人教版九年级全一册英语Unit 2 I think that mooncakes are delicious Section A (3a-3c)教学设计

人教版九年级全一册英语Unit 2 I think that mooncakes are delicious.Section A (3a-3c)教学设计
Text Analysis
What: This lesson's text introduces the origin of the Chinese traditional festival, the Mid-Autumn Festival. It briefly describes the customs of the Mid-Autumn Festival, such as admiring the moon and eating mooncakes.
Why: It enables students to deeply understand the connotation behind the Mid-Autumn Festival, know how to introduce their own culture in English, learn to communicate and understand each other, and thus enhance cross-cultural communication awareness. It helps students achieve "telling Chinese stories in English".
How: This text is an expository article. The illustration is "Chang'e Flying to the Moon". There are three paragraphs in total, respectively introducing the festival overview, festival story, and festival customs. The past tense is used throughout, including rich festival-specific cultural vocabulary.
Core Literacy Objectives
1. Language Ability: By sorting out the reading text, students learn vocabulary, phrases and sentence structures related to the Mid-Autumn Festival, and understand the charm of characters and story plots in traditional Chinese culture.
2. Cultural Awareness: Students deepen their understanding of Chinese traditional festivals, establish cultural confidence, inherit excellent traditional Chinese culture, and improve cross-cultural communication awareness.
3. Thinking Quality: Students extract, sort out and integrate the detailed information of the article. In intensive reading, they further summarize the internal meaning of the Mid-Autumn Festival and can conclude the structural characteristics of introducing traditional festivals, and introduce the Mid-Autumn Festival in their own words.
4. Learning Ability: Students develop the ability to predict texts through titles and pictures, and improve reading skills such as skimming and scanning. They also enhance cooperative learning ability through group work.
Teaching Key Points: Master the vocabulary and sentence patterns related to the Mid-Autumn Festival in the text; introduce the Mid-Autumn Festival and related knowledge in one's own words.
Teaching Difficult Points: Correctly introduce other Chinese traditional festivals in English and express one's own views and feelings about them.
Teaching Procedures
Step 1 Lead-in
1. Enjoy a video about the Mid-Autumn Festival.
2. Free talk: When it comes to the Mid-Autumn Festival, what words come into your mind
What folk story about the Mid-Autumn Festival do you know
Design Intentions for Lead-in: The video can arouse students' interest and activate their prior knowledge about the Mid-Autumn Festival. Free talk encourages students to express their thoughts, activates the classroom atmosphere, and prepares for the following reading activities.
Step 2 Pre-reading
1. Read the sentences in 3b and put them in the correct order.
2. Read the title and look at the picture, then predict what the passage will talk about.
(Note: Rearrange the order of teaching activities according to teaching reference suggestions.)
Design Intentions for Pre-reading: Sorting sentences helps students preview key information and understand the logical sequence. Predicting based on the title and picture cultivates students' reading strategy of prediction, which is conducive to improving their reading comprehension ability.
Step 3 While-reading
1. Read the passage quickly and answer the questions:
- How do people celebrate the Mid-Autumn Festival
- What story is the reading about
2. Read Para. 1 and answer the questions:
- What do we eat on the Mid-Autumn Festival
- What are mooncakes like
- Why do we eat them on the Mid-Autumn Festival
3. Read Para. 2 and circle the main characters.
4. Read the passage and judge T or F.
5. Read and finish the mind-map with key words.
Hou Yi thanked; gave a goddess
① shot down
③ planned to ① called out; laid out; wished
② Chang'e took it all; flew up ④ tried to steal ⑤ refused Pang Meng
Then, try to retell the story according to the mind map.
Design Intentions for While-reading: Skimming and scanning exercises train students' fast reading skills. Answering questions about each paragraph helps students grasp detailed information. Completing the mind-map and retelling the story develop students' ability to organize information and their oral expression ability.
Step 4 Post-reading
1. Finish 3c.
2. Try to fill in the blanks according to the passage.
3. Group work: Ask students to work in groups of 4 to make a poster to introduce one of the traditional festivals.
Design Intentions for Post-reading: Filling in blanks and finishing exercises consolidate students' understanding of the text. Group work encourages cooperation and creativity, and enables students to apply what they have learned to introduce traditional festivals, improving their comprehensive language use ability.
Step 5 Summary
Discussion: What do you learn from the passage
Design Intentions for Summary: The discussion helps students summarize the content and themes of the text, and reflect on the cultural connotations, enhancing their thinking and summary ability.
Blackboard Design
Unit 2 I think that mooncakes are delicious.—— Mid-Autumn Festival
Festival Elements Story Map: Chang'e Flying to the Moon Useful Sentences
Food: mooncakes- Shape: round- Meaning: full moon, family reunion Custom: admire the moon; share mooncakes Characters: Hou Yi, Chang'e, Pang Meng Key Actions:- Hou Yi: shot down nine suns → got magic medicine → thanked a goddess- Pang Meng: tried to steal → refused- Chang'e: took all medicine → flew to the moon- People: called out; laid out mooncakes; wished I think that mooncakes are delicious. The Mid-Autumn Festival is a time for... It is said that...
Teaching Reflection
In this lesson, students showed great interest in the topic of the Mid-Autumn Festival. The lead-in part successfully aroused their enthusiasm. During the while-reading activities, most students could actively participate in answering questions and completing tasks. However, when retelling the story according to the mind-map, some students still had difficulties in organizing language fluently. In the post-reading group work, the cooperation among students was good, but the depth of introducing traditional festivals in English needed to be improved. In future lessons, more oral practice should be arranged to enhance students' language expression ability, and provide more examples and guidance for introducing cultural content in English.