1、Unit2 I think that mooncakes are delicious Section A3a-3c Full Moon, Full Feelings 教学设计教学设计 教学目标：教学目标： 1 语言目标：掌握本节课重点词汇，掌握谈论中外不同国家文化的语言材料。语言目标：掌握本节课重点词汇，掌握谈论中外不同国家文化的语言材料。 2 能力目标：通过本节课的阅读，培养学生的文化意识，陶冶思想情操。能力目标：通过本节课的阅读，培养学生的文化意识，陶冶思想情操。 教学重难点：掌握阅读技巧，文章中重点单词和短语的使用。教学重难点：掌握阅读技巧，文章中重点单词和短语的使用。 教学过程：教学过
2、程： Step1 pre-reading 1 引入话题引入话题 There are many things that can make us happy,when we feel happy,we can say we have full feelings.there is one thing that makes me really happy. It is round.And it stays in the sky at night.Can you guess what it is?有学生回答有学生回答“月亮月亮”.教师强调教师强调 It is round。学生答学生答“圆月圆月” 。教师
3、肯定学生回答教师肯定学生回答，并补充并补充“Its a full moon. When we enjoy a full moon,we can say we have full feelings. So today we will learn a passagee“Full Moon, Full Feelings” 。 2 自由谈论自由谈论 T:We Chinese people have a very important festival which carries the full moon. Can you guess what festival it is? S:The Mid-Aut
4、um Festival. T: How do people celebrate it? Look , which picture shows the celebartion?(教师出教师出 示四幅图片，让学生进行选择示四幅图片，让学生进行选择)。 S: Pictrue c. T: On that day, what do people do to celebrate it? S: Watch the moom. T:Yes, we can also say admire the moon.on that day we put on some fruits on the tale. Here p
5、ut on means lay out. What do we eat on that day? S:Mooncake. T:Yes. You are very celever. Mooncakes are sweet. So we can say they are a kind of desert. 【设计意图】【设计意图】 读前阶段是英语阅读教学的引入阶段，此时的主要教学目的是对文章进行合理读前阶段是英语阅读教学的引入阶段，此时的主要教学目的是对文章进行合理 的导入，为学生做好情感，话题，语言上的准备。导入部分通过不同教读的问的导入，为学生做好情感，话题，语言上的准备。导入部分通过不同教读
6、的问 题，引导学生预测教学内容，激发学生的学习兴趣，使学生自然进入话题；自题，引导学生预测教学内容，激发学生的学习兴趣，使学生自然进入话题；自 由谈论环节促进学生从已有认知向新新的认知迁移，新词汇的习得可以有效帮由谈论环节促进学生从已有认知向新新的认知迁移，新词汇的习得可以有效帮 学生减少阅读障碍，为学生顺利进入文本情境做好铺垫。学生减少阅读障碍，为学生顺利进入文本情境做好铺垫。 Step2 while-reading Task1:Read Para1 quickly, and answer the following questions. 1.What do the mooncakes lo
7、ok like? 2.Why do we eat mooncakes on the Mid-Autumn Festival? Task2:Read Para2 quickly, and circle(圈出圈出) the main characters(主要角色）主要角色） 【设计意图】【设计意图】 这一环节是培养学生的寻读能力，使学生有针对，有目的的找出文章的特定信这一环节是培养学生的寻读能力，使学生有针对，有目的的找出文章的特定信 息。虽然寻读的信息仅仅是人物角色，但学生在读的过程中已经能基本了解故息。虽然寻读的信息仅仅是人物角色，但学生在读的过程中已经能基本了解故 事梗概，对故事内容有了初
8、步认识。事梗概，对故事内容有了初步认识。 Task2:Read Para2carefully, and put the events in the correct order and underline the key verbs. (排序并画出关键的动词排序并画出关键的动词 ） Pang Meng tried to steal the medicine. A godness thanked him and gave him magic medicine. Change refused to give Pang Meng the medicine and took it all. Hou Yi
9、 shot down the nine suns . Hou Yi was very sad and calledout her names, and lay out her favorite fruits and dessrets. As a result, Change became light and flew up to the sky. Hou Yi panned to take the medicine with his wife. 【设计意图】【设计意图】 这一环节是读中的主要部分，是整个阅读部分的核心和关键所在。此阶段的教这一环节是读中的主要部分，是整个阅读部分的核心和关键所在
10、。此阶段的教 学目的主要是让学生获取准确和详细的文章细节信息。学目的主要是让学生获取准确和详细的文章细节信息。 Step2 while-reading Task1: Retell the passage according to the mind map. 【设计意图】【设计意图】 通过这一环节的训练，不仅加强了学生对故事人物和情节的理解，也增强了他通过这一环节的训练，不仅加强了学生对故事人物和情节的理解，也增强了他 们学习语言的自信。们学习语言的自信。 Task2: Without looking at the passage, fill in the chart with the corr
11、ect form of the words in the box. tradition,story, touching, he ,shoot,steal,who,fly,refuse,admire,lay,dessert There are many traditional folk 1about the Mid-Autumn Festival. . Among them, most people think that the story of Change is 2. Change was Hou Yis beautiful wife. After Hou Yi3down the nine
12、suns. , a goddess gave 4a magic medicine to thank him. 5drank this could live forever, and Hou Yi planned to drink it with Change . However, a bad man, Feng Meng , tried 6the medicine when Hou Yi was not at home.Change 7to give it to him and drank it all. She became very light and 8up to the moon. H
13、ou Yi was so sad that he called out her name to the moon every night. One night ,he found that the moon was so bright and round that he could see his wife there. He quickly9out her favourite fruits and desserts in the garden. After this, people started the tradition of 10the moon and sharing mooncak
14、es with their families. 【设计意图】【设计意图】 这一环节重点在于对学生的阅读效果进行检测和评估，也能很好的检测学生对这一环节重点在于对学生的阅读效果进行检测和评估，也能很好的检测学生对 文章的理解情况。文章的理解情况。 Task3:Writing practice(续写）续写） You can write according to the following questions. 1.Many years later,did Hou Yi still live alone? 2.Did he miss his wife very much,especially on
15、the day of full moon? 3.After Change flew up to the sky, what did Hou Yi do every day ? 4. Was the goddness moved by Hou Yi? 5.Did godness give Hou Yi another bottle of magic medicine? 6.In the end, did Hou Yi live with Change forever? 【设计意图】【设计意图】 这一环节在读后实施已读促写。学生在写的过程中首先会模仿原故事内容进行这一环节在读后实施已读促写。学生在
16、写的过程中首先会模仿原故事内容进行 创作，并注意时态的正确使用。续写的内容相对又是开放的，学生续写出的不创作，并注意时态的正确使用。续写的内容相对又是开放的，学生续写出的不 同结尾体现了学生对文本的理解差异和学生对故事背后文化内涵的不同诠释，同结尾体现了学生对文本的理解差异和学生对故事背后文化内涵的不同诠释， 也体现了学生不同的生活特点和生活经验。也体现了学生不同的生活特点和生活经验。 Step4 Homework 1.Remember the phrases we have learned in this class. 2.Read the passage “FullMoon, Full Feelings” again,and write down your“full feelings”aboutthe Mid-Autumn Festival? Step5 板书设计板书设计 Full Moon, Full Feelings Step6 教学反思教学反思： 教师不是教学活动的包办者，而应该是教学活动的引导者，帮助者和评价者。教师不是教学活动的包办者，而应该是教学活动的引导者，帮助者和评价者。 教师不能主观武断的去传授知识，而应该站在学生的立场和认知水平去共享知教师不能主观武断的去传授知识，而应该站在学生的立场和认知水平去共享知 识。识。
