高中英语北师大版 (2019)必修 第一册Lesson 3 Memories of Christmas教案及反思

这是一份高中英语北师大版 (2019)必修 第一册Lesson 3 Memories of Christmas教案及反思，共5页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。


【教学目标】
1．学习能力目标
学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
用所学的词汇和语言对课文进行复述；
学生能够借助已知的关键信息，适当补充辅助信息，写出完整的电子邮件。
2．语言能力目标
能够正确运用以下文章结构顺序连接词进行写作：first ..., then ..., after that ..., finally ...；
能正确认知并且运用以下词汇和短语：awesme, calm dwn, unifrm, territry, regin, ethnic, determine, variety, surplus, symblise, slice, transit, currency, prsperity, ingredient, ffend, grwl, prvke, humbly等。
3．文化意识目标
了解如何正确、恰当进行描述节日以及如何恰当使用顺序连接词；
了解我国节日饮食文化和西方文化，并从中得到感兴趣的信息。
4．思维品质目标
对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道、恰当的语言进行节日描述书写；
（2）正确理解并运用顺序连接词以及动词短语进行恰当表达；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语书写节日描述；
（2）能正确、恰当地使用动词短语。
【教学过程】
Writing Wrkshp
Reading Club
教学过程
教学活动
设计意图
时间
Step 1 Warming Up fr Writing
The teacher will give a tpic and sme infrmatin abut the tpic, which requires students t describe an event r a festival. If yu are ging t write abut a celebratin event yu had befre, what yu will write? Discuss with yur partner.
What celebratin d yu want t write abut and why?
What details d yu want t include?
任务型活动：课题引入采取讨论方式，分享写作思路。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。
3分钟
Step 2 Lead-in
This step is t lead the students t learn hw t describe an event r a festival.
Give students a passage and read the descriptin f a birthday. Answer the fllwing questins.
Whse birthday was it?
What did the family d t prepare fr it?
What was the best part f the event?
Hw did Grandpa feel and what did he say?
紧扣上一环节的讨论，通过阅读一篇生日描写，教师引导学生模仿文章书写结构、语言和上下文间的逻辑衔接，以激发学生的兴趣，导入写作课意图。
5分钟
Step 3 Pre-writing
This step is t fcus n text structure and language that will be used in the event descriptin.
Read the text again. Cmplete the structure f the text by putting parts in the crrect rder and then add details.
Read the text again and underline all the linkers that are used t link sentences and paragraphs. Then lk at the sentences that can be used in yur writing.
活动1：该教学过程主要是帮助学生整理教学过程2中的文章顺序和层次。
活动2：该教学过程主要是更进一步帮助学生掌握顺序连接词的使用，并模仿文中使用方式，灵活运用到自己的作文中。
7分钟
Step 4 While-writing
This step is t instruct students t cmpse their writing.
Wrk ut an utline f an event descriptin yu’re ging t write abut.
Use the utline and the Writing Help t write yur first draft.
该教学过程主要帮助学生构思写作大纲，以完成写作目的。
活动1：构建写作大纲，主要参考教学过程3中的活动1的结构；
活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。
20分钟
Step 5 Pst-writing
When the students finish the descriptin, edit it in pairs. Pay attentin t the elements, sentence structures and sme ther things.
完成后的草稿，同桌间进行交换批改，主要看事件描述结构，句式结构以及其他用词方面的问题。
10分钟
教学过程
教学活动
设计意图
时间
Step 1 Warming Up
Teacher shws the titles f the tw passages n the screen and lets students chse which tpic they are interested in. Chse the passage that mst students are interested in t intrduce and the ther passage will be left fr after-class reading.
任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。
3分钟
Step 2 Lead-in
If the tpic is Festival Menu:
Teacher will let students say sme fd they ate n Spring Festival.
(2) If the tpic is The Un-birthday Gift:
Teacher will give a picture abut Alice’s Adventures in Wnderland and let student share what they knw abut it.
紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。
5分钟
Step 3 Pre-reading
If the tpic is Festival Menu:
Teacher will shw sme fd served n Spring Festival n the screen and ask students if they knw the meaning f each fd.
(2) If the tpic is The Un-birthday Gift:
Teacher will shw a picture abut Alice and Humpty Dumpty and let students guess what the passage is abut.
该教学过程主要是帮助学生更好地了解文章内容。通过文章相关配图，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。
7分钟
Step 4 While-reading
If the tpic is Festival Menu:
Read the text and answer the fllwing questins:
① Which Spring Festival dishes are believed that they will bring frtune?
② Which dishes symblise happiness in the new year?
If the tpic is The Un-birthday Gift:
① Wh d yu think Lewis Carrll wrte the stry fr?
②Why was Humpy Dumpty ffended when Alice said, “What a beautiful belt yu’ve gt n”?
③ Were Alice and Humpty Dumpty gd friends? Hw d yu knw?
该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。
20分钟
Step 5 Pst-writing
If the tpic the Festival Menu:
What cultural meanings can yu infer frm the names f the dishes?
If the tpic is The Un-birthday Gift:
① What are sme examples f literary nnsense in the text? UNDERLINE the sentences.
② Hw d yu like the stry? Why?
该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。
5分钟
Step 6 Hmewrk
Read the ther passage left and d the exercise in the textbk.
Use what yu have learnt and talk abut events r festivals with verb phrases and prper descriptin linkers and then write dwn them.
该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。
5分钟