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高中英语Lesson 3 Memories of Christmas教案设计
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这是一份高中英语Lesson 3 Memories of Christmas教案设计，共7页。
主题语境：人与社会——文学艺术与体育——西方节日与亲情
语篇类型：记叙文
语篇研读：该文是关于圣诞节回忆的故事。作者回忆了与奶奶一起度过的上一个也是最后一个圣诞节。文章有两条主线，均按照时间顺序展开。明线叙述了奶奶搬来以后的一些难忘的事，暗线描述了圣诞节的节日习俗。这两条主线相互交织，把语篇的事实性信息，语言表达方式及圣诞节节日习俗和对奶奶的回忆有机整合在一起，使读者对圣诞节和西方的亲情有了全面深刻的认识和体会，并梳理出本文的信息结构图和结构化知识图。文章重点词汇主要涉及圣诞节和奶奶的描述。如： make an effrt t help me ,slightly shaky, have the patience t sing ver and ver, hang the decratins n the branches, make sugar biscuits, put a stcking at the end f the bed, pen the present .
本课结束时，学生能够：
语言能力：
1获取梳理描述圣诞节的事实性信息。（节前准备，节日习俗，节中的活动）.
2掌握通过时间连接词，动作事件，具体的日期或时间字词来表示时间和顺序。并能根据时间顺序叙述奶奶的一些难忘的事。并梳理出本文的结构化知识图和信息结构图。
3向家人朋友介绍西方传统节日——圣诞节。并为美国朋友介绍中国的节日春节。
思维品质：
4比较春节和圣诞节的异同。
5 运用排序有逻辑有条理的叙述事件。
文化意识：
6理解圣诞节的起源，习俗，比较春节与圣诞节，坚定文化自信。具有一定的跨文化能力及传播中华文化的能力。
7领悟亲情是人类永恒的主题。
运用定序有逻辑有条理的叙述事件。
比较春节和圣诞节的异同。
学生自学单词和预习课文。
主要学生学习活动：
1创设情境，熟悉主题，铺垫语言。教师展示过圣诞节的照片。用课文中的新词汇描述照片，帮助学生在情境中认知和理解新词汇。并提出问题：
Which festival is highly valued by ur Chinese family?
When is Christmas celebrated?
What d peple in the west d t celebrate Christmas?
Why is Christmas celebrated?
What wrds immediately cme t yur mind fr describing Christmas? 来激活与圣诞节有关的词汇；
2 概括梳理整合信息，内化语言，获得结构化知识。
学生第一遍略读课文，找出文章的时间轴。
学生第二遍浏览课文，分组讨论每个时间轴里如何将具体事件进行排序，并标记出具体的方式。按照时间轴和排序，梳理出奶奶的一些活动或行为。之后，教师与学生在黑板上共同完成对奶奶往事回忆的信息结构图。通过对细节信息的梳理归纳，熟悉并学习一些固定搭配及本课特有的语言表达方式。
学生分组归纳总结排序的方式，并将课文的排序方式进行分类。
3学生依据所梳理和提炼的结构化知识，基于时间轴和具体的排序方式，重组课文中的固定搭配或语言表达方式，谈论我对奶奶圣诞节的回忆，内化所学语言知识与相关信息。
4 根据已知，推理判断
学生第三遍阅读课文，找出关于奶奶难忘的一些事件。
学生分组讨论并交流奶奶健康恶化的迹象及作者每个圣诞节记起奶奶的原因，体会奶奶对我的爱。 5学生第四次阅读课文，梳理归纳圣诞节的节日习俗，完成圣诞节的结构化知识图和信息结构图。
学生分组讨论补充圣诞节其他的一些节日习俗，加深对圣诞节全面的了解。
6表达感受，比较异同。学生分组活动基于结构化知识图比较春节与圣诞节的不同。
学生讨论并交流中国人应该过圣诞节吗？
7互动交流，迁移创新。
向家人介绍圣诞节的一些节日习俗。
向美国朋友介绍自己的一次春节回忆。
教学过程：
Step 1 Leading in
1T shws sme pictures f Christmas and describe the pictures . And then asks Ss:
Which festival is highly valued by ur Chinese family?
When is Christmas celebrated?
What d peple in the west d t celebrate Christmas?
Why is Christmas celebrated?
What wrds immediately cme t yur mind fr describing Christmas?
2Ss wrk in grups and talk abut Christmas .
3 Ss share their ideas. T write them dwn n the blackbard.
Step 2 T asks Ss what type f text it is .
Step 3 1st Reading
1T invites Ss t skim the passage t find the timeline f the passage.
Nvember December Christmas eve Christmas day
a few weeks after that Christmas
Step 4 2nd Reading
1T invites Ss t scan passage t find and underline hw t understand sequencing .
Nvember:
in the middle f Nvember n a cld ,windy day ,after granny mved in
December:
On Christmas eve:
as we put up the Christmas tree ,then ,befre bed, until I fell asleep
Christmas day:
n Christmas mrning ,after breakfast , lunch was late
a few weeks after that Christmas:
2 Ss wrk in pairs t talk abut what happened t granny based n timeline and sequencing.
3 T invites Ss t cmplete the Infrmatin Structure Diagram based n the timeline and sequencing.
Step 5 Skill builder
1T invites Ss t summarize and srt ut hw t understand sequencing .
2 Understanding Sequencing
Sequencing is the rder in which things happen.
•the key events r actins , pened presents, had a snwball fight.
•lk fr specific dates r time wrds, e.g., Nvember, Christmas Eve, a few weeks after.
•time linkers, e.g., first, then, later, after that, at the end.
Step 6 Recalling and practicing.
T invites Ss t talk abut the memries f granny based n the timeline and sequencing .
Step 7 Reading fr deep understanding and inference
1 T invites Ss t read the passage and underline the memrable events the writer remembered abut her granny.
Granny was weak.
I remember the wind because Granny’s white hair was a mess when she arrived.
She spent mst f her time n the brwn sfa by the fire.
Smetimes she was quiet,
Her hand was slightly shaky.
Granny tk a seat by the fire.
Granny stayed inside by the fire.
Granny was happy and lved me deeply
Granny made an effrt t help me.
Granny had the patience t sing my favrite sng ver and ver
She seemed happy.
I remember Granny sitting n my bed and singing sftly until I fell asleep.
Granny gave me a music bx with a ballet dancer inside.
I remember catching her eye thrugh the windw.
Granny laughed s much that her paper hat fell ff.
2 T invites Ss t discuss the fllwing questins in grups.
Can yu find any hints in the stry that suggest Grandma was in pr health cnditin?
Did the writer ntice it at that time? Hw did she feel after Grandma passed away?
3) Why des the writer think f her grandma every Christmas? What can yu infer after reading the stry?
3 Think it : Which reasn d yu think is the mst reasnable?
At the time, I didn’t knw she was sick. Maybe I was t yung, maybe she hid it t well, r maybe I was just t excited that Christmas was n the way.
Step 8 pair wrk
1T invites Ss t scan the passage t find and summarize the traditins f Christmas.
2 T and Ss cmplete the table.
2 T invites Ss t talk abut the ther traditins f Christmas.
3 T and ss cmplete the Infrmatin Structure Diagram and Structured knwledge map.
Christmas clr
intrductin
Christmas
Festival rigin
Hliday custms
Step10 Critical thinking :
1T invites Ss t cmpare the spring festival and Christmas based n the Infrmatin Structure Diagram.
2T asks Ss t think abut it:
Shuld Christmas celebrated in Chinese? Why r why nt ?
What d the spring festival and Christmas have in cmmn ?
Christmas, fr Chinese withut a Christian cultural backgrund, is just anther pint in time fr shpping r ging abrad. Many Chinese cities have Christmas parties. Shpping malls, supermarkets, etc. have majr prmtinal activities befre and after Christmas
Family is the eternal theme f mankind.
Step11 :Yur say
1 T asks Ss t intrduce Christmas t yur family. Ss present their talk within the whle class.
2 T asks Ss t tell their spring festival memries t the friend frm the USA
Step 12 Summary and hmewrk
1)Ss and t tgether reflect and summarize what has been learned.
2)Write dwn what has been talked abut abut the spring festival memries
Christmas
traditins
Befre Christmas
Christmas eve
Christmas day
Christmas
traditins
Befre Christmas
ask father Christmas fr presents
decrate the streets with lights
send Christmas cards t friends
make sugar biscuits stuff the turkey make puddings
sing Christmas sngs
Christmas eve :
put up the Christmas tree
hang the decratins n the branches
leave sugar biscuits ut fr father Christmas
put a stcking at the end f the bed
put presents int the stcking
Christmas day :
pen the presents
have a family gathering
enjy a big meal :have a turkey and Christmas pudding
put n paper hats
Christmas
Intrductin
Western traditinal festivals
fall n December 25 each year.
Change frm the riginal religius festival t a glbal festival
The Clr f Christmas
the decrative clr :red, green, and white clrs
Festival rigin：
a religius festival because it is celebrated as Jesus 'birthday
Hliday custms
Gift
Christmas card
gift frm parents
Decratin
Christmas scks:hang the bed t hld gifts
Christmas hat
Christmas windw
Christmas candles
Christmas tree: bring an evergreen plant like a pine tree int the huse r utdrs arund Christmas and decrate it with Christmas lights and clred decratins.
diet
Turkey trunk cake almnd pudding.
Shpping
discunt
Spring festival
Christmas
Intrductin
Origin
Festival clur
Traditins
主题语境：人与社会——文学艺术与体育——西方节日与亲情
语篇类型：记叙文
语篇研读：该文是关于圣诞节回忆的故事。作者回忆了与奶奶一起度过的上一个也是最后一个圣诞节。文章有两条主线，均按照时间顺序展开。明线叙述了奶奶搬来以后的一些难忘的事，暗线描述了圣诞节的节日习俗。这两条主线相互交织，把语篇的事实性信息，语言表达方式及圣诞节节日习俗和对奶奶的回忆有机整合在一起，使读者对圣诞节和西方的亲情有了全面深刻的认识和体会，并梳理出本文的信息结构图和结构化知识图。文章重点词汇主要涉及圣诞节和奶奶的描述。如： make an effrt t help me ,slightly shaky, have the patience t sing ver and ver, hang the decratins n the branches, make sugar biscuits, put a stcking at the end f the bed, pen the present .
本课结束时，学生能够：
语言能力：
1获取梳理描述圣诞节的事实性信息。（节前准备，节日习俗，节中的活动）.
2掌握通过时间连接词，动作事件，具体的日期或时间字词来表示时间和顺序。并能根据时间顺序叙述奶奶的一些难忘的事。并梳理出本文的结构化知识图和信息结构图。
3向家人朋友介绍西方传统节日——圣诞节。并为美国朋友介绍中国的节日春节。
思维品质：
4比较春节和圣诞节的异同。
5 运用排序有逻辑有条理的叙述事件。
文化意识：
6理解圣诞节的起源，习俗，比较春节与圣诞节，坚定文化自信。具有一定的跨文化能力及传播中华文化的能力。
7领悟亲情是人类永恒的主题。
运用定序有逻辑有条理的叙述事件。
比较春节和圣诞节的异同。
学生自学单词和预习课文。
主要学生学习活动：
1创设情境，熟悉主题，铺垫语言。教师展示过圣诞节的照片。用课文中的新词汇描述照片，帮助学生在情境中认知和理解新词汇。并提出问题：
Which festival is highly valued by ur Chinese family?
When is Christmas celebrated?
What d peple in the west d t celebrate Christmas?
Why is Christmas celebrated?
What wrds immediately cme t yur mind fr describing Christmas? 来激活与圣诞节有关的词汇；
2 概括梳理整合信息，内化语言，获得结构化知识。
学生第一遍略读课文，找出文章的时间轴。
学生第二遍浏览课文，分组讨论每个时间轴里如何将具体事件进行排序，并标记出具体的方式。按照时间轴和排序，梳理出奶奶的一些活动或行为。之后，教师与学生在黑板上共同完成对奶奶往事回忆的信息结构图。通过对细节信息的梳理归纳，熟悉并学习一些固定搭配及本课特有的语言表达方式。
学生分组归纳总结排序的方式，并将课文的排序方式进行分类。
3学生依据所梳理和提炼的结构化知识，基于时间轴和具体的排序方式，重组课文中的固定搭配或语言表达方式，谈论我对奶奶圣诞节的回忆，内化所学语言知识与相关信息。
4 根据已知，推理判断
学生第三遍阅读课文，找出关于奶奶难忘的一些事件。
学生分组讨论并交流奶奶健康恶化的迹象及作者每个圣诞节记起奶奶的原因，体会奶奶对我的爱。 5学生第四次阅读课文，梳理归纳圣诞节的节日习俗，完成圣诞节的结构化知识图和信息结构图。
学生分组讨论补充圣诞节其他的一些节日习俗，加深对圣诞节全面的了解。
6表达感受，比较异同。学生分组活动基于结构化知识图比较春节与圣诞节的不同。
学生讨论并交流中国人应该过圣诞节吗？
7互动交流，迁移创新。
向家人介绍圣诞节的一些节日习俗。
向美国朋友介绍自己的一次春节回忆。
教学过程：
Step 1 Leading in
1T shws sme pictures f Christmas and describe the pictures . And then asks Ss:
Which festival is highly valued by ur Chinese family?
When is Christmas celebrated?
What d peple in the west d t celebrate Christmas?
Why is Christmas celebrated?
What wrds immediately cme t yur mind fr describing Christmas?
2Ss wrk in grups and talk abut Christmas .
3 Ss share their ideas. T write them dwn n the blackbard.
Step 2 T asks Ss what type f text it is .
Step 3 1st Reading
1T invites Ss t skim the passage t find the timeline f the passage.
Nvember December Christmas eve Christmas day
a few weeks after that Christmas
Step 4 2nd Reading
1T invites Ss t scan passage t find and underline hw t understand sequencing .
Nvember:
in the middle f Nvember n a cld ,windy day ,after granny mved in
December:
On Christmas eve:
as we put up the Christmas tree ,then ,befre bed, until I fell asleep
Christmas day:
n Christmas mrning ,after breakfast , lunch was late
a few weeks after that Christmas:
2 Ss wrk in pairs t talk abut what happened t granny based n timeline and sequencing.
3 T invites Ss t cmplete the Infrmatin Structure Diagram based n the timeline and sequencing.
Step 5 Skill builder
1T invites Ss t summarize and srt ut hw t understand sequencing .
2 Understanding Sequencing
Sequencing is the rder in which things happen.
•the key events r actins , pened presents, had a snwball fight.
•lk fr specific dates r time wrds, e.g., Nvember, Christmas Eve, a few weeks after.
•time linkers, e.g., first, then, later, after that, at the end.
Step 6 Recalling and practicing.
T invites Ss t talk abut the memries f granny based n the timeline and sequencing .
Step 7 Reading fr deep understanding and inference
1 T invites Ss t read the passage and underline the memrable events the writer remembered abut her granny.
Granny was weak.
I remember the wind because Granny’s white hair was a mess when she arrived.
She spent mst f her time n the brwn sfa by the fire.
Smetimes she was quiet,
Her hand was slightly shaky.
Granny tk a seat by the fire.
Granny stayed inside by the fire.
Granny was happy and lved me deeply
Granny made an effrt t help me.
Granny had the patience t sing my favrite sng ver and ver
She seemed happy.
I remember Granny sitting n my bed and singing sftly until I fell asleep.
Granny gave me a music bx with a ballet dancer inside.
I remember catching her eye thrugh the windw.
Granny laughed s much that her paper hat fell ff.
2 T invites Ss t discuss the fllwing questins in grups.
Can yu find any hints in the stry that suggest Grandma was in pr health cnditin?
Did the writer ntice it at that time? Hw did she feel after Grandma passed away?
3) Why des the writer think f her grandma every Christmas? What can yu infer after reading the stry?
3 Think it : Which reasn d yu think is the mst reasnable?
At the time, I didn’t knw she was sick. Maybe I was t yung, maybe she hid it t well, r maybe I was just t excited that Christmas was n the way.
Step 8 pair wrk
1T invites Ss t scan the passage t find and summarize the traditins f Christmas.
2 T and Ss cmplete the table.
2 T invites Ss t talk abut the ther traditins f Christmas.
3 T and ss cmplete the Infrmatin Structure Diagram and Structured knwledge map.
Christmas clr
intrductin
Christmas
Festival rigin
Hliday custms
Step10 Critical thinking :
1T invites Ss t cmpare the spring festival and Christmas based n the Infrmatin Structure Diagram.
2T asks Ss t think abut it:
Shuld Christmas celebrated in Chinese? Why r why nt ?
What d the spring festival and Christmas have in cmmn ?
Christmas, fr Chinese withut a Christian cultural backgrund, is just anther pint in time fr shpping r ging abrad. Many Chinese cities have Christmas parties. Shpping malls, supermarkets, etc. have majr prmtinal activities befre and after Christmas
Family is the eternal theme f mankind.
Step11 :Yur say
1 T asks Ss t intrduce Christmas t yur family. Ss present their talk within the whle class.
2 T asks Ss t tell their spring festival memries t the friend frm the USA
Step 12 Summary and hmewrk
1)Ss and t tgether reflect and summarize what has been learned.
2)Write dwn what has been talked abut abut the spring festival memries
Christmas
traditins
Befre Christmas
Christmas eve
Christmas day
Christmas
traditins
Befre Christmas
ask father Christmas fr presents
decrate the streets with lights
send Christmas cards t friends
make sugar biscuits stuff the turkey make puddings
sing Christmas sngs
Christmas eve :
put up the Christmas tree
hang the decratins n the branches
leave sugar biscuits ut fr father Christmas
put a stcking at the end f the bed
put presents int the stcking
Christmas day :
pen the presents
have a family gathering
enjy a big meal :have a turkey and Christmas pudding
put n paper hats
Christmas
Intrductin
Western traditinal festivals
fall n December 25 each year.
Change frm the riginal religius festival t a glbal festival
The Clr f Christmas
the decrative clr :red, green, and white clrs
Festival rigin：
a religius festival because it is celebrated as Jesus 'birthday
Hliday custms
Gift
Christmas card
gift frm parents
Decratin
Christmas scks:hang the bed t hld gifts
Christmas hat
Christmas windw
Christmas candles
Christmas tree: bring an evergreen plant like a pine tree int the huse r utdrs arund Christmas and decrate it with Christmas lights and clred decratins.
diet
Turkey trunk cake almnd pudding.
Shpping
discunt
Spring festival
Christmas
Intrductin
Origin
Festival clur
Traditins
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