Unit 2 I think that mooncakes are delicious! Section A (1a-2d)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 (1a-2d)教学设计
课题 Section A (1a-2d) 单元 Unit 2 学科 English 年级 9
教材 分析 本课时为本单元第一课时，是一节听说课。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，介绍不同地区的节日；活动 2a-2d 旨在训练、发展学生听说能力，使其体会本单元主题语言及文化内容，建立一定的感性认识。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。
学习 目标 语言能力 能够在“说说我们的传统节日”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 能够认识并理解不同文化，了解中外部分重要节日的由来和习俗，并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外部分重要节日的由来、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、批判性和创新性； 学习能力 通过谈论中外节日，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。
重点 与中外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等；
难点 陈述句的宾语从句和一般疑问句的宾语从句的用法；
核心素养与思政渗透
本课时围绕“国内外不同节日”展开，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。通过谈论中外传统节日的相关内容，激发学生的英语学习兴趣，了解中外部分重要节日的由来和习俗，认识并理解不同文化，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。
学情分析
在七八年级的学习中，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，且学习过程缺乏耐性，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
学生活动 教师导学 设计意图
Step 1. Lead-in. Look at the pictures and learn to read the names of the festivals. Ss: the Water Festival, the Dragon Boat Festival, the Spring Festival, The Lantern Festival. Read a brief introduction to the Water Festival. Match the pictures with the descriptions in 1a. And check the answers with T. Step 2. Pre-listeningⅠ. Look at the pictures and try to complete the two Ss’ conversations. Sa: I guess that it is the Spring Festival. Sb: Yes. It is on the 1st day of the 1st lunar month. Sa: What do you like best about the festival Sb: I love eating dumplings. I think that it’s very delicious. Step 3. While-listeningⅠ. Listen to the recording to find the festival they talk. Ss: They are talking about the Dragon Boat Festival. Read the statements in 1b first and listen to the conversation, circle T for true or F for false. Sa: Bill thinks that the races were interesting to watch. Listen again. Take notes about some more information about the Dragon Boat Festival. Step 4. Post-listeningⅠ. Work in pairs and make conversations about the festivals in 1a. Sa: What do you like best about the Dragon Boat Festival Sb: I love the races. I think that they're fun to watch. Step 5. ListeningⅡ. After guessing, listen for the first time and circle the correct words in the sentences to check their predictions. Make a summary. For the second time, listen and fill in the chart with the downsides of the fun activities. Sa: Wu Ming believes that he ate at least five meals a day. Step 6. Post-listeningⅡ. Talk about their own vacations with partners . Sa: What did you do on your vacation Sb: I ... Step 7. Role-play. Watch a video and read some information about Chiang Mai. Read the conversation and try to get some information about Chiang Mai. Finish the mind-map. Sa: Yes. Because the new year is a time for cleaning and washing away bad things, then they'll have good luck in the new year. Step 9. Summary. Have a summary of the new words, grammar and sentences with the T’s help. Show some pictures of traditional festivals. T: There are all kinds of traditional festivals around the world. Do you know the names of these festivals？ T: Is there a water festival in China？ Provide a tip of the Water Festival for Ss to learn about it. Then ask Ss to finish 1a. T: Look at the pictures and guess what festivals are the two Ss talking about. Present some pictures of different situations and guide Ss to talk about something. Invite some Ss to finish the conversations. T: Some students are talking about festivals. What festival are Bill and Mary talking about？ For the first time, let Ss listen for the festival. For the second time, let Ss make some judgements. For the third time, let Ss listen for more detailed information about the festivals and take notes. Let Ss report their answers and correct the mistakes. And invite one S to retell the key information about the festival. Ask Ss to talk about the festivals in 1a. Guide Ss to give their own opinions on the festivals and try to use “I think/ know/ believe...”. Some reasons are provided. T: Now we’ll listen to the conversation between Wu Ming and Harry. 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: How did Wu Ming describe his vacation Then let Ss listen again and find out Wu Ming's and Harry's opinions. Encourage Ss to Use the information in 2a and 2b. Invite several pairs to show their conversations. T: Is there a water festival in China Is the Water Festival in Yunnan similar to in Chiang Mai Play a video to help Ss learn about Chiang Mai. T: Do you think the Water Festival is important to Dai people and people in Thailand Explain the language points 通过欣赏有关节日的图片导入话题，创设“说说我们的传统节日”情境，激发学生的学习兴趣，激活其相关背景知识。运用多媒体教学，展示和拓展有关不同传统节日的新词汇，熟悉重点句 型，帮助学生在用中学、 学中用，直观生动形象， 为后续在听力活动中抓 住关键信息做铺垫。 通过多种类型的听力任务的完成，引导学生听前审题、听中先听主旨再听细节，记录关键信息，听后根据自己所记录的关 键信息复述该节日，渗透 听力和口语技能教学，提 升语言能力和学习能力。 结合“传统节日我来说” 的场景，创设自我展示和 同伴合作的机会，帮助学 生复习巩固目标语言，并 加以鼓励。 通过本环节多种听力活动的设计，又一次促进了学生听力策略的形成，并引导其尝试利用所听取 的信息进行归纳与小结， 学习听力材料中的句型 和词汇。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。 利用补充听力活动，为学 生更多地创造运用目标 语言的机会。 结合第一单元的假期话题，在听后为学生创设机会进行口语输出和合作 学习，帮助学生复习巩固 宾语从句和感叹句的目标语言。 通过背景知识的补充、回答问题、完成思维导图等任务设置，让学生对对话从整体感知到细节理解，从浅层理解到深度学习，将我国傣族泼水节与泰国清迈的泼水节对比学习，了解中外部分重要节日的由来和习俗，认识并理解不同文化，做到最大程度的理解和掌握。
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