Unit 2 I think thatmooncakes are delicious! Section B 2a-2d教学实录及反思

♡执教者：牡丹江市第八中学 崔 桢

♡指导者：牡丹江市教育教学研究院 张丽华

Unit 2 I think thatmooncakes are delicious! Section B 2a-2d教学实录及反思

♡执教者：牡丹江市第八中学 崔 桢

♡指导者：牡丹江市教育教学研究院 张丽华

（本节课选自人教版义务教育课程标准实验教科书《英语》新目标九年级）

一、教学内容与分析

本单元的话题是节日，通过学习国内外不同的节日，让学生了解不同国家的节日，感受不同国家节日的习俗与文化内涵。在语言知识上教授学生如何运用宾语从句表达看法。本节课是在学习宾语从句的基础上，通过阅读以圣诞节为主题的文章The Spirit of Christmas，对学生进行阅读策略中推断能力的指导和训练，使得学生对圣诞节不仅有表层认知，也有深层次的理解，对学生有较强的教育意义。

二、教学目标

1.语言知识目标：

学习并掌握本节课的重点词汇：Christmas,lie,novel, dead,business,punish,warn,present,warmth；掌握并熟练运用Ithink/believe/guess...表达看法的宾语从句。

2.语言技能目标：

（1）根据相应的阅读技巧，获取相关的信息；

（2）通过文章细节，推断出文章没有明确表达的信息；

（3）正确运用宾语从句的结构表达看法。

3.学习策略：

在理解故事内容的基础上，对情节发展和人物性格作出合理的推论。

4.情感态度与价值观：

通过探讨圣诞节的含义，讲述吝啬鬼Scrooge的转变，向学生传达关爱、同情和怜悯之心是人类社会的宝贵财富，人人应当将之继承并弘扬，以爱心回报社会。

5.文化意识：

了解西方国家的重要节日——圣诞节的由来和圣诞精神的真正含义。

三、教学重难点

重点：掌握本节课重点词汇，熟练运用宾语从句表达个人看法。

难点：通过阅读文章，让学生学习并掌握通过字里行间的细节，推断文章没有明确表达的信息的能力。

四、教学步骤

StepⅠLeading-in

T:Goodmorning,everyone!

Ss:Goodmorning,Ms.Cui!

T:We have known many festivals in thisunit.Who can say some festivals?

S:The Water Festival,the Dragon Boat Festival，the Lantern Festival,theMid-Autumn Festival,Halloween...

T:Please tell us which festival you like best and the reason.

S1：Ilike the Dragon BoatFestivalbest,because Ithink thedragon boatis fantastic.

S2:...

T:Yes.And most of these festivals are also important festivals in China.They are very important to all theChinese. Yesterday we learned a popular festival Halloween in North America.Today we’ll learn another important festival in western countries.Do youwant to know it?

Ss:Yes.

（设计意图：通过复习总结之前学过的节日，学生简单发表看法，使知识在问答中得到复习和巩固，为进入新课做好铺垫。）

StepⅡPresentation and brainstorm

1.Present thenew word Christmas.

The teacher plays a song on the tape player and shows them several pictures.While listening and looking,the teacherasks them questions.

T:Doyou know which festival itisabout?

S:Yes,itis圣诞节.

T:Yeah,圣诞节in English is“Christmas”.It’s a new word.Read afterme.We will learn something about Christmas to day.

（W rite theword on theblackboard.）

2.Before reading.

Finish off themindmap aboutChristmas.

T:What do you know about Christmas?Please look at activity 2a.Discuss in groupsand createamindmap.

Amindmap aboutChristmas

（设计意图：采用教材提供的圣诞节的思维导图，理清了一个节日的基本框架，开阔了学生的思维。在扩充思维导图的同时，师生互动、生生互动，调动了学生参与的积极性，实现了真正意义上的“头脑风暴”，在话题和词汇上都为接下来的阅读做好铺垫和准备，新词汇的学习在思维导图的补充中不断呈现，使得词汇的学习更生动，更易于学生掌握。）

StepⅢWhile-reading

1.Scan the text.Find out proper nouns(names)and underline them.

Proper nouns:

Charles Dickens,A Christmas Carol,Scrooge,Jacob Marley,the ghost of Christmas Past,the Ghost of Christmas Present,the Ghost of Christmas Yet to Come,The Spirit of Christmas,Christmas(Day),Christmas Eve,SantaClaus...

（设计意图：快速浏览课文，标出专有名词，此任务的设置有助于学生了解文章背景，降低文章理解的难度，并在检查任务的完成中，给予适当的解释。学习生词或易造成阅读干扰的词汇，边用边学，有利于单词的掌握和理解。）

e.g.Scrooge ismean and only thinks about himself. mean此处使用了它不同于以往的形容词用法，意思是“吝啬的”。

Jacob Marley is Scrooge’s dead business partner.此处学习dead,businesspartner。

2.Read paragraph by paragraph.Try to finish off each task.

Skimm ing

(2) 容易验证,当系数α,β,γ和δ都为且λ=1时,本节方案的成功概率为1。此时,量子信道为真五粒子最大纠缠态,并且O5是零算子。这表明我们的方案退化为通常的标准双向受控隐形状态方案,即文献[44]的方案是本方案的特殊情形。

（1）Paragraph One.

Read the firstparagraph quickly and doactivity2b.

Q 1.What are the common things that people think of forChristmas?

Q 2.What is the truemeaning or spirit of Christmas?/ What liesbehind all these things?

（2）Paragraph Two

Read the second paragraph quickly and try to fill in the blanks.Learn the new words end up,punish,warn in this paragraph while reading.Then finish off the information about thenovel“AChristmasCarol”.

A chartabout the novel“AChristmas Carol”

（3）Paragraph Three

Careful reading

Read the third paragraph carefully and finish offactivity 2c.Complete the chart.

Whatdoes Scroogeseewhen he’swith...

（4）Paragraph Four

Read paragraph 4 and find out if Scrooge has changed and whathe doesnow.While reading theparagraph,students can guess themeaningof thenew word“spread”.

（设计意图：此文章篇幅长，学生不易于整篇理解，而且短文每段的结构清晰，层次分明，针对此文章的学习，更适宜进行分段落进行阅读教学，既降低了文章难度，又有利于教师在英语阅读教学的方法和策略上对学生的指导。）

Reading strategy:In ferring

（5）Read the passage carefully again and show them the reading strategy inferring.

Readingstrategy:Inferring.Thismeansyou have to“read between the lines”togetthemeanings thatarenotclearly stated in a text.

For example,The question Does Scrooge have a lot of friends?Why orwhy not?

T:We can’t find the answer directly from the passage. Butwe can inferby readingbetween the lines.

T:No,he doesn’t.Ithink Scrooge doesn’thave a lot of friends.Becausehe ismean and only thinksabouthimself.He doesn’t treatothersnicely.Iguesspeople don’t likehim,and they don’twant tomake friendswith him.What’s your opinion?Pleasediscussand try toanswer the followingquestions.

（Show them other questionsand the questionsneed us to infer between the lines.）

Discussand finish offactivity 2d.

Q 1.Why doesScroogehateChristmas?

Q 2.Does Scrooge have a lot of friends?Why or why not?

Q 3.Whywas Jacob Marley punished afterhedied?

Q 4.Does Jacob Marley want to help Scrooge?How do you know?

Q 5.How does Scrooge feel when he wakes up on ChristmasDay?

Q 6.WhatdoesScroogedoafterseeing the threespirits?

Students read the passage again and discuss with the classmatesusing theexpressions:Iguess.../Ibelieve.../Ithink...

（设计意图：Inferring是本单元阅读材料须要重点掌握的阅读学习策略。教师要提醒学生关注课文标题旁的阅读策略inferring，要求学生在阅读时注意思考和推理字里行间透露出的信息以及作者的写作意图。）

Step Four After-reading

Try to feelwhatwe can get from the passage/Christmas?

T:Sum up what we have learned from the passage/ Christmas.

S1:Ithink Ihave known the truespiritofChristmas.

S2:Iknow somethingaboutChristmas.

S3:Iknow the truemeaningofChristmas:theimportanceofsharingand giving loveand joy topeoplearound us...

T:Yes,when we learn a festival,it is necessary to know notonly the festival itselfbutalso the truemeaning of it.Let’s spread the truespiritofChristmas.

（设计意图：在阅读文章的学习中，告知学生对一个节日的了解，不但要知道该节日表面化的东西，更要了解节日的实质，这样才能理解节日的内涵并传承其真正的意义。）

Step Five Hom ework

Read thewhole passageagain andwrite down the difficult language points that you don’t know.Prepare to role-play the conversation between the three ghosts and Scrooge by themselves.

（设计意图：再读文章，有利于学生更好地理解课文，把不会的地方记下来，下节课进行细致的知识点的梳理，并让学生准备分角色表演的对话，为下节课的语言输出做好铺垫。）