Unit 1 课时2 Section A 2a-3d（表格式教学设计）英语新教材人教版九年级下册

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版九年级下册 授课题目 Unit 1 Let's Celebrate! Section A 2a-3d 课时 课型 第 2 课时　听说课 主题情境 人与社会（传统节日、水文化、跨文化理解） 授课教师 语篇研读 【主题和内容】本课以一段端午节短视频导入，随后进入三部分语篇。一是 2a-2c 的龙舟赛现场对话：Yuan Meng 带交换生 Frank 与 Helen 看龙舟赛，对话交代了节日的日期（农历五月初五）、鼓声、在其他国家（马来西亚、新加坡）的流传，以及屈原投江、百姓划船投米护其遗体的由来。二是 3a-3b 的泰国与云南泼水节对话：Clarice 想去泰国过新年，Teng Fei 告诉她云南傣族也在四月中旬过泼水节，水洗去不好的东西，换来新年的好运。三是 3d 的口头产出任务：向同伴介绍一次自己亲历的节日。【意义和价值】两个节日、两种“水”的用法，指向同一条逻辑：把不好的洗掉，把好的留下。端午以“护”为核心（护住一个人的身体），泼水节以“洗”为核心（洗掉一年的不顺），学生由此理解节日不是放假和食物，而是一群人对“怎么对待彼此”的集体记忆。【方式和方法】2b 是“二选一圈词”的选择性听力，2c 是摘要填空，属“信息转述”型任务；3a 是典型的“提问—解释—追问”对话，话轮清晰、可模仿；3d 为半控制性口头输出，需要学生自选素材、自组语言。 学情分析 九年级学生对中国传统节日有生活经验，端午的粽子、龙舟、屈原故事大多听过，但普遍停在“吃什么、放几天假”的层面，说不清“为什么”。经过第一课时，学生已能说出五个节日的英文名称、日期与主要习俗，能用 3—4 句介绍一个节日。本班学生听力上的主要困难是：语速一快就放弃整句，习惯“全懂”而不是“抓关键词”；口语上的主要困难是“有话说不出”，缺少承接对方问题的话轮意识。因此本课时把听力任务拆成三遍、每遍只做一件事，并在输出前给出问题清单与应答句，降低开口门槛。 课标要求 ● 能听懂有关节日话题的对话，抓住时间、地点、活动、缘由等关键信息，完成圈词与摘要填空。 ● 能就熟悉的话题与他人交换信息，语音语调基本正确，表达基本连贯。 ● 能读懂有关异国节日的对话，提取关键信息并完成信息卡。 ● 能在文化比较中理解节日的共同价值，形成尊重多元文化的意识。 教学目标 通过本节课学习，学生能够：1. 听懂龙舟赛现场对话，圈出 2b 中正确的词，完成 2c 六空摘要，准确率不低于 80%；（学习理解）2. 在语境中理解并运用 remind sb of、in person、throw ... into、protect ... from、tradition 等词块；3. 借助问题清单与应答句，与同伴完成 2d 的“外国学生—本地学生”角色扮演，问答不少于 4 轮；（实践运用）4. 读懂 3a 对话，完成 3b 信息卡，能用 3—4 句比较端午与泼水节的异同；5. 用 60 秒介绍一次自己亲历的节日，包含时间地点、一个具体场面和一句感受。（迁移创新） 教学 重难点 重点：1. 获取龙舟赛对话与泼水节对话的关键信息（时间、活动、缘由）；2. 掌握 remind sb of、in person、throw ... into、protect ... from、tradition 五个词块的意义与用法。难点：1. 从“节日做什么”推进到“节日为什么”，用自己的话解释节日的意义；2. 在 60 秒口头输出中兼顾内容完整与语言准确，避免只罗列食物和日期。 核心语言 【核心词汇】dragon boat（龙舟）, poet（诗人）, ancient（古代的）, throw（扔；投）, protect（保护）, tradition（传统）, in person（亲自）, exciting（令人兴奋的） 【核心短语】remind sb of sth, throw ... into ..., protect ... from ..., keep ... away, wash away, in memory of 【核心句型】· It is so exciting! Thanks for bringing us here.· It reminds me of my visit to Italy.· The locals rowed boats and threw rice into the river to keep fish away from his body.· The water washes away bad things. Then they'll have good luck in the new year.· It made me feel ... 教学工具 PPT 课件（43 页，含端午节主题视频、龙舟赛与泼水节高清图、生词配图、2b/2c 听力音频、板书实景图、答案动画）；2b/2c 与 3a 对话音频；节日卡片模板；Role-play 问题清单与评价量表；“双节大挑战”归类小游戏（交互插件） 教学策略 情境教学法、任务型教学法、听说教学法、合作学习法、跨文化比较法 教学过程 教学环节 教学活动 学生活动 设计意图 Part 1：Lead-in（5min） 1. Video Lead-in: Play a short video about the Dragon Boat Festival. Ask: "What festival is this video about? What can you see in it?" Elicit: dragon boats, zongzi, Qu Yuan, a river. 2. Scenario Setup: Show photos of three exchange students — Frank from the UK, Helen from Australia, Clarice from the US. Say: "Three exchange students are in town this week. The school has arranged for you to take them to experience a traditional Chinese festival. You chose the Dragon Boat Festival — and today there is a dragon boat race." 3. Quick Recall: "Last lesson, you made a festival card. What was on it?" Elicit the framework: Festival – Time – Activity – Purpose. 4. 2a Three Questions: "Have you ever seen a Dragon Boat race? Where and when? What do you know about Qu Yuan? How do you celebrate the Dragon Boat Festival?" Ss discuss in pairs, then share with the class. 1. Watch the video and name the festival and the things they see. 2. Understand the "take the exchange students to a festival" scenario and get ready to be the guide. 3. Recall the festival card framework from Lesson 1. 4. Discuss the three questions in 2a with a partner and share their own experience. 1. 用“交换生来访”这一真实情境把全课串成一条线：看比赛—答问题—比节日—讲经历，学生清楚每一步为何而做。 2. 回顾旧知，激活 Festival–Time–Activity–Purpose 图式，为听力与输出提供结构支架。 3. 2a 三问唤醒生活经验，为听力中的“屈原故事”做情感铺垫。 效果评价：观察学生能否说出三位交换生的名字与一个节日的日期；通过 2a 第 3 题的随机提问，评估学生是否具备“习俗+缘由”两层表达的初步意识。 Part 2：Pre-listening（7min） 1. Word Presentation: Present six words one by one, each with a picture: dragon boat (a dragon boat race), poet (a great poet called Qu Yuan), ancient (in ancient times), throw (throw rice into the river), protect (protect the body from fish), tradition (a traditional festival). Read the words and the collocations aloud. 2. Prediction: Turn the five pairs in 2b into a prediction task — in person / online, drums / boats, Singapore / Italy, story / poem, protect / find. Ask Ss to circle the one they expect and give one reason. 3. Listening Strategy: Say: "The two choices are already printed on the paper. Your job is not to understand every sentence, but to wait for that word." 4. Signal Words: Point out three signals — bringing, reminds, because of. 1. Look at the pictures, learn the six words and their collocations, and read them aloud. 2. Predict the answer to each of the five pairs and tell the partner the reason. 3. Understand the listening strategy: catch the key word instead of translating every sentence. 4. Note down the three signal words. 1. 先处理生词与搭配，扫清听力障碍，避免“一个词卡住整段”。 2. 预测让耳朵“有准备”，听到与预测不同的词时注意力会自动集中，这是听力的元认知策略。 3. 明确任务类型，降低焦虑：圈词题不需要听懂每一句。 效果评价：检查五道预测的选择是否合理（不要求正确），观察学生能否说出理由；抽查三个信号词的读音，确认生词关已过。 Part 3：While-listening（12min） 1. First Listening – Circle (2b): Play the audio once without pausing. Ss circle the word they hear in each of the five pairs. 2. Check and Elicit Evidence: Check answers (in person / drums / Singapore / story / protect). Ask: "Which sentence tells you so?" Guide Ss to recall the exact wording, e.g. "Thanks for bringing us here" — in person. 3. Second Listening – Summary (2c): Play the audio again. Ss complete the six-gap summary while listening. 4. Check and Explain: Check answers (exciting / bringing / Italy / poet / fish / traditions). Explain thank sb for doing (for + -ing) and the link between keep fish away and protect. 5. Third Listening – Read Aloud: Show three long sentences with stress marks and pause marks ( | ). Model first, then Ss repeat after the audio. 6. Think Deeper: Ask: "Why does a festival last 2,000 years?" Guide Ss to three angles: a person (Qu Yuan), a set of acts (racing boats, making zongzi), a meaning (to protect what should not be harmed). 1. Listen once and circle the word they hear in 2b. 2. Give the sentence that supports each answer. 3. Listen again and write the missing words in 2c; leave the unknown ones blank first. 4. Check the answers and note the use of thank sb for doing. 5. Repeat the three sentences after the audio, paying attention to stress and pauses. 6. Discuss in groups why the festival has lasted so long and report one sentence. 1. 三遍听、每遍一个任务，符合“主旨—细节—语言”的听力教学序列。 2. 追问“从哪里听出来的”，把答案变成证据，训练听力理解的可解释性。 3. 摘要把零散信息组织成段，为复述与输出做准备。 4. 跟读聚焦语音，解决“听得懂但读不准”的问题。 5. 思维追问把课堂从“信息提取”推进到“意义建构”，落实文化意识与思维品质。 效果评价：统计 2b 五题与 2c 六空的正确率，正确率低于 70% 的题目当场重放对应片段；观察跟读时 threw 的 /θ/ 是否到位；记录小组回答中是否出现“because / to remember”等表原因的表述。 Part 4：Post-listening（12min） 1. Role-play (2d): Student A is a foreign student with only a question list; Student B is a local student who answers in 3–4 sentences and invites A to watch a race and try zongzi. Give 3 minutes to prepare and 2 minutes to present; A must ask at least 4 questions. 2. Reading (3a): Clarice and Teng Fei talk about the water festivals in Thailand and Yunnan. Ss read the conversation and answer four questions: Where is Clarice going? What is Teng Fei worried about? What do people do? Why do they throw water? 3. Information Card (3b): Ss complete the four items — Date, Place, Activity, Purpose. 4. Comparison: Guide Ss to complete a two-column table (When / Where / What / Why) and ask: "What do the two festivals have in common?" Elicit: both wash away bad things and wish for good luck. 5. Speaking (3d): Introduce four steps — Pick, Place & time, What happened, How you felt. Give a model of about 60 words. Ss prepare and talk for 60 seconds, then assess with the four-item rubric. 1. Work in pairs, ask and answer with the question list and the answer bank, and invite the partner to join. 2. Read 3a silently, answer the four questions and underline the key sentences. 3. Complete the information card individually and check with a partner. 4. Fill in the comparison table in groups and state the common ground in one sentence. 5. Prepare a 60-second talk with the four steps, present it to the group and give stars with the rubric. 1. 角色扮演把听力输入转化为口语输出，问题清单与应答句降低开口门槛。 2. 3a 由“中国的节日”扩展到“别国的节日”，在同一主题下完成跨文化比较。 3. 信息卡训练“读—提取—结构化”的能力，与听力摘要形成呼应。 4. 双栏表把隐性比较显性化，帮助学生发现“洗掉不好的、留下好的”这一共同逻辑。 5. 四步法+示范+量规，让口头输出有路径、有标准、有反馈。 效果评价：用问题清单打钩记录 A 提问数量、B 回答句数；3b 信息卡按四项逐项核对；3d 展示按内容、语言、流利、互动四维打星，12 星以上者上台展示。 Part 5：Summary（2min） Summarize the two festivals (Dragon Boat Festival: 5th day of the 5th lunar month, race boats, eat zongzi, remember Qu Yuan; Water Festival: 13th–15th April, Yunnan and Thailand, throw water, wash away bad things) and the five language chunks. Return to the theme sentence: Different places, same wish. 跟随教师回顾：两个节日的日期、活动、缘由；五个核心词块；主题句。 用板书实景图收束全课，帮助学生形成“节日—活动—意义”的结构化认知。 Part 6：Language points（4min） Explain five chunks in the "word – explanation – example – practice" format: remind (remind sb of / to do / that), in person (opposite: online), throw (to vs. at; threw / thrown), protect ... from (link with keep ... away), tradition (traditional / traditionally). Give one quick check after each point. 记录用法与例句，完成即时练习，同桌互查。 在充分听说之后聚焦语言形式，实现“意义先行、形式跟进”，避免孤立的词汇讲解。 Part 7：Exercises（3min） Guide Ss to finish two tasks in class: a word-bank cloze with 10 items covering the ten chunks of this lesson, and sentence completion with 5 items (remind sb of, throw ... into, protect ... from, in person, tradition). 独立完成，限时 3 分钟，同桌交换批改。 通过笔头输出检测语言知识的掌握情况，暴露问题当堂纠正。 Part 8：Homework 基础作业：抄写本课 6 个词块各 3 遍并写中文；朗读 2c 摘要与 3a 对话各 3 遍，录音 1 分钟。进阶作业：仿照 3b 的信息卡，为家乡的一个节日做一张 Festival Card（英文，含 Date / Place / Activity / Purpose），并写 3 句话说明“为什么”。拓展作业：录一段 90 秒音频，以“节日文化小使者”的身份向 Frank 和 Helen 介绍一个亲身参加过的节日，必须包含一个具体场面和一句感受。 记录作业要求，按要求完成并上传。 三层作业分别对应“巩固语言—迁移结构—真实表达”，让不同水平的学生都有可完成的任务。 板书设计 教学反思 本课时的最大改进是把“节日”从话题变成了任务链：带交换生看比赛—回答追问—比较泼水节—讲自己的经历，四个环节服务同一条情境线，学生知道自己为什么听、为什么说。三遍听、每遍一个任务的设计，让原本容易“听懵”的中等生有了抓手，2b 圈词题的正确率明显高于平时的整段听力。问题也很清楚：一是 2d 角色扮演时间偏紧，部分小组只问了 3 个问题就停，原因是我给的准备时间不足，下次把准备从 3 分钟压到 2 分钟、把展示从 2 组增到 3 组，逼学生用清单而不是背稿。二是讲 protect ... from 时，学生普遍把 keep fish away 与 protect 当成两个不相干的短语，说明“同义转换”这一步我讲快了，下次先让学生自己找出两句话的对应关系。三是 3d 输出中仍有学生只说“We ate zongzi. It was happy.”，把感受写成形容词，需要在下一课时补一个“It made me feel + 形容词/从句”的替换练习。 2 学科网（北京）股份有限公司 $