Unit2Letscelebrate!Understandingideas教学设计-高中英语外研版

Unit2Let’scelebrate!Understandingideas:TheRealFatherChristmas教学设计教材分析本篇文章的主题语境为“人与社会”，涉及“节日与文化”内容。这一篇课文是本单元的Understandingideas部分的内容，在整个大单元教学中属于“感知与理解”部分。文章就英国作家Tolkien写给孩子们的书信集《圣诞老人的来信》而写的一篇书评。本文写到作家通过给他的孩子们圣诞节的信来表达深沉的父爱，从而引导学生理解圣诞节的真正内涵。在了解书评结构的同时引导学生理解爱就是给予。同时该文本也引导学生增强对不同文化的理解并感受不同节日的内在含义，实现知识与思维碰撞学情分析高一学生在经过初中四年的英语学习之后，已经具备了一定的综合运用语言的能力，有一定的自主学习和分析问题，解决问题的能力，对给出的学习任务有热情，愿意参与和分享，但在一些问题的思考上，仍需老师恰当的引导。本文内容对于学生而言貌似熟悉，却不易深刻理解；而且书评这一语篇类型也比较陌生。但好在文化虽有不同，父爱都是一样深沉。通过对文章的梳理和理解，学生对圣诞节和其背后的内涵会有进一步的认识。同时感受圣诞精神－爱就是给予以及不同节日的内涵。课时目标Bytheendofthisperiod,studentswillbeableto:analyzethebasicstructureofabookreview.graspthemainideaofLettersFromFatherChristmasandfeelTolkien’sloveforhischildrenunderstandthetitleTheRealFatherChristmashaveadeeperinsightintothespiritfestivals教学重难点GuidestudentstounderstandthereasonswhyTolkienwrotethiscollectionofletterstohischildrenandtheprofoundpaternallovebehinditthroughreadingGuidestudentstoreflectontheconnotationandsignificanceofChristmasanddifferentfestivals教学流程图TeachingProcedures步骤步骤教师活动学生活动设计意图Step1LeadinTheteacherreceivesthecallfromFatherChristmas.通过接电话的方式引入圣诞老人这一人物，随后引出以下2个问题：Q1.DoyoubelieveFatherChristmasisreal?Q2.WhoistherealFatherChristmas?Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplementationandthenintroduceTolkienShowavideocreatedbyAItolearnaboutTolkien’sprofessionandmostpopularworksStudentsenjoythevideoandthinkaboutthetwoquestionsStudentsenjoythevideoandfillintheblanks诱思导学。激活学生有关圣诞老人的认知和展示托尔金及其作品简介，建立背景知识Step2PrereadingShowthepictureandanswerthequestions.1.Whichtypeofwritingstyledoesthepassagebelongto?A.Narration·B.BookReviewC.Argumentation·D.Exposition2.Whatisthenameofthebook?3.Whoisthewriterofthebook?Studentslookthroughthepictureandanswerthe3questions学生明确本文的语篇类型及文章出处，帮助学生初步感知书评。FastreadingStudentsreadthewholepassageindividually,andfinishtheactivity.引导学生通过阅读，了解书评结构。形成阅读期待。Step3WhilereadingCarefulReadingReadfortheintroductionReadparagraph12WhycouldLettersfromFatherChristmasbetheperfectbook?Explainthegrammar:Couldbemodalverb情态动词用法Studentsreadparagraph12andfinishtheactivity.引导学生仔细阅读前两段的基本背景信息，得出书获得喜爱的原因。学习情态动词并为后面语言输出做准备ReadforthecontentReadparagraph341.Theletterisspecialbecause___2.Fillintheblanksaboutthecontentofthebook教师引导学生对比信件内容，引发学生探究信件内容发生变化的深层原因Studentsreadparagraph34andfinishtheactivity.Studentsexploretheunderlyingreasonforthecontent’schangeofthelettersisthedeepfather’slove.通过梳理细节信息，了解信件的内容和信件对孩子的影响.ReadformentsReadparagraph5WhatisthespiritofChristmas?Studentsreadparagraph5andfindthespiritofChristmas体会圣诞节背后的内涵：给予精神。Step4Postreading教师引导学生思考个人和国家怎样传递给与精神随后引出课前的两个问题进行深思Furtherthinking:DoyoubelieveFatherChristmasisreal?WhoistherealFatherChristmas?Doyouknowotherforeignfestivals?DoyouknowsometraditionalChinesefestivals?ThinkandShareWritealettertoshowloveandcaretoyourparents,friendsorevenstrangerstothankthemfortheloveandcaretheygaveyouduringtheNationalDayandMidAutumnFestivalholidays.使用情态动词：could/might/musthavedone…Studentsunderstandhowtospreadthespiritofgivingandanswerthe2questionsagain.StudentsthinkaboutotherforeignfestivalsandChinesetraditionalfestivals.Workingroupsandpreparegrouptask真正的圣诞老人有深刻地认识，对应课前的猜测，形成本节课的闭环。了解中外节日体会节日的意义。并对所学进行实践应用。Step5.Evaluation1.Iknowthebasicstructureofabookreview2.IcangraspthemainideaofLettersFromFatherChristmasandfeelTolkien’slovetohischildren3.IcanunderstandthetitleTheRealFatherChristmas4.IcanhaveadeeperinsightintothespiritoffestivalsEvaluatethemselves对目标进行有效评价实现教学评一体化Step6.AssignmentPolishyourlettertoshowhowmuchyoucareaboutthepeopleyouloveDesignapostertoshowhowpeoplecelebratetheSpringFestivalandshowlovetoeachother.Finishthehomeworkindependently深化对主题意义的理解，内化主题意义，提升思维。本次教学实践是一次富有挑战与收获的成长