初中人教版（2024）Section B教学设计及反思

这是一份初中人教版（2024）Section B教学设计及反思，共8页。

Teaching Aims
Language gals
1.语言能力：了解圣诞节的文化内涵。
2.文化意识：懂得关爱、同情及怜悯之心是人类社会的宝贵财富，人人应当将之继承及弘扬，以爱心回报社会。
3.思维品质：读懂作者在字里行间所表达的深层含义。
4.学习能力：学会推断，理解语篇的深层含义。
Teaching Difficulties
了解圣诞节的文化内涵
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warming up
Shw Ss pictures abut Christmas. Ask them t answer the questins:
What d yu see in these pictures?
Which festival d these pictures remind yu f?
T can teach these expressins t Ss: g shpping and buy Christmas decratins, put rnaments n Christmas tree, hang up Christmas stckings n the fireplace, see Christmas lights n the street.
Step 2 Presentatin & Reading
此部分为2a活动的参考答案。老师不必点学生一一回答。多数学生都知道圣诞节，但未必十分了解，此部分给出参考答案是给学生做一个背景知识的补充。PPT P9-P13中出现了P14视频里的部分表达， 可以帮助学生在观看视频时缓解部分听力压力。
因为在2a的活动中学生已经了解了圣诞节的一些基本知识，故此处不再对文化的部分深究。相反，老师可以提出2个与2b部分类似且有关联的问题，帮助学生思考圣诞节的意义。
本文存在一些可能会妨碍学生理解的知识点。此处的设计旨在训练学生的略读和寻读能力，帮助学生在了解文章大意的同时定位关键信息，为后面的背景知识介绍做铺垫。
Pre-reading
2a
Divide Ss int grups f fur. Ask Ss t discuss what they knw abut Christmas. T can shw Ss the mind map in 2a and ask them t create their wn mind map during the discussin. Mre elements are encuraged t be added t the mind map.
(Tip: T can ask Ss t share what they have discussed befre giving them the answers. Answers can be varied.)
T intrduces sme basic knwledge t Ss based n the mind map in 2a. (PPT P9-P13)
E.g. Christmas is n December 25th. In western cuntries, the Christmas seasn usually lasts abut ne mnth. Christmas tree, Santa Claus, reindeer and Christmas wreath are the symbls f Christmas. Befre the Christmas, peple g shpping and buy gifts fr their families and friends; decrate Christmas trees and their huses; place the wrapped gifts under the tree waiting until Christmas day t pen; send Christmas cards r emails t each ther. Many families get tgether, sing Christmas carls（圣诞颂歌）and read the Christmas stry frm the Bible. Churches and schls will perfrm special Christmas perfrmances. There are als many stries abut Christmas, e.g. The Little Drummer By and the Gingerbread Man.
T shws a vide and asks Ss t learn mre abut Christmas frm the vide.
T can make a simple cnclusin f the vide and ask Ss t answer the questins:
What are the cmmn things that yu may think f fr Christmas?
What d yu think Christmas is abut?
(Tip: T can use the abve questins t help Ss think abut the meaning f Christmas. Then T can tell Ss that they are ging t learn a stry which was written by a famus writer — Charles Dickens abut Christmas.)
While-reading
Ask Ss t read the passage quickly and find ut the fllwing nuns:
A Christmas Carl, Charles Dickens., Scrge, Jacb Marley,
the Ghst f Christmas Past, the Ghst f Christmas Present,
the Ghst f Christmas Yet t Cme
T intrduces the nvel A Christmas Carl and Charles Dickens t Ss. T briefly intrduces the main characters in the nvel t Ss. (Scrge, the Ghst f Christmas Past, the Ghst f Christmas Present, the Ghst f Christmas Yet t Cme)
2b
Ask Ss t read the passage and answer the questins:
1. What are the cmmn things that peple think f fr Christmas?
2. Wh wrte A Christmas Carl?
3. What is the true meaning r spirit f Christmas?
Remind Ss t fcus n the 1st and 2nd paragraphs while reading. Ask Ss t share their answers with their partners after reading.
Answers:
1. Peple usually think abut gifts, Christmas trees and Santa Claus.
2. Charles Dickens.
3. The meaning f Christmas is treating everyne with kindness and warmth and spreading lve and jy everywhere we g.
2c
Ask Ss t read the passage again and cmplete the chart.
Tell Ss that they can fcus n the 3rd paragraph while reading.
Answers: his happier days as a child
hw thers are spending Christmas this year
nbdy cares when he dies
2d
Reading Strategy
Ask Ss t lk at the bx at the start f the passage. Explain them what “inferring” means and give them examples that they can relate.
Ask Ss t read between the lines and answer the questins. Sme f the answers need t be inferred.
Why des Scrge hate Christmas?
Des Scrge have a lt f friends? Why r why nt?
Why was Jacb Marley punished after he died?
Des Jacb Marley want t help Scrge? Hw d yu knw?
Hw des Scrge feel when he wakes up n Christmas Day?
What des Scrge d after seeing the three spirits?
Answers:
1. Because Scrge is mean and nly thinks abut himself. He desn’t treat thers nicely, and he nly cares abut whether he can make mre mney.
2. N, he has n friends. Because he isn’t nice t peple, and never laughs r smiles. He is mean and nly thinks abut himself.
3. He was punished because like Scrge, he wasn’t nice t thers and he nly cared abut mney.
4. Yes, Jacb Marley wants t help Scrge. Because Marley’s ghst tries t warn Scrge t change his ways s as nt t end up like him.
5. He feels relieved because he was scared in his sleep and he is surprised and happy t have a chance t change his life, because it is nly the next mrning.
6. He changes his ways and becmes a better persn.
Step 3 Language pints learning
lie的含义及用法：lie 作不及物动词，意为“存在”。lie作动词还可表示“平躺；处于”；“说谎”。lie t sb.意为“对某人说谎”。lie还可作名词，意为“谎言”，tell a lie意为“说谎”。
mean的含义及用法：mean作形容词，意为“吝啬的，刻薄的”。mean作动词意思是“意味着；意思是”。其名词形式是meaning
(意思；含义)常构成短语the meaning f ..., 意为“的意思”。
care abut与care fr的区别：care abut意为“关心；在乎；介意”，强调出于责任感而“关心；在乎”。care fr意为“照料；照顾”， 与take care f同义；另一个意思为“喜欢”， 多用于疑问句和否定句，其同义短语为be fnd f。
dead, die, death与dying的区别：dead强调的是“死”的状态，意为“死的、无生命的”，是形容词，作表语或定语。如果表达“死了多长时间”，则用“have been dead ＋ fr ＋ 时间段”或“died ＋ 时间段 ＋ ag”。die强调的是“死”的动作，是个短暂性动词，强调“死”的一瞬间动作，不能和时间段连用。death是名词，意为“死；死亡”。dying是die的现在分词，也可用作形容词，表示“垂死”、“要死”的意思，常用作定语或表语。
punish的含义及用法:punish v. “处罚；惩罚”，作及物动词，punish sb. fr ( ding) sth. “因（做）某事而处罚某人”。
warn的用法：warn作及物动词，常用结构有：
warn sb. (nt) t d sth. 告诫某人（不要）做某事
warn sb. f / abut sth. 警告某人注意某事
warn sb. against ding sth. 告诫某人不要做某事
end up的含义及用法：end up的意思是“最终成为；最后处于”。end up为动词短语，后面常跟介词短语或动词-ing形式。end up with意为“以结束”。
present的含义及用法：present作名词，意为“现在”。at present意为“目前；现在”。present作名词, 还可表示“礼物”，相当于gift。
present还可作形容词，意为“现在的” 。
prmise的用法：
prmise sth. 许诺某事
prmise sb. sth. = prmise sth. t sb. 承诺某人某事
prmise (nt) t d sth. 承诺（不）做某事
prmise + that从句 承诺/答应
prmise还可以作可数名词,意为“承诺；诺言”。
spread的含义：spread v. (spread; spread) 传播；展开 / n. 蔓延；传播
Step 4 Summary & Hmewrk
Pst-reading的任务是建立在对全文理解的基础之上的，亦是对全文的总结与回顾，故放在语言点讲解之后。如果老师有不同的教学设计也可以放在语言点讲解之前。

Pst-reading
Divide Ss int grups f fur, get Ss t discuss what the ghsts and Scrge wuld say and then write ut their cnversatin. Remind them that when they act ut the cnversatin, they each have t play their parts as each ghst is different and s is Scrge.
Summary
Ask Ss t d the exercises frm PPT P49-50.
Hmewrk
Preview the passage in 3a t Self Check.
D the exercises in students’ bk.
Teaching Reflectin
In this perid, the mst imprtant thing is reading. It is a gd time t train the students’ ability f reading quickly and efficiently. Usually we design tasks and get the students t gain skills while finishing these tasks.We deal with the new wrds and expressins frm the Chinese festivals t Western festivals befre reading the passage. While reading, students shuld learn t read between the lines t get the meanings that are nt clearly stated in the passage. Students are suppsed t be able t finish the tasks in each paragraph and then learn the whle passage and read alud. They shuld sum up the imprtant language items. S the teacher will help them t make a summary f the key pints in this class.
After reading, we can d sme ral practice accrding t this passage. They have an activity t rle－play the cnversatin between the three ghsts and Scrge. This will als help the students t learn the passage.I think the students shuld recite sme paragraphs in rder t remember the new language items.