Unit3CelebrationsLesson3MemoriesofChristmas教学设计-高中英语北师大版

教学设计Unit3CelebrationsLesson3MemoriesofChristmasUnit3CelebrationsLesson3MemoriesofChristmas教学设计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教学目标教学步骤教学活动设计意图评价要点时间激发兴趣导入话题Step1WarmingUp&LeadinActivity1:ActivateandshareTeacherwillleadstudentstoreviewwhatwehavelearnedlastclassandguessariddleforattractingstudents’studyinterests.复习知识，激活学生学习背景，猜谜语活动可以激发学生的学习兴趣。学生能够通过复习和借助猜谜语的活动激发自己的学习兴趣，进入积极的学习状态。3分钟激活已知读前预测Step2PrereadingActivity2:BrainstormandpredictTeacherwillgivesomecluesaboutwhatwesternpeopledoonChristmasandletstudentssaysomethinginEnglish.Accordingtothecluesgiveninthelaststep,letstudentsguesswhatthemainideaofthepassageis.通过头脑风暴和观察图片思考问题，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章而进入泛读和精读环节。学生能够通过头脑风暴快速找到自己脑海中与圣诞节有关的事物，为进入阅读做好准备。学生通过课前阅读预测有助于把握整篇文章。5分钟快速泛读领略大意Step3FastreadingActivity3:Readforgists1.Readforgeneralunderstanding.Studentswillbeaskedtoreadthestoryquicklyandfindtheanswers.2.Underlinethememorableeventsthewriterrememberedabouthergrandmaanddiscussitwithpartner.通过泛读，教师在此过程中设置问题，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。学生能够通过泛读对文章每段的段意有个初步了解，养成良好的阅读习惯和捕捉信息的能力提高阅读技能。5分钟仔细精读寻找问题Step4CarefulreadingActivity4:Readfordetails1.Studentsneedtoreadthestoryagainandpletethetimelineandthentalkaboutwhathappenedbasedonthetimeline.2.Workingroupsanddiscussthefollowingquestions.(1)CanyoufindanyhintsinthestorythatsuggestGrandmawasinpoorhealthcondition?Didthewriternoticeitatthattime?HowdidshefeelafterGrandmapassedaway?(2)WhydoesthewriterthinkofhergrandmaeveryChristmas?Whatcanyouinferafterreadingthestory?通过对文本细节进行提问有助于学生深层次把握文章细节内容，帮助学生对整篇文章结构进行把握,进而体会理解故事中人物情感态度，以提高学生深度阅读理解能力。学生带着问题读文章能更投入，对提高阅读理解能力有着重要意义。8分钟阅后思考升华讨论Step5PostreadingActivity5:WorkingroupsWorkingroups:Whatdoyourememberaboutthestory?Usethetimelinetohelpyou.充分发挥学生主观能动性，以检测学生是否对文章掌握透彻。学生能对整篇文章思想进行把握,以提高学生深度阅读理解能力。5分钟Step6DiscussionActivity6:WorkinpairsReadthelastparagraph.WhydoesthewriterthinkChristmasis“magical”?Tellyourpartneraboutyourfestivalmemories.深度思考引发学生的潜能，使学生主动思考。进而由介绍自己喜欢的传统节日到中国文化，再到文化自信，极大升华了情感态