95（九年级）Unit 2 Section A（2a-2d）（教案1）

skybamboo · 发表于 2026-3-6 03:47:02

Unit 2 I think that mooncakes are delicious!
Section A（2a-2d）

Teaching Aims

Language goals

Ss can use the objective clauses with that, if and whether properly.

Key words and phrases

stranger, relative, put on, pound, eat out

Key sentences

1. But I believe that April is the hottest month of the year.

2. I wonder if it’s similar to the Water Festival of the Dai people in Yunnan Province.

Teaching Difficulties

Students may have difficulty in using the objective clauses.

Teaching Aids

multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Warming up	感叹句和宾语从句在1a-1c中学生已经接触过。此处利用节日的话题对上述两个语言点进行复习，既可作为新授课的warm up也可以为本节课即将学习的语言点做铺垫。
Ask Ss to look at the pictures of different festivals (Christmas, Father’s Day, Spring Festival, Dragon Boat Festival) and make conversations following the model. Ss will practice the following sentence structures in their conversations: I think/guess/know that ... What a/an ... festival! / How ... it is!
Step 2 Presentation & Practice	在Pre-listening环节中教师可以先利用提问帮助学生梳理听力对话的脉络，让学生把握听力主线，再让学生对听力的内容进行预测。听力时不光要让学生找到正确答案，还要让学生抓住听力线索（即细节信息），说出是如何确定答案的。这能一步能训练学生搜寻（把握）细节信息的能力和语言组织能力。 PPT P15为P14学生自己编写对话的引导问题。如果学选择用2a和2b的内容做对话可不用此页。在进行对话时，老师尽量引导学生使用宾语从句，如场景合适也可使用感叹句。
Pre-listening Ask Ss to read the sentences in 2a and answer the questions: Whose vacation are they talking about? Did Wu Ming visit anyone on his trip? What do you think he did during this trip? Ask Ss to make predictions about the conversation following the example. (Tip: Ss are encouraged to make predictions in their own words too.) While-listening 2a Ask Ss to listen to the conversation and do exercises in 2a. Answers: 1.friends 2.Hong Kong 3.relatives 4.the Dragon Boat Festival 2b Ask Ss to listen to the conversation again and complete the chart in 2b. Ask Ss to share their answers with their partners after they have filled in their answers. The partner who receives the answers have to ask a question to verify the answers, e.g.: 1. How do you know that the downsides of eating out is putting on weight? 2. How do you know that the downsides of shopping is costing too much money? 3. How do you know that the downside of having the dragon boat races in June is the hot weather? (Tip: The above questions are just examples. Ss are encouraged to ask questions in their own words.) Answers: 1.put on weight 2.spent money 3.hot weather Show listening material to Ss and ask Ss to do the exercise in “Read and match”. Post-listening 2c Ask Ss to do the exercise in 2c in pairs. T can choose some students to role play their conversations for the whole class. If Ss choose to make their own conversations, the T can use these prompts to help Ss think about their conversations: 1. Where did you go on your vacation? What did you do? 2. What was the best part of your vacation? What were the downsides? (Tip: The T can encourage Ss to use the objective clauses in their conversations.)
Step 3 Presentation & Reading	此处为一个简要的文化背景介绍。PPT中列出简单的问题，老师可与学生进行简答的互动。
Pre-reading Tell Ss that they are going to read a conversation between Clara and Ben. Clara is going to Chiang Mai. The T can use PPT P16-P17 to introduce Chiang Mai briefly. While-reading Ask Ss to watch a video about the conversation in 2d and answers the questions: 1. When is Clara going to Chiang Mai? Why is she going at that time? 2. Why are the Dai people mentioned in the dialogue? 3. When is the Water Festival in Thailand? And what do people always do? 4. Why do people throw water at each other? (Tip: The T can ask Ss to share their answers after watching the video.) The T can show Ss the conversation. Ask Ss to read and then role play the conversation.
Step 4 Language points learning
Words and Phrases In two weeks: in two weeks用到了“in+时间段”这个结构, 意为“......之后”, 该结构常与将来时连用, 也可用于回答how soon的提问。比较：“in+时间段”，“after+时间段”，“for+时间段”。 In的用法：可表示“穿着”；（书写或表达用的方式）“用，以”；“在.....期间”。 be similar to: be similar to为固定搭配, 其中similar是形容词, 意为“相像的; 类似的”。 be similar in: 在......方面相似 throw at: throw at意为“抛向; 泼向; 洒向”。动词throw后面接所投掷的物体, 用介词at引入泼洒的对象。
Step 5 Summary & Homework	Post-reading是一个基于2d对话的拓展活动，目的是利用information gap帮助学生建立一个更真实的语言使用场景。该练习建议在学生熟练掌握2d对话后进行，故放在language points之后。如果老师有不同的教学设计也可移至language points前。
Post-reading Ask Ss to work in pairs and make conversations following the instruction: Suppose you are going to visit another city (or country), your friend is going to ask you some information about it. Make up a conversation with your partner! Summary Ask Ss to do the exercises from PPT P31-32. Homework Preview the passage in 3a. Do the exercises in students’ book.
Teaching Reflection	The teacher needs to encourage the students to practice the target language in listening and speaking. With the help of language practice, the students can learn the new pattern and the objective clauses in a more natural way.

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[人教版] 95（九年级）Unit 2 Section A（2a-2d）（教案1）