Unit 2 I think that mooncakes are delicious! Section A(3a-3c)教学设计---2025-2026学年人教新目标九年级英语全册

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Unit 2 I think that mooncakes are delicious! Section A(3a-3c)教学设计
课题 Section A(3a-3c) 单元 Unit 2 学科 English 年级 9
教材 分析 Textbook Analysis This lesson is extracted from Go for it! Grade 9, Unit 2 Section A (3a-3c), with the core text "Full Moon, Full Feelings" focusing on the Mid-Autumn Festival. The material integrates cultural elements (e.g., mooncakes, moon-admiring customs) and a classic folk story about Chang’e, supported by vivid images like " 团团圆圆庆中秋 " (celebrating Mid-Autumn with family reunion) and "海上生明月" (the moon rising over the sea) . It emphasizes reading skills such as skimming, scanning, and event sequencing, along with key vocabulary (e.g., "mooncake," "goddess," "steal") and sentence patterns (e.g., "whoever...," "so...that...") . The text connects language learning with cultural transmission, making it suitable for developing students ’ cross-cultural communication competence. 2. Student Analysis Grade 9 students have accumulated basic English language skills, including simple reading and speaking abilities. They are familiar with the Mid-Autumn Festival in daily life but lack the ability to express its traditions and stories in English. Visually oriented, they show strong interest in images and interactive activities. The festival-related pictures and story plots in the textbook can effectively stimulate their learning motivation, though they may face difficulties in understanding complex sentence structures (e.g., adverbial clauses in the Chang’e story) and organizing logical sequences of events
学习 目标 语言能力 Master key vocabulary: "mooncake," "goddess," "steal," "admire," "lay out" . Use sentence patterns: "Whoever took this could live forever" and "Hou Yi was so sad that he called out her name" . Describe the Mid-Autumn Festival in English, including date (August 15th), food (mooncakes), and customs . 文化意识 Understand the symbolic meaning of the full moon (reunion) and mooncakes (carrying wishes) . Appreciate traditional Chinese culture through the story of Chang’e and festival customs 思维品质 Develop logical thinking by sequencing events in the Chang’e story . Cultivate predictive thinking by linking titles and images to text content . 学习能力 Use skimming and scanning skills to extract key information from the text . Collaborate in group work to discuss and present festival details .
重点 Mastering core vocabulary and sentence patterns related to the festival . Understanding the Mid-Autumn Festival’s customs (admiring the moon, sharing mooncakes) and the main plot of the Chang’e story .
难点 Using complex sentences ("whoever...," "so...that...") to describe the story and customs . Logically sequencing the events of the Chang ’ e story and explaining their connections .
语篇研读
内容结构：“现象 - 故事 - 传承” 的文化叙事逻辑
宏观架构：
课文以 “中秋文化现象→核心故事阐释→传统习俗溯源” 为脉络，构建 “从感知到
理解，再到传承” 的认知闭环：段 1（现象层）：点明 “中国人庆祝中秋、吃月饼数百年”，通过 “mooncakes are in the shape of a full moon” 揭示月饼的象征意义，并用 “many folk stories...most touching is Chang’e” 引出故事，建立 “习俗 - 故事” 的关联。
段 2（故事层）：以 线性时间顺序 讲述嫦娥奔月：
起因：后羿射日（shot down the nine suns）→ 王母赐药（magic medicine）；
发展：后羿计划与嫦娥分享（planned to take it with Chang’e）→ 逢蒙偷药（tried to steal）；
高潮：嫦娥吞药（took it all）→ 飞天（flew up to the moon）；
结局：后羿思念（called out her name，laid out fruits）。
段 3（传承层）：
呼应开头，解释 “admiring the moon and sharing mooncakes” 的传统因故事而生，完成 “习俗从何而来” 的文化溯源。
逻辑关系：
从“是什么（中秋做什么）”到“为什么（故事如何发展）” 再到“如何传（传统怎么形成）”，符合学生“观察-探究-理解”的认知规律，便于课堂上拆解任务（如 3a 问习俗，3b 理故事顺序，3c 练词汇）。
语言特点：文化语境中的语言建构
词汇：文化符号与动作驱动
文化专属词：mooncake（文化标识）、goddess（神话角色）、magic medicine（仙药，神话元素），构建 “中秋 + 神话” 的独特语境。动作叙事词：shoot down（射日，凸显后羿的 “担当”）、steal（偷，制造冲突）、lay out（摆放，传递 “思念” 的仪式感），精准推动故事发展，暗含价值判断（如steal 暗示逢蒙的 “恶”）。
句式：复合句与时态的表意功能
复合句强化逻辑：
定语从句 “Whoever took this could live forever” 突出仙药的 “神奇属性”，为后续 “偷药” 冲突做铺垫；
结果状语从句 “Hou Yi was so sad that he called out her name” 渲染情感强度，让 “思念” 更具感染力。
时态区分时空：
现在完成时 “have been celebrating” 强调中秋传统的 延续性（从过去到现在）；一般过去时（shot, gave, tried 等）聚焦故事的 历史性（特定时间的事件），实现“文化传承” 与 “故事叙事” 的时态分工。
修辞与象征：隐性文化传递
视觉象征：“mooncakes are in the shape of a full moon” 将 “月饼” 与 “满
月” 关联，隐性传递 “月圆→人团圆” 的文化隐喻，无需直白解释，让学生通过语言感知文化。
重复强化：“full moon” 重复出现（标题、段 1、段 2），锚定 “月” 作为核心
文化符号，加深 “满月 = 团圆” 的认知。
文化内涵：从故事到传统的价值传承
节日的情感内核：
物的象征：月饼不仅是食物，更是 “carry people’s wishes to the families they love and miss” 的情感载体；满月作为视觉符号，具象化 “团圆” 的抽象概念。
集体仪式：“赏月、分食月饼” 的行为，将个体对家人的思念，升华为 群体共享的
文化记忆（如一家人围坐分月饼，强化 “团圆” 体验）。
故事的价值判断：
人物美德：后羿 “射日救民” 体现 担当精神，嫦娥 “拒药于贼、吞药飞天” 彰显坚守正义 的品格；二者对比逢蒙的 “贪婪”，构建 “善 vs 恶” 的价值坐标系。悲剧的力量：嫦娥与后羿的分离（飞天与人间的隔阂），赋予故事 “缺憾美”，使 “思念” 更具共情力 —— 正因无法相聚，才更珍惜团圆时刻。
文化的传承逻辑：
人们将对嫦娥故事的情感共鸣，转化为 “赏月、供果、分月饼” 的仪式（如后羿 “laid out fruits” 的行为被传承），让 “抽象的文化” 变成 “可感知、可参与的传统”，实现 “故事→习俗→文化基因” 的代际传递。
教学价值：语言、文化、思维的多维育人
语言教学：技能与知识的融合
阅读能力：3a 训练 “主旨提炼”（抓习俗）、3b 训练 “时序逻辑”（故事排序）、
3c 训练 “词汇语境应用”（拼写与用法），覆盖阅读课核心技能（略读、扫读、精
读）。
语言输出：基于故事排序（3b）可开展 “故事复述”（用英语讲嫦娥奔月），结合习
俗介绍（3a）可拓展 “节日文化演讲”（如向外国朋友解释中秋），实现 “输入 - 输
出” 的有效转化。
文化教学：解码与传播的衔接
文化解码：通过分析 “月饼的形状、故事的寓意”，让学生理解 “传统节日是文化符号的集合”（如满月、月饼、嫦娥共同诠释 “团圆”）。
文化传播：掌握 “mooncake symbolizes reunion”“the story of Chang’e reflects loyalty” 等表达，为 跨文化交流 储备素材（如向海外同学介绍中秋），让 “中国文化” 可被英语表达。
思维与育人：逻辑与价值的塑造
逻辑思维：故事 “起因 - 发展 - 高潮 - 结局” 的时序梳理（3b），培养 “因果推理” 和 “文本结构化分析” 能力。
价值引领：后羿的 “担当”、嫦娥的 “坚守”，呼应 “责任、正义、亲情” 的思
政教育，让语言学习与价值观培养自然融合（如讨论 “嫦娥该不该吞药”，深化对 “正
义” 的思考）。
总结：这篇课文以 “中秋文化” 为锚点，在 内容上构建清晰的文化叙事，语言上渗
透文化专属表达，内涵上传递传统价值，教学中实现多维育人，是 “英语学科核心素养” 落地的典型载体 —— 学生在学语言的同时，理解文化、发展思维、树立文化自信。
学情分析
Student Analysis
Grade 9 students have accumulated basic English language skills, including simple reading and speaking abilities. They are familiar with the Mid-Autumn Festival in daily life but lack the ability to express its traditions and stories in English. Visually oriented, they show strong interest in images and interactive activities. The festival-related pictures and story plots in the textbook can effectively stimulate their learning motivation, though they may face difficulties in understanding complex sentence structures (e.g., adverbial clauses in the Chang’e story) and organizing logical sequences of events
教学方法
直观教学法，情境教学法，多媒体教学法，小组合作学习法，任务驱动法
教学活动过程
学习活动
Activity 1: Warm-up – "Moon & Festival" Image Talk (8mins)
Project 4 images from the textbook: " 团团圆圆庆中秋 " (family reunion), "一轮明月照九州" (moon over the land), "海上生明月" (moon over the sea), and "一缕桂香醉人间" (osmanthus fragrance) .
Ask students to observe and discuss in pairs: "What do you see Which festival do these images remind you of "
Invite 2-3 pairs to share, guiding them to use words like "moon," "family," "cakes."
Design Intention: Use visually appealing images to activate prior knowledge of the Mid-Autumn Festival, creating a connection between familiar cultural scenes and English expression.
Activity 2: Pre-reading – Title & Image Prediction (10 mins)
Steps:
Write the title "Full Moon, Full Feelings" on the board. Show the image "月韵" (moon charm) .
Ask: "What do you think the text will talk about Choose from A-D"
(A. activities; B. stories; C. influence; D. moon and feelings) .
Let students vote and explain their choices. For example: "I choose D because ‘full moon’ is in the title, and the image shows the moon, which may relate to feelings."
Design Intention: Encourage critical thinking by linking the title and image to predict content, fostering active reading habits
Activity 3: While-reading – "Exploring the Text" (25mins)
Sub-activity 1: Skimming & Image Matching (7 mins)
Steps:
Distribute 3 images: (1) mooncakes and a full moon; (2) Chang’e flying to the moon; (3) family admiring the moon . Students read the text quickly and match each image to a paragraph, then explain: "Paragraph 1 matches image 1 because it talks about mooncakes."
Design Intention: Train skimming skills by connecting text segments to visual cues, helping students grasp main ideas efficiently.
Sub-activity 2: Scanning – Chang’e’s Story Sequencing (10 mins)
Steps:
Prepare 7 cards with key events (based on ): (1) Hou Yi shot down nine suns; (2) Goddess gave magic medicine; (3) Hou Yi planned to share with Chang’e; (4) Pang Meng tried to steal; (5) Chang’e drank the medicine; (6) Chang’e flew to the moon; (7) Hou Yi laid out fruits.
In groups of 3, students arrange the cards in order, then check with the text. A group presents their sequence, using sentences like:
"First, Hou Yi shot down nine suns. Then, a goddess gave him magic medicine..."
Design Intention:
Enhance scanning and logical organization skills through hands-on sequencing, deepening understanding of the folk story.
Sub-activity 3: Detailed Reading & Q&A with Images (11 mins)
Steps:
Show the image of mooncakes . Ask: "What do mooncakes look like " (Answer: "They are in the shape of a full moon" ). Show the image of Hou Yi calling out to the moon . Ask: "Why
did Hou Yi lay out fruits " (Answer: "He wished Chang’e could come back" ).
Let students read Paragraph 3 and answer: "What tradition started after the story " (Answer: "Admiring the moon and sharing mooncakes with families" )
Design Intention: Use images to visualize details, making abstract text concrete and facilitating comprehension of key information.
Activity 4: Post-reading – "Festival Group Presentation"(15 mins)
Steps:
Divide students into 3 groups. Assign each group a festival image: (1) Mid-Autumn Festival ("花好月圆时") ; (2) Spring Festival (red lanterns); (3) Dragon Boat Festival
(zongzi) .
Ask groups to discuss using 5 questions: "What ’ s the festival When is it What food What do people do Why like it " .
Each group presents with their image, e.g., "This is the Mid-Autumn Festival. It’s on August 15th. We eat mooncakes and admire the moon. I like it because I can be with family."
Design Intention: Integrate reading input into speaking output, promoting collaborative learning and applying language to real-life contexts.
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