全国一等奖高中英语课大赛《Module1 Unit 3 Celebration Lesson 1》教学设计+学案+教学反思.docx

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1、教学设计设计主题：北师大版普通高中课程标准实验教科书英语(必修)1Module 1 Unit 3 Celebration Lesson 1 Festivals 阅读教学1 .整体设计思路、指导依据说明普通高中课程标准(英语)倡导任务型的教学模式，让学生在教师的指导下，通过感知、 体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策 略调整，以形成积极的学习态度，促进语言实际运用能力的提高。本课的目的在于通过积极 的阅读和体验，让学生探索异域文化之精彩，同时通过比较中西方文化的差异，让其更加体 会到祖国文化的博大精深。为了体现普通高中英语课程标准的性质和理念，在本次的

2、教 学设计中，教师采用“任务型教学模式，设计了许多易于操作的任务型和合作型活动。阅读的 方式多种多样，主要处理好阅读的三个阶段，即读前(pre-reading)，读中(while-reading)和 读后(post-reading)活动。读前活动主要是导入本次阅读话题，激发学生的阅读兴趣，培养 学生自主探索知识的技能。读后的活动采用小组讨论展示的形式，培养学生的团队合作精神 和与他人相互学习和沟通的能力。并在最后加上评价表，对学生上课的效率进行自我评价， 反映出学生的学习掌握程度，从而进一步帮助学生自主学习和提高学习效率。在教学过程中, 充分利用现代化教学媒体，合理整合教学资源，正确评估学生学

3、习水平，达到优化教学的目 的。2 .教学背景分析教学内容分析：本课介绍了三个传统的中国节日：即中秋节，端午节和元宵节。帮助并激发学生对中国传统 文化的热情与兴趣。同时本课也是本单元的第一课时，对整个起到了引领的作用。在教学过 程中，教师加入了春节和圣诞节这两个节日，让学生进行中西文化的对比，体会中西文化的 差异，学会欣赏和尊重不同民族、不同地区和不同国家的文化。学生情况分析：作为高一新生，学生刚刚从初中对语言大量输入过程中跨越到自主学习，学会体验和分析文 章，找到文章的重点信息和主要信息的过程中过渡。激发学生的学习兴趣和培养学生的学习 信心是非常重要的。教学过程中，学生通过任务型和合作型活动，

4、培养学习的自主性和合作 性，达到教学目的，学会欣赏和尊重不同文化。4. A god who wanted to burn down the town was fooled when he saw thousands of lanterns.5. Nowadays, foreigners seldom take part in the dragon boat races.T : OK, it is time for us to enjoy three Chinese traditional festivals. First, you could read these articles quick

5、ly and gain a general idea. After reading them, please finish the exercise “True or False”.S :Task 2: Read and fill in the blanks.Understanding the article further and collecting information:FestivalsSeasondatemonthTypical activityFoodThe Mid-Autumn FestivalThe Lantern FestivalThe Dragon Boat Festiv

6、alThe Spring FestivalThe ChristmasAsk the students to read these articles and finish the chart mainly focuses on seasondatemonth, typical activity and food, (self-learning)Ask some students to check the answers.Task 3: Read two articles on Spring Festival and Christmas and fill in the blanks above.

7、Ask to students to take out the hand-out, and scan the content quickly. During the process, try to fill the blanks above, (self-learning)Ask some students to check the answers.(让学生把课前已发的阅读材料拿出来，进行对比阅读，找到文章中的关键信息并 完成表格，后请一些同学分享学习成果，这是一个由输入到输出的过程)T: OK, I really appreciate what you have done. Do you k

8、now something the Spring Festival and the Christmas? OK, now take out your material and read it carefully. Finish reading it within about 3 minutes and then fill in the blanks above.Ask some students to check the answers.S :Step 4: Post-readingT: From the three Chinese traditional festivals and addi

9、tional materials, we know some traditions and customs about both Chinese and western festivals. Now lets have a discussion in groups. There are some useful structures offered to help students talk naturally and smoothly. While students are discussing, the teacher walks around and joins them.After st

10、udents present their results, the teacher gives a brief comment.Task: DiscussionTalk about the traditional Chinese festival or Western festival, which festival do you prefer? Why?You may talk about: What is it called?When is it celebrated?How is it celebrated?(4)What are eaten?What music is usually

11、played?(6)What are the stories about it?Useful structures:.falls on.(2).it marks.There isare.(4).is celebrated by.sbsth is said to be.whichthatwhosewhenwhere.(定语从句)Step5: The Postry-readingTwas the Night Before ChristmasT: Well done, all of you did a good job. Thank you for your wonderful performanc

12、es. In my opinion, whether you choose the western festival or the Chinese festival, it is only a way people celebrate special days and get together. You can choose whatever you like and celebrate with your friends or relatives. But what is the most important is to have a right attitude towards diffe

13、rent cultures and customs. OK, now lets enjoy a short video about a famous Christmas poetry, an extract from Twas the Night Before Christmas. And read the poetry together, (the whole class is divided into boys group and girls group)After reading to the poetry, we know that Christmas is as important

14、as the Spring Festival to westerners. We could also enjoy different customs and traditions. So, as high school students, we should devote our time to our studies and hold a right attitude towards different cultures.Step6: HomeworkWrite a composition about the differences and the similarities between

15、 Christmas and Spring Festival.Requirements:The number of words: 80100Try to use the passive教学反思上完这节课后，对这节课的教学过程，教学环节和教学效果进行了反思：1 .各个教学环节紧密相接，教学过程总体比较流畅，基本达到了预期的教学目标和教学。教 学时间安排比较合理，能根据课堂的实际情况做出调整。学生也能够积极响应课堂，课堂气 氛有趣活跃。 在本次教学过程中，我注重加强与学生的沟通，让学生消除对英语学习的恐 惧感，利用多媒体课件激发他们学习英语的兴趣。只有对英语感兴趣，才能保持英语学习的 动力。刻板的

16、学习，不仅会影响英语学习的效果，适得其反还会让他们厌恶学习英语。因此 创造宽松、和谐的学习氛围有利于英语学习。本节课我使用了多媒体，让同学们在图片，视 频，音频中慢慢掌握本课的语言文化背景知识，把英语学习与英语知识结合在一起，这样的 学习气氛学生也乐于接受。2 .部分基础偏弱的学生还不能够有效的参与到课堂讨论学习中，因此我也应该多加强学生平 时的活动和锻炼，多鼓励后进生。学生在学习中存在智力、兴趣性格、态度、语言基础能力、 学习方式等方面的差异，因此在教学中要根据不同学生个体的差异，对他们提出不同的要求。 比如对基础较差的学生，我尽量用难度适中的问题问他们，尽量让他们回答有把握的问题， 当他们

17、回答正确时我给予及时的鼓励，回答错误时进行及时的鼓励，在课堂和平时的学习中 逐渐增强他们的学习自信力。这样他们会因为得到鼓励而信心大增，加强了参与意识，逐渐 消除畏惧心理。3 .学生的主体作用还不够突出，课堂上学生自由发挥的部分较少，主要还是以教师主导为主。3 .教学目标分析一、知识与技能目标：帮助学生学习了解节日的相关知识；指导学生体会新词和词组在句中 的含义并能灵活运用；通过略读和跳读提高学生的阅读能力；帮助学生利用课文中学会的新 词和表达来描述节日二、过程与方法：过程与方法本身既是目标也是手段。本课教学的三个阶段，即读前，读中, 和读后活动。同时，教师采用任务型阅读教学和启发式教学，引导

18、学生通过自主学习、合作 学习，探究学习形成有效的学习策略，创造性地完成教学任务。三、情感、态度与价值观：激发学生对传统文化的兴趣，提高学生的跨文化交际能力。引导 学生学会欣赏和尊重不同文化，体会中西方文化差异。4 .教学重点、难点分析教学重点：帮助学生掌握和体会句子的应用和表达，并提高学生的阅读能力教学难点：使学生学会对比中西方文化并找到差异，学会理解和尊重不同的差异，帮助学生 形成自己正确的价值观。5 .教学过程设计步骤1 ：导入(lead in)利用四副图片导入新课，教师提问“Do you have any happy moments in life? Can you say someth

19、ing about it? ”设计意图：利用人生最美好时刻的四副图片来导入本课，是考虑到图片不仅能够引起学生的 兴趣，而且能够利用词汇来复习英语表达，达到温故而知新的目的。既有知识的复习，又能 联系新课，并让学生体会中英文表达的差异。以图片作为导入包含了趣味性和知识性两个方 面。我认为高中课程的导入不仅要能引起学生的注意和兴趣，更要注重知识的渗透与文化的 衔接。最后一幅图“庆祝节日。很自然地过渡到与本课相关的内容。步骤2：读前活动(pre-reading)Stepl:利用两段视频引入节日庆祝话题Q: Which festival are people celebrating?Step2:利用头

20、脑风暴激发学生按季节联想传统节日设计意图：通过视频分享，“brainstorming”利用季节联想节日，吸引了学生的兴趣，也充分调 动同学们的课堂积极性，为后面文章的阅读教学活动奠定了一定的基础。步骤3：读中活动(while reading)Stepl:对文章进行大意理解，完成正确与错误的判断Read the three festivals and decide True or False”1. The The Mid-Autumn Festival, which is celebrated only in October, is a special occasion for family.2

21、. Moon cakes are made into various tastes to meet peoples different demands.3. Lantern Festival marks the beginning of the Chinese New Year celebrations.4. A god who wanted to burn down the town was fooled when he saw thousands of lanterns.5. Nowadays, foreigners seldom take part in the dragon boat

22、races.设计意图：这部分可利用学生阅读或播放音频的形式完成。课文按照季节介绍了“The Dragon Boat Festival” The Mid-autumn Festival” 和“The Lantern Festival”这三个传统中国节日,鉴于学 生对这三个节日比较熟悉，较容易理解文章，所以在读后或听后完成“True or False”，进一步 获取文章的具体信息、，这个阅读能力是本课要达到的阅读目的之一，也是高考的阅读要求之 -O学生回答时，要求其在文章中找到依据，对“False”的题目，要懂得如何改正。Step2:仔细阅读并完成表格填空Read and fill in the

23、blanks.FestivalsSeasondatemonthTypical activityFoodThe Mid-AutumnFestivalThe LanternFestivalThe DragonBoat FestivalThe SpringFestivalThe ChristmasStep3:阅读课前分发的关于春节和圣诞节的材料，并填完以上表格Read two articles on Spring Festival and Christmas and fill in the blanks above. 设计意图：这部分内容主要以训练和培养学生通过阅读获取文章具体信息的能力。同时二补

24、充介绍“The Spring Festival”和“The Christmas”两个中英文化中最重要的节日,也为接下来阅读 后学生的小组讨论奠定话题基础。为使课堂更加流畅，阅读材料和做题材料将在课前提前分 发给学生。步骤4：读后活动(post reading)把学生分成小组进行讨论，并展示讨论成果Talk about the traditional Chinese festival or Western festival, which festival do you prefer? Why?You may talk about:What is it called?(2)When is it c

25、elebrated?How is it celebrated?What are eaten?What music is usually played?What are the stories about it?Useful structures:.falls on.it marks.There isare.is celebrated by.sbsth is said to be. whichthatwhosewhenwhere (定语从句)设计意图：经过课堂阅读的输入过程，学生已为这部分的讨论输入奠定了一定的基础。结合 所给的句型结构，由4-5位同学组成一小组，进行话题讨论。讨论过程中每位同学

26、要积极参 与，准备3-5句话。并由其中的一位同学对讨论进行整理记录。讨论期间，教师可给予指导。 最后8分钟时间，每组推荐一位同学进行小组展示，老师做适当点评。步骤5：诗歌阅读(poetry-reading)学生被分为男生和女生，阅读圣诞节经典诗歌的节选部分T*was the night before ChristmasBoys: *twas the night before Christmas, when all through the house not a creature was stirring, not even a mouse; the stockings were hung by

27、 the chimney with care, in hopes that st. nicholas soon would be there; 在圣诞节前夜，整间屋里没有一人在吵， 就连老鼠也不闹；长袜已被小心地挂到烟囱上， 我希望圣尼古拉很快就来到；Girls: the children were nestled all snug in their beds, while visions of sugar-plums danced in their heads; when out on the lawn there arose such a clatter, I sprang from th

28、e bed to see what was the matter, away to the window I flew like a flash, tore open the shutters and threw up the sash. 孩子们都被舒适地安顿到他们的床上， 虽然他们脑子里还跳动着小糖球的幻影； 这时外面的草地上有了得得的声响， 我从床上跳起来去看个究竟，我扑向窗户， 快得像一道闪光，扯开百页窗拉起窗框。Boys: the moon on the breast of the new-fallen snow gave the luster of mid-day to object

29、s below, when, what to my wondering eyes should appear, but a miniature sleigh, and eight tiny reindeer, 只见月光洒在新雪的胸膛上， 给月下的万物披上晌午的光芒； 这时竟出现了使我目瞪口呆的景象，那是一辆小雪橇和八只小小的驯鹿，Girls: with a little old driver, so lively and quick,I knew in a moment it must be st. nick.more rapid than eagles his coursers they c

30、ame,and he whistled, and shouted,and called them by name;上面坐着一个小小的老车夫，他是这样生气勃勃，动作敏捷，我马上知道这一定是圣尼古拉。他的骏鹿跑得比鹰还快，他吹哨，吆喝，还能叫它们的名字；设计意图：为了把知识与技能，过程与方法，情感、态度与价值观三维整合为一体，使教学 过程成为学生一种高尚的道德和情感生活的体验，因此设计了这一部分。这课在情感目标上 除了激发学生对传统文化和风俗的兴趣之外，也要培养学生对中西方文化的正确价值观。通 过圣诞节诗歌节选的阅读来激发学生对西方文化的兴趣与探索，对比中西方文化的差异，体 会不同文化的魅力。这部

31、分采取男女生视频跟读分享的形式。在视频中感受西方最重要的节 日。步骤6：家庭作业（Homework）写一篇关于圣诞节和春节不同点和相同的的80字左右文章Write a composition about the differences and the similarities between Christmas and Spring Festival.Requirements:The number of words: 80100Try to use the passive设计意图：这部分主要是利用书面表达的形式把这节课输入和输出的内容，内化成自己的语 言并学会运用的过程，进一步提高写作能力。6

32、.教学评价设计评价内容：通过学生自我评价表进行自我评价Self-Assessment学习自我评价表评价方法：本堂课以形成性评价为主：可以通过观察、师生互动、小组合作等方式，给学生中 肯评价并多给鼓励性语言。教学要面向全体学生，按照大部分学生的实际水平来授课，但是 每个学生在学习上有各有差异，因此，在课堂教学的过程中，教师通过课堂观察，加强因材 施教，可保证课堂教学效率的整体提高。Criteria（标准）Excellent（优秀）Satisfactory（较满意）Need Improving（需要改进）请打q1. Interest（学习兴趣）2. Involvement（课堂参与）3. Coll

33、aboration（合作学习）4.Absorption andInitiative（认真，积极）I can do well inI find difficulty inSuggestions to the teacherModulel Unit3 LessonlFestivalsI Analysis of the teaching materials:This lesson mainly introduces about Chinese traditional festivals in different seasons: the Dragon Boat Festival, the Mid-A

34、utumn Festival and the Lantern Festival, which describe the traditional celebrations in these festivals, in order to let students get more knowledge about different festivals and arouse their interest in Chinese tradition. In addition, this lesson is a reading type, mainly aiming to train students t

35、o have the ability to read a text for specific information. During the lesson, students should learn how to describe those festivals in English and improve their reading abilities with reading strategies. At the same time, this lesson also deals with practicing how to use the passive in describing t

36、hings. To help students have a better understanding of the passive, a group discussion about the traditional Chinese festival or Western festival is designed, which requires students to cooperate with each other.IL Teaching objects:1. Knowledge Aims:Help students learn more knowledge about Chinese t

37、raditional festivalsInstruct students to work out the meanings of the new words and phrases about festivals and use them freely.Have a good master of the skill of describing a festival.Learn how to use the passive.2. Ability Aims:Improve students9 reading ability of getting specific and useful infor

38、mation by scanning and skimmingMoral Aims:Motivate students9 interest in Chinese traditional festivals.Help students hold the right attitudes towards the differences between Chinese culture and western countries9.ID. Important and difficult points:To enable students to learn about celebrations and t

39、o develop their ability of getting specific inforniation by scanning and skimniing.To grasp the basic usage of the passive.To enable students to compare the differences between Chinese culture and the western countries, and then express their own attitudes towards it.IV. Teaching methods:Under the g

40、uidance of the theory of student-centre, depending mainly on students, a teacher acts as the guide.Encourage students to think independently, to cooperate and exchange views with other students.Adopt the teaching method of task-basedV.Teaching procedures:Step 1: Lead-inWarming up by looking and talk

41、ingStart the class with talking about four happy moments in life. It not only arouses their interest but also reminds them of some useful English expressions. Whats more, the last picture is closely connected to the lesson. (T= teacher , S= student)红色部分为组织课堂用语，仅供参考T : Do you have any happy moments i

42、n life? Can you say something about it? .Now, there are four main happy moments in our life. Can you describe them in English?S :Step 2: Pre-readingA game: Show two videos to remind students of Chinese tradition festivals. And let them guess What festival are people celebrating?1. Brainstorming: Lis

43、t different festivals in different seasons and get into the new lesson naturally.T: OK, first of all, please enjoy two short videos and try to guess Which festival are people celebrating?S :T: Well, you have done a wonderful job just now. Lets talk about different festivals in different seasons by b

44、rainstorming, and try to list as many as you could.S :Step 3: While -readingTask 1: Read the three festivals and decide “True or False”1. The The Mid-Autumn Festival, which is celebrated only in October, is a special occasion for family.2. Moon cakes are made into various tastes to meet peoples different demands.3. Lantern Festival marks the beginning of the Chinese New Year celebrations.