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Unit 2 I think that mooncakes are delicious! Section A [1a-2c]Section B [1a-1c]
核心素養(yǎng)
根據(jù)整體的大單元教學設計，對課本設定的教學內(nèi)容進行了整合歸類，本課時圍繞“中國四大傳統(tǒng)節(jié)日”展開，因此涉及到 Section A (1a-2c)和 Section B(1a-1c)的聽力內(nèi)容。在此語境下學習使用由that,if/whether 引導的賓語從句和感嘆句，文化氣息濃郁，教學內(nèi)容豐富。通過談論中國傳統(tǒng)節(jié)日尤其是端午節(jié)的相關(guān)內(nèi)容，激發(fā)學生的英語學習興趣，并認同和學會用英語講述中華文化。通過賓語從句和感嘆句的體驗和使用，學會表達自己的態(tài)度或做出回應，樹立家國情懷，增強文化自信。
課標分析
新課標要求九年級學生能聽懂發(fā)音清晰、語速較慢的簡短口頭表達，獲取關(guān)鍵信息；能根據(jù)聽到的關(guān)鍵詞對人物、地點、事件等進行推斷；能圍繞相關(guān)主題，運用所學語言，與他人進行日常交流，語音、語調(diào)，用詞基本正確，表達比較連貫；能通過簡短語篇獲取、歸納中外文化信息，認識不同文化，尊重文化的多樣性和差異性，并在理解和比較的基礎(chǔ)上作出自己的判斷；能用所學語言描述文化現(xiàn)象與文化差異，表達自己的價值取向，認同中華文化。
教學目標
語言能力
能夠在“說說我們的端午節(jié)”的情境中，正確使用由 that, if/whether 引導的賓語從句和感嘆句，以聽說等方式表達自己的態(tài)度或做出回應；能夠提高聽力技能，如聽前預測、獲取和梳理語篇的主旨要義和關(guān)鍵細節(jié)等；
文化品格
能夠認識并深入理解中國傳統(tǒng)節(jié)日文化，認同和學會用英語講述我國傳統(tǒng)節(jié)日文化，自信表達；
思維品質(zhì) 能夠在聽說活動中準確獲取并表達有關(guān)中國重要節(jié)日的由來、習俗等信息，學會與人探討、交流和表達自我觀點和看法，提高思維的邏輯性、批判性；
學習能力
通過談論中國節(jié)日，激發(fā)對英語學習的興趣；能在學習活動中積極與他人合
作，共同完成學習任務。
教材內(nèi)容分析
本課時為本單元第一課時，是一節(jié)聽說課。Section A 活動 1a-1c 主要呈現(xiàn)話題詞匯，通過簡單的聽力活動輸入新的語言，讓學生理解感知賓語從句和感嘆句表達個人觀點的語用功能。充分挖掘聽力內(nèi)容，結(jié)合口語交際性語言特點，讓學生提取出能夠做出個人回應的句式表達，為后面的對話任務做好鋪墊；活動 2a-2c 旨在訓練、發(fā)展學生聽說能力，掌握聽力中捕捉關(guān)鍵信息的能力，鞏固表達觀點的句式，并培養(yǎng)學生的辯證思維。Section B 活動 1a-1c 為主人公吳明活動的延續(xù)，和前面的活動從任務到內(nèi)容一脈相承，通過四川自貢花燈拓展挖掘燈籠作為元宵節(jié)重要載體所具備的文化內(nèi)涵。
重點 與中國傳統(tǒng)節(jié)日相關(guān)的詞匯和目標語言，包括由 that, if/whether 引導的賓語從句和感嘆句；
難點 感嘆句中 what 和 how 的區(qū)分表達。
學情分析
在小學階段以及七八年級的學習中，學生已學習過一些中外節(jié)日的詞匯和句型，且對本課的學習內(nèi)容有一定的了解；同時，中外節(jié)日是學生比較感興趣的話題，這是學習本課的優(yōu)勢。但是，到了九年級，學生在學習上出現(xiàn)了分化現(xiàn)象，有的學生英語語言基礎(chǔ)薄弱，語言拓展的運用能力較差，，可安排這些學生通過復習七八年級相關(guān)內(nèi)容，熟悉本課話題，鼓勵學生積極學習，激發(fā)其學習興趣。
教學過程設計
學生活動 教師導學 設計意圖
Step 1. Lead-in. ①Watch a video from CTS and call on everyone to upload the video about how people in your hometown celebrate the Chinese traditional festivals. ②Have a guessing game about the festivals. Step 2. Free talk ①Students talk about what we usually do on these festivals one by one. ②Students show their opinions about the festivals. Step 3. Listening 1b. Listen and write down the festival they are talking about and their opinions. Summarize how to show opinions and opinions with strong feelings. Listen again. Ask students to find more ways to show opinions. Step 4. Post-listening Watch a video: Put other traditions into the right column after watching. Step 5. Make a conversation: talk about the Dragon Boat Festival Step 6. Free talk: Think about more new ways to celebrate the festivals nowadays. Step 7. listening 2a&2b Students pay attention to the key words before listening. For the second time, listen and fill in the chart with the downsides of the fun activities. Step 8. Listening 1b&1c. Wu Ming went back home to celebrate the New Year. Ss finish 1b and 1c. Step 9. Post-listening Watch a video: Talk about What you can know about Chinese lanterns from the video Step 10. Group work Work in groups and introduce how people celebrate one of the festivals in your hometown. Step 11. Make a summary. Read a poem to summarize the true meaning of festival. Step 12. Homework. 1. Make a video about how people in your hometown celebrate one of the festivals and send it to me. 2. Choose one of it: ① Know more about the Mid-autumn Festival online. ②Talk with your families to know at least 2 folk stories behind the festivals. Teacher assign 4 guessing game. T: Look at the picture, what festival is it about T: Watch a video and guess. T: Enjoy a poem and guess. T: Listen to a song and guess. Guide Ss to speak out names of the Chinese traditional festivals. T: These are four important festivals in China and we do something special with our family on these days. T: Pay attention. How does Bill show his opinions What about Mary Guide Ss to use “I think/ know/ believe...”and a “how/what...”to show opinions. T: What else do they use to show opinions with strong feelings How can we show our uncertainty(不確定) Why they use them T: Besides the races, what other traditions do we have on that day T: All of the traditions you just talked about need to be passed down forever, right But nowadays, we have more ways to celebrate the festivals. Harry and Wu Ming are talking about their vacation. Before listening, ask Ss to read the sentences and make predictions. T: What's the relationship between Wu Ming and Harry After listening, guide Ss to describe the fun activities and downsides according to the chart. T：From here, we can see every coin ha two sides. I think it’s meaningful as long as we learn something useful and have fun. T: What do you think of Chinese lanterns T: I think they show different cultures in different cities. They carry their good wishes and love to their hometown. They make people feel warm and homesick(想家的). They light up the hearts that long for(渴望) home. T: Choose one level and work in group. T: Use the checklist to make it better. T: Today, we learn the name and traditions of Chinese traditional festivals. Behind them, we can see more about the festival. 通過文旅中國 上傳家鄉(xiāng)傳統(tǒng)節(jié)日的帖子，導入話題；又通過猜圖片，看視頻，讀詩歌，聽歌曲多種感官沖擊激發(fā)學生 的學習興趣，激活其相關(guān)背景知識。 通過自由討論，展示和拓展有關(guān)不同傳統(tǒng)節(jié)日的習俗，再讓學生發(fā)表對這些節(jié)日習俗的看法，鼓勵學生大膽表達，為后續(xù)對話活動做鋪墊。 通過多種類型的聽力任務的完成，引導學生學會提煉關(guān)于表達建議的句型，涉及賓語從句，感嘆句，以及口語交際常用語；引導學生在聽中感受人物交際中禮貌并感同身受的做出回應的重要性；過程中頁讓學生自然感知語法，在表達中熟悉語法，在轉(zhuǎn)化中自然習得語法。通過視頻和看后任務，讓學生了解更多關(guān)于端午節(jié)的習俗，為后面的對話做好充分的文本支持。學生通過對話鞏固聽力中的核心目標語言，在交流中學會恰當?shù)陌l(fā)表觀點，做出回應。學生可以激活原有知識并未下面吳明的端午節(jié)新的慶祝方式做好過渡。通過聽力任務的完成，引導學生聽前審題、聽中先聽主旨再聽細節(jié)，記錄關(guān)鍵信息，滲透聽力和口語技能教學，提升語言能力和學習能力。通過 2b 找出有趣活動的不足之處，也有利于培養(yǎng)學生的辯證思維，使其具有全面看待事物的意識。通過本環(huán)節(jié)多種聽力活動的設計，加深對新年和元宵節(jié)的了解為學生更多地創(chuàng)造運用目標語言的機會。以聽力內(nèi)容為切入點，通過視頻由自貢燈盞擴展到全國不同地域燈會，讓學生從淺層理解到深度學習，體會并表達燈籠對于中國人的特殊意義，完成情感的深化并對小組活動中的內(nèi)容做到有力的拓展延伸。 通過小組合作，將所學知識與實際生活做連接，并為家鄉(xiāng)傳統(tǒng)節(jié)日做宣傳，促進學生文化意識的提升。 通過分層作業(yè)設計，鞏固本節(jié)課內(nèi)容的同時，為下節(jié)課的學 習做好充分的準備

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