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