北師大版高中英語教學設計
一、教材分析
本課是第3單元的第4課，是一篇關于圣誕節(jié)回憶的閱讀文章。學生將在本課獲得有關英語國家圣誕節(jié)的慶賀活動、風俗等有關信息，學習一些有關圣誕節(jié)的詞匯，理解文章大意。學生能夠在交流中簡單介紹中國的節(jié)假日，并利用paragraph planning和時間順序，對自己童年的節(jié)日回憶進行口頭和書面表達。
本課時重點是閱讀課，讓學生學習有關圣誕節(jié)的詞匯，能從文章中獲取和處理主要信息，正確理解課文細節(jié)，掌握完成多項選擇題的閱讀策略。并模仿文章談論自己的童年節(jié)日回憶，如讓學生回憶一些有關中國春節(jié)的相關詞匯，之后運用所學詞匯和寫作技巧，獨立輸出一篇100字左右的'文章“我的春節(jié)回憶”。
二、教學內(nèi)容
話題：圣誕節(jié)的回憶（閱讀）
詞匯：snowman, Father Christmas, Christmas tree, presents, balloon, Christmas stocking, decorations, calendar, carol service, pudding, turkey, Christmas cake, stay awake, put up, carry on.
策略：通過圖片、flash等預測文章內(nèi)容，根據(jù)有關閱讀理解技能做多項選擇題。
三、教學目標
�。�1）Build up an area of vocabulary related to Christmas.
�。�2）Read and understand a passage about memories of Christmas.
�。�3）Develop reading strategies to answer multiple-choice questions.
�。�4）Talk about their childhood memories of an important festival.
（5）Know about and respect the different cultures in foreign countries.
四、教學重、難點
�。�1）Words and expressions：snowman, Father Christmas, Christmas tree, presents, balloons, Christmas stockings, decorations, calendar, carol service, pudding, turkey, Christmas cake, stay awake, put up, carry on.
Sentence patterns：a. We tried to stay awake as long as possible to see Father Christmas… b. After lunch, the adults slept on the sofas in front of the Queen’s speech on television…
�。�2）Get the students to acquire the skill of doing the multiple-choice exercise.
�。�3）Let the students know about and respect the different cultures in foreign countries.
五、教學過程
Step I Lead-in
(Greetings)
T: Now let’s watch a short video and please enjoy it.
(show the students the video)
T: The video is very interesting, isn’t it?
S: ...
T: But do you know which festival is the song about?
S: …
T: And how much do you know about Christmas? Now, let’s see some pictures and learn some new words about it. I’m sure they will be very useful in today’s lesson. So please read the new words after me. Each word three times. Clear?
S: …
(show the pictures and read the new words)
T: Have you remembered all the new words?
S: …
T: Let’s check and see.
[設計說明]圖文聲像并用，正確引導，由學生熟悉的英語歌曲Jingle bell的動畫flash導入，讓他們有話可說，然后結合具體形象的圖片讓學生輕松掌握詞匯，在愉快的氛圍中積極參與課堂教學，活躍課堂氣氛，為進一步理解課文做好準備。
StepⅡ Fast reading: Match the main ideas with the paragraphs.
Para1 A. Writing a letter to Father Christmas
Para2 C. Preparations for Christmas
Para3 E. Activities on Christmas Eve
Para4 B. Activities on Christmas morning
Para5 D. Activities on Christmas afternoon
Part1 (Para1-Para2) Activities before Christmas Eve
Part2 (Para3) Activities on Christmas Eve
Part3 (Para4-Para5) Activities on Christmas Day
The text is organized in time order.
[設計說明]以連線的方式讓學生練習skimming（略讀）閱讀技能，迅速掌握文章大意，理清文章脈絡，從整體上理解文章，為careful reading和homework的仿寫奠定基礎。
Step Ⅲ Careful-reading: Read the text carefully and try to remember the activities during Christmas.
(After reading, show them pictures and check.)
Before Christmas Eve: wrote a letter; sent Christmas cards; decorated the street; did some shopping;
On Christmas Eve: put up Christmas trees; relatives arrived; filled the stockings with presents;
On Christmas Day: went to church; played with presents; sang service cards; had turkey for lunch; played cards.
[設計說明]通過學生在聽錄音的同時嘗試記憶與圣誕節(jié)有關的活動，最后結合圖片全班核對，既注重訓練學生聽力技能，又注重學生對課文的復習鞏固，提高學習效率。
Step Ⅳ Further reading: Listen to the tape and do the multiple-choice exercise.
1. Who do you think reads the children’s letters?
A.Father Christmas. B. Their parents. C. Nobody.
2. What do you think people do in a carol service?
A. Sing songs. B. Give presents. C. Watch a play.
3. What happened on Christmas Eve?
A.The writer stayed awake all night.
B.Someone put presents in his stockings.
C.The writer saw Father Christmas.
4. Why did they laugh?
A. The Christmas carols were happy songs.
B. The songs and hats were funny.
C. The jokes and hats were funny.
5. After lunch, _________.
A.the adults watched the Queen’s speech
B.the children made a snowman
C.everybody had more to eat
[設計說明]師生互動，根據(jù)學生的生物鐘規(guī)律，采用競賽的形式激發(fā)學生學習熱情，練習學生scanning（查讀）技能并指導學生體會、理解閱讀策略，在閱讀中進行實踐運用，提高學生準確把握文章細節(jié)的理解能力。
Step Ⅴ Voice your opinion
Discuss in groups: What do you usually do to celebrate the Spring Festival?
[設計說明] 讓學生進行文化對比，通過給學生提供篇章結構知識及詞匯，引導學生內(nèi)化文章內(nèi)容，并用自己的語言進行輸出，指導學生進行口語練習，進一步鞏固主要話題詞匯和表達句型，提高綜合語言運用能力。
Step Ⅵ Homework：Writing
Collect more information about the Spring Festival and try to write your memories of the Spring Festival.
[設計說明]以寫作的形式，緊扣課文話題拓展，貼近學生生活，并給學生提供篇章及詞匯等支架支持，為英語學習能力中下層面的學生提供語言依據(jù)，引導學生進行思想、情感和價值觀等方面的深層次思考和討論，培養(yǎng)學生的文化意識和愛國情感。
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