Unit 2 I think that mooncakes are delicious! Section B 教案 2024-2025学年人教版英语九年级全册

Unit 2 I think that mooncakes are delicious! Section B（1a-1d） Teaching Aims 1.语言能力：了解万圣节的由来及习俗。 2.文化意识：了解万圣节的相关知识。 3.思维品质：能根据图片或关键词，推断所描述的节日。 4.学习能力：与同学交流讨论自己最感兴趣的万圣节活动。 Teaching Difficulties 了解万圣节的相关知识。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Show a video (a Halloween song) to Ss and ask them what the song is about. The song is about a traditional festival in western countries—Halloween! (Optional choice: The T can ask Ss to share what they know about Halloween. Step 2 Presentation & Practice PPT P8-P9的设计既可以让学生（尤其是不了解万圣节的学生）感受万圣节的风俗也可以帮助学生学习与万圣节相关的词汇。为学生完成1a练习做一个良好的过渡。 当学生没有从听力中抓取到关键信息的时候，鼓励学生根据上下文猜测空缺的单词。 PPT P21是P20的补充页，如果学生不了解万圣节活动可以给学生介绍，如果学生比较熟悉则不用。 Pre-listening · The T shows one picture with people in Halloween costumes and another picture with kids who received treats from a lady to Ss and asks them to tell what people did in these two pictures. (PPT P8) T can teach the phrase and words: dress up, costume, treat according to the pictures. · The T shows three pictures of Halloween decorations and asks Ss to describe the pictures. (PPT P9) T can teach the words: spider, skeleton, spider web, jack-o-lanterns, ghost, pumpkin according to the pictures. 1a · Ask Ss to look at the pictures and words about Halloween in 1a, then ask them to deduce what this festival might be about. The T can ask Ss to read the words and explain new words or phrases. The T can divide the class into four groups and assign one picture to each group. Ask Ss to describe what they see and deduce what Halloween might be about. Get each group to share with the rest of the class what they discussed. Culture Focus · The T introduces the origin and the customs of Halloween to Ss so as to help them know more about this traditional western festival. (PPT P11-P13). While-listening · Play the recording and ask Ss to answer the questions in 1b. If necessary, ask Ss to take notes for the details while listening. Have Ss share their answers with a partner before giving them the correct answers. Answers: 1. Halloween is popular in North America. 2. They celebrate Halloween on October 31st. 3. Wu Yu thinks it is a fun festival. 1c · Ask Ss to read the sentences in 1c. Play the recording again and ask Ss to fill in the blanks. Tell Ss that they will focus on specific vocabulary this time. Tell them it is all right if they are unable to fill in all the blanks. Encourage Ss to answer as many as they can. Also, tell Ss that they can make educated guesses based on the “clues” give in the sentence. Answers: 1.house, turn off, windows 2.dress up, cartoon 3.candies 4.play, give (Show Ss the listening material if necessary.) Post-listening 1d · Ask Ss to work in a group of four and discuss the Halloween activities that they are interested in the most. Choose a few Ss to share their opinions with the rest of the class. Introduce some Halloween activities to Ss (PPT P21) if necessary. It is possible that some Ss are not interested in any of the Halloween activities. Assure Ss that it is fine for them to have their own opinions, they don’t need to like the activities just because other people do. It is important for them to understand why they do or do not like something. Step 3 Language points learning 1. think of“认为; 考虑; 想起”，其中of 是介词, 其后接名词、代词或动词的-ing形式作宾语。 2. dress up“装扮；乔装打扮”，它常与as, in连用构成短语：dress up as ... 意为“装扮/乔装打扮成......”，dress up in ... 意为“穿上...... ”后面接表示衣服或颜色的名词。 3. 辨析dress, wear, put on, have on与be in：dress “给某人穿衣服”, 其宾语是人或反身代词, 不是表示衣服等的名词。wear“穿着; 戴着”强调状态。put on“穿上; 戴着”强调动作。have on“穿着; 戴着”强调状态,不能用于被动语态。be in“穿着; 戴着”强调状态, 通常接表示颜色的名词。 4. treat作名词时意为“款待; 招待”。give sb. a treat意为“招待某人”。treat还可作动词, 意为“招待; 请（客）”。treat sb. to sth.意为“请某人吃某物; 用某物款待某人”。play a trick / tricks on sb.意为“戏弄某人; 开某人的玩笑”。 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P28-30. Homework: · Preview the passage in Section B 2b. · Do the exercises in students’ book. Teaching Reflection In this period, the students should learn something about Halloween in the listening practice. The teacher should help them learn the new words and phrases about the festival. At the same time, he will teach some knowledge about the festival culture. It is important to use the language in communication. Unit 2 I think that mooncakes are delicious! Section B（2a-2e） Teaching Aims · Language goals 1.语言能力：了解圣诞节的文化内涵。 2.文化意识：懂得关爱、同情及怜悯之心是人类社会的宝贵财富，人人应当将之继承及弘扬，以爱心回报社会。 3.思维品质：读懂作者在字里行间所表达的深层含义。 4.学习能力：学会推断，理解语篇的深层含义。 Teaching Difficulties 了解圣诞节的文化内涵 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Show Ss pictures about Christmas. Ask them to answer the questions: 1. What do you see in these pictures? 2. Which festival do these pictures remind you of? T can teach these expressions to Ss: go shopping and buy Christmas decorations, put ornaments on Christmas tree, hang up Christmas stockings on the fireplace, see Christmas lights on the street. Step 2 Presentation & Reading 此部分为2a活动的参考答案。老师不必点学生一一回答。多数学生都知道圣诞节，但未必十分了解，此部分给出参考答案是给学生做一个背景知识的补充。PPT P9-P13中出现了P14视频里的部分表达， 可以帮助学生在观看视频时缓解部分听力压力。 因为在2a的活动中学生已经了解了圣诞节的一些基本知识，故此处不再对文化的部分深究。相反，老师可以提出2个与2b部分类似且有关联的问题，帮助学生思考圣诞节的意义。 本文存在一些可能会妨碍学生理解的知识点。此处的设计旨在训练学生的略读和寻读能力，帮助学生在了解文章大意的同时定位关键信息，为后面的背景知识介绍做铺垫。 Pre-reading 2a · Divide Ss into groups of four. Ask Ss to discuss what they know about Christmas. T can show Ss the mind map in 2a and ask them to create their own mind map during the discussion. More elements are encouraged to be added to the mind map. (Tip: T can ask Ss to share what they have discussed before giving them the answers. Answers can be varied.) · T introduces some basic knowledge to Ss based on the mind map in 2a. (PPT P9-P13) E.g. Christmas is on December 25th. In western countries, the Christmas season usually lasts about one month. Christmas tree, Santa Claus, reindeer and Christmas wreath are the symbols of Christmas. Before the Christmas, people go shopping and buy gifts for their families and friends; decorate Christmas trees and their houses; place the wrapped gifts under the tree waiting until Christmas day to open; send Christmas cards or emails to each other. Many families get together, sing Christmas carols（圣诞颂歌）and read the Christmas story from the Bible. Churches and schools will perform special Christmas performances. There are also many stories about Christmas, e.g. The Little Drummer Boy and the Gingerbread Man. · T shows a video and asks Ss to learn more about Christmas from the video. T can make a simple conclusion of the video and ask Ss to answer the questions: 1. What are the common things that you may think of for Christmas? 2. What do you think Christmas is about? (Tip: T can use the above questions to help Ss think about the meaning of Christmas. Then T can tell Ss that they are going to learn a story which was written by a famous writer — Charles Dickens about Christmas.) While-reading · Ask Ss to read the passage quickly and find out the following nouns: A Christmas Carol, Charles Dickens., Scrooge, Jacob Marley, the Ghost of Christmas Past, the Ghost of Christmas Present, the Ghost of Christmas Yet to Come · T introduces the novel A Christmas Carol and Charles Dickens to Ss. T briefly introduces the main characters in the novel to Ss. (Scrooge, the Ghost of Christmas Past, the Ghost of Christmas Present, the Ghost of Christmas Yet to Come) 2b · Ask Ss to read the passage and answer the questions: 1. What are the common things that people think of for Christmas? 2. Who wrote A Christmas Carol? 3. What is the true meaning or spirit of Christmas? Remind Ss to focus on the 1st and 2nd paragraphs while reading. Ask Ss to share their answers with their partners after reading. Answers: 1. People usually think about gifts, Christmas trees and Santa Claus. 2. Charles Dickens. 3. The meaning of Christmas is treating everyone with kindness and warmth and spreading love and joy everywhere we go. 2c · Ask Ss to read the passage again and complete the chart. Tell Ss that they can focus on the 3rd paragraph while reading. Answers: his happier days as a child how others are spending Christmas this year nobody cares when he dies 2d Reading Strategy · Ask Ss to look at the box at the start of the passage. Explain them what “inferring” means and give them examples that they can relate. · Ask Ss to read between the lines and answer the questions. Some of the answers need to be inferred. 1. Why does Scrooge hate Christmas? 2. Does Scrooge have a lot of friends? Why or why not? 3. Why was Jacob Marley punished after he died? 4. Does Jacob Marley want to help Scrooge? How do you know? 5. How does Scrooge feel when he wakes up on Christmas Day? 6. What does Scrooge do after seeing the three spirits? Answers: 1. Because Scrooge is mean and only thinks about himself. He doesn’t treat others nicely, and he only cares about whether he can make more money. 2. No, he has no friends. Because he isn’t nice to people, and never laughs or smiles. He is mean and only thinks about himself. 3. He was punished because like Scrooge, he wasn’t nice to others and he only cared about money. 4. Yes, Jacob Marley wants to help Scrooge. Because Marley’s ghost tries to warn Scrooge to change his ways so as not to end up like him. 5. He feels relieved because he was scared in his sleep and he is surprised and happy to have a chance to change his life, because it is only the next morning. 6. He changes his ways and becomes a better person. Step 3 Language points learning lie的含义及用法：lie 作不及物动词，意为“存在”。lie作动词还可表示“平躺；处于”；“说谎”。lie to sb.意为“对某人说谎”。lie还可作名词，意为“谎言”，tell a lie意为“说谎”。 mean的含义及用法：mean作形容词，意为“吝啬的，刻薄的”。mean作动词意思是“意味着；意思是”。其名词形式是meaning (意思；含义)常构成短语the meaning of ..., 意为“......的意思”。 care about与care for的区别：care about意为“关心；在乎；介意”，强调出于责任感而“关心；在乎”。care for意为“照料；照顾”， 与take care of同义；另一个意思为“喜欢”， 多用于疑问句和否定句，其同义短语为be fond of。 dead, die, death与dying的区别：dead强调的是“死”的状态，意为“死的、无生命的”，是形容词，作表语或定语。如果表达“死了多长时间”，则用“have been dead ＋ for ＋ 时间段”或“died ＋ 时间段 ＋ ago”。die强调的是“死”的动作，是个短暂性动词，强调“死”的一瞬间动作，不能和时间段连用。death是名词，意为“死；死亡”。dying是die的现在分词，也可用作形容词，表示“垂死”、“要死”的意思，常用作定语或表语。 punish的含义及用法:punish v. “处罚；惩罚”，作及物动词，punish sb. for ( doing) sth. “因（做）某事而处罚某人”。 warn的用法：warn作及物动词，常用结构有： warn sb. (not) to do sth. 告诫某人（不要）做某事 warn sb. of / about sth. 警告某人注意某事 warn sb. against doing sth. 告诫某人不要做某事 end up的含义及用法：end up的意思是“最终成为；最后处于”。end up为动词短语，后面常跟介词短语或动词-ing形式。end up with意为“以.....结束”。 present的含义及用法：present作名词，意为“现在”。at present意为“目前；现在”。present作名词, 还可表示“礼物”，相当于gift。 present还可作形容词，意为“现在的” 。 promise的用法： promise sth. 许诺某事 promise sb. sth. = promise sth. to sb. 承诺某人某事 promise (not) to do sth. 承诺（不）做某事 promise + that从句 承诺/答应...... promise还可以作可数名词,意为“承诺；诺言”。 spread的含义：spread v. (spread; spread) 传播；展开 / n. 蔓延；传播 Step 4 Summary & Homework Post-reading的任务是建立在对全文理解的基础之上的，亦是对全文的总结与回顾，故放在语言点讲解之后。如果老师有不同的教学设计也可以放在语言点讲解之前。 Post-reading · Divide Ss into groups of four, get Ss to discuss what the ghosts and Scrooge would say and then write out their conversation. Remind them that when they act out the conversation, they each have to play their parts as each ghost is different and so is Scrooge. Summary · Ask Ss to do the exercises from PPT P49-50. Homework · Preview the passage in 3a to Self Check. · Do the exercises in students’ book. Teaching Reflection In this period, the most important thing is reading. It is a good time to train the students’ ability of reading quickly and efficiently. Usually we design tasks and get the students to gain skills while finishing these tasks.We deal with the new words and expressions from the Chinese festivals to Western festivals before reading the passage. While reading, students should learn to read between the lines to get the meanings that are not clearly stated in the passage. Students are supposed to be able to finish the tasks in each paragraph and then learn the whole passage and read aloud. They should sum up the important language items. So the teacher will help them to make a summary of the key points in this class. After reading, we can do some oral practice according to this passage. They have an activity to role－play the conversation between the three ghosts and Scrooge. This will also help the students to learn the passage.I think the students should recite some paragraphs in order to remember the new language items. Unit 2 I think that mooncakes are delicious! Section B（3a-Self Check） Teaching Aims 1.语言能力：介绍最喜欢的中国节日，了解西方复活节的相关知识。 2.文化意识：了解中外部分重要节日的由来及习俗。 3.思维品质：根据相关提示来介绍自己最喜欢的中国节日。 4.学习能力：学会使用感叹句和“that,whether,if”引导的宾语从句。 Teaching Difficulties 感叹句和“that,whether,if”引导的宾语从句的使用。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up 复现前面课程学过的节日，帮助学生复习，同时游戏部分呈现节日风俗，也为学生完成3a练习做准备。 · Game: Think and guess Show the descriptions of different festivals and ask Ss to guess which festival it is. (Spring Festival, Mid-Autumn Festival, The Dragon Boat Festival, Qing Ming Festival) Step 2 Presentation & Reading Pre-writing 3a · Ask Ss to read the chart, then think of a festival and complete the chart. (Tip: T can use Spring Festival as an example and ask Ss to complete the chart following the example.) · Ask Ss to work in groups of four and share their answers to each other. Example: While-writing 3b · Ask Ss to read the instructions and the given sentence patterns, make sure that all the Ss understand the requirements of the writing task. · Give Ss some time to write their letters. (Tip: T can show Ss the sample writing before they start to write their letters.) After-reading · When finished writing, T can divide Ss into several groups, ask them take turns to read their letters. When everyone is done, each group can vote for the “best letter” to represent the group. The winning letter from each group will then be read out to the class. Self Check Exercise 1 · The first exercise in Self Check is to complete a passage about Easter, so T can briefly introduce the knowledge of Easter to Ss. · Ask Ss to complete the passage with the words in the box. Answers: between, and, lay; relatives; spread, around; give out; business Exercise 2 · Ask Ss to rewrite the sentences as exclamations. (Tip: T can ask Ss to check answers with their partners before giving them the correct answers.) Answers: 1. How delicious the mooncakes are! 2. What fun the festival will be! 3. How boring this concert is! 4. How excited I am! 5. What loud music the band played! Exercise 3 · Asks Ss to make sentences about a festival using objective clauses. (Tip: T can encourage Ss to share their sentences with their partners.) Suggested answers: 1. I think that mooncakes with yolks are more delicious than the ones without yolks. 2. I know that the shape of the mooncake symbolizes the full moon at mid-autumn. 3. I believe that a clean house for the Spring Festival will bring good fortune to my family. 4. I wonder whether we will have fireworks at the next Spring Festival. Step 3 Language points learning symbol的含义：名词，意思是“象征”。 not only ... but also ...的用法：在not only ... but also ... 结构中, also有时可以省略。该结构在此处连接两个句子。当not only位于句首时, 其所在的句子要用倒装语序。not only ... but also ... 也可连接句子中的两个并列成分，当其连接两个主语时谓语动词的数与邻近的主语保持一致。（就近原则） give out的用法：give out相当于hand out, 为“动词+副词”型短语。其后所接宾语为名词, 放在give与out之间或out之后均可; 其后所接宾语为代词时则要放在give与out之间。 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P27-28. Homework · Preview the passage in Unit 3 1a to 1c. · Do the exercises in students’ book. Teaching Reflection This is the last period of the unit. Students will use what they have learned in the unit to write some sentences and passages.We will practice words and expressions on festivals and review exclamations and objective clauses. We will get the students to use the language points so they can remember well. Writing is the most important in the period. The teacher can help the students when they are writing and lead them to review the key languages in this unit. 1 学科网（北京）股份有限公司 $$