人教版九年级英语Unit 2 I think that mooncakes are delicious 单元教学设计（6课时）

人教版九年级英语Unit 2. I think that mooncakes are delicious 单元教学设计
Section A (1a-2d)
Core Literacy Objectives:
1. Language Competence:
- Recognize, memorize, and use new words and phrases related to festivals.
- Use object clauses introduced by that, if, and whether to express opinions and ask for information.
2. Cultural Awareness:
- Understand the cultural customs and differences of festivals between China and Western countries.
3. Thinking Quality:
- Cultivate students’ English thinking ability through discussions and dialogues about festivals.
4. Learning Ability:
- Develop listening skills to catch detailed information from conversations about festivals and improve oral communication skills.
Teaching Key and Difficult Points:
- Use object clauses introduced by that, if, and whether to express opinions and inquire about information.
Teaching Procedures:
- Step 1. Lead-in
- Activity: Talk about Chinese traditional festivals.
- Design Intention: Activate students’ prior knowledge about festivals, arouse their interest in the topic, and create a relaxed English-speaking atmosphere for the lesson.
- Step 2. Pre-listening
- Activity: Finish the task in 1a.
- Design Intention: Prepare students for listening by familiarizing them with key vocabulary and topics, helping them build confidence before listening.
- Step 3. While-listening
- Activity 1: Work on 1b.
- Activity 2: Listen again and work on 1c.
- Activity 3: Finish the task in 2a and 2b.
- Activity 4: Learn the structure to talk about their opinions.
- Design Intention: Guide students to focus on listening for specific information step by step, improve their listening comprehension skills, and help them grasp the structure of expressing opinions with object clauses.
- Step 4. Post-listening
- Activity 1: 2c. Role-play it.
- Activity 2: 2d. Read and answer the questions.
- Design Intention: Provide opportunities for students to practice oral English through role-play, deepen their understanding of the dialogue content, and enhance their ability to use English in real situations.
- Step 5. Language Points
- Design Intention: Focus on key grammatical structures and vocabulary, clarify difficult points, and ensure students have a solid grasp of the language knowledge.
- Step 6. Summary
- Design Intention: Help students recap the main content of the lesson, reinforcing what they have learned and promoting memory retention.
- Step 7. Exercises
- Design Intention: Provide practice to consolidate students’ mastery of language points and listening skills.
Homework:
- Level B: Preview the new words.
- Level A: Make a conversation about the Chinese festivals.
Section A (3a-3c)
Core Literacy Objectives:
1. Language Competence:
- Recognize, memorize, and use new words and phrases.
- Understand and retell the traditional cultural story Chang’e Flying to the Moon.
2. Cultural Awareness:
- Read and understand the traditional cultural story Chang’e Flying to the Moon.
3. Thinking Quality:
- Extract and summarize information about the Mid-Autumn Festival from the text.
4. Learning Ability:
- Use exclamatory sentences to express personal emotions.
Teaching Key and Difficult Points:
- Understand traditional cultural customs and use object clauses to express and inquire about information.
Teaching Procedures:
- Step 1. Lead-in
- Activity: Enjoy a song.
- Design Intention: Attract students’ attention with music, create a pleasant learning atmosphere, and introduce the topic of the Mid-Autumn Festival indirectly.
- Step 2. Pre-reading
- Activity: Talk about the Mid-Autumn Festival.
- Design Intention: Activate students’ background knowledge about the Mid-Autumn Festival, prepare them for reading, and stimulate their interest in the upcoming text.
- Step 3. While-reading
- Activity 1: Read quickly and find out the main idea.
- Activity 2: Read carefully and answer the questions (3a).
- Activity 3: Finish the task in 3b and 3c.
- Activity 4: Retell the story.
- Design Intention: Guide students to develop skimming and scanning skills, help them understand the text in detail, and train their ability to retell stories, enhancing their reading comprehension and language organization skills.
- Step 4. Post-reading
- Activity 1: Analyze the characters in the story.
- Activity 2: Find out the meaning of the title.
- Design Intention: Deepen students’ understanding of the story’s theme and characters, encourage critical thinking about the text.
- Step 5. Language Points
- Design Intention: Explain key language structures and vocabulary in the text, resolving difficulties in comprehension and usage.
- Step 6. Summary
- Design Intention: Help students review the main content of the reading passage, reinforcing their understanding and memory.
- Step 7. Exercises
- Design Intention: Provide practice to consolidate students’ reading and language skills.
Homework:
- Level B: Role-play the story.
- Level A: Share with your classmates about other festivals.
Grammar Focus (4a-4c)
Core Literacy Objectives:
1. Language Competence:
- Master the usage of object clauses (introduced by that, if/whether) and exclamatory sentences.
2. Cultural Awareness:
- Understand cultural customs of different countries and broaden students’ international perspective.
3. Thinking Quality:
- Improve students’ creative thinking ability through sentence-making exercises.
4. Learning Ability:
- Understand the connotation and characteristics of cultural learning.
Teaching Key and Difficult Points:
- Master the usage of object clauses introduced by that, if/whether and exclamatory sentences.
Teaching Procedures:
- Step 1. Lead in
- Activity: Talk about some stories about Chinese traditional festivals.
- Design Intention: Connect grammar learning with cultural stories, making grammar learning more interesting and relevant to students’ prior knowledge.
- Step 2. Grammar
- Activity 1: Learn the structure of objective clauses.
- Activity 2: Learn the structure of exclamatory statements.
- Activity 3: Summarize the key point.
- Activity 4: Finish some exercises.
- Design Intention: Systematically introduce grammatical structures, help students understand and summarize rules, and consolidate learning through exercises.
- Step 3. Practice
- Activity 1: Work on 4a and 4b.
- Activity 2: 4c. Make a report.
- Design Intention: Provide practical activities for students to apply grammatical knowledge, improving their ability to use grammar in real communication.
- Step 4. Summary
- Design Intention: Recap the key grammatical points, ensuring students have a clear understanding of the structures.
- Step 5. Exercises
- Design Intention: Further consolidate students’ mastery of grammar through additional practice.
Homework:
- Level B: Summarize the important points.
- Level A: Write down more information about your favorite festivals.
Section B (1a-1d)
Core Literacy Objectives:
1. Language Competence:
- Communicate and describe festival activities simply.
2. Cultural Awareness:
- Understand the Spring Festival celebration methods in different regions.
3. Thinking Quality:
- Summarize the characteristics and important elements of the Zigong Lantern Festival.
4. Learning Ability:
- Understand the culture and customs contained in the Lantern Festival and the Zigong Lantern Festival through listening.
Teaching Key and Difficult Points:
- Improve listening ability and obtain effective information.
Teaching Procedures:
- Step 1. Lead-in
- Activity: Watch a video about the Lantern Festival.
- Design Intention: Use visual materials to arouse students’ interest in the Lantern Festival, providing a vivid introduction to the topic.
- Step 2. Pre-listening
- Activity: Learn the new words and finish 1a.
- Design Intention: Help students master key vocabulary before listening, reducing difficulties in listening comprehension.
- Step 3. While-listening
- Activity 1: Listen and work on 1b.
- Activity 2: 1c. Listen again and fill in the blanks.
- Design Intention: Train students’ listening skills to capture specific information, guiding them to focus on details step by step.
- Step 4. Post-listening
- Activity 1: 1d. Discuss and make a conversation.
- Activity 2: Retell the conversation.
- Design Intention: Provide opportunities for students to practice oral English, deepen their understanding of the listening content, and improve their ability to retell and organize information.
- Step 5. Language Points
- Design Intention: Explain key language points in the listening material, helping students overcome difficulties in comprehension and usage.
- Step 6. Summary
- Design Intention: Recap the main content of the listening lesson, reinforcing students’ memory.
- Step 7. Exercises
- Design Intention: Consolidate students’ listening and language skills through practice.
Homework:
- Level B: Make a writing about Lantern Festival.
- Level A: Look for the information about the Spring Festival in China.
Section B (2a-2e)
Core Literacy Objectives:
1. Language Competence:
- Understand and summarize New Year celebration methods in different countries.
2. Cultural Awareness:
- Understand different New Year customs around the world, and respect and tolerate different cultures.
3. Thinking Quality:
- Compare customs of different countries to find common points and differences.
4. Learning Ability:
- Read articles independently and cultivate autonomous learning ability.
Teaching Key and Difficult Points:
- Use what has been learned to connect with reality and express personal views.
Teaching Procedures:
- Step 1. Lead-in
- Activity: Enjoy a video about Chinese Spring Festival.
- Design Intention: Use a video about the Chinese Spring Festival to arouse students’ interest, activate their background knowledge, and introduce the topic of New Year celebrations.
- Step 2. Pre-reading
- Activity: 2a. Free talk.
- Design Intention: Encourage students to share their thoughts about New Year celebrations, activating their prior knowledge and preparing them for reading.
- Step 3. While-reading
- Activity 1: Fast reading: How many countries are mentioned
- Activity 2: Careful reading: Read and answer the questions.
- Activity 3: Finish 2c and 2d.
- Design Intention: Train students’ skimming and scanning skills, help them understand the text in detail, and extract key information.
- Step 4. Post-reading
- Activity 1: Work on 2e.
- Activity 2: Retell the passage.
- Design Intention: Deepen students’ understanding of the text, train their ability to retell and organize information, and enhance their comprehensive language skills.
- Step 5. Language Points
- Design Intention: Explain key language structures and vocabulary in the passage, resolving difficulties in comprehension and usage.
- Step 6. Summary
- Design Intention: Help students recap the main content of the reading passage, reinforcing their understanding.
- Step 7. Exercises
- Design Intention: Consolidate students’ reading and language skills through practice.
Homework:
- Level B: Memorize your notes.
- Level A: Discuss with your family how your family celebrates the New Year. List it.
Section B (3a-Self Check)
Core Literacy Objectives:
1. Language Competence:
- Write a composition about your favorite festival.
2. Cultural Awareness:
- Spread Chinese traditional culture.
3. Thinking Quality:
- Appreciate Chinese traditional festivals and think about their significance.
4. Learning Ability:
- Analyze the structure of writing passages and complete writing tasks.
Teaching Key and Difficult Points:
- Analyze the structure of the article and complete the writing task.
Teaching Procedures:
- Step 1. Lead in
- Activity: Talk about Chinese traditional culture.
- Design Intention: Activate students’ knowledge about Chinese traditional culture, arouse their interest in the writing topic, and create a context for writing.
- Step 2. Pre-writing
- Activity: Discuss in groups and analyze the structure of the passage.
- Design Intention: Guide students to understand the structure of the passage, providing a framework for their own writing and reducing writing difficulties.
- Step 3. While-writing
- Activity: 3a. Think of some useful expressions. Write it.
- Design Intention: Help students brainstorm useful expressions, enriching their language input for writing.
- Step 4. Post-writing
- Activity 1: Peer-editing.
- Activity 2: Show a video and ask them about their feelings.
- Activity 3: Finish the tasks in Self Check.
- Design Intention: Provide opportunities for students to improve their writing through peer feedback, connect writing with emotional expression through video, and consolidate comprehensive language skills through Self Check tasks.
- Step 5. Summary
- Design Intention: Recap the main steps and key points of writing, reinforcing students’ understanding of the writing process.
- Step 6. Exercises
- Design Intention: Further consolidate students’ writing and language skills.
Homework:
- Level B: Revise your composition.
- Level A: Search for more information online and design an activity to spread Chinese traditional culture.
Teaching Reflection
This unit centers around the theme of "Festivals and Traditions", covering the cultural customs of important Chinese and foreign festivals. It helps students understand cultural practices from various regions and enables them to use object clauses introduced by that, if, and whether as well as exclamatory sentences to express their opinions and ask for information. However, during teaching, some students still find it easy to confuse the modified objects of what and how in exclamatory sentences. In the future, it is necessary to increase situational exercises, combine "describing festival feelings" to practice the use and expression of clauses, and strengthen comparative exercises to improve the accuracy of knowledge application.