I love...because... My favorite festival is... because... 【活动 2】　Role play（分角色表演，强化巩固关于节日的表达在交际中的应用，深入了解某个节日） Step 1　Read for the main idea of 2d. (略读了解大意) The main idea of 2d is _______． A. the Water Festival in Yunnan Province B. the Water Festival in Chiang Mai C. the Spring Festival in Chiang Mai [答案] B Step 2　Read for the specific idea of 2d. (精读掌握细节信息) Read 2d and find the answers to the following questions. 1. When is the Water Festival in Chiang Mai 2. What is the Water Festival in Chiang Mai similar to 3. What do people do during the Water Festival in Chiang Mai Why do they do that [答案] 1.It's from April 13th to 15th. 2．It's similar to the Water Festival of the Dai people in Yunnan Province. 3．People go on the streets to throw water at each other. Because the new year is a time for cleaning and washing away bad things. Then they'll have good luck in the new year. （二）语法突破设计 突破一 感叹句 【观察】 What a beautiful girl she is! What important jobs they have done! What sweet water it is! How interesting the movie is! How time flies! 【探究】 感叹句是表示惊讶、赞美、喜悦、愤怒等情感的句子，通常由what或how引导。常见结构： What＋ a/an＋形容词＋可数名词的单数(＋主语＋谓语)! What＋形容词＋可数名词的复数/不可数名词(＋主语＋谓语)! How＋形容词/副词(＋主语＋谓语)! How＋主语＋谓语！ 突破二 陈述句中的宾语从句 【观察】 I think that mooncakes are delicious! Bill wonders whether they’ll have zongzi again next year. But I believe that April is the hottest month of the year before. 【探究】 1.宾语从句中的引导词 引导词引导词的作用例句thatthat本身无意义，只起连接作用，在口语中可以省略。I think __________ they’re fun to watch.if/whether这两个词均意为“是否”，在从句中不作句子成分，但是不能省略。Please let us know__________ you can come tomorrow.
[答案] that或不填；if/whether 宾语从句的语序 宾语从句的语序要用陈述语序。 我不知道他们在找什么。 I don't know ______________. 你能告诉我火车什么时候离开吗？ Could you tell me ________________？ [答案] what they are looking for；when the train will leave （三）阅读突破设计 突破一　整体教学 (略读，了解大意) Get the students to read the passage of “Full Moon, Full Feelings” and get the main idea of the passage. The general idea of the passage is about ________． A. how people celebrate the Mid Autumn Festival B. why Chang'e flew up to the moon C. a traditional folk story about the Mid Autumn Festival [答案] C 突破二　辅助教学 (细读，掌握关键点及逻辑关系) 帮助学生用自己的话复述课文。
Section B
课程导入设计 导入一　图片或视频导入： 教师利用课前收集到的有关Halloween的图片或视频片段，在课堂上呈现或演示，同时用英语进行适当讲解，从而引发学生的好奇心和求知欲，导入活动1a。 导入二　讲故事导入： 若不使用多媒体教学，教师可以采用讲故事的方式进行导入： Now, everyone, today I’d like to tell you something about an important festival in America...
课堂活动设计 （一）听说训练 活动1b－1c (有一定难度，增设听力训练题) 听录音，完成下列表格。(听力原文：Section B　1b, 1c) HalloweenPlace It is popular in 1. ________.Time It is on 2. ________ 31.Activities Many people make their 3.________ look scary. They may turn off the 4. ________ and light candles. They also put things like spiders and ghosts around the doors and windows. Little kids and parents dress up as 5. ________ or black cats. Parents take their children around the 6. ________ to ask for candies and treats.
[答案] 1. North America　2. October　3. houses　 4. lights 5. ghosts　6. neighborhood （二）阅读突破设计 突破一 任务教学 1. What are the common things that people think of for Christmas ______________________________________________________________________ 2. Who wrote A Christmas Carol ______________________________________________________________________ 3. What is the true meaning or spirit of Christmas ______________________________________________________________________ [答案] 1.People usually think of gifts, Christmas trees and Santa Claus. 2.Charles Dickens wrote A Christmas Carol. 3.The true spirit of Christmas is the importance of sharing and giving love and joy to the people around us. 突破二　辅助教学 利用表格中关键词的提示，让学生根据提示用自己的话复述课文。 A Christmas Carol a famous short novel written by Charles DickensScrooge's personality an old man, never laughs or smiles, mean, only thinks about himself, not treat others nicely, cares about whether...， hates Christmas the ghost of Jacob Marley Scrooge's dead business partner, used to be like Scrooge, was punished, warns Scrooge to change, tells him to expect...three ghosts the Ghosts Christmas Past: takes Scrooge back to... reminds... of...the Ghost of Christmas Present: takes Scrooge to see how...the Ghost of Christmas Yet to Come: takes Scrooge to the future，... sees that he is dead, but...caresScrooge's changes decides to change, promises to be...， happily celebrates... with...， also gives... to...， treats... with...， spreading...
二、单元导航
主要内容 本单元主要围绕“节日”这一话题展开，介绍了国内外不同的节日，文化气息浓郁，教学内容丰富。 Section A侧重介绍我国的传统节日，本部分结束后学生要掌握与节日相关的词语及各种描述性词语，能使用that，if/whether引导的宾语从句表达自己的态度和看法；能使用由how或what引导的感叹句发表感叹； Section B部分主要围绕西方的两个节日——Halloween和Christmas来展开，主要介绍西方国家的节日文化，侧重节日的文化内涵，让学生更深层次地理解西方文化。这两个节日对于我国城市学生来说可能相对熟悉，其内涵和意义却未必熟知。教师应进行适当的铺垫或引导，鼓励学生在课外通过阅读、查阅相关书籍、杂志或网络信息了解西方节日文化，这样既可以拓展学生视野，又可以节省教师的课堂处理时间，同时也便于学生理解听力和阅读文本的内容，减轻背景文化积累不足带来的学习压力。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： （1）掌握与节日相关的词汇。 （2）掌握谈论节日的句型。 What do you like best about the Dragon Boat Festival What did you do on your vacation 2. 能力目标：通过对与节日相关词汇和句型的学习，学会谈论国内外的节日及庆祝方式或习俗。 3. 德育目标：教育学生学习一些关于中西方节日的文化知识，促进学生对中外文化的认识和交流，鼓励学生积极宣传中国传统节日和传统文化。
教学重、难点 重点： 1.学习并积累一些与节日有关的词汇。 2.理解并掌握宾语从句和感叹句的用法。 3.帮助学生找到圣诞节的真正精神。 。 4.掌握关键结构:动词+that/if/whether-从句。 难点： 复习感叹句的用法，理解并掌握宾语从句的用法。
词汇和常用表达 1.能够正确使用下列词汇 stranger,relative,pound,dessert,garden,tie,treat,Christmas,novel,business,present, warmth, steal, lay, admire, lie, punish, warn, spread,dead 2.能正确使用下列常用表达 put on, lay out, end up 3.能认读下列词汇 mooncake,lantern,folk,goddess,whoever,tradition, haunted, ghost,trick, spider, eve
学习策略 能根据故事情节的发展将相关事件进行排序。 能在理解故事内容的基础上，对情节发展和人物性格做出合理的推论。
文化知识 了解中外部分重要节日的由来和习俗
课时内容 第1课时 Section A （1a~2d）
教学目标 1.能掌握下列词汇： stranger,relative,pound,the Water Festival,the Dragon Boat Festival, the Chinese Spring Festival,the Lantern Festival,put on,in two weeks 2.能掌握以下句型： (1)Bill thinks that the races were not that interesting to watch. (2)Bill wonders whether they’ll have the sweet rice dumplings again next year. (3)What do you like best about the Dragon Boat Festival (4)What did you do on your vacation (5)But I believe that April is the hottest month of the year there. (6)I wonder if it’s similar to the water festival of Dai people in Yunnan Province.
教学重点 1.学习并积累一些与节日有关的词汇。 2.理解并掌握宾语从句的用法。
教学难点 1.在听力和口语中使用if和whether来练习宾语从句。 2.增加学生对亚洲四大节日的词汇量，了解节日文化。
教学准备 1.教师：多媒体课件或其他教学所需的工具。 2.学生： （1）在课前找一些与节日相关的图片, 通过查找资料, 在图片下面标上英文名称。 （2）准备一张调查节日的表格。
教学过程
教学过程 Step 1: Lead in 建议1：向同学们问好，并问学生知道哪些节日，用简单的英语讨论，可以和学生这样讨论: Ask the students what festivals they know and talk about them in easy English. T：Today we are going to talk about festivals and how you like these festivals.Which is the biggest festival in China S1：The Spring Festival. T：Yes. We Chinese people come back home from everywhere to spend the Spring Festival. What do we do on that day？Do we have a big dinner and a party S2：Yes，we do. T：How do you feel S3：... 建议2：让学生看不同节日(圣诞节，父亲节，春节，端午节)的图片，并按照模式进行对话。 Ask Ss to watch a video about the Dragon Boat Festival and answer the questions: 1.Where did the Dragon Boat Festival come from 2.What do people eat on the Dragon Boat Festival (Answers can be find in the video.) Step 2：Cooperative inquiry　 1.Finish the task in 1a ①Use multimedia courseware to show pictures of different festivals. Ask questions about these festivals and learn their English names. ②Read these names of the four festivals in 1a. ③Match the pictures with the descriptions. Answers: 1.d 2.a 3.b 4.c 2.Finish the task in 1b 播放1b中的对话视频，让学生完成练习。让学生再听一遍对话，完成选择题。 Answers: 1.F 2.T 3.F 4.T 3.Finish the task in 1c 让学生阅读1c中的对话。让学生两人一组，按照模式讨论1a中的节日。 4.Finish the tasks in 2a－2b Ask Ss to listen to the conversation and do exercises in 2a. Answers: 1.friends 2.Hong Kong 3.relatives 4.the Dragon Boat Festival Ask Ss to listen to the conversation again and complete the chart in 2b. Ask Ss to share their answers with their partners after they have filled in their answers. 收到答案的同伴必须问一个问题来验证答案。 (1)How do you know that the downsides of eating out is putting on weight (2)How do you know that the downsides of shopping is costing too much money (3)How do you know that the downside of having the dragon boat races in June is the hot weather (提示:以上问题只是例子。鼓励学生用自己的话提问。) Answers: 1.put on weight 2.spent money 3.hot weather 5．Finish the task in 2c ①Read aloud the model conversation in 2c.Then pairs of students role－play the conversation. ②Students work in pairs. ③Ask some pairs to say out their conversations to the class. Finish the task in 2d Step 3: Language points 【知识讲解】 1．感叹句 (1)了解人什么是感叹句 (2)学习what引导的感叹句： What + a /an +形容词+可数名词单数形式 (+主语+谓语)!, 口语中常可以省略主语和谓语。what引导的感叹句结构还可以是：What +形容词+可数名词复数或不可数名词(+主语+谓语)! (3)学习how引导的感叹句： How +adj./adv.(+主语+谓语) ! 2. wonder （1）作动词表示“想知道”，后面接由who/what/why/how引导的宾语从句或“特殊疑问词+动词不定式”, 意为“想知道……”。wonder后面还可以接if / whether引导的宾语从句, 表示“想知道是否……”, 表示一种委婉的请求或疑问。 （2）wonder还可以作名词, 表示“惊讶; 惊叹”, “奇观; 奇迹”。 3.In two weeks in two weeks用到了“in+时间段”这个结构, 意为“……之后”, 该结构常与将来时连用, 也可用于回答how soon的提问。 比较：“in+时间段”，“after+时间段”，“for+时间段”。 4.be similar to be similar to为固定搭配, 其中similar是形容词, 意为“相像的; 类似的”。 be similar in: 在……方面相似 5.throw at throw at意为“抛向; 泼向; 洒向”。动词throw后面接所投掷的物体, 用介词at引入泼洒的对象。 6.put on ①穿上　 She put on her coat and went out. 她穿上大衣出去了。 ②上演 The band are hoping to have a show in England before the end of the year. 那个乐队希望年底之前在英国举办一场演出。 ③增加(体重) I can eat what I want but I never put on weight. 我能想吃什么就吃什么,但是体重从来不增加。 Step 4: Summary 建议：让学生两人一组，按照指导进行对话。假设你要去另一个城市(或国家)，你的朋友会问你一些关于它的信息。和你的搭档编一段对话!
课堂作业 1．口头作业: 朗读材料1c和2d。 2．书面作业: 询问你的同学关于节日的信息。 How do you study ... ClassmatesFestivalsDate of celebrationHow to celebrateABCD
板书设计 Unit 2 I think that mooncakes are delicious! Section A（1a～2d）
教学反思 the Water Festival　 the Dragon Boat Festival　 the Chinese Spring Festival　 the Lantern Festival　stranger　relative　put on　in two weeks　wash away
这是第二单元的第一节课。重要的是要让学生知道，他们将学习给出个人的反应，并使用感叹词表达他们强烈的感情。此外，不同节日的背景知识将非常有帮助，因为学生将学习亚洲和西方国家的节日。教师需要鼓励学生在听和说方面练习目标语言。在语言练习的帮助下，学生可以更自然地学习新句型和客观从句。
课时内容 第2课时 Section A （3a~4c）
教学目标 1.能掌握下列词汇： Steal,lay,dessert,garden,admire,tie,the Mid-Autumn Festival,fly up to,lay out 2.能掌握以下句型： (1)Chinese people have been celebrating the Mid-Autumn Festival and enjoying mooncakes for centuries. (2)Whoever drank this could live forever,and Hou Yi planned to drink it with Chang’e. (3)Chang’e refused to give it to him and drank it all.
教学重点 1.理解、认读本课时的重点单词和短语。 2.正确应用宾语从句、感叹句。 3.学生需要知道后羿和嫦娥故事的时间线。 4.老师需要教学生一些关于中秋节的表达以帮助他们复述后羿和嫦娥的故事。
教学难点 让学生理解本单元的语法结构及其功能:学生可能会把宾语从句与whether和if混淆。
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1:Leading in　 建议1：让学生看一段关于中秋节的视频，然后回答以下问题: (1)When is the Mid-Autumn Festival (2)What do people eat on the Mid-Autumn Festival (3)How do people celebrate the Mid-Autumn Festival 建议2：头脑风暴 Quickly review the festival words. Then show pictures and get the students to think of the English for the Mid-Autumn Festival. Step 2:Presentation & Reading Pre-reading 让学生和他们的同伴谈论更多关于中秋节的事情。老师可以使用以下提示: 1. Are there any special activities on the Mid-Autumn Festival in your hometown 2.What’s the story about the Mid-Autumn Festival 让学生读3b中的句子，并试着把嫦娥飞向月球的事件按正确的顺序排列。Chinese people are very familiar with the story of Chang’e Flying to the Moon, so T can ask Ss to do the exercise in 3b before reading the story. It is a way to help Ss sort out the timeline of the story. (Sequencing is also a useful reading strategy.) Answers can be checked after reading the passage. 给学生看短文，让他们读短文。让学生在阅读后回答问题: 1.How do people celebrate the Mid-Autumn Festival They celebrate the Mid-Autumn Festival by admiring the moon and sharing mooncakes with their families. 2.What story is the reading about The reading is about the traditional folk story of Hou Yi and Chang’e. 让学生再读一遍短文，检查3b练习中的答案。 Finish the task in 3b Answers: 4, 2, 5, 1, 7, 6, 32． Step 3: Practice Finish the task in 3c Step 4: Grammar Focus 让学生阅读下列句子，找出它们之间的共同特征: I know that the Water Festival is really fun. I wonder if they’ll have the races again next year. I wonder whether June is a good time to visit Hong Kong. I believe that April is the hottest month in Thailand. 主语+谓语+that/if/whether+宾语从句 What fun the Water Festival is! How fantastic the dragon boat teams were! How pretty the dragon boats were! How delicious the food is in Hong Kong! What/How+名词/形容词/副词+主语+谓语+其他！ T asks Ss to find out more sentences that contain the objective clauses from the conversations or passage that they’ve learned in Section A. Finish the task in 4a Answers: I think that the Lantern Festival is beautiful. I don’t know whether he will come home for the festival. I believe that the Water Festival is the most fun. I wonder if the mooncakes are delicious. How exciting the races were! What an interesting city (Hong Kong is)! Finish the task in 4b (1)Read the instructions and know what to do. Then read the letter quietly and underline the objective clauses. (2)Check the answers and read out the sentences with objective clauses. (3)Ask students to write their own sentences about Mother's Day and Father's Day. The teacher shows： I know…；I think…；I believe…；I wonder… Finish the task in 4c(The students may finish it after class.) 老师可以把学生分成几组，让学生互相采访。老师可能希望给学生一些指导方针，例如: 首先，询问以下问题？ (1)What is your favorite festival (2) What does it celebrate (3)When is it celebrated (4)Why do you like this festival Tell Ss that they will have to answer these questions themselves first. Once they have their own answers, they should take turns interviewing others in the group. They will then share their findings with the class. 然后，填写下列表格： NameFavorite festivalReasons
最后，写一篇报告告诉全班。 Step 5: Language points 【知识讲解】 一、现在完成进行时 现在完成进行时, 表示动作从某一时间开始, 一直持续到现在。其构成为：主语+助动词(have/has) +been+动词的现在分词+其他成分。 whoever的用法 作代词引导主语从句，相当于anyone who；引导让步状语从句，相当于no matter who。 三、however的用法及其与but的区别 however可位于句首、句中、句末，用逗号隔开；but位于句中。 四、steal的含义及其与rob的区别 steal指暗中窃取别人的东西，其宾语是物，不是被盗者本人；rob意为“抢劫”，其宾语为人、公司、银行等，而不是被抢的东西。 五、宾语从句 置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句是主从复合句中最常见的从句之一。对于该复合句，要着重关注以下三个方面： (1)宾语从句中的引导词 引导词引导词的作用thatthat本身无意义，只起连接作用，在口语中可以省略。what, which，who, whose， whom等连接代词这些连接词在宾语从句中作一定的成分，如主语、宾语、定语等。when (表时间), where (表地点), why (表原因), how (表方式) 等连接副词这些连接副词在从句中作状语。if/whether这两个词都意为“是否”，在从句中不作句子成分，但是不能省略。
(2)宾语从句的语序 宾语从句要用陈述语序。 I don't know what they are looking for. 我不知道他们在找什么。 Could you tell me when the train will leave 你能告诉我火车什么时候开吗 (3)宾语从句的时态 ①如果主句是一般现在时，宾语从句根据实际情况可以使用任何时态。 My mother hopes everything goes well. 我妈妈希望一切顺利。 I wonder when he could ride the bike. 我想知道他什么时候能骑自行车。 ②如果主句是过去时态，宾语从句需使用过去时态的某种形式。 She realized that she had left her homework at home. 她意识到她把作业忘在家里了。 ③当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时。 The teacher told his class that the earth goes around the sun. 老师告诉他的学生地球绕着太阳转。 Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1．Interview more students about their favorite festivals after class. 2．Write a report about the results of the interview.
板书设计 Unit 2 I think that mooncakes are delicious! Section A（3a～4c） Key sentences： What fun the Water Festival is! How fantastic the dragon boat teams were! How pretty the dragon boats were! How delicious the food is in Hong Kong! Grammar： 1. 宾语的基本用法； 2. 感叹句。
教学反思 1.在这一阶段，我们应该为学生提供使用目的语的阅读练习。学生有机会测试他们的阅读理解能力。他们将通过阅读练习学习新的单词和表达。传统节日的文化在这一时期是非常重要的。让学生了解中秋节的由来，用语言传播文化。2.学习语法是这一时期的一项重要任务。我们总是在学了足够多的语言后才学习语法。学生可以运用所学的知识来练习语法。在学习了语法重点框架中的宾语从句和感叹句的结构后，我们给学生在写作活动中运用语法知识的机会。因此，在说和读之后，一些书面工作是必要的。
课时内容 第3课时 Section B （1a~2e）
教学目标 1.能掌握下列词汇： treat,trick or treat,dress up as... 2. 能掌握以下句型： (1)But behind all these things lies the true meaning of Christmas. (2)He warns Scrooge to change his ways if he doesn’t want to end up like him.
教学重点 1.掌握本课时中所涉及的重点单词及短语; 2.帮助学生找到圣诞节的真正精神。
教学难点 在听力练习中理解故事，学习节日文化。学生可能不熟悉万圣节的表达和文化意义。
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1: Leading in 建议：头脑风暴 Show pictures of different festivals. Talk with the students to review the words and phrases in this unit. T: What can you see in the picture S1: I can see... S2: I can see... T: These things are about a special festival named Halloween. This lesson we’ll learn something about it. Let's come to 1a. Step 2：Presentation Look at the pictures and words in 1a related to Halloween. What do you think this festival is about Ss:... Finish the task in 1a Listen to the tape and answer the following questions. 1. Where is Halloween popular _________________________________________________________________ 2. When do people celebrate Halloween _________________________________________________________________ 3. What does Wu Yu think of this festival _________________________________________________________________ Answers: 1.Halloween is popular in North America. 2．They celebrate Halloween on October 31. 3．Wu Yu thinks it is a fun festival. Finish the task in 1b 3．Listen to the tape for the second time and fill in the blanks in 1c. Answers: 1. houses; turn off; windows　2. dress up; cartoon　3. candies 4. play; give 4．Finish the task in 1d Think about the Halloween activities. Discuss what you have learned with a partner. A: What have you learned about Halloween B: I know it’s a... festival in... and it's on... A: What do you like most about this festival B: I think it’s ... to... as... ... Step 3:Leading in 建议1：老师和学生对话，如下： T: What is the most important festival in China S1: The Spring Festival. T: Then, what is the most important festival in Western countries S2: Christmas. T: Do you know when Christmas Day is S3: It's on December 25th. T: What do you know about Christmas Ss: Gifts, Christmas trees, Santa Claus ... 建议2：头脑风暴 Show some dates of the Chinese festivals and ask students to say the festivals. March 12th，May 1st，June 1st，October 1st... Then present some Western festivals. Practice and prepare the new words for the coming reading. Step 4:Discussion Get the students to discuss in groups and create a mind map in 2a. Skip the passage and find out the answer. The general idea of the article is about ________． A. Scrooge B. three ghosts of Christmas C. the spirit of Christmas Answer：C Step 5:Careful reading Read the passage carefully and find out the answers to the questions in 2b. 2. Read the passage again and complete the following chart. What does Scrooge see when he’s with …the Ghost of Christmas Past？the Ghost of Christmas Present？the Ghost of Christmas Yet to Come？
3. Answer the following questions. Some answers need to be inferred. (1)Why does Scrooge hate Christmas (2)Does Scrooge have a lot of friends Why or why not (3)Why was Jacob Marley punished after he died (4)Does Jacob Marley want to help Scrooge How do you know (5)How does Scrooge feel when he wakes up on Christmas Day (6)What does Scrooge do after seeing the three spirits Step 6: Practice Finish the task in 2c ①Read the third paragraph. Then complete the chart in 2c. ②Discuss these questions and check the answers with the class. Answers: his happier days as a child how others are spending Christmas this year nobody cares when he dies Finish the task in 2d 1.Why does Scrooge hate Christmas 2.Does Scrooge have a lot of friends Why or why not 3.Why was Jacob Marley punished after he died 4.Does Jacob Marley want to help Scrooge How do you know 5.How does Scrooge feel when he wakes up on Christmas Day 6.What does Scrooge do after seeing the three spirits Answers: 1. Because Scrooge is mean and only thinks about himself. He doesn’t treat others nicely, and he only cares about whether he can make more money. 2. No, he has no friends. Because he isn’t nice to people, and never laughs or smiles. He is mean and only thinks about himself. 3. He was punished because like Scrooge, he wasn’t nice to others and he only cared about money. 4. Yes, Jacob Marley wants to help Scrooge. Because Marley’s ghost tries to warn Scrooge to change his ways so as not to end up like him. 5. He feels relieved because he was scared in his sleep and he is surprised and happy to have a chance to change his life, because it is only the next morning. 6. He changes his ways and becomes a better person. Finish the task in 2e Step 7: Language points think of think of“认为; 考虑; 想起”，其中of 是介词, 其后接名词、代词或动词的-ing形式作宾语。 二、dress up dress up“装扮；乔装打扮”，它常与as, in连用构成短语：dress up as ... 意为“装扮/乔装打扮成……”，dress up in ... 意为“穿上…… ”后面接表示衣服或颜色的名词。 三、辨析dress, wear, put on, have on与be in dress “给某人穿衣服”, 其宾语是人或反身代词, 不是表示衣服等的名词。wear“穿着; 戴着”强调状态。put on“穿上; 戴着”强调动作。have on“穿着; 戴着”强调状态,不能用于被动语态。be in“穿着; 戴着”强调状态, 通常接表示颜色的名词。 四、treat treat作名词时意为“款待; 招待”。give sb. a treat意为“招待某人”。treat还可作动词, 意为“招待; 请（客）”。treat sb. to sth.意为“请某人吃某物; 用某物款待某人”。play a trick / tricks on sb.意为“戏弄某人; 开某人的玩笑”。 五、lie的含义及用法 lie 作不及物动词，意为“存在”。lie作动词还可表示“平躺；处于”；“说谎”。lie to sb.意为“对某人说谎”。lie还可作名词，意为“谎言”，tell a lie意为“说谎”。 mean的含义及用法 mean作形容词，意为“吝啬的，刻薄的”。mean作动词意思是“意味着；意思是”。其名词形式是meaning (意思；含义)常构成短语the meaning of ..., 意为“……的意思”。 care about与care for的区别 care about意为“关心；在乎；介意”，强调出于责任感而“关心；在乎”。care for意为“照料；照顾”， 与take care of同义；另一个意思为“喜欢”， 多用于疑问句和否定句，其同义短语为be fond of。 dead, die, death与dying的区别 dead强调的是“死”的状态，意为“死的、无生命的”，是形容词，作表语或定语。如果表达“死了多长时间”，则用“have been dead ＋ for ＋ 时间段”或“died ＋ 时间段 ＋ ago”。die强调的是“死”的动作，是个短暂性动词，强调“死”的一瞬间动作，不能和时间段连用。death是名词，意为“死；死亡”。dying是die的现在分词，也可用作形容词，表示“垂死”、“要死”的意思，常用作定语或表语。 punish的含义及用法: punish v.“处罚；惩罚”，作及物动词，punish sb. for ( doing) sth. “因（做）某事而处罚某人”。 warn的用法：warn作及物动词，常用结构有： warn sb. (not) to do sth. 告诫某人（不要）做某事 warn sb. of / about sth. 警告某人注意某事 warn sb. against doing sth. 告诫某人不要做某事 end up的含义及用法 end up的意思是“最终成为；最后处于”。end up为动词短语，后面常跟介词短语或动词-ing形式。end up with意为“以……结束”。 present的含义及用法 present作名词，意为“现在”。at present意为“目前；现在”。 present作名词, 还可表示“礼物”，相当于gift。 present还可作形容词，意为“现在的” 。 十二、promise的用法 promise sth. 许诺某事 promise sb. sth. = promise sth. to sb. 承诺某人某事 promise (not) to do sth. 承诺（不）做某事 promise + that从句 承诺/答应…… promise还可以作可数名词,意为“承诺；诺言”。
课堂作业 1.Talk about Halloween with other students after class. 2.Write three sentences to talk about Halloween. 3.Read aloud the passage in 2b several times until fluently and recite the first and second paragraphs. Learn the new words and expressions in the text. 4.Role－play the conversation between the three ghosts and Scrooge.
板书设计 Unit 2 I think that mooncakes are delicious! Section B（1a～2e） treat trick or treat dress up as... But behind all these things lies the true meaning of Christmas. He warns Scrooge to change his ways if he doesn’t want to end up like him.
教学反思 1.在这段时间里，学生们应该在听力练习中学习一些关于万圣节的知识。老师应该帮助他们学习有关节日的新单词和短语。同时，他会教一些关于节日文化的知识。在交流中使用语言是很重要的。 2.在这个时期，最重要的事情是阅读。这是培养学生快速有效阅读能力的好时机。通常我们会设计任务，让学生在完成任务的过程中获得技能。在阅读课文之前，我们先学习从中国节日到西方节日的生词和短语。在阅读时，学生应该学会从字里行间理解文章中没有明确表述的意思。学生应该能够完成每个段落中的任务，然后学习整篇文章并大声朗读。他们应该总结重要的语言项目。所以老师会帮助他们对这节课的重点做一个总结。 阅读后，我们可以根据这篇文章做一些口语练习。他们有一个活动来扮演三个鬼魂和斯克鲁奇之间的对话。这也将有助于学生学习文章。我认为学生应该背诵一些段落来记住新的语言项目。
课时内容 第4课时 Section B （3a~Self Check）
教学目标 1.能掌握下列词汇： spread...around，between...and...，give out 2.能掌握以下句型： (1) My favorite Chinese festival is... (2) It's celebrated in/on... (3) It's my favorite festival because... (4) It makes me feel...
教学重点 1.掌握本课时的重点短语与句型; 2.掌握关键结构:动词+that/if/whether-从句
教学难点 如何向他人介绍自己最喜欢的传统节日
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1:Leading in 建议：游戏（Think and guess） Show the descriptions of different festivals and ask Ss to guess which festival it is. (Spring Festival, Mid-Autumn Festival, The Dragon Boat Festival, Qing Ming Festival) Step 2:Work on 3a Ask Ss to read the chart, then think of a festival and complete the chart. (Tip: T can use Spring Festival as an example and ask Ss to complete the chart following the example.) Ask Ss to work in groups of four and share their answers to each other. Step 3:Work on 3b Ask Ss to read the instructions and the given sentence patterns, make sure that all the Ss understand the requirements of the writing task. Give Ss some time to write their letters. (Tip: T can show Ss the sample writing before they start to write their letters.) After-reading When finished writing, T can divide Ss into several groups, ask them take turns to read their letters. When everyone is done, each group can vote for the “best letter” to represent the group. The winning letter from each group will then be read out to the class. Step 4:Writing Write a letter to your pen pal and tell him or her about your favorite Chinese festival.Use the notes in 3a. mind map: First,introduce the festival and when it is celebrated. Then talk about what people do and eat. Finally,explain why you like it best and how it makes you feel. Dear..., My favorite Chinese festival is...It is celebrated in/on ....During this festival, people...It’s my favorite festival because...It makes me feel... Yours, ... Step 5:Exercises Self Check 1 Self Check 2 Self Check 3 Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.和课后练习讲一个关于中国节日或西方节日的故事。 2．给朋友写一封信，介绍你最喜欢的节日。
板书设计 Unit 2 I think that mooncakes are delicious! Section B （3a~Self Check） spread...around between...and... give out My favorite Chinese festival is... It's celebrated in/on... It's my favorite festival because... It makes me feel...
教学反思 这是单元的最后一个课时。学生将运用本单元所学的知识写一些句子和短文。我们将练习有关节日的词汇和表达，复习感叹词和宾语从句。我们会让学生使用语言点，这样他们就能更好地记住。在这个时期，写作是最重要的。教师可以在学生写作时给予帮助，并引导他们复习本单元的重点语言。