初中英语Unit 2 I think that mooncakes are delicious!综合与测试表格教案设计

这是一份初中英语Unit 2 I think that mooncakes are delicious!综合与测试表格教案设计，共19页。

Unit 2 I think that mncakes are delicius!

Unit 2 I think that mncakes are delicius!
Unit 2 I think that mncakes are delicius!
Unit 2 I think that mncakes are delicius!
课题
Unit 2 Perid1 Sectin A 1a-2d
课型
听说课
设计人
教学目标
1.能够背诵本课时重点单词及短语。
2.能记住宾语从句的语法点,能指出that/if/whether在引导宾语从句时的区别;能记住what/hw引导的感叹句的结构和区别,并能正确使用。
3.能听懂谈论有关节日的对话并运用所学句型进行对话。
4.能知道中国各传统节日的时间、纪念方式和传统习俗,激发自己对家乡、祖国的热爱。
德育目标
热爱，传承和创新中华博大精神的传统文化，并能表达自己的态度和看法。
教学重点
1.本课时重点单词、短语及句型；
2.掌握宾语从句用法：verb＋that/if/whether…
教学难点
在听力和口语中训练以that,if,whether引导的宾语从句；
增强学生对亚洲传统节日的兴趣及学习节日文化。
教学准备
搜集图片素材和制作课件
教学方法
合作探究法 、圈点批注法
课时安排
一课时
教学过程设计
教学札记
Step 1 Leading in
1）．Greet the class and d the duty reprt.
2）．Discussing
Which is the biggest festival in China?What d we d n that day？
D we have a big dinner and a party?
Step 2 Presentatin
Task 1. Lk at the fllwing pictures and describe what yu can see. Try t describe the pictures and guess what festivals they are.
Task 2.Match the pictures with the descriptins.
1. ___ The Water Festival in Thailand
2. ___ The Dragn Bat Festival in Hng Kng
3. ___ The Chinese Spring Festival in Beijing
4. ___ The Lantern Festival in Jiangxi
Task 2 Listening-1b
Listen and tell true r false.
1. Bill thinks that the races were nt that interesting t watch. T F
2. Mary thinks that the teams were fantastic. T F
3. Bill wnders whether they’ll have zngzi again next year. T F
4. Bill and Mary believe that they’ll be back next year t watch the races. T F
Step 3 Listening 1b & 1c
Task 1 Listen again and try t grasp the general idea.
Task 2 Make cnversatins with yur partner like 1c and make a perfrmance.
Step 4 Listening 2a & 2b&2c
Task 1 2a Listen t the cnversatin between Wu Ming and Harry and circle the crrect wrds in sentences.
1. Wu Ming and Harry are cusins/ strangers / friends.
2. Wu Ming went t Singapre/ Hng Kng / Maca fr his vacatin.
3. Wu Ming visited his relatives / friends / classmates.
4. Wu Ming liked eating ut / shpping / the Dragn Bat Festival best.
Task 2 2b Wu Ming did a lt f fun activities, but there were als dwnsides. Listen again and fill in the chart.
Fun activities
Dwnsides
Eating ut
Shpping
Dragn Bat Festival in June
Task3 2c Rle play the cnversatins between Wu Ming and Harry.
A: What did yu d n yur vacatin?
B: I visited my cusins. I think that we ate five meals a day! I’ve put n five punds.
A: I guess the fd was delicius, right?
Step 5 Reading 2d: Rle -play the cnversatin
Task 1.2d Read the cnversatin and answer the questins.
①When is the Water Festival?
②What d peple d at the time f the Thai New Year?
③Why d peple d that?
Task 2. Rle play the cnversatin.
Step 6 议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。
“in+一段时间”表示“ ”,通常与 时态 连用;“after+一段时间”与 时态连用。同时“in+一段时间”和“after一段时间”都可以改写成:一段时间+later.
What a great day!多么美好的一天!
◎观察思考:
1).What kind wmen they are!她们是多善良的女人啊!
2).What nice music it is! 多优美的音乐啊!
3).Hw hard the wrkers are wrking!工人们正工作得多努力啊!
4).Hw clever the girl is! 这个女孩多聪明啊!
◎用法总结:感叹句是表示喜怒哀乐等强烈感情的句子。一般说来,感叹句是由what或hw开头的,其余与陈述句结构相同, 句末用感叹号,朗读时用降调。
1).what修饰名词或名词短语,有几种形式？分别是什么？
2).由Hw引导的感叹句
hw用来修饰 。其结构是:
3.Bill wnders whether they’ll have zngzi again next year.比尔想知道明年他们是否还会吃粽子。
◎观察思考:
1.My father said (that) knwledge is pwer.我的父亲说知识就是力量。
2.I think that she finished her wrk an hur ag.我认为她一小时前完成了工作。
3.The pliceman asked him if he was ding his hmewrk at midnight yesterday.警察问他昨天半夜是不是正在做作业。
◎用法总结:由that, if或whether引导的宾语从句
1.宾语从句的定义:句子的宾语一般由名词、代词、动名词或不定式来充当,当用一个句子充当宾语时,我们把这个句子叫作宾语从句。
2.宾语从句的引导词
①如果宾语从句是由陈述句转变而来的,其引导词用that。that本身无意义,可省略。例如:
They are gd dctrs. He tells us.—He tells us (that) they are gd dctrs.他告诉我们,他们是好医生。
②如果宾语从句是由一般疑问句转变而来的,其引导词要用if/whether,意为“是否”。例如:
Mr. Chen asks,“Are yu all here?”—Mr. Chen asks if/whether we are all here.陈老师问我们是否都在这儿。
【口诀】陈述that来引导,有时可以省略掉。一般问句表“是否”,if或whether来引导。
注意:当与r nt连用时,只能用whether,不能用if。
3.宾语从句的语序
宾语从句无论是由一般疑问句转变来,还是由特殊疑问句转变而来,在转变为宾语从句后,都要用陈述语序。例如:
Des Jim’s father wrk here? D yu knw?
D yu knw if Jim’s father wrks here?你知道吉姆的父亲是否在这里工作吗?
【口诀】无论宾从什么句,语序都用陈述句。
4.宾语从句的时态
①如果主句是一般现在时或一般将来时,从句的时态可根据具体情况来确定。
例如:I hear that he will be back in a day.我听说一天后他将回来。
②如果主句的时态是一般过去时,从句的时态则相应地使用过去的某种时态。
例如:He said that he didn’t find yur lst pen.他说没找到你丢失的钢笔。
③如果宾语从句所叙述的是客观真理、自然现象、名言警句或谚语等,不管主句是什么时态,从句都用一般现在时态。例如：
Our teacher tld us that the earth ges arund the sun.老师告诉我们地球围绕太阳转。
【口诀】“主”为“现、将”,“从”不限;“主过”“从过”对应变。“从”表真理“从”永“现”。
Step 7 练：
1.用括号内所给单词的适当形式填空.
1).I remember that he (give) me a bk yesterday.
2).He tells me that he (leave) fr New Yrk tmrrw.
3).Our teacher tld us that the earth (travel) arund the sun.
2.单项选择。
1）. ( )—D yu knw ____ Jane visits her grandparents?
—Once a week.
hw sn B. hw ften
C. hw lng D. hw far
2）. ( ) —I want t knw .
—Srry. I’ve n idea. But she was here just nw.
A. where is Ann B. where Ann is
C. where was Ann D. where Ann was
3). ( ) — Thanks. I wnder .
A. wh the letter was frm B. wh was frm the letter
C. wh was the letter frm D. wh frm the letter was
4）. ( ) —D yu knw_____?
—He is a dentist.
A. where he is frm B. where is he frm
C. what des his father d D. what his father is
5）. ( ) Culd yu tell me _____the cl T-shirt?
A. where yu buy B. where d yu buy
C. where did yu buy D. where yu bught
6）. ( ) Please tell me _____ t imprve my English.
A. hw I can d B. what can I d
C. what I can d D. hw can I d
Step 8 Hmewrk.
1. Learn the new wrds and expressins by heart.
2. Cpy the sentences with the Objective Clause and learn them by heart.
作业批改反馈
课 后 反 思
课题
Unit 2 Perid2 Sectin A 3a-4c
课型
阅读课
设计人
教学目标
1.能够背诵本课时重点单词及短语。
2.能读懂关于中秋节的文章并找到关键信息完成相关任务。
3.能正确运用由that,if,whether引导的宾语从句和hw,what引导的感叹句。
德育目标
了解中国传统节日中秋节的来历,培养热爱祖国民俗文化的情操；
培养学生团结合作精神和独立探索的优良品格，提高学生的语言综合运用能力。
教学重点
1.提高阅读技巧，能熟练应用阅读技巧，读前预测，读中略读、扫读、精读、关键词定位、联系上下文推理，读后复述的产出；
2.通过故事的熟知，能够用英语谈论自己的情感态度；
3.掌握What和hw引导的感叹句。
教学难点
续写故事，掌握What和hw引导的感叹句。
教学准备
制作课件
教学方法
合作探究法 、圈点批注法
课时安排
一课时
教学过程设计
教学札记
Step1 : Lead-in
Greeting.
Shw the learning bjectives.
Brainstrming.
Quickly review the festival wrds.Then shw pictures and get the students t think f the English fr the Mid－Autumn Festival.
Step2: Reading(学）
Task1:Pre-reading
Befre yu read ,what can yu see frm the picture?Let students predict the 2 questins：
1).Wh is the girl in the picture?
2).What des the passage talk abut?
Task 2 Reading fr the general ideas
1．Finish the task in 3a
①Help the students t understand the demand in 3a and read the questins.
T：Have yu heard f the stry “Chang'e flying t the mn”？Tday we are ging t read the stry abut it.
②Quickly read the stry abut the Mid－Autumn Festival.Discuss the questins and cmprehend the whle passage.
Task 3: Reading fr details
Finish the task in 3b; Finish the task in 3c.
Task 4: Grammar
1.Finish Grammar Fcus;
2.Finish the task in 4a.
①Make sentences and write them in the bks.And crrect them with the partners.
②The whle class read alud the sentences.Help with the prnunciatin and intnatin.
3.Finish the task in 4b
①Read the instructins and knw what t d.Then read the letter quietly and underline the bjective clauses.
②Check the answers and read ut the sentences with bjective clauses.
③Ask students t write their wn sentences abut Mther's Day and Father's Day.The teacher shws：
I knw…；I think…；I believe…；I wnder…
7．Finish the task in 4c(The students may finish it after class.)
①The teacher shws the chart：
Name
Favrite festival
Reasns
②Interview their partners.
③Write a reprt t tell the class.
Step3议评：
通过总结反思，让学生梳理阅读技巧。
have been celebrating是 时,其结构为“ ”。 现在完成进行时表示动作在迄今为止的一段时间内曾经延续进行或目前仍在继续并有可能一直继续下去,强调动作持续进行的状态。常和“ ”或“since + 时间点”连用。
After this, peple started the traditin f admiring the mn and sharing mncakes with their families.从此以后,人们开始了赏月以及和家人分享月饼的传统。
◎观察思考:
1).The turists admired the view frm the twer.游客登塔欣赏景色。
2).I admire yu fr yur wnderful speech.我因你精彩的演讲而仰慕你。
◎用法总结:admire的用法
4.◎易错易混:辨析anther, the ther, thers & the thers
1).anther和the ther都有“另一个”的意思。anther指多个中的“另一个”;the ther则指两个中的“另一个”,常与ne构成固定搭配ne... the ther...,“一个……另一个……”。例如:
The shes dn’t fit me. Wuld yu please shw me anther pair?
鞋子不适合我,你能给我看看另外一双吗?
My sister has tw skirts. One is yellw, the ther is black.
我姐姐有两条裙子。一条是黄色的,另外一条是黑色的。
2).thers (=ther+复数名词)与the thers (=the ther+复数名词)均含有“其他一些”的意思。thers泛指大部分中的一部分,可与sme构成固定结构sme... thers...,“一些……其他的一些……”;the thers则特指剩余的一部分。 例如:
Sme like fruit and vegetables, thers like junk fd.
一些人喜欢吃水果和蔬菜,还有一些人喜欢吃垃圾食品。
Step4: Practice.（练）
steal admire dessert garden gddess
1、选择恰当的单词,并用其适当形式填空
1).The ld man said he met a n the tp f the muntain.
2).The pliceman fund a bad manthe cmputers in an ffice.
3).The dctr tld Mrs. Brwn nt t eat t many .
4).My father wants t plant sme flwers in the .
5).My brther Zha Zhngxiang when he was very yung.
2.根据汉语提示完成句子。
他们很钦佩他的手艺。
They wrkmanship.
2.把句子翻译成汉语
We admire him fr what he has dne.
3.用anther, the ther, thers, the thers填空.
1.He has tw daughters. One is a nurse, is a wrker.
2.Sme f us like singing and dancing, like sprts.
3.Tw bys will g t the z, and will stay at hme.
4.I dn’t like this ne. Please shw me .
Step5: Hmewrk
1．Interview mre students abut their favrite festivals after class.
2．Write a reprt abut the results f the interview.
3．Translate the fllwing sentences int English.
(1)我知道你喜欢音乐。
________________________________________________________
(2)这是个多么美好的周末啊！
________________________________________________________
(3)高铁好快呀！(high－speed train)
________________________________________________________
作业批改反馈
课 后 反 思
课题
Unit 2 Perid 3 Sectin B 1a-1e
课型
听力课
设计人
教学目标
1.能够背诵本课时重点单词及短语。
2.能听懂关于万圣节的对话并能找出关键信息完成听力任务。
3.能熟练运用所学句型谈论万圣节的有关信息。
德育目标
能制定合理的学习计划及提高听课效率。
教学重点
1.能背诵本课时重点词汇、短语以及句子。
2.训练听力技巧,并在理解的基础上实现信息转换。
教学难点
1.能听懂关于万圣节的对话并能找出关键信息完成听力任务；
2.能熟练运用所学句型。
教学准备
PPT课件
教学方法
合作探究法 、圈点批注法
课时安排
一课时
教学过程设计
教学札记
Step 1. Leading in
1．Greeting
2．Brainstrming
Shw pictures f different festivals.Talk with the students t review the wrds and phrases in this unit.
Step 2: Presentatin
Task 1—1a. Finish the task in 1a.
Task 2—1b Listening Finish the task in 1b.
①Play the tape fr the first time.Ask the students t master the whle cnversatin.Then answer the questins in 1b.
②Discuss the questins and check the answers.
Task3—1c Listening
Listen again. Finish the task in 1c.
①Scan these sentences with blanks.
②Play the recrding again.Remind them f the details.Students fill in the blanks.
③Play the recrding fr the third time and check the answers.
Read alud the sentences.
Task4—1d Rle-play cnversatins
Finish the task in 1d
①Ask “What have yu learned abut Hallween？”
②Shw the details f Hallween n the PPT.
③Discuss abut Hallween with their partners.The teacher walks arund and gives help.
④Ask sme pairs t act ut their dialgue in class.
Step 3议评：
1.I think it’s fun t dress up as cartn characters!我认为装扮成卡通人物是一件很有趣的事。
◎观察思考:
1).He dressed himself up as a reprter t g t the meeting.他把他自己扮成记者去参加会议。
2).On the Spring Festival, peple dress up t visit relatives.在春节,人们盛装打扮走亲戚。
◎用法总结:
1).dress up ①乔装打扮 ②穿上盛装
2).dress作动词,意为:穿衣服,常用词组如下:
①dress sb./neself给某人/自己穿衣服 例如:
The by is t yung t dress himself.这个男孩太小,还不能自己穿衣服。
②get dressed穿好衣服 例如:
He gt dressed and went ut quickly.他穿好衣服,匆匆就出门了。
2.辨析】put n, wear, dress与be in 的区别
词条
用法
put n
强调“穿;戴”的动作。
wear
强调“穿;戴”的状态,其后可以接衣服、鞋帽、首饰等。
dress
意为“穿衣”,其后只能接表示人的名词/代词,不能接衣服、鞋帽等.
be in
表示“穿;戴”的状态,其后可接表示衣服或颜色的词汇。
Step 4 练：
1.用put n, wear, dress与in填空.
1.My sister is red tday.
2.The child can himself.
3.He the cat and ran ut.
4.D yu knw the by wh is a blue cat?
Step 5 Hmewrk
1．Talk abut Hallween with ther students after class.
2．Write three sentences t talk abut Hallween.
作业批改反馈
课 后 反 思
课题
Unit 2 Perid 4 Sectin B 2a-2e
课型
阅读课
设计人
教学目标
1.能够背诵本课时重点单词。
2.能读懂关于小说《圣诞欢歌》的文章并找到关键信息完成相关任务。
3.了解圣诞节的内在含义。
德育目标
学会用善良和热情对待身边的每个人,向世界传递爱与欢乐。
教学重点
通过阅读和合作学习，掌握文章重点单词和短语;培养良好的阅读理解能力和写作能力，在理解故事情节的基础上对文章进行进一步的了解。
教学难点
能读懂文章,明确故事发展的脉络并获得相关信息,提高综合阅读能力。
掌握宾语从句的长难句。
教学准备
搜集图片素材和制作课件
教学方法
合作探究法 、圈点批注法
课时安排
一课时
教学过程设计
教学札记
Step 1. Leading in
1．Greeting
2．Brainstrming
Shw sme dates f the Chinese festivals and ask students t say the festivals.March 12th，May 1st，June 1st，Octber 1st…
Then present sme Western festivals.Practice and prepare the new wrds fr the cming reading.
Step 2: Presentatin
Task 1. Pre-reading 2a
1．Discuss Christmas.What d yu knw abut Christmas?
Ask abut the date，the activities and smething else abut Christmas.
Task 2.While reading.
1)Finish the task in 2b.
①Read the tpic f the passage.Then ask students t scan the passage and underline the prper nuns in the passage.
②Teach these prper nuns and at the same time present the new items in the reading passage.
③Read the first and secnd paragraphs，answer the three questins in 2b.
2)Finish the task in 2c
①Read the third paragraph.Then cmplete the chart in 2c.
②Discuss these questins and check the answers with the class.
3)Finish the task in 2d
Task 3.-2e Pst reading
Finish the task in 2e
What d yu think the three ghsts say t Scrge when they visit him?In grups f fur,make a cnversatin between the three ghsts and Scrge.
Step 3 Language pints
First, the Ghst f Christmas Past takes him back t his childhd and reminds Scrge f his happier days as a child.首先,圣诞过去之灵带他回到了他的童年并使Scrge想起了他还是一个孩子时的快乐时光。
◎观察思考:
1).He reminds me f his father.他让我想起了他的父亲。
2).She reminded me that I haven’t written t my mther.她提醒我,我还没写信给我的妈妈。
◎用法总结:
Remind
2.He warns Scrge t change his ways if he desn’t want t end up like him.他◎观察思考:
1).She warned him t keep silent.她告诫他保持沉默。
2).They warned me against swimming in this river.
他们告诫我不要在这条河里游泳。
◎用法总结:warn:“警告;告诫”,warn sb. (nt) t d sth.“告诫某人(不要)做某事”;warn sb. against (ding) sth.“警告某人不要(做)某事”。
警告Scrge改变他的生活方式,如果他不想最终成为像他一样的人。
3.易错易混【辨析】die, dead, death和dying
1).die为不及物动词,表示短暂性动作,在句中不能与hw lng及 fr 引导的一段时间连用。例如:
His grandmther is dead. She died in 1987.他的奶奶去世了。她于1987年逝世。
2).dead是形容词,意为“死的”,用作表语和定语,若表达“某人去世了多长时间”,则用“have/has been dead +fr +时间段”。例如:
The wman knew nthing abut the dead girl. They were strangers. 这个女人不不知道这个死去的女孩的任何事情。她们是陌生人。
3).dying是die的现在分词形式,也可用作形容词,表示“垂死的;濒临消亡的”,常用作定语。例如:
The dying patient is helplessly lying n the bed.这名垂死的病人无助地躺在床上。
4).death是die的名词形式,意为“死亡”,例如:
She was really sad when she heard the news f her grandfather’s sudden death.当她听到她祖父突然死亡的消息时她真的很伤心。
Step 4：练
1.根据句意,从方框中选择单词并用其适当形式填空.
die death dead dying
1.Her little brther’s made him cry.
2.The by’s grandpa five years ag.
3.The dctr tried t save the girl.
4.It makes me very sad whenever I think f my pet dg.
2.用括号内单词的适当形式填空.
T keep children away frm danger, we warn parents (nt leave) children at hme alne.
3.翻译句子.
1)我的爸爸告诫我要按时完成作业。
2)请提醒他寄出这封信。
3).这首歌使我想起了我的数学老师。
Step 5 Hmewrk
1．Read alud the passage in 2b several times until fluently and recite the first and secnd paragraphs.Learn the new wrds and expressins in the text.
2．Rle－play the cnversatin between the three ghsts and Scrge.
3．Translate the fllwing sentences int English.
(1)我认为圣诞节的意义就是分享以及把爱和欢乐带给周围的人们。
________________________________________________________
(2)他不仅仅关心能否赚到钱。
________________________________________________________
(3)他充满善意和温暖地对待身边的每个人。
________________________________________________________
作业批改反馈
课 后 反 思
课题
Unit 2 Perid 5 Sectin B 3a-self check
课型
写作课
设计人
教学目标
1.能正确运用句型谈论中国某个传统节日的相关信息。
2.能正确运用句型以短文的形式向别人介绍中国的传统节日。
3.能熟练运用宾语从句,独立完成自我检测。
德育目标
了解并尊重各地的文化差异,培养文化意识,陶冶热爱祖国传统文化的高尚情操。
教学重点
能正确运用重点词汇、掌握动名词用法以及提高学生写作技能。
教学难点
能够按照一定的逻辑顺序谋篇,用书面语言书写关于最喜欢的中国节日的文章
教学准备
搜集图片素材和制作课件
教学方法
合作探究法 、圈点批注法
课时安排
一课时
教学过程设计
教学札记
Step 1. Leading in （导）
1．Greeting
2．A game
①The teacher describes a festival and gets the students t guess its English name.
②Students play the guessing game in small grups.
Step 2. Presentatin（学）
Task 1. 3a Finish the task in 3a
①Ask the students t think f a festival and fill in the chart in 3a in English.
②Encurage them t ask questins if they need help.
Task2. 3b 3b Finish the task in 3b
①Read the instructins.Help the students t understand hw t write the letter.
②Shw the expressins n the bard.Read and learn t use these expressins r sentence patterns t finish the letter.
③Students write the letter in their seats.Remind them t use the expressins.
④Check their wrk with the whle class.
Task3. Self Check
Finish the tasks in Self Check
Activity 1
①Simply intrduce Easter.Ask the students t read the wrds in the bx and understand the Chinese meanings f the wrds.
②Read the passage and fill in the blanks n their wn.
③Check the answers.
④Shw the results n the bard and read alud the passage until fluently.
Activity 2 Activity 3
Step 3 .Instructins（议评）
怎样向笔友书写一封介绍自己最喜欢的中国节日的信？
审题：①内容：写一封信给笔友，谈论自己最喜欢的中国节日。
②文体：应用文③人称：以第一人称和第三人称为主④时态：以一般现在时态为主。
Step 4. Writing（练)
Step5 Hmewrk
1．Practice telling a stry abut a Chinese festival r a Western festival after class.
2．Write a letter t a friend t intrduce yur favrite festival.
作
业
批
改
反
馈
课 后 反 思