人教版（2024）Section A教学设计

这是一份人教版（2024）Section A教学设计，共4页。

Teaching Aims
1.语言能力：了解中秋节的起源。
2.文化意识：了解中秋节的相关知识，增强文化自信。
3.思维品质：概括中秋节语篇的关键信息。
4.学习能力：根据故事情节的发展将相关事件进行排序。
Teaching Difficulties
1.了解后羿和嫦娥的故事；
2.复述故事
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warming up
Ask Ss t watch a vide abut the Mid-Autumn Festival and then answers the questins:
1. When is the Mid-Autumn Festival?
2. What d peple eat n the Mid-Autumn Festival?
3. Hw d peple celebrate the Mid-Autumn Festival?
T can teach sme expressins abut the Mid-Autumn Festival t Ss:
full mn 满月 a mn-shaped dessert 一种圆月形的点心
enjy the sight f the rund and bright mn 欣赏又圆又大的月亮
The mn was rising frm the sea and all the peple were sharing this mment 海上生明月，天涯共此时
Step 2 Presentatin & Reading
该练习是warm up的延伸。warm up以背景知识和语言输入为主，此处为输出练习，学生可以运用在warm up了解到的知识和表达去介绍中秋节，为学习本课文章做铺垫。
Pre-reading
T can ask Ss t talk mre abut the Mid-Autumn Festival with their partners. T can use the prmpts:
1. Are there any special activities n the Mid-Autumn Festival in yur
hmetwn?
2.What’s the stry abut the Mid-Autumn Festival?
Ask Ss t read the sentences in 3b and try t put the events f Chang’e Flying t the Mn in crrect rder.
Chinese peple are very familiar with the stry f Chang’e Flying t the Mn, s T can ask Ss t d the exercise in 3b befre reading the stry. It is a way t help Ss srt ut the timeline f the stry. (Sequencing is als a useful reading strategy.) Answers can be checked after reading the passage.
Shw Ss the passage and ask them t read the passage.
Ask Ss t answer the questins after reading:
Hw d peple celebrate the Mid-Autumn Festival?
They celebrate the Mid-Autumn Festival by admiring the mn and sharing mncakes with their families.
What stry is the reading abut?
The reading is abut the traditinal flk stry f Hu Yi and Chang’e.
Ask Ss t read the passage again and check the answers f the exercise in 3b.
Answers: 4, 2, 5, 1, 7, 6, 3
Step 3 Language pints learning
现在完成进行时：现在完成进行时, 表示动作从某一时间开始, 一直持续到现在。其构成为：主语+助动词(have/has) +been+动词的现在分词+其他成分。
shape的含义及其作名词时的常见搭配：keep in shape / ut f shape
whever的用法：作代词引导主语从句，相当于anyne wh；引导让步状语从句，相当于n matter wh。
hwever的用法及其与but的区别: hwever可位于句首、句中、句末，用逗号隔开；but位于句中。
steal的含义及其与rb的区别：steal指暗中窃取别人的东西，其宾语是物，不是被盗者本人；rb意为“抢劫”，其宾语为人、公司、银行等，而不是被抢的东西。
refuse, lay ut, dessert, traditin, admire, as a result/as a result f的含义及用法。
Step 4 Summary & Hmewrk
此练习是对全文的总结与回顾，既与文章相关，也有让学生发散思考的空间。Pst-reading可跟据老师的教学设计迁移至language pints前。
Pst-reading
Ask Ss t finish the exercises in 3c withut lking at the passage.
Answers: 1.admire 2.traditinal 3.magic 4.steal 5.laid
Give Ss thinking time t think abut the fllwing questins and then chse a few Ss t share their answers:
1. Why d peple eat mncakes n the Mid-Autumn festival?
2. Can yu describe the persnality f each character in
this stry? Can yu find sme details t supprt yur idea?
3. Can yu retell the stry f Chang’e and Hu Yi?
Summary
Ask Ss t d the exercises frm PPT P39-40.
Hmewrk
Preview the grammar pints f this unit.
D the exercises in students’ bk.
Teaching Reflectin
In this perid, we shuld prvide students with reading practice using the target language. Students have an pprtunity t test their reading cmprehensin in 3b. They will learn new wrds and expressins by reading practice.The culture f the traditinal festival is very imprtant in the perid.Students shuld knw the rigin f the Mid－Autumn Festival and use the language t disseminate culture.