【新教材】3.3 Memories of Christmas 教学设计-北师大版高中英语必修第一册

Unit 3 CelebrationLesson 3 Memories of Christmas 教学设计主题语境：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 effort to help me ,slightly shaky, have the patience to sing over and over, hang the decorations on the branches, make sugar biscuits, put a stocking at the end of the bed, open 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 our Chinese family?When is Christmas celebrated?What do people in the west do to celebrate Christmas?Why is Christmas celebrated?What words immediately come to your mind for 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 in1T shows some pictures of Christmas and describe the pictures . And then asks Ss:Which festival is highly valued by our Chinese family?When is Christmas celebrated?What do people in the west do to celebrate Christmas?Why is Christmas celebrated?What words immediately come to your mind for describing Christmas?2Ss work in groups and talk about Christmas .3 Ss share their ideas. T write them down on the blackboard.Step 2 T asks Ss what type of text it is .Step 3 1st Reading1T invites Ss to skim the passage to find the timeline of the passage.Christmas daya few weeks after that ChristmasStep 4 2nd Reading1T invites Ss to scan passage to find and underline how to understand sequencing .November:in the middle of November on a cold ,windy day ,after granny moved inDecember:On Christmas eve:as we put up the Christmas tree ,then ,before bed, until I fell asleepChristmas day:on Christmas morning ,after breakfast , lunch was latea few weeks after that Christmas:2 Ss work in pairs to talk about what happened to granny based on timeline and sequencing.3 T invites Ss to complete the Information Structure Diagram based on the timeline and sequencing. Step 5 Skill builder1T invites Ss to summarize and sort out how to understand sequencing .2 Understanding SequencingSequencing is the order in which things happen.•the key events or actions .e.g., opened presents, had a snowball fight.•look for specific dates or time words, e.g., November, 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 to talk about the memories of granny based on the timeline and sequencing .Step 7 Reading for deep understanding and inference1 T invites Ss to read the passage and underline the memorable events the writer remembered about her granny.Granny was weak.I remember the wind because Granny’s white hair was a mess when she arrived.She spent most of her time on the brown sofa by the fire.Sometimes she was quiet,Her hand was slightly shaky.Granny took a seat by the fire.Granny stayed inside by the fire.Granny was happy and loved me deeplyGranny made an effort to help me.Granny had the patience to sing my favorite song over and overShe seemed happy.I remember Granny sitting on my bed and singing softly until I fell asleep.Granny gave me a music box with a ballet dancer inside.I remember catching her eye through the window.Granny laughed so much that her paper hat fell off.2 T invites Ss to discuss the following questions in groups.1)Can you find any hints in the story that suggest Grandma was in poor health condition?2)Did the writer notice it at that time? How did she feel after Grandma passed away?3) Why does the writer think of her grandma every Christmas? What can you infer after reading the story?3 Think it : Which reason do you think is the most reasonable?At the time, I didn’t know she was sick. Maybe I was too young, maybe she hid it too well, or maybe I was just too excited that Christmas was on the way.Step 8 pair work1T invites Ss to scan the passage to find and summarize the traditions of Christmas.2 T and Ss complete the table.2 T invites Ss to talk about the other traditions of Christmas.3 T and ss complete the Information Structure Diagram and Structured knowledge map.Step10 Critical thinking :1T invites Ss to compare the spring festival and Christmas based on the Information Structure Diagram.2T asks Ss to think about it:Should Christmas celebrated in Chinese? Why or why not ?What do the spring festival and Christmas have in common ?Christmas, for Chinese without a Christian cultural background, is just another point in time for shopping or going abroad. Many Chinese cities have Christmas parties. Shopping malls, supermarkets, etc. have major promotional activities before and after ChristmasFamily is the eternal theme of mankind.Step11 :Your say1 T asks Ss to introduce Christmas to your family. Ss present their talk within the whole class.2 T asks Ss to tell their spring festival memories to the friend from the USAStep 12 Summary and homework1)Ss and t together reflect and summarize what has been learned.2)Write down what has been talked about about the spring festival memories。