资源简介

人教版九年级英语Unit 2 I think that mooncakes are delicious! Period Ⅰ Section A (1a－1d)教学设计
教学目标
1.学习使用与festivals话题相关的单词及短语;能正确运用此话题的目标语言进行初步的语言表达。
2.能针对所听内容搜集和处理1b、2a、2b听力任务中所要求的相关信息;能就听力材料中的相关信息进行情景会话。
3.在结对练习、角色扮演等活动中,能初步运用目标语言谈论有关节日的话题。
重点难点
重点:学习使用宾语从句和感叹句描述相关的节日。
难点:能够联系实际,运用所学目标语言表达自己对节日的外重大节日的英文表达,并了解相关习俗。
教学准备
教师需在课前准备PPT、录音机、多媒体等。
教学过程
Step Ⅰ Leading in
The teacher shows some pictures about different festivals on PPT and helps the students talk about and learn the names of these festivals: the Water Festival, the Dragon Boat Festival, the Chinese Spring Festival, the Lantern Festival, the Mid-Autumn Festival, the Christmas, Halloween, etc.
Design Intention: In this part, teachers use pictures of various festivals to guide and help students recognize the names of festivals and activate students' existing knowledge related to festivals in English, expand topic vocabulary, and prepare fully for the following learning part.
Step Ⅱ Practice(1a－1c)
1a. Ask the students to complete 1a (Match the pictures with the descriptions). Individually first, then to check the answers and read the descriptions in 1a with their partners. Ask the students to read the conversation in 1a and to try to describe pictures a-d in pairs. Then let some pairs present their conversations to the class.
Model: A: What a great day! What did you like best
B: I loved the races! But I guess it was a little too crowded.
Design Intention: Focusing on the central topic, guide students to carry out certain language learning and accumulation, and initially use the target language for conversation communication, so as to have a certain understanding of the topic and target language of this unit.
Ask the students to read the sentences in 1b, then play the recording for the students to listen and circle T for true or F for false. Play the recording a second time if necessary, then check the answers together.
Design Intention: Train students' listening skills and help them familiarize themselves with topic-related vocabulary and sentence patterns.
Ask two students to read the conversation in 1c to the class. Then ask the students to make other conversations to talk about the festivals in 1a. After that, let some pairs to present their conversations to the class.
Design Intention: Surround the central topic, guide students to carry out certain language learning and accumulation, and initially use the target language for conversation communication, so as to have a certain understanding of the topic and target language of this unit.
Step Ⅲ Listening(2a－2b)
1. Ask the students to look through the sentences in 2a. Make sure they can understand the meaning of each sentence. Then ask the students to listen to the conversation between Wu Ming and Harry and circle the correct words in the sentences. Play the recording 2 or 3 times if necessary, then check the answers.
2. Wu Ming did a lot of fun activities, but there were also downsides. Then ask the students to listen and fill in the chart individually. Play the recording 2 or 3 times if necessary. They should be allowed enough time to complete it. Check the answers together.
Design Intention: 2a and 2b, in the form of listening training, let students experience, understand the topic and target language they have learned in a real language situation, and extract and process the relevant information required by 2a and 2b, so as to achieve the goal of improving listening skills and techniques.
Step Ⅳ Pair-work(2c)
Ask two or three pairs to read the model conversation to the class. Then let the students do the pair work to make up their own conversations, using the information in 2a and 2b. Then let some pairs present their conversations to the class.
Model: A: What did you do on your vacation
B: I visited my cousins. I think that we ate five meals a day! I've put on five pounds!
A: I guess the food was delicious, right
Design Intention: Let students select the relevant information in 2a and 2b for conversation practice, and further flexibly use the target language to express their own views, so as to improve comprehensive language literacy such as language use ability and cooperative communication ability.
Step Ⅴ Role-play(2d)
1. Clara is talking about her vacation with Ben. Where is she going Why is she going there Why do people throw water at each other on the Water Festival Please read the conversation individually and find the answers. The students read the conversation and then check their answers together.
A1: She is going to Chiang Mai for vacation in two weeks.
A2: Because there is a water festival there from April 13th to 15th.
A3: Because they would like to clean and wash away bad things and have good luck in the new year.
2. Play the recording for the students to listen and repeat. Ask them to pay more attention to the pronunciation and intonation.
Design Intention: Let students pay attention to pronunciation and intonation, and improve their speaking skills.
3. Let the students read the conversation in pairs and find out some useful expressions and language points. Then let them discuss the useful expressions and language points in their groups. The teacher should explain and emphasize the following points:
similar to... 与……相似
A cat is similar to a tiger in many respects. 猫和虎在很多方面相似。
Your situation is similar to mine. 你的处境和我的相似。
My opinions are similar to his. 我的看法跟他的相似。
She has a dictionary similar to mine. 她有一本和我的类似的词典。
Design Intention: In real language situations, students experience reading and complete corresponding tasks, role-play and other learning processes, which deepens the understanding of the target language of this lesson and improves comprehensive language application ability in the process of reading and conversation communication.
Step Ⅵ Homework
1. Listen to the tapes and read after the tapes of 1b, 2a, 2b, 2d for three times and try to remember the new words and expressions.
2. Try to write a short passage about Wu Ming's vacation according to the information in 2a and 2b.
Step ⅥI Blackboard Design
Unit 2 I think that mooncakes are delicious!
Period Ⅰ Section A (1a－1d)
Festival Names:
The Water Festival, The Dragon Boat Festival, The Chinese Spring Festival, The Lantern Festival, The Mid-Autumn Festival, Christmas, Halloween
Exclamatory Sentences:
What a great day (it is)! / How delicious the food is!
Object Clauses:
I think that we ate five meals a day. / I guess it was a little too crowded.
Model Conversation:
A: What did you like best about the festival
B: I loved the races! But I guess it was a little too crowded.
Step ⅥII Teaching Reflection
Students were interested in festival topics. Listening and pair-work activities helped them grasp basic vocabulary and sentence structures. However, some students still struggled with using exclamatory sentences and object clauses fluently. More targeted practice is needed.

展开更多......

收起↑