Unit 2 I think thatmooncakes are delicious! Section B 2a-2d教學實錄及反思

?執教者：牡丹江市第八中學 崔 楨

?指導者：牡丹江市教育教學研究院 張麗華

Unit 2 I think thatmooncakes are delicious! Section B 2a-2d教學實錄及反思

?執教者：牡丹江市第八中學 崔 楨

?指導者：牡丹江市教育教學研究院 張麗華

（本節課選自人教版義務教育課程標準實驗教科書《英語》新目標九年級）

一、教學內容與分析

本單元的話題是節日，通過學習國內外不同的節日，讓學生了解不同國家的節日，感受不同國家節日的習俗與文化內涵。在語言知識上教授學生如何運用賓語從句表達看法。本節課是在學習賓語從句的基礎上，通過閱讀以圣誕節為主題的文章The Spirit of Christmas，對學生進行閱讀策略中推斷能力的指導和訓練，使得學生對圣誕節不僅有表層認知，也有深層次的理解，對學生有較強的教育意義。

二、教學目標

1.語言知識目標：

學習并掌握本節課的重點詞匯：Christmas,lie,novel, dead,business,punish,warn,present,warmth；掌握并熟練運用Ithink/believe/guess...表達看法的賓語從句。

2.語言技能目標：

（1）根據相應的閱讀技巧，獲取相關的信息；

（2）通過文章細節，推斷出文章沒有明確表達的信息；

（3）正確運用賓語從句的結構表達看法。

3.學習策略：

在理解故事內容的基礎上，對情節發展和人物性格作出合理的推論。

4.情感態度與價值觀：

通過探討圣誕節的含義，講述吝嗇鬼Scrooge的轉變，向學生傳達關愛、同情和憐憫之心是人類社會的寶貴財富，人人應當將之繼承并弘揚，以愛心回報社會。

5.文化意識：

了解西方國家的重要節日——圣誕節的由來和圣誕精神的真正含義。

三、教學重難點

重點：掌握本節課重點詞匯，熟練運用賓語從句表達個人看法。

難點：通過閱讀文章，讓學生學習并掌握通過字里行間的細節，推斷文章沒有明確表達的信息的能力。

四、教學步驟

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.

（設計意圖：通過復習總結之前學過的節日，學生簡單發表看法，使知識在問答中得到復習和鞏固，為進入新課做好鋪墊。）

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圣誕節.

T:Yeah,圣誕節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

（設計意圖：采用教材提供的圣誕節的思維導圖，理清了一個節日的基本框架，開闊了學生的思維。在擴充思維導圖的同時，師生互動、生生互動，調動了學生參與的積極性，實現了真正意義上的“頭腦風暴”，在話題和詞匯上都為接下來的閱讀做好鋪墊和準備，新詞匯的學習在思維導圖的補充中不斷呈現，使得詞匯的學習更生動，更易于學生掌握。）

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...

（設計意圖：快速瀏覽課文，標出專有名詞，此任務的設置有助于學生了解文章背景，降低文章理解的難度，并在檢查任務的完成中，給予適當的解釋。學習生詞或易造成閱讀干擾的詞匯，邊用邊學，有利于單詞的掌握和理解。）

e.g.Scrooge ismean and only thinks about himself. mean此處使用了它不同于以往的形容詞用法，意思是“吝嗇的”。

Jacob Marley is Scrooge’s dead business partner.此處學習dead,businesspartner。

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

Skimm ing

(2) 容易驗證,當系數α,β,γ和δ都為且λ=1時,本節方案的成功概率為1。此時,量子信道為真五粒子最大糾纏態,并且O5是零算子。這表明我們的方案退化為通常的標準雙向受控隱形狀態方案,即文獻[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”.

（設計意圖：此文章篇幅長，學生不易于整篇理解，而且短文每段的結構清晰，層次分明，針對此文章的學習，更適宜進行分段落進行閱讀教學，既降低了文章難度，又有利于教師在英語閱讀教學的方法和策略上對學生的指導。）

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...

（設計意圖：Inferring是本單元閱讀材料須要重點掌握的閱讀學習策略。教師要提醒學生關注課文標題旁的閱讀策略inferring，要求學生在閱讀時注意思考和推理字里行間透露出的信息以及作者的寫作意圖。）

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.

（設計意圖：在閱讀文章的學習中，告知學生對一個節日的了解，不但要知道該節日表面化的東西，更要了解節日的實質，這樣才能理解節日的內涵并傳承其真正的意義。）

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.

（設計意圖：再讀文章，有利于學生更好地理解課文，把不會的地方記下來，下節課進行細致的知識點的梳理，并讓學生準備分角色表演的對話，為下節課的語言輸出做好鋪墊。）