1、Go for it!Grade 9Unit 2 I think that mooncakes are delicious! Section A3a-3c教学设计教学设计 Teaching and Learning goals: 一、功能： 谈论中秋节的庆祝方式和由来，表达自己对节日的看法。 二、词汇和常用表达： Learn and use the expressions: 1. steal, lay, lay out, dessert, garden, admire, tie, folk, goddess 2.*However, most people think that the story
2、 of Change is the most touching. *One night, he found that the moon was so bright and round that could see his wife there. *How he wished that Change could come back! 三、学习策略：阅读策略 1.依据文本所给图片，预测文章内容大意。 2.借助关键词，通过寻读 (scanning)的方式，找寻细节信息。 四、情感态度： 通过谈论中秋节的起源，引领学生们感受中秋佳节是家人团圆的时刻，也是庆祝丰收的时节。 五、文化意识： 通过对我国中秋
3、节和美国感恩节的对比，引领学生们感受：尽管中美两国文化背景不同，但是对 于家人的团聚和大地的感恩，中美人民却有着同样美好的期盼。 Teaching and learning steps: Step I. Pre-reading activities 1. Preview Ask the Ss to turn to Page 11 and translate the following phrases into English. First ask the Ss to put them into English orally, then let them write English down w
4、ithout looking at the textbooks. (1)庆祝中秋节_ (2)呈形状_ (3)传统的民间故事_ (4)射下九轮太阳_ (5)试图偷药_ (6)飞向月亮_ (7)摆上她最喜欢的水果和点心 _ (8)赏月_ (9)分享月饼_ Ask the Ss to turn to Page 53 and translate the following sentences into Chinese. (1) However, most people think that the story of Change is the most touching. _ (2) How he w
5、ished that Change could come back! _ （设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习 内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可 以更有针对性的学。 ） 2. Show the learning goals. Before class, ask the Ss to go through the learning goals. 3. Lead in (1)At the beginning of the class, let the Ss enjoy a show o
6、f some pictures in which people are celebrating Mid-autumn Festival in different ways. After watching, the teacher can ask the Ss: T: What festival are people having in the pictures? Ss:_.( Mid-Autumn Day) T: How do you think the people are feeling? Ss:_.(I think they are very happy.) Most of the Ss
7、 will be able to give the answer: Mid-Autumn Day. Then go on to ask the Ss to have a discussion about what they have known about Mid-Autumn Day: date, activities, food and stories. (2)After discussion, choose one group to share their answers. A: When is Mid-Autumn Festival? B: A: What do people usua
8、lly do? B: A: What do people eat? B: A: Do you know any story about it? B: While the Ss share the discussion, take the chance to teach the Ss new phrases: get together, have a big dinner, full moon, admire the moon, share mooncakes. (3)After the Ss share their discussion, the teacher can tell the Ss
9、 that well read a story about Mid-Autumn Festival in 3a today. （设计说明：先用一组关于中秋节庆祝活动的图片，激活学生们关于中秋佳节的背景知识，并借助相关的 中秋节活动的讨论，帮助学生们架构好与中秋节相关的阅读语境，并在讨论中将一些重要的新词汇：full moon，admire the moon, share mooncakes 也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。 ） Step II. While-reading activities 1. Read the passage fast and silently t
10、o find the general idea. Ask the Ss to read the article carefully and find out the main idea of the whole article: -What story is the article about? -It is about _. A. the story of Wu Gang B. the story of a rabbit C. the story of Change Some of the Ss will be able to find the answer very quickly by
11、looking at the picture of Change next to the article. Then take the chance to teach the Ss the reading strategy. Reading strategy-Predicting: “You can guess what you will read by reading the given pictures.” 2. Read the text carefully and silently to find the specific ideas 读取细节读取细节 (1)Ask the Ss to
12、 read the whole article again and find the answers to the following questions. *How many people are there in the story of Change? *Who are they? Check the Ss answers. And ask the Ss how they can find the right answers. Take the chance to teach the Ss the reading strategy. Reading strategy: We can us
13、e the key words like the peoples names to scan for answers. (3) Ask the Ss: There is a very important thing in the story. Some people wanted to keep it. Some people wanted to steal it. What is it? Most of the Ss can answer: the magic medicine. Then lead the Ss to divide the story of Change into thre
14、e parts: giving the medicine, stealing the medicine, drinking the medicine. (4)Ask the Ss to read the “giving the medicine” part and answer the questions: *Who gave Hou Yi magic medicine? *Why did she give Hou Yi the medicine? *What did Hou Yi plan to do? Check the Ssanswers.And ask the Ss to try to
15、 retell this part with the help of the key words and the pictures. (5)Ask the Ss to read the “stealing the medicine” part and answer the questions: *Who tried to steal the medicine? Check the Ssanswers.And ask the Ss to try to retell this part with the help of the key words and the pictures. (6)Ask
16、the Ss to read the “drinking the medicine” part and answer the questions: *Did Change give the medicine to Pang Meng? *What did Change do with the medicine? *What happened to Change then? Check the Ssanswers.And ask the Ss to try to retell this part with the help of the key words and the pictures. (
17、7)Ask the Ss to read the ending of the story and answer the questions: *How was Hou Yi? *What did he find one night? *What did he do then? Check the Ssanswers.And ask the Ss to try to retell this part with the help of the key words and the pictures. (8)After the Ss finish reading the whole story, te
18、ll the Ss that its time to check if they have remembered the whole story.And then ask the Ss to put the following events in the right order. _ Pang Meng tried to steal the medicine. _A goddess thanked Hou Yi by giving him magic medicine. _ Change refused to give Pang Meng the medicine and drank it a
19、ll. _ Hou Yi shot down nine suns and saved the people on the earth. _ Hou Yi was very sad and watched the moon at night, and wished his wife could come back. _As a result, Change became light and flew up to the sky. _ Hou Yi planned to drink the medicine with his wife. Check the Ssanswers. (设计说明：本部分
20、的内容重在培养学生们运用预测，带关键词寻读等相关阅读策略概括文章大意和寻找 细节信息的能力。) Step III. Post-reading activities 1. Read and retell (1)Play the recording and ask the Ss to read the article with the recording. (2)After that, ask the Ss to retell the story of Change with fewer key words and pictures. First give the Ss time to try r
21、etelling the story. Then choose two Ss to retell it individually. (设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知 识。) 2.Think Ask the Ss to think about the following questions: T: Do you also admire the moon and share mooncakes on Mid-Autumn Festival? Ss: _.(Yes.) T: Who do you admire the full moon an
22、d share mooncakes with? Ss: _.(With my family.) T: Yes, Mid-Autumn Festival is time for a family to get together (团聚) for full feelings. Families get together and eat lots of delicious food and fruits. What fruits can we eat during Mid-Autumn Festival? Ss: _.(Apples, pears, grapes, pomegranates, ban
23、anas.) T: During Mid-Autumn Festival, many fruits and crops are ripe（成熟）. So Mid-Autumn Festival is also time for celebrating the harvest（收获）. Now think about what people have Mid-Autumn Festival for? Ss: _.(For full feeling of family get-together and celebrating the harvest.) (设计说明：引领学生们感受中秋佳节是家人团圆
24、的时刻，也是庆祝丰收的时节,这才是中国人欢度中秋佳 节的真谛所在。) Tell the Ss: T: Now Id like to show you another autumn festival from the USA to you. Its Thanks-giving Day. Do you know something about it? Its date? Its activities? Its food? Its stories? Give the Ss time to talk about the questions. Then check the Ssdiscussion. I
25、f the Ss dont know some of the answers, the teacher can give the Ss some help. T: When is Thanks-giving Day? Ss:_. T: What do people do? Ss:_. T: What do people usually eat? Ss:_. T: Do the Americans do the similar things on Thanks-giving Day like our Chinese on Mid-Autumn Festival？ Ss:_. T: As you
26、can see, although Americans and Chinese have different backgrounds of culture, both of the people in the two countries have the same feelings about family get-together and thanks for the earth. After class, try to find the stories about Thanks-giving Day. Lets share them next class. （设计说明：通过对我国中秋节和美国感恩节的对比，引领学生们感受：尽管中美两国文化背景不同，两 个节日的起源不同，但是对于家人的团聚和大地的感恩，中美人民却有着同样美好的情怀。同时将找寻与 感恩节有关的故事作为课后的延伸作业，可以激发学生课外阅读的兴趣。 ）
