Unit3CelebrationsLesson3MemoriesofChristmas教學(xué)設(shè)計(jì)-高中英語北師大版

教學(xué)設(shè)計(jì)Unit3CelebrationsLesson3MemoriesofChristmasUnit3CelebrationsLesson3MemoriesofChristmas教學(xué)設(shè)計(jì)AnalysisofTeachingMaterialThisclassisfromunit3lesson3,whichisareadinglessonwithastoryaboutChristmas.ThemaincontentistotelltheauthorwhyshelovesChristmas,rememberGrannyandGrannyspentChristmastogether,andexpresshowmuchshemissesGranny.Thearticlehastwomainlines,bothinchronologicalorder.ThebrightlinedescribessomeunforgettablethingsafterGrandmamovedhere,andthedarklinedescribestheholidaycustomsofChristmas.Thesetwomainlinesinterweavewitheachother,organicallyintegratingthetextualfactualinformation,languageexpression,Christmascustomsandmemoriesofgrandma,sothatreaderscanhaveaprehensiveandprofoundunderstandingandexperienceofChristmasandWesternfamilylove,andsortouttheinformationstructurechartandstructuredknowledgechartofthispaper.Throughthestudyofthislesson,letthestudentsunderstandthemeaningofChristmasinwesternculture,sothatmorestudentshaveadeeperunderstandingofWesternculture,soastoproperlybineChineseandWesternculture.Atthesametime,throughthestudyofthislesson,studentscanlearnhowtoexpressthetopicsrelatedtoChristmas.AnalysisofLearnersMostoftheseniorhighschoolstudentshaveweakfoundation,lowvocabulary,notfullymasteredvocabularyinseniorhighschoolentranceexamination,inaccurateoralpronunciation,andseriouslackofexpressionability.ManystudentsdonothaveclearlearningobjectivesandlackconfidenceandinterestinEnglishlearning.SomestudentshaveagoodfoundationandcanexpresstheirideasinEnglish,buttheystillneedtoimprovetheirpronunciationandsentencestructure.Accordingtothespecificsituationofstudents,weneedtoimplementthefoundationandtakemeasurestoimplementlistening,vocabulary,reading,etc.Thetaskwillbedetailed,thestudentswhohaveagoodfoundationshouldalsoputforwardhigherrequirements,sothatstudentscanimprovestepbystepontheoriginallevel.TeachingObjectivesA.LearningabilityWiththehelpofkeywords,studentscanunderstandthemainideaofthepassage.Findoutthetopicsentenceoftheparagraph,andpletetheprereadingquestions.Retellthetextusingthevocabularyandlanguagethathavelearned.B.LanguageknowledgeandlanguageabilityUsethefollowingwordsandphrasescorrectly:mess,slightly,excitement,appear,stuff,decoration,branch,rememberdoingsth/remembertodosth,behaviour,whisper,treasure,affair,swallow,falloff,passaway,etomindetc；C.Culturalawarenessa)Howtorespondappropriatelyaccordingtoeachother'swordsinEnglishmunication.b)TounderstandthemeaningofChristmasintheWestandtopareChineseandWesterncultures.D．AffectsLoveandrespectdifferentcultures,andfurtherestablishanaccurateviewoflanguagelearninginthenewenvironment.TeachingPointsA.Keypointsa)HowtointroduceWesternChristmasinrealEnglish.b)CreatesituationstohelpstudentslearntotalkaboutChristmasandtheirownfestivalmemories.sB．Difficultpointsa)Learntorespectlovedifferentculturesandarousepatriotism.b)UnderstandingthesignificanceofChristmasinwesterncultureandarouseloveforfamily.5.TeachingMethodsandAidsa)municativeapproach,taskbasedteachingandlearningapproach,cooperativeapproach.b)Threestagemodel:Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetopdownandbottomuptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesareprereading,whilereadingandpostreading.c)MultimediadevicesandPPTdocuments:Inordertohelpstudentstofullyunderstandthewholepassage,IadoptMultimediadevicesandPPTdocumentstobringthereallifesituationintotheclassroom.6.TeachingProcedures教學(xué)目標(biāo)教學(xué)步驟教學(xué)活動(dòng)設(shè)計(jì)意圖評(píng)價(jià)要點(diǎn)時(shí)間激發(fā)興趣導(dǎo)入話題Step1WarmingUp&LeadinActivity1:ActivateandshareTeacherwillleadstudentstoreviewwhatwehavelearnedlastclassandguessariddleforattractingstudents’studyinterests.復(fù)習(xí)知識(shí)，激活學(xué)生學(xué)習(xí)背景，猜謎語活動(dòng)可以激發(fā)學(xué)生的學(xué)習(xí)興趣。學(xué)生能夠通過復(fù)習(xí)和借助猜謎語的活動(dòng)激發(fā)自己的學(xué)習(xí)興趣，進(jìn)入積極的學(xué)習(xí)狀態(tài)。3分鐘激活已知讀前預(yù)測(cè)Step2PrereadingActivity2:BrainstormandpredictTeacherwillgivesomecluesaboutwhatwesternpeopledoonChristmasandletstudentssaysomethinginEnglish.Accordingtothecluesgiveninthelaststep,letstudentsguesswhatthemainideaofthepassageis.通過頭腦風(fēng)暴和觀察圖片思考問題，有助于學(xué)生對(duì)文章主旨大意的掌握，進(jìn)而幫助學(xué)生更好理解文章而進(jìn)入泛讀和精讀環(huán)節(jié)。學(xué)生能夠通過頭腦風(fēng)暴快速找到自己腦海中與圣誕節(jié)有關(guān)的事物，為進(jìn)入閱讀做好準(zhǔn)備。學(xué)生通過課前閱讀預(yù)測(cè)有助于把握整篇文章。5分鐘快速泛讀領(lǐng)略大意Step3FastreadingActivity3:Readforgists1.Readforgeneralunderstanding.Studentswillbeaskedtoreadthestoryquicklyandfindtheanswers.2.Underlinethememorableeventsthewriterrememberedabouthergrandmaanddiscussitwithpartner.通過泛讀，教師在此過程中設(shè)置問題，會(huì)讓學(xué)生更有針對(duì)性地閱讀，題目比較容易，降低閱讀難度，給學(xué)生成功感，增強(qiáng)學(xué)生學(xué)習(xí)興趣。學(xué)生能夠通過泛讀對(duì)文章每段的段意有個(gè)初步了解，養(yǎng)成良好的閱讀習(xí)慣和捕捉信息的能力提高閱讀技能。5分鐘仔細(xì)精讀尋找問題Step4CarefulreadingActivity4:Readfordetails1.Studentsneedtoreadthestoryagainandpletethetimelineandthentalkaboutwhathappenedbasedonthetimeline.2.Workingroupsanddiscussthefollowingquestions.(1)CanyoufindanyhintsinthestorythatsuggestGrandmawasinpoorhealthcondition?Didthewriternoticeitatthattime?HowdidshefeelafterGrandmapassedaway?(2)WhydoesthewriterthinkofhergrandmaeveryChristmas?Whatcanyouinferafterreadingthestory?通過對(duì)文本細(xì)節(jié)進(jìn)行提問有助于學(xué)生深層次把握文章細(xì)節(jié)內(nèi)容，幫助學(xué)生對(duì)整篇文章結(jié)構(gòu)進(jìn)行把握,進(jìn)而體會(huì)理解故事中人物情感態(tài)度，以提高學(xué)生深度閱讀理解能力。學(xué)生帶著問題讀文章能更投入，對(duì)提高閱讀理解能力有著重要意義。8分鐘閱后思考升華討論Step5PostreadingActivity5:WorkingroupsWorkingroups:Whatdoyourememberaboutthestory?Usethetimelinetohelpyou.充分發(fā)揮學(xué)生主觀能動(dòng)性，以檢測(cè)學(xué)生是否對(duì)文章掌握透徹。學(xué)生能對(duì)整篇文章思想進(jìn)行把握,以提高學(xué)生深度閱讀理解能力。5分鐘Step6DiscussionActivity6:WorkinpairsReadthelastparagraph.WhydoesthewriterthinkChristmasis“magical”?Tellyourpartneraboutyourfestivalmemories.深度思考引發(fā)學(xué)生的潛能，使學(xué)生主動(dòng)思考。進(jìn)而由介紹自己喜歡的傳統(tǒng)節(jié)日到中國(guó)文化，再到文化自信，極大升華了情感態(tài)