人教版八年级英语上册教案 Unit 2 第三课时 A 3a4c

Teaching and Learning goals:
一、功能：
谈论中秋节的庆祝方式和由来，表达自己对节日的看法。

二、词汇和常用表达：
Learn and use the expressions:
1. steal, lay, lay out, dessert, garden, admire, tie, folk, goddess
2.*However, most people think that the story of Chang’e is the most touching.
*One night, he found that the moon was so bright and round that could see his wife
there.
*How he wished that Chang’e could come back!
三、学习策略：阅读策略
1.依据文本所给图片，预测文章内容大意。

2.借助关键词，通过寻读(scanning)的方式，找寻细节信息。

四、情感态度：
通过谈论中秋节的起源，引领学生们感受中秋佳节是家人团圆的时刻，也是庆祝丰收的时节。

五、文化意识：
通过对我国中秋节和美国感恩节的对比，引领学生们感受：尽管中美两国文化背景不同，但是对于家人的团聚和大地的感恩，中美人民却有着同样美好的期盼。

Teaching and learning steps:
Step I.Pre-reading activities
1. Preview
Ask the Ss to turn to Page 11 and translate the following phrases into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
(1)庆祝中秋节______________________________________
(2)呈……形状______________________________________
(3)传统的民间故事______________________________________
(4)射下九轮太阳______________________________________
(5)试图偷药______________________________________
(6)飞向月亮______________________________________
(7)摆上她最喜欢的水果和点心______________________________________
(8)赏月______________________________________
(9)分享月饼______________________________________
Ask the Ss to turn to Page 53 and translate the following sentences into Chinese.
(1) However, most people think th at the story of Chang’e is the most touching.
______________________________________________________________________________ (2) How he wished that Chang’e could come back!
_______________________________________________________________________________ （设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，
该部分预习内容可以帮助学生更有目的性的预习。

同时通过检测学生的预习效果，教师可以
更有针对性地教，学生可以更有针对性的学。

）
2. Show the learning goals.
Before class, ask the Ss to go through the learning goals.
3. Lead in
(1)At the beginning of the class, let the Ss enjoy a show of some pictures in which people are celebrating Mid-autumn Festival in different ways.
After watching, the teacher can ask the Ss:
T: What festival are people having in the pictures?
Ss:________________.( Mid-Autumn Day)
T: How do you think the people are feeling?
Ss:________________.(I think they are very happy.)
Most of the Ss will be able to give the answer: Mid-Autumn Day. Then go on to ask the Ss to have a discussion about what they have known about Mid-Autumn Day: date, activities, food and stories.
(2)After discussion, choose one group to share their answers.
A: When is Mid-Autumn Festival?
B:…
A: What do people usually do?
B:…
A: What do people eat?
B:…
A: Do you know any story about it?
B:…
While the Ss share the discussion, take the chance to teach the Ss new phrases: get together, have
a big dinner, full moon, admire the moon, share mooncakes.
(3)After the Ss share their discussion, the teacher can tell the Ss that we’ll read a story about Mid-Autumn Festival in 3a today.
（设计说明：先用一组关于中秋节庆祝活动的图片，激活学生们关于中秋佳节的背景知识，并借助相关的中秋节活动的讨论，帮助学生们架构好与中秋节相关的阅读语境，并在讨论中将一些重要的新词汇：full moon，admire the moon, share mooncakes也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。

）
Step II.While-reading activities
1.Read the passage fast and silently to find the general idea.
Ask the Ss to read the article carefully and find out the main idea of the whole article:
-What story is the article about?
-It is about ________.
A. the story of Wu Gang
B. the story of a rabbit
C. the story of Chang’e
Some of the Ss will be able to find the answer very quickly by looking at the picture of Chang’e next to the article. Then take the chance to teach the Ss the reading strategy.
Reading strategy--Predicting: “You can guess what you will read by reading the given pictures.”
2. Read the text carefully and silently to find the specific ideas读取细节
(1) Ask the Ss to read the whole article again and find the answers to the following questions.
*How many people are there in the story of Chang’e?
*Who are they?
Check the Ss’ answers. And ask the Ss how they can find the right answers. Take the chance to teach the Ss the reading strategy.
Reading strategy: We can use the key words like the people’s names to scan for answers.
(3) Ask the Ss: There is a very important thing in the story. Some people wanted to keep it. Some people wanted to steal it. What is it? Most of the Ss can answer: the magic medicine. Then lead the Ss to divide the story of Chang’e into three parts: giving the medicine, stealing the medicine, drinking the medicine.
(4)Ask the Ss to read the “giving the medicine” part and answer the questions:
*Who gave Hou Yi magic medicine?
*Why did she give Hou Yi the medicine?
*What did Hou Yi plan to do?
Check the Ss’ answers. And ask the Ss to try to retell this part with the help of the key words and the pictures.
(5)Ask the Ss to read the “stealing the medicine” part and answer the questions:
*Who tried to steal the medicine?
Check the Ss’ answers. And ask the Ss to try to retell this part with the help of the key words and the pictures.
(6)Ask the Ss to read the “drinking the medicine” part and answer the questions:
*Did Chang’e give the medicine to Pang Meng?
*What did Chang’e do with the medicine?
*What happened to Chang’e then?
Check the Ss’ answers. And ask the Ss to try to retell this part with the help of the key words and the pictures.
(7)Ask the Ss to read the ending of the story and answer the questions:
*How was Hou Yi?
*What did he find one night?
*What did he do then?
Check the Ss’ answers. And ask the Ss to try to retell this part with the help of the key words and the pictures.
(8)After the Ss finish reading the whole story, tell the Ss that it’s time to check if they have remembered the whole story. And then ask the Ss to put the following events in the right order.
___ Pang Meng tried to steal the medicine.
___ A goddess thanked Hou Yi by giving him magic medicine.
___ Chang’e refused to give Pang Meng the medicine and drank it all.
___ Hou Yi shot down nine suns and saved the people on the earth.
___ Hou Yi was very sad and watched the moon at night, and wished his wife could come back. ___ As a result, Chang’e became light and flew up to the sky.
___ Hou Yi planned to drink the medicine with his wife.
Check the Ss’ answers.
(设计说明：本部分的内容重在培养学生们运用预测，带关键词寻读等相关阅读策略概括文
章大意和寻找细节信息的能力。

)
Step III. Post-reading activities
1. Read and retell
(1)Play the recording and ask the Ss to read the article with the recording.
(2)After that, ask the Ss to retell the story of Chang’e with fewer key words and pictures. First give the Ss time to try retelling the story. Then choose two Ss to retell it individually.
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。

)
2.Think
Ask the Ss to think about the following questions:
T: Do you also admire the moon and share mooncakes on Mid-Autumn Festival?
Ss: _______________________.(Yes.)
T: Who do you admire the full moon and share mooncakes with?
Ss: _______________________.(With my family.)
T: Yes, Mid-Autumn Festival is time for a family to get together (团聚) for full feelings. Families get together and eat lots of delicious food and fruits.
What fruits can we eat during Mid-Autumn Festival?
Ss: _______________________.(Apples, pears, grapes, pomegranates, bananas...)
T: During Mid-Autumn Festival, many fruits and crops are ripe（成熟）.
So Mid-Autumn Festival is also time for celebrating the harvest（收获）.
Now think about what people have Mid-Autumn Festival for?
Ss: _______________________.(For full feeling of family get-together and celebrating the harvest.)
(设计说明：引领学生们感受中秋佳节是家人团圆的时刻，也是庆祝丰收的时节,这才是中国人欢度中秋佳节的真谛所在。

)
Tell the Ss:
T: Now I’d like to show you another autumn festival from the USA to you. It’s Thanks-giving Day. Do you know something about it? Its date? Its activities? Its food? Its stories?
Give the Ss time to talk about the questions.
Then check the Ss’ discussion. If the Ss don’t know some of the answers, the teacher can give the Ss some help.
T: When is Thanks-giving Day?
Ss:______________________.
T: What do people do?
Ss:______________________.
T: What do people usually eat?
Ss:______________________.
T: Do the Americans do the similar things on Thanks-giving Day like our Chinese on Mid-Autumn Festival？
Ss:______________________.
T: As you can see, although Americans and Chinese have different backgrounds of culture, both of the people in the two countries have the same feelings about family get-together and thanks for the earth. After class, try to find the stories about Thanks-giving Day. Let’s share them next class.
（设计说明：通过对我国中秋节和美国感恩节的对比，引领学生们感受：尽管中美两国文化背景不同，两个节日的起源不同，但是对于家人的团聚和大地的感恩，中美人民却有着同样美好的情怀。

同时将找寻与感恩节有关的故事作为课后的延伸作业，可以激发学生课外阅读的兴趣。

）
Step IV. Grammar
1. Read, think, and find
(1)Ask the Ss to read the following sentences with objective clauses, think about the structure of the sentences, and especially pay attention to the words in bold, then fill in the blanks.
①I know that the Water Festival is really fun.
②I wonder if they’ll have the races again next year.
③I wonder whether June is a good time to visit Hong Kong.
④I believe that April is the hottest month in Thailand.
由以上四个含有宾语从句的复合句可以看出，这些句子的结构都是：主语（I）+ 动词（know / wonder / believe）+ _________(if /whether)+句子，动词之后所跟的句子在复合句中做___语。

在句①和句④中，引导词______本身无意义，只起连接作用，在口语中可以省略。

在句②和句③中，引导词______和______，这两个词都意为“_______”，在从句中不作句子成分，但是不能省略。

(2)Ask the Ss to read the following exclamatory sentences, think about the structure of the sentences, and especially pay attention to the words in bold, then fill in the blanks.
①What fun the Water Festival is!
②How fantastic the dragon boat teams were!
③How pretty the dragon boats were!
④How delicious the food is in Hong Kong!
由句意可以看出，这四个句子都是______句，是由______或______引导的句子，句末用“！”由句①可以看出，由what引导的感叹句的句序是：What + (a / an ) + (形容词)+_____词+主语+谓语+(其它)！
由句②、句③和句④可以看出，由how引导的感叹句的句序是：How + ______词(或副词)+主语+谓语+(其它)！
2. Practice
(1)Give the Ss time to remember the structures of the objective clauses and exclamatory sentences. Then ask the Ss to do the following exercises in 4a about making objective clauses and exclamatory sentences.
Write the sentences using the words given according to the example.
(2)Ask the Ss if they know there are two special days for parents in America. They are Father’s Day and Mother’s Day. Then ask the Ss to read the passage about the two festivals and underline the objective clauses in the passage.
If possible, ask the Ss to write their own sentences about Mother’s Day and Father’s Day using objective clauses.
E.g. In China, I think that Mother’s Day and Father’s Day are becoming...
(3)Tell the Ss that there are many festivals in China, and which festival do you like best? Why? Ask the Ss to discuss the questions in a group of four. At last, choose one student of one group to report their result to the rest of the class.
（设计说明：首先让学生自己通过观察感知发现语言的规律，然后通过机械性操练、意义性操练和交际性操练逐步巩固语法知识。

）
Step V. Summary：Inquiry into knowledge by translation
1. Ask the Ss to read the reading passage and see if they have any problems in understanding the text.
2. Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
一、However, most people think that the story of Chang’e is the most touching.
_______________________________________________________________________________ 1. 该句是一个含有宾语从句的复合句，引导词是____，在句中无意义，只起连接作用，在口语中可以省略，“the story of Chang’e is the most touching”做think的____语。

二、Mooncakes are in the shape of a full moon on Mid-Autumn night.
_____________________________________________________________________________
in the shape of, 意为“___________”，
试翻译：Mum bought me a cake in the shape of a heart. _______________________________
三、Whoever drank this could live forever, and Hou Yi planned to drink it with Chang’e .
___________________________________________________________________________
1. plan to do sth. 意为“_____________”。

2. 试比较：
They have made a plan to build a new zoo in the town.
意为“______________________________________”。

在动词make后的plan是___词，
We are planning for our holiday.
意为“______________________________________”。

该句中的plan是___词，plan for后接____词。

He is planning for helping the old man.
意为“______________________________________”。

该句中的plan是___词，plan for后接____词。

由以上句意可以看出，make a plan to do sth, plan for sth / doing sth. 都意为“_____________”。

四、How he wished that Chang’e could come back!
______________________________________________________________________________ 1.这是一个复合句，由主句加宾语从句构成。

that为宾语从句的引导词，可以省略。

“Chang’e could come back”在该复合句中是_____从句，做wished的____语。

2.该句同时又是一个____句,该感叹句的句序是：How +____+____+宾语从句！。

试翻译：How time flies!意为“______________________________________”。

（设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确的答案，老师要注意适当引导。

）
Step V. Exercises: the end-of- class test
I. Complete the sentences with the correct words.
1. People like to a________ the full moon on the Mid-Autumn night.
2. The s tory of Chang’e is one of many t________ folk stories.
3. Hou Yi got m_______ medicine for shooting down the nine suns.
4. Meng wanted to s_______ the medicine.
5. Hou Yi l______ out fruits and desserts in the garden.
II. Translate the sentences into English.
1.中国人庆祝中秋节、吃月饼已经好几个世纪了。

(have been celebrating)
_____________________________________________________________________________
2.月饼承载着人们对他们所爱和所思念的家人的美好愿望。

(carry)
_____________________________________________________________________________ 3.在后羿射下九个太阳后，一位神仙为了表示对他的感谢给了他有魔力的药。

(shoot down) _____________________________________________________________________________
4.他多么希望嫦娥能够回来！(how, wish)
_____________________________________________________________________________
5.泼水节多有趣呀！(what, fun)
______________________________________________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。

）
Step VI. Homework
1. Retell the story of Chang'e. (★)
2. Write a composition about the festival you like best with objective clauses. (★★)
3. Find a story about Thanksgiving. (★★)
课亮点：
1. 预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。

同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。

2.导入部分，先用一组关于中秋节庆祝活动的图片，激活学生们关于中秋佳节的背景知识，并借助相关的中秋节活动的讨论，帮助学生们架构好与中秋节相关的阅读语境，并在讨论中将一些重要的新词汇：full moon，admire the moon, share mooncakes也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。

3.最后通过让学生们回顾自己过中秋节的亲身经历，引领学生们感受中秋佳节是家人团圆的时刻，也是庆祝丰收的时节,这才是中国人欢度中秋佳节的真谛所在。

并通过对我国中秋节和美国感恩节的对比，引领学生们感受：尽管中美两国文化背景不同，两个节日的起源不同，但是对于家人的团聚和大地的感恩，中美人民却有着同样美好的情怀。

同时将找寻与感恩节
有关的故事作为课后的延伸作业，可以激发学生课外阅读的兴趣。

4.语法聚焦部分，首先让学生自己通过观察感知发现语言的规律，然后通过机械性操练、意义性操练和交际性操练逐步巩固语法知识。

5.家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。

使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。

Keys:
Step I. Pre-reading activities
Phrases:
(1)celebrate Mid-Autumn Festival
(2)in the shape of
(3)traditional folk stories
(4)shoot down the nine suns
(5)get bored
(6)fly up to the moon
(7)lay out her favorite fruits and desserts
(8)admire the moon
(9)share mooncakes
Sentences:
(1)然而，大多人认为嫦娥的故事是最动人的。

(2)她多么希望嫦娥能够回来！
Step II. While-reading activities
1. C
Step IV. Grammar
1.(1)引导词，宾，that, if, whether,是否(2)感叹，what，how, 名，形容
2.(2)2. I don’ know whether he will come home for the festival
3.I believe Water Festival is the most fun festival.
4. They wonder if mooncakes are delicious.
5. How exciting the races are！
6. What an interesting city it is!
(2) Do you know that there are two special days for parents in America?
I heard that it is becoming more and more popular to celebrate Mother’s Day and Father’s Day
in China.
I wonder if children over there also give similar gifts to their parents.
I believe that there are many ways to show our love.
Step V. Summary：Inquiry into knowledge by translation
一、然而，大多数人认为嫦娥的故事是最动人的。

1.that,宾
二、月饼的形状如同中秋之夜的满月。

以……的形式/形状。

妈妈给我买了一个心形的蛋糕。

三、无论谁喝了这个东西都将长生不老，后羿打算和嫦娥一起喝了它。

1.计划/打算做某事
2. 他们计划在城里建一座新动物园。

名，我们正在计划我们的假期。

动，名，他正计划帮助那位老人。

动，动名，计划/打算做某事
四、他多么希望嫦娥能回来！宾语，宾，时光飞逝！
Step V. Exercises: the end-of- class test
I. admire, traditional, magic, steal, laid
II. 1.Chinese people have been celebrating Mid-Autumn Festival and enjoying mooncakes for centuries.
2.Mooncakes carry people’s wishes to the families they love and miss.
3. After Hou Yi shot down the nine suns, a goddess gave him magic medicine to thank him.
4.How he wished that Chang’e could come back!
5.What fun the Water Festival is!。