全国一等奖高中英语课大赛《A Christmas Carol》教学设计+学案+教学反思.docx

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1、教学设计内容北师大 Module One Unit 3 Lesson4 Christmas 延伸ModuIe One Literature Spot A Chr i stmas CaroI 读写课1 .整体设计思路、指导依据说明设计思路：本文节选英国作家狄更斯的短篇小说一一圣诞颂歌.因而，本课的阅读部分按 照小说的三要素：人物，情节（开端，发展，高潮，结局），环境（小说创作背景和自然环境）展开. 因为听课对象是高一实验班学生，因而课前布置了浅层阅读作业-根据图表到文中寻找相关 信息.而把课堂有限时间用来深层阅读.如：用三个词概括每部分大意，探究写作方法及写作 意图，推测标题含义.相较之前的文章

2、，本文篇幅明显较长，因而，写作部分选择摘要写作的 方式.因为摘要写作要求学生通过正确选词（特别是概括性词汇），组句，再以恰当的逻辑顺序 成篇.而这一切的完成需要学生阅读，思考，选取，概括.中下层学生可以寻找运用文中的词 块，而尖子生可以锻炼选取，概括能力，进而活用词块.这也是摘要写作和小说阅读可以很好 融合的关键.最后，为了吸引学生的兴趣，课堂融入了学生喜爱的齐唱圣诞歌曲，用喜马拉雅 录制一期电台节目的方式.指导依据：阅读部分采用问题教学法，写作部分采用概要写作法.整个阅读部分的问题设 置又紧紧围绕read the lines （读懂课文） read between the lines （解读

3、课文） read beyond the lines （重构课文）.2 .教学背景分析教学内容分析:故事的背景为英国的中世纪，以时间的顺序，讲述了在圣诞前夕主人公Scrooge在三位鬼 魂的帮助下的自我认识及改变.三位鬼魂的造访使Scrooge愈来愈清楚地看到自己过去所拒绝 面对的真实情况，看到了自己过去自私和冷酷无情的真相，也看到了自己目前的真实情况，尤 其是那些他试图逃避的事情真相，他也看到如果以自己现在的方式继续生活下去，未来可能发 生的事情真。到这时他醒过来了，他明白自己可以不做这些真相的俘虏，明白自己可以有所选 择，因此，他选择了改变自己.狄更斯利用鬼魂来促使Scrooge发生转变是因

4、为在说服人们弃 恶从善方面，在基督教社会里没有什么能比鬼魂的力量更巨大。以此告诫人们要拥有一颗善良、 仁慈、怜悯、容忍之心。只要这样，就能得到无穷无尽的幸福。本文是模块一的最后一篇文章, 也是高一学生的第一次文学作品阅读.学生情况分析：13班是高一实验班，学生完成了模块一的学习和初高中的基础语法，也养成了较好的预习 习惯，对文学作品阅读充满期待.在词汇和阅读速度方面有较大的提高，虽有一定的写作能 力，但概括总结，写作能力较为薄弱.因而，本课的阅读部分把浅层阅读任务和读后的简单缩 写布置为课前预习作业.在课堂的有限时间里，着重处理深层阅读和按要求修改缩写，进行摘 要写作指导.3 .教学目标分析1

5、 .读懂课文:Students will be able tofigure out the characters, their relationship and the main characters personality; get familiar with the plot by focusing on some key expressions.2 .解读课文：Students will be able to divide the story into 4 parts and summarize each part using their own words.(3) infer the

6、authors writing purpose, writing style and the meaning of the title.3 .重构课文：Students will be able towrite a summary about this text. polish and assess the summary with their partner according to summarys 5 features.4 .过程与方法：Students-centered & Group Work.教学重点、难点分析教学重点: To infer the authors writing p

7、urpose, writing style and the meaning of the tile after getting a clear idea of the plot.教学难点： To polish the summary with their partner according to summarys 5 features, which also serve as the requirements of the peer-assessment.4 .教学过程设计（中文为主+所教学科目标语言）步骤1：导入Warm-upDuty report: A dialogue about Dic

8、kens and the background of this story.设计意图：做值日报告的学生，以对话方式，介绍狄更斯及本文的创作背景.不仅有助于培养学 生查找筛选整理资料的能力，吸引学生兴趣，而且为下一环节作铺垫.步骤2：读懂课文1.Figure out the characters and their relationship.2.Figure out the plot and the main characters personality according to the chart.At the beginning of the story:WhenWherethe main

9、characterWhat happened b t e n Scrooge and other characters?Scroogehis nephewsfor dinnerto give even a penny when two men asked for money forBob to be in officethe next morningPersonality (What kind of person is Scrooge?)The development of the story:WhenWhere was Scrooge?Who visited Scrooge?Why did

10、he visit Scrooge?To tell him and he has achance tohis terrible destiny 命运.the first and the second ghost:What did the ghosts do?How did Scrooge feel?the Ghost ofIt took Scrooge to scenes of Christmas from theFeltChristmas Pastwhere Scrooge didntCried, becausethe Ghost ofIt took Scrooge to the house

11、ofFeltChristmas Presentand showed howAsked, The climax 高潮 of the story:What did the ghost do?How did Scrooge feel?the Ghost ofChristmas FutureIt showed Scrooge scenes 场景 of the where people were talking about Scrooges, butHe must be ,and therefore he made up his mind toThe ending of the story:whenWh

12、at did Scrooge do?How did he feel?everyone he saw Merry Christmashis nephewBobs salarymoney to the poorIt is clear that Scroogehis attitude towards life finally.Personality (What kind of person is Scrooge?)设计意图：本环节旨引导学生用文中的词块讲述故事情节，学生不仅能熟悉重要的表达，而且 能够结合事实推敲主人公的性格，并观察文本的写作顺序.步骤3:解读课文Discussion: How is

13、 the story developed?What information does Dickens want to convey?In what way was this story written?1. Divide the story into 4 parts and summarize each part using at most 3 words.设计意图：通过一系列环环相扣的问题，层层铺垫，引导学生结合前部分的事实进行合理的推 断，并用自己的话高度概括每部分的大意，为摘要写作的技巧“使用概括性的词”作好训练. 步骤3:重构课文(Writing)Watch a video clip

14、in which our classmate Charlie asked us for help.这些天，你的同学Charlie请假在家自学.他觉得这篇小说比较长，难以快速把握大意及作 者的写作意图，因而请求我们写段摘要并简述作者的写作意图.设计意图：通过观看同学Charlie的求助，增强学生的读者意识.1. Polish your summary according to the following two tips.Tip One:Summary: a brief account of the authors exact meaning.用最简洁的语言概括原文的主题.5 skills fo

15、r writing a good summary:用第三人称 删除细节，只保留重要信息.使用概 括性的名词代替某些信息.遵循原文的逻辑顺序.不包括你自己的观点.Tip Two: Decide which part is the most important? (Consult the layout of the story.)3.Presentation and Self-assessment设计意图:本环节根据摘要写作的要求，引导学生修改之前写的缩写.此活动根据学生的能力 设计分级任务，力求让每个学生都有合适的事做，中下学生可以选择文中的重要表达进行写作, 而尖子生可以运用概括性的词汇，提高

16、概括能力.4.Explore “What do you think Dickens name this story A Christmas Carol9 ? and sing a Christmas Carol.设计意图:回归并深化主题 Every time a Christinas carol is sung, remember to reflect on ourselves and improve our life.”步骤 4: Assignment用喜马拉雅FM软件，编辑一期以A Christmas Carol赏析与感悟为主题的广播,并发送 到班级微信群，与Charlie和其他同学交流.

17、1. Beginning 开场白Summary of the story2. The authors writing purposeYour brief review 读后感设计意图：此项活动是对课堂摘要写作的延伸，并结合学生喜爱的广播录制，提高学生的学习 积极性，并通过获取听众的反馈，增强读者意识.6 .教学评价设计评价内容:1. Does the writer use uhe/she/it/them95?使用第三人称吗？Yes / No2. Does the writer keep key information and remove the details?删除细节，保 留重要信息吗？Y

18、es / No3. Does the writer replace the details with some summary nouns?使用概括性 的名词代替某些信息吗？Yes / No4. Does the summary follow the original order?遵循原文的逻辑顺序吗？Yes / No5. Does it show the author为exact meaning?能确切地表达原文的意思吗？Yes / No评价方法：课堂观察，学生自我评价和同伴评价，读者评价A Christmas Carol 学案-by Charles Dickens from England

19、一. The Characters and their relationship 小说中的人物及关系：1. A rich businessman: 2. Bob Cratchit: 3. Scrooges 4. Jacob Marley:5. the Ghost of6. the Ghost of7. the Ghost ofQ: the main character is二.The Plot故事情节1. At the beginning of the story:WhenWherethe main characterWhat happened between Scrooge and othe

20、r characters?Scroogehis nephew 9sfor dinnerto give even a penny when two men asked for money forBob to be in officethe next morningPersonality (What kind of person is Scrooge?)2. The development of the story:WhenWhere was Scrooge?Who visited Scrooge?Why did he visit Scrooge?To tell himand he has ach

21、ance tohis terrible destiny 命运.the first and the second ghost:What did the ghosts do?How did Scrooge feel?3. The climax 高工the Ghost of Christmas PastIt took Scrooge to scenes of Christmas from the whereScroogedidntFeltCried, becausethe Ghost of Christmas PresentIt took Scrooge to the house ofand sho

22、wed howFeltAsked,4. The ending of the story:whenWhat did Scrooge do?How did he feel?everyone he saw Merry Christmashis nephewBobs salarymoney to the poorIt is clear that Scroogehis attitude towards life finally.Personality (What kind of person is Scrooge?)QI: How is the story developed? It is develo

23、ped in order ofWhat did the ghost do?How did Scrooge feel?the Ghost of Christmas FutureIt showed Scrooge scenes 场景 of the where people were talking about Scrooges , butHe must be ,and therefore he made up his mind to*of the story:Q2: In the last sentence “people always said of Scrooge, He knew how t

24、o celebrate Christmas.5,9 How did Scrooge celebrate Christmas from then on? How did he feel finally?Q3: What information does Dickens want to convey?三.Divide the story into 4 parts and summarize each part in your own words.Part1B eginningPart2Development-Part3ClimaxPart4EndingQ2: Do ghosts really ex

25、ist? In what way was this story written?(写作方式) Therefore, this story was written in a/an way.四 Group Discussion:Q3: Why do you think Dickens named this story A Christmas Carol”？五 Summary writing这些天，你的同学Peter请假在家自学.他觉得这篇小说比较长，难以快速把握大意及 作者的写作意图，因而请求我们写段摘要并简述作者的写作意图.Tip One:Summary: a brief account of

26、the author exact meaning.用最简洁的语言概括原文的主题.5 skills for writing a good summary: 1.用第三人称2.删除细节，只保留重要信息.3.使用 概括性的名词代替某些信息.4.遵循原文的逻辑顺序.5.不包括你自己的观点.Tip Two: Decide which part is the most important? (Consult the layout of the story.)On Christmas Eve, ScroogeSelf-assessment 评价:6. Does the writer use “he/she/

27、it/them”？使用第三人称吗？Yes / No7. Does the writer keep key information and remove the details?删除 细节，保留重要信息吗？Yes / No8. Does the writer replace the details with some summary nouns?使用 概括性的名词代替某些信息吗？Yes / No9. Does the summary follow the original order?遵循原文的逻辑顺序Yes / No吗？六 Assignment用”喜马拉雅FM”软件，编辑一期以“A Chris

28、tmas Carol赏析与感悟”为主题的广播, 并发送到班级微信群，与Peter和其他同学交流.1. Beginning 开场白Summary of the story2. The authors writing purposeYour brief review 读后感教学反思一.教学目标的设置：1 .从学生的困难出发寻找解决方案：a.高一实验班的学生不满足于按部就班的到文中寻找信息.一部分学生学有余力，而另 一部分学生基础薄弱.如何兼顾两者？因而，阅读部分设计了浅层阅读和深层阅读两块, 并分为课前预习作业和课堂集中处理两种方式.满足学生的不同需求.而所有的问题设 置紧紧依据 read the

29、 linesread between the linesread beyond the lines 来推进.b.学生较难用英语概括或表达作者的写作意图，写作方式，标题的含义.因而问题的设计 从表格和文中最后一句出发，层层铺垫，将前一个问题的表达稍作增加，即是下一题的答 案.一步步地引导学生观察,思考,整理，表达.c.学生在缩写方面，虽然使用了很多文中的表达，但分不清主次，且篇幅太长.且课堂 时间有限，因而引导学生围绕摘要写作的特点进行修改和自评，并提供了真实的写作目 的，增强学生的读者意思和写作兴趣.2 .老师的思考与解决方案：a.本文篇幅较长,且课堂时间有限,如何有效地进行读写结合？b.针对高一的学生，小说和读后感或是和摘要写作结合，哪个更有效？更能满足不同学 生的需求.c.如何提高学生的写作兴趣和读者意识？针对以上三个问题，老师把导入压缩到3分钟，并通过学案引导学生课前预习，解决浅层阅 读问题，在课堂上用20分钟带着学生梳理情节,概括大意,并分析判断写作目的，写作方式 及标题含义.用另外18分钟修改缩写，进行摘要写作指导.最后把成果进行延伸，让学生 用喜马拉雅制作一期电台节目，放到微信群和听众交流，创设真实的写作环境.激发学生 兴趣.二.教学效果：从学生的课堂反馈“When Christmas Comes to Town”，可知较好地达成了教学目标.