Unit3Lesson1SpringFestival教案-北师大版高一英语(2019)必修第一册

Unit3CelebrationsLesson1SpringFestival第一课时教学内容AnalysisofthetextWhat:Thisisanarticlepublishedinamagazine.Thewholepassageconsistsoftheparagraphsofnotesfromtheeditorofthemagazineaswellasthreereaders'accountstoSpringFestival.ThefirstnotesummarizesthemainideaofthewholepassageandtheimportanceofSpringFestivalinChina.Thethreeaccountsarethreepeople'smemoriesofSpringFestivalexperiences.Thefirstoneintroducesanexchangestudent'sSpringFestivalexperienceinChina.ThesecondoneisaboutXuGang'sfeelingsandactivitiesbeforeandafterreturninghometownforSpringFestival.Thethirdonetalksabouta70-year-oldgrandmother'sunderstandingofSpringFestival,wholooksforwardtoherchildrenandgrandchildren'shomecoming.Why:ThisarticleisintendedtoenablestudentstounderstandthemeaningofSpringFestivalfromthreedifferentpeople’sperspectives.Foryoungforeigners,theirattentionismorefocusedontheSpringFestivalactivities,suchascleaningthehouse,lettingofffirecrackersandattachingcharacter“fu”,etc.Tothem,SpringFestivaljustmeansfunandexcitement.However,asforusChinese,itmeansfamilyandreunion.Surely,peopleofdifferentageshavedifferentopinionsaboutthemeaningofSpringFestival.Toyoungadults,itmeansreturninghomeandbeingwiththeentirefamily.However,tooldpeople,itmeanslookingforwardtochildren'shomecomingandenjoyingthehappinessofafamilygathering.How:Firstly,asforstructureofthetext,thewholearticleadoptstheformof“introduction-elucidation-conclusion”,introducingSpringFestivalactivitiesfromdifferentperspectives.Secondly,asforthecontent,thearticleisorganizedintheorderoftime,usingtimeadverbialssuchas“aweekbefore,first,next,thenightbeforeSpringFestival,everyyear,whenIwasakid,asIgetolder,weeksbeforeSpringFestival,wheneveryonecomeshome”.Thus,thearticleisclearandwell-organized.Thirdly,asforthelanguagesofthetext,besidestimeadverbials,alotofverbphrasesandnon-verbphrasesareusedtovividlydescribethecelebrationsofSpringFestival,suchas“Wesattogethertoenjoyabigdinner;ourgrandchildrenrunaroundshoutingandplaying.”教学目标Bytheendofthisperiod,studentswillbeableto:Languagecompetence:1.talkaboutsomecommonSpringFestivalactivitiesandtraditions.2.improvetheabilitytogetinformationandexpressout.Culturalcharacter:1.understandtherealmeaningofSpringFestivaltotheChinesepeople.2.arousestudents’loveforfamilyandcountry.Thinkingquality:1.drawmindmapstoshowXuGang’sandLiYan’sSpringFestivalactivities.2.analysewhatSpringFestivalmeanstothethreenarrators,andthereasonswhythethreepeoplehavedifferentfeelingstowardsSpringFestival.Learningability:1.getthebasicinformationaboutTom,XuGangandLiYanbyscanning.2.workinagroupoffourtointroducetheirownSpringFestivalexperienceandtheirownfeelingstowardsit.教学重点CreatesituationsandguidestudentstotalkaboutSpringFestival.Acquirebasicinformationaboutthemaincharactersandmakeuseofmindmapsandtimelinestounderstandthetext.3.AnalysethereasonswhythethreepeoplehavedifferentfeelingstowardsSpringFestival.教学难点1.IntroducetheirownSpringFestivalexperienceandtheirownfeelingstowardsit.2.Toarousestudents’loveforfamilyandcountry.教学过程教学目标教学活动与步骤设计意图评价要点时间与互动模式Pre-readingStep1ShareapoemNew

Year's

Day(byWang

Anshi)withstudents,andreadittogether.在导入中，设计英语《元日》诗歌的导入，运用动态图片和文字创设情境，创设节日氛围，导入新课，引出主题《元日》诗歌导入，有利于学生对本单元主题的理解，激活学生日常生活中已有的节日的认知，促成知识之间的联GW/IW5’Step2Haveabrainstorm.WhatimmediatelycomestoyourmindwhenitcomestoSpringFestival?While-readingStep3Ssreadandpredictwhateachwriterwilltellusandtrytoworkouttheanswers.利用课文标题和图片预测课文内容。提取有关春节信息和基本事实信息语言能力：获取、概括信息思维品质：利用信息匹配分析整合信息。IW3’Step41streadingReadandcheckpredictions.Ssreadandfindoutthethreeauthors’ideasoftheSpringFestival.LiYan--waitingforherchildrenandgrandchildrentocomebackhomeandcelebrateSpringFestivaltogetherTom--firstexperiencewithSpringFestivalXuGang--goingbackhomeeverySpringFestivaltocelebrateitwithhisfamily.Step52ndreadingChoosethebestanswer.1.WhatdoesSpringFestivalmeanforTom?A.excitementandalotoffunB.spendingalotofmoneyC.cleaningthehousefromtoptobottomD.makingmanynewfriends2.WhatisthemostimportantthingforXuGang?A.Settingofffirecrackers.B.EatinghotpotC.Eatingwithfamiliesandfriends.D.Decoratingthehouses.3.WhatdoeshavingdumplingsmeanforLiYan?A.Itmeanstheyenjoythefamilygathering.B.Itmeansplayingwiththeirgrandchildrenhappily.C.Itmeanswishesforthecomingyear.D.Itmeansourlifeisbecomingbetter.依据教师提出的问题，学生进一步梳理信息，概括、整合文本内容，回答有关细节问题。语言能力：学生自主阅读，提取信息。IW3’Step63rdreadingSsreadthetextagainandfillintheblanksIntroduction:People'sunderstandingofSpringFestivalis____(different)whereandwithwhom：preparations：activities:Conclusion:CustomshavechangedbutmostoftheimportanttraditionsarestillbeingpracticedAskSstoworkouttheanswersandwritedowntheanswers.引导学生概括总结所学内容。帮组学生深入理解文中对春节的不同看法，并进行归纳。语言能力：提取概括信息，分析三位人物的观点看法。文化意识：形成对传统文化理解意识。学习能力：自主学习、合作学习IW/CW/GW15’Post-readingStep7Thinkandshare：AccordingtoXu'sandLi'saccounts,whatdoesSpringFestivalmeantothem?Discussandreport.TmakesSssharetheirinformationandexpressout:Familyreunionisthecentralthemeofbothaccounts.ThisshowstheimportanceoffamilyinChineseculture.巩固整合所学内容，提出问题让学生讨论，分享信息，对文本内容进行提升。思维品质：思考春节对我们的意义。文化意识：联系生活提出自己的观点。CW/GW9’Step8ThinkdeeplyaboutwhatSpringF