北师大版英语教学设计
北师大版英语教学设计
一、教材分析
本课是第3单元的第4课，是一篇关于圣诞节回忆的阅读文章。学生将在本课获得有关英语国家圣诞节的庆贺活动、风俗等有关信息，学习一些有关圣诞节的词汇，理解文章大意。学生能够在交流中简单介绍中国的节假日，并利用paragraph planning和时间顺序，对自己童年的节日回忆进行口头和书面表达。
本课时重点是阅读课，让学生学习有关圣诞节的词汇，能从文章中获取和处理主要信息，正确理解课文细节，掌握完成多项选择题的阅读策略。并模仿文章谈论自己的童年节日回忆，如让学生回忆一些有关中国春节的相关词汇，之后运用所学词汇和写作技巧，独立输出一篇100字左右的文章“我的春节回忆”。
二、教学内容
话题：圣诞节的回忆（阅读）
词汇：snowman, Father Christmas, Christmas tree, presents, balloon, Christmas stocking, decorations, calendar, carol service, pudding, turkey, Christmas cake, stay awake, put up, carry on.
策略：通过图片、flash等预测文章内容，根据有关阅读理解技能做多项选择题。
三、教学目标
（1）Build up an area of vocabulary related to Christmas.
（2）Read and understand a passage about memories of Christmas.
（3）Develop reading strategies to answer multiple-choice questions.
（4）Talk about their childhood memories of an important festival.
（5）Know about and respect the different cultures in foreign countries.
四、教学重、难点
（1）Words and expressions：snowman, Father Christmas, Christmas tree, presents, balloons, Christmas stockings, decorations, calendar, carol service, pudding, turkey, Christmas cake, stay awake, put up, carry on.
Sentence patterns：a. We tried to stay awake as long as possible to see Father Christmas… b. After lunch, the adults slept on the sofas in front of the Queen’s speech on television…
（2）Get the students to acquire the skill of doing the multiple-choice exercise.
（3）Let the students know about and respect the different cultures in foreign countries.
五、教学过程
Step I Lead-in
(Greetings)
T: Now let’s watch a short video and please enjoy it.
(show the students the video)
T: The video is very interesting, isn’t it?
S: ...
T: But do you know which festival is the song about?
S: …
T: And how much do you know about Christmas? Now, let’s see some pictures and learn some new words about it. I’m sure they will be very useful in today’s lesson. So please read the new words after me. Each word three times. Clear?
S: …
(show the pictures and read the new words)
T: Have you remembered all the new words?
S: …
T: Let’s check and see.
[设计说明]图文声像并用，正确引导，由学生熟悉的英语歌曲Jingle bell的动画flash导入，让他们有话可说，然后结合具体形象的图片让学生轻松掌握词汇，在愉快的`氛围中积极参与课堂教学，活跃课堂气氛，为进一步理解课文做好准备。
StepⅡ Fast reading: Match the main ideas with the paragraphs.
Para1 A. Writing a letter to Father Christmas
Para2 C. Preparations for Christmas
Para3 E. Activities on Christmas Eve
Para4 B. Activities on Christmas morning
Para5 D. Activities on Christmas afternoon
Part1 (Para1-Para2) Activities before Christmas Eve
Part2 (Para3) Activities on Christmas Eve
Part3 (Para4-Para5) Activities on Christmas Day
The text is organized in time order.
[设计说明]以连线的方式让学生练习skimming（略读）阅读技能，迅速掌握文章大意，理清文章脉络，从整体上理解文章，为careful reading和homework的仿写奠定基础。
Step Ⅲ Careful-reading: Read the text carefully and try to remember the activities during Christmas.
(After reading, show them pictures and check.)
Before Christmas Eve: wrote a letter; sent Christmas cards; decorated the street; did some shopping;
On Christmas Eve: put up Christmas trees; relatives arrived; filled the stockings with presents;
On Christmas Day: went to church; played with presents; sang service cards; had turkey for lunch; played cards.
[设计说明]通过学生在听录音的同时尝试记忆与圣诞节有关的活动，最后结合图片全班核对，既注重训练学生听力技能，又注重学生对课文的复习巩固，提高学习效率。
Step Ⅳ Further reading: Listen to the tape and do the multiple-choice exercise.
1. Who do you think reads the children’s letters?
A.Father Christmas. B. Their parents. C. Nobody.
2. What do you think people do in a carol service?
A. Sing songs. B. Give presents. C. Watch a play.
3. What happened on Christmas Eve?
A.The writer stayed awake all night.
B.Someone put presents in his stockings.
C.The writer saw Father Christmas.
4. Why did they laugh?
A. The Christmas carols were happy songs.
B. The songs and hats were funny.
C. The jokes and hats were funny.
5. After lunch, _________.
A.the adults watched the Queen’s speech
B.the children made a snowman
C.everybody had more to eat
[设计说明]师生互动，根据学生的生物钟规律，采用竞赛的形式激发学生学习热情，练习学生scanning（查读）技能并指导学生体会、理解阅读策略，在阅读中进行实践运用，提高学生准确把握文章细节的理解能力。
Step Ⅴ Voice your opinion
Discuss in groups: What do you usually do to celebrate the Spring Festival?
[设计说明] 让学生进行文化对比，通过给学生提供篇章结构知识及词汇，引导学生内化文章内容，并用自己的语言进行输出，指导学生进行口语练习，进一步巩固主要话题词汇和表达句型，提高综合语言运用能力。
Step Ⅵ Homework：Writing
Collect more information about the Spring Festival and try to write your memories of the Spring Festival.
[设计说明]以写作的形式，紧扣课文话题拓展，贴近学生生活，并给学生提供篇章及词汇等支架支持，为英语学习能力中下层面的学生提供语言依据，引导学生进行思想、情感和价值观等方面的深层次思考和讨论，培养学生的文化意识和爱国情感。