Unit2 I think that mooncakes are delicious!
Section A ( 3a-3e）Full moon,full feelings
教学设计及意图   
教材分析及本课语言功能：
本节课是九年级第2单元，题目是I think that mooncakes are delicious!这一单元的主要教学目标是教授学生如何介绍传统佳节及利用宾语从句表达自己的看法。本节课是第二课时，主要培养学生阅读能力和表达能力。本部分以题目Full moon,full feelings为主线，介绍了中秋节的习俗和由来，要求学生能够阅读并读懂本文，完成相关的阅读任务，模仿运用语言，并展开相应的复述和讲述。本节课贴近学生生活，旨在增强学生的文化知识，文化理解和跨文化交际意识和能力。因此，能激发学生对本节课的学习热情。
教学目标：
知识目标：
（1）掌握重点单词，掌握重点单词词组用法：Middle-Autumn Festival, the shape of, carry …to…, shoot down, refuse to do , fly up, so…that…,call out, lay out, start the tradition of 等.掌握不同单词在句子中的词性。
（2）通过完成相关的阅读任务，理解文章；并根据思维导图进行复述，并做相应的阅读拓展。Be able to understand the passage by doing tasks, and be able to retell the passage according to the information.
2能力目标：
（1））Be able to understand full feelings in the text , try to introduce different festivals,especially the folk stories about the festival.
（2）Learn some knowledge about the culture differences and similarities between  China and western countries.
（3）Develop the habit of thinking order while reading .
3.情感态度目标
Be able to understand the sense：To realize the wishes to the family we love and miss, though far apart.
重点：1) Develop reading strategies: predict , skimming , note supporting details ,cooperating
2) Learn some information about Mid-Autumn Festival , try to understand the further information in the passage .
难点：
(1) Try to understand the further information of the passage, the spirit of the festival --the full feeling.
(2) To talk about the the culture differences and similarities between  China and western countries ,
教法：
本节课以阅读为主任，在每个环节采用“启发式”教学模式，引导学生完成任务。
另外，采用“任务教学法”，把本节课分为几个任务进行，由易到难，由浅到深的
进行。并引导学生互助交流，互相协作完成任务。
学法：
学生对于对中秋节这一话题有极大的兴趣，比较熟悉，因此引导学生积极参与小组
互助协作，有问题共同商讨解决，并积极参与到课堂竞争。学会利用目标语言进行
讲述。学会独立思考，自我总结。
教学设计及意图：
Step1.导入
给学生展示一个视频，是关于世界各地节日的快闪视频。观后让学生回答老师的问题 ：“What festival can you see? ”“Which festival do you like？Why？”然后老师和学生进行fr
ee talk。然后引入本课题目，出示今日学习目标主题。
目的：激发学生兴趣，让学生知道今天学习目标是阅读关于传统文化佳节。通过free-talk引导学生复习之前的知识并导入新课。
Step2.读前和速读环节
引导学生读文章题目和图片，问学生“Can you predict what festival we will read?”学生阅读题目、观察图片并回答。接着，问学生“What comes to your mind when we talk about the Mid-Autumn Festival ? ”，学生回答，老师通过ppt上的动图展示关于中秋节的一些元素。期间老师引入一些文中的生词。
目的：对于读图和读题目的猜测作答，是引导学生学习阅读计策的重要方法。并根据图片内容猜测课文的内容。老师为下文的语言输出做铺垫。借助学生已知，激活学生思维，引出未知表达。
Step3.精读
1.问学生，如果你想了解中秋节，你想从哪方面知道。学生会说“who,when,what,how”等，然后出示具体的问题框架图，引导学生读第一段和第三段，完成结构图的填写，通过回答这些同时梳理出介绍中秋节时间，习俗等英语表达和文章脉络。
2.再回头看题目，我们知道full moon 的含义，问学生“What about the full feelings? Which sentences can represent full feelings”引导学生出哪一句能体现出“情浓”这一主题。
目的：带着问题仔细阅读课文，并回答问题,理清文章思路，学习生词，学习掌握相关的阅读计策，如：read between the lines和read under the lines;知晓文中的一些细节描写是用来支撑主题的。
3.询问学生：“Do you know some Chinese traditional folk stories about Mid-Autumn Festival?”学生说出自己所知的关于中秋节的传说.老师引导：“Which is the most touching story?”老师出示嫦娥奔月的动画，学生用英文说出。接着老师让学生阅读第二段，出故事中的主要任务。“Read and circle the main characters”。这个问题是浅层次的问题，大部分学生是能够很快到答案的。接下来，老师会增加问题难度：“What happened to these four people?”让学生通过读文章理清每个任务做了什么事情。接着，老师又会追问：“We h
ave known what they did,can you read again and finish the mind-map with verbs to make the story in right time order.”让学生完成思维导图，理清人物关系和故事发展顺序。接着，让学生通过思维导图进行讲述故事。再次回头看题目，问学生“What about the full feelings? Which sentences can represent full feelings”引导学生出哪一句能体现出“情浓”这一主题。
目的：带着问题仔细阅读课文，并回答问题,理清文章思路，学习生词，学习掌握相关的阅读计策，这些问题是更深层次的问题，read behind the lines.    期间，老师渗透阅读方法：思维导图帮助理清思维，并且借助思维导图进行讲述故事等。知晓文中的一些细节描写是用来支撑主题的。
Step6.知识的输出和拓展
1.通过阅读和题目中的“full moon,full feelings”,学生已经了解到文章的深层次的含义。引导学生把嫦娥奔月的故事通过小剧场演绎出来，使学生运用所学文章中的好词好句，并体会“full feelings”的情感。并由此引出，同学们是否能够在读后知道题目的中文意思及含义。
2.做一个小总结，让学生明确，如果阅读或介绍传统佳节，应该从哪几个方面入手和把握。
3.阅读一篇“Thanks giving Day”,利用刚才总结的思维导图把握节日文章的阅读，带着这几个要素阅读，并绘制思维导图；绘制后，尝试利用自己绘制的思维导图进行讲述西方节日“感恩节”。
目的：达成本节课目标，利用目标语言，学生能在“创设的情境中”体会语言的运用，介绍“中秋节”的由来，体会中秋节背后的意义。并通过把握文化佳节的要素，去阅读新的文化佳节的文章。阅读西方文化佳节的一篇拓展文章，利用所学阅读计策拓展阅读同类文章，并尝试介绍西方节日，进行跨文化交际学习，并寻异同。
Step7 总结，感情提升
学生提出自己对两个中西文化的佳节背后的意义的一些想法，教师帮助总结“carry
the best wishes and thanks to the family they love and miss”。寻中西文
化相似点。
目的：培养学生阐述自己想法的能力，进行情感教育，理解中西文化差异及共同点。
Step8 作业，巩固提高。
Unit2 I think that mooncakes are delicious!
Section A ( 3a-3e）Full moon,full feelings
School:崂山实验初中
Teacher:
Teaching Objectives
Knowledge aims:
1)Be able to know and use the words：
Middle-Autumn Festival, the shape of, carry …to…, shoot down, refuse to do , fly up, so…that…,call out, lay out, start the tradition of ,etc.
2)Be able to understand the passage by doing tasks, and be able to retell the passage according to the information.
Ability aims:
1)Be able to understand full feelings in the text , try to introduce different festivals,especially the folk stories about the festival.
2)Learn some knowledge about the culture differences and similarities between  China and western countries.
3）Develop the habit of thinking order while reading .
Emotional aims:
Be able to understand the sense：To realize the wishes to the family we love and miss, though far apart.
Language points
Important points:
1) Develop reading strategies: predict , skimming , note supporting details ,cooperating
2) Learn some information about Mid-Autumn Festival , try to understand the further information in the passage .
Difficult points:
1) Try to understand the further information of the passage, the spirit of the festival --the full feeling.
2) To talk about the the culture differences and similarities between  China and western countries ,
Teaching aids: CAI ,cards
Teaching procedures:
环节
教师活动
学生活动
设计目的
Warm up
and lead in
Show a video about different festivals.
Q:1.What festival can you see?  2.Which festival do you
Enjoy the video, after that talk about the festival they
like.
引起学生兴趣，让学生了解任务和学习目标
Prediction
Help students to predict what passage mainly talks about by  the picture and title.
Students answer the teacher’s questions. Do the pre-reading activity.
根据图片和题目猜测本文相关信息。
Free-talk
Fee-talk:
Because students have been familiar with the Mid-Autumn Day,ask them questions about it.
Q:What comes to your mind when we talk about the Mid-Autumn Festival ?
Students answer the teacher’s questions in their own words and knowledge .
借助学生已知，激活学生思维，引出未知表达。
Careful-
reading
Read for details of Para. 1 and3. Ask students to finish the chart.
Read for details of Para. 2
1.Read and circle the main characters.
2.What happened to these four people? Match them.
3.Read again and finish the mind-map with verbs.After that,retell the story.
4.Ask students to work in groups and act the story.
1．Read Para.1 and 3, complete the chat about brief introduction for this festival.
2．Further question:
Which sentence can describe “full feeling”?
1. Read Para .2, find out the main characters and complete the time shaft .
2. Retell the story according to the mind map.
3. Further questions : What was the magic medicine used for? Which sentencs can reflect Hou Yi’s full feeling?
4. Working in groups and act the story about Chang’e flew to the moon.
 
带着问题仔细阅读课文，并回答问题,理清文章思路，学习生词，学习掌握相关的阅读计策。同时渗透价值观教育。
小组以表演此篇民间传说来输出所学文字语言。
Read for thinking
After reading the whole passage, lead the students to  have a better understanding about the title.
Q：What 's the meaning of
the title “Full Moon, Full Feeling”?
Think back to the whole passage and the title.
回顾文章，解读题目。
Additional activity
Further reading:
American festival--“Thanksgiving Day”,then try to draw the mind map,after that,introduce this festival.
.Read “Thanksgiving Day”,then try to draw the mind map,after that,introduce this festival.
本环节为巩固环节,利用所学阅读计策拓展阅读同类文章，并尝试介绍西方节日，进行跨文化交际学习，并寻异同。
Emotional education
Though far apart, we are still able to share the beauty of the moon together.
Read together and feel.
教育体会中国传统佳节的情怀。
作业
1. Introduce the festival--the Mid-Autumn Day.(For all)
2. Write your feelings about the Mid-Autumn Festival and share it in your Wet-chat.(optional)
感恩节的英语