Unit 2 I think that mooncakes are delicious Section A1a-2c Section B 1a-1c教学设计（表格式）人教新目标九年级英语全册

Unit 2 I think that mooncakes are delicious! Section A [1a-2c]Section B [1a-1c]
核心素养
根据整体的大单元教学设计，对课本设定的教学内容进行了整合归类，本课时围绕“中国四大传统节日”展开，因此涉及到 Section A (1a-2c)和 Section B(1a-1c)的听力内容。在此语境下学习使用由that,if/whether 引导的宾语从句和感叹句，文化气息浓郁，教学内容丰富。通过谈论中国传统节日尤其是端午节的相关内容，激发学生的英语学习兴趣，并认同和学会用英语讲述中华文化。通过宾语从句和感叹句的体验和使用，学会表达自己的态度或做出回应，树立家国情怀，增强文化自信。
课标分析
新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能根据听到的关键词对人物、地点、事件等进行推断；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能用所学语言描述文化现象与文化差异，表达自己的价值取向，认同中华文化。
教学目标
语言能力
能够在“说说我们的端午节”的情境中，正确使用由 that, if/whether 引导的宾语从句和感叹句，以听说等方式表达自己的态度或做出回应；能够提高听力技能，如听前预测、获取和梳理语篇的主旨要义和关键细节等；
文化品格
能够认识并深入理解中国传统节日文化，认同和学会用英语讲述我国传统节日文化，自信表达；
思维品质 能够在听说活动中准确获取并表达有关中国重要节日的由来、习俗等信息，学会与人探讨、交流和表达自我观点和看法，提高思维的逻辑性、批判性；
学习能力
通过谈论中国节日，激发对英语学习的兴趣；能在学习活动中积极与他人合
作，共同完成学习任务。
教材内容分析
本课时为本单元第一课时，是一节听说课。Section A 活动 1a-1c 主要呈现话题词汇，通过简单的听力活动输入新的语言，让学生理解感知宾语从句和感叹句表达个人观点的语用功能。充分挖掘听力内容，结合口语交际性语言特点，让学生提取出能够做出个人回应的句式表达，为后面的对话任务做好铺垫；活动 2a-2c 旨在训练、发展学生听说能力，掌握听力中捕捉关键信息的能力，巩固表达观点的句式，并培养学生的辩证思维。Section B 活动 1a-1c 为主人公吴明活动的延续，和前面的活动从任务到内容一脉相承，通过四川自贡花灯拓展挖掘灯笼作为元宵节重要载体所具备的文化内涵。
重点 与中国传统节日相关的词汇和目标语言，包括由 that, if/whether 引导的宾语从句和感叹句；
难点 感叹句中 what 和 how 的区分表达。
学情分析
在小学阶段以及七八年级的学习中，学生已学习过一些中外节日的词汇和句型，且对本课的学习内容有一定的了解；同时，中外节日是学生比较感兴趣的话题，这是学习本课的优势。但是，到了九年级，学生在学习上出现了分化现象，有的学生英语语言基础薄弱，语言拓展的运用能力较差，，可安排这些学生通过复习七八年级相关内容，熟悉本课话题，鼓励学生积极学习，激发其学习兴趣。
教学过程设计
学生活动 教师导学 设计意图
Step 1. Lead-in. ①Watch a video from CTS and call on everyone to upload the video about how people in your hometown celebrate the Chinese traditional festivals. ②Have a guessing game about the festivals. Step 2. Free talk ①Students talk about what we usually do on these festivals one by one. ②Students show their opinions about the festivals. Step 3. Listening 1b. Listen and write down the festival they are talking about and their opinions. Summarize how to show opinions and opinions with strong feelings. Listen again. Ask students to find more ways to show opinions. Step 4. Post-listening Watch a video: Put other traditions into the right column after watching. Step 5. Make a conversation: talk about the Dragon Boat Festival Step 6. Free talk: Think about more new ways to celebrate the festivals nowadays. Step 7. listening 2a&2b Students pay attention to the key words before listening. For the second time, listen and fill in the chart with the downsides of the fun activities. Step 8. Listening 1b&1c. Wu Ming went back home to celebrate the New Year. Ss finish 1b and 1c. Step 9. Post-listening Watch a video: Talk about What you can know about Chinese lanterns from the video Step 10. Group work Work in groups and introduce how people celebrate one of the festivals in your hometown. Step 11. Make a summary. Read a poem to summarize the true meaning of festival. Step 12. Homework. 1. Make a video about how people in your hometown celebrate one of the festivals and send it to me. 2. Choose one of it: ① Know more about the Mid-autumn Festival online. ②Talk with your families to know at least 2 folk stories behind the festivals. Teacher assign 4 guessing game. T: Look at the picture, what festival is it about T: Watch a video and guess. T: Enjoy a poem and guess. T: Listen to a song and guess. Guide Ss to speak out names of the Chinese traditional festivals. T: These are four important festivals in China and we do something special with our family on these days. T: Pay attention. How does Bill show his opinions What about Mary Guide Ss to use “I think/ know/ believe...”and a “how/what...”to show opinions. T: What else do they use to show opinions with strong feelings How can we show our uncertainty(不确定) Why they use them T: Besides the races, what other traditions do we have on that day T: All of the traditions you just talked about need to be passed down forever, right But nowadays, we have more ways to celebrate the festivals. Harry and Wu Ming are talking about their vacation. Before listening, ask Ss to read the sentences and make predictions. T: What's the relationship between Wu Ming and Harry After listening, guide Ss to describe the fun activities and downsides according to the chart. T：From here, we can see every coin ha two sides. I think it’s meaningful as long as we learn something useful and have fun. T: What do you think of Chinese lanterns T: I think they show different cultures in different cities. They carry their good wishes and love to their hometown. They make people feel warm and homesick(想家的). They light up the hearts that long for(渴望) home. T: Choose one level and work in group. T: Use the checklist to make it better. T: Today, we learn the name and traditions of Chinese traditional festivals. Behind them, we can see more about the festival. 通过文旅中国 上传家乡传统节日的帖子，导入话题；又通过猜图片，看视频，读诗歌，听歌曲多种感官冲击激发学生 的学习兴趣，激活其相关背景知识。 通过自由讨论，展示和拓展有关不同传统节日的习俗，再让学生发表对这些节日习俗的看法，鼓励学生大胆表达，为后续对话活动做铺垫。 通过多种类型的听力任务的完成，引导学生学会提炼关于表达建议的句型，涉及宾语从句，感叹句，以及口语交际常用语；引导学生在听中感受人物交际中礼貌并感同身受的做出回应的重要性；过程中页让学生自然感知语法，在表达中熟悉语法，在转化中自然习得语法。通过视频和看后任务，让学生了解更多关于端午节的习俗，为后面的对话做好充分的文本支持。学生通过对话巩固听力中的核心目标语言，在交流中学会恰当的发表观点，做出回应。学生可以激活原有知识并未下面吴明的端午节新的庆祝方式做好过渡。通过听力任务的完成，引导学生听前审题、听中先听主旨再听细节，记录关键信息，渗透听力和口语技能教学，提升语言能力和学习能力。通过 2b 找出有趣活动的不足之处，也有利于培养学生的辩证思维，使其具有全面看待事物的意识。通过本环节多种听力活动的设计，加深对新年和元宵节的了解为学生更多地创造运用目标语言的机会。以听力内容为切入点，通过视频由自贡灯盏扩展到全国不同地域灯会，让学生从浅层理解到深度学习，体会并表达灯笼对于中国人的特殊意义，完成情感的深化并对小组活动中的内容做到有力的拓展延伸。 通过小组合作，将所学知识与实际生活做连接，并为家乡传统节日做宣传，促进学生文化意识的提升。 通过分层作业设计，巩固本节课内容的同时，为下节课的学 习做好充分的准备