【新教材】3.4Review教學(xué)設(shè)計(jì)-北師大版高中英語必修第一冊

1、Unit 3 CelebrationsLesson 4 Review教學(xué)設(shè)計(jì)本節(jié)課是高中英語第一冊Unit 3 Celebrations 的第四課，課型是復(fù)習(xí)課，包括了寫作、閱讀和口語表達(dá)，寫作課主要向?qū)W生介紹了如何記錄一個(gè)重要日子（節(jié)日、生日等）；閱讀課主要向?qū)W生介紹了中國慶祝不同節(jié)日的美食以及愛麗絲夢游仙境節(jié)選； 口語表達(dá)在主要是運(yùn)用本單元所學(xué)詞匯、語法表達(dá)出新學(xué)校生活。通過本節(jié)課的學(xué)習(xí)，學(xué)生將在英語聽、說、讀、寫綜合方面的能力得到提1. 語言技能目標(biāo)（ 1 ）學(xué)生能夠借助關(guān)鍵詞，在理解文章大意的基礎(chǔ)上，找出段落主題句，完成讀前問題；（ 2）用所學(xué)的詞匯和語言對課文進(jìn)行復(fù)述；（ 3）學(xué)生能

2、夠借助已知的關(guān)鍵信息，適當(dāng)補(bǔ)充輔助信息，寫出完整的電子郵件。2. 語言知識目標(biāo)（ 1）能夠正確運(yùn)用以下文章結(jié)構(gòu)順序連接詞進(jìn)行寫作：first.,then.,after that., finally.（ 2）能正確認(rèn)知并且運(yùn)用以下詞匯和短語：awesome, calm down, uniform, territory, region, ethnic,determine, variety, surplus, symbolise, slice, transit, currency, prosperity, ingredient, offend, growl, provoke, humbly, rel

3、ented 等。3. 文化意識目標(biāo)（ 1 ）了解如何正確、恰當(dāng)進(jìn)行描述節(jié)日以及如何恰當(dāng)使用順序連接詞；（ 2）了解我國節(jié)日飲食文化和西方文化，并從中得到感興趣的信息。4. 情感態(tài)度目標(biāo)對于英美文化與中華文化的相似性以及差異性，進(jìn)而將兩種不同文化結(jié)合。積極參與各種英語活動(dòng)，克服困難，在新環(huán)境中進(jìn)一步樹立準(zhǔn)確的語言學(xué)習(xí)觀。1. 重點(diǎn)（ 1 ）如何使用地道、恰當(dāng)?shù)恼Z言進(jìn)行節(jié)日描述書寫；（ 2）正確理解并運(yùn)用順序連接詞以及動(dòng)詞短語進(jìn)行恰當(dāng)表達(dá)；3）禮貌進(jìn)行日常對話。2. 難點(diǎn)（ 1 ）能用得體的英語書寫節(jié)日描述；（ 2）能正確、恰當(dāng)?shù)厥褂脛?dòng)詞短語。寫作課：教學(xué)步驟教學(xué)活動(dòng)設(shè)計(jì)意圖時(shí)間Step-1War

4、ming Upfor WritingThe teacher will give a topic and some information about the topic, which requires students to describe an event or festival. Think if you are going to write about an event of celebration you had before, what you will write? Discuss with your partner.What celebration do you want to

5、 write about and why?What details do you want to include?任務(wù)型活動(dòng)：課題引入采取討論方式，分享寫作思路。鍛煉學(xué)生材料收集、整理能力， 同時(shí)也激發(fā)同學(xué)們熱情和參與課堂的積極性。3 分鐘Step-2 Lead-inThis step is to lead the students to learn how to describe an event or festival.Give students a passage and read the description of the birthday. Answer the following

6、 questions.(1) Whose birthday was it?(2) What did the family do to prepare for it?(3) What was the best part of the event?(4) How did Grandpa feel and what did he say?緊扣上一環(huán)節(jié)的討論，通過閱讀一篇生日描寫，教師引導(dǎo)學(xué)生模仿文章書寫結(jié)構(gòu)、語言和上下文間的邏輯銜接， 以激發(fā)學(xué)生的興趣，導(dǎo)入寫作課意圖。5 分鐘Step-3Pre-writingThis step is to focus on text structure and l

7、anguage that will be used in the event活動(dòng)1：該教學(xué)過程主要是幫助學(xué)生整理教學(xué)過程27 分鐘description.1. Read the text again. Complete the structure of the text by putting parts in the correct order and then add details.2. Read the text once more and underline all the linkers that are used to link sentences and paragraphs.

8、Then look at the sentences that maybe used in your writing.中的文章順序和層次?；顒?dòng)2：該教學(xué)過程主要是更進(jìn)一步幫助學(xué)生掌握順序連接詞的使用，并模仿文中使用方式，靈活運(yùn)用到自己的作文中。Step-4While-writingThis step is to instruct students to compose their writing.1. Work out an outline of an event description you reg oing to write about based on Teaching Process

9、 3-1.2. Use the outline and the Writing Help to write your first draft.該教學(xué)過程主要幫助學(xué)生構(gòu)思寫作大綱，以完成寫作目的?；顒?dòng)1：構(gòu)建寫作大綱，主要參考教學(xué)過程3 中的活動(dòng) 1 的結(jié)構(gòu)；活動(dòng)2：利用列好的提綱，結(jié)合寫作幫助中提示的內(nèi)容書寫第一遍，建立好草稿， 為下一步教學(xué)活動(dòng)提供幫助。20 分鐘Step-5Post-writingWhen the students finish the description, edit it in pairs. Pay attention to the section or elemen

10、ts, sentence structures and some other things.完成后的草稿，同桌間進(jìn)行交換批改，主要看事件描述結(jié)構(gòu)，句式結(jié)構(gòu)以及其他用詞方面的問題。10 分鐘教學(xué)步驟教學(xué)活動(dòng)設(shè)計(jì)意圖時(shí)間Step-1Warming UpTeacher shows the titles of the two passages on the screen and lets students choose which topic they are interested in. Choose the passage that most students are interested in

11、to introduce and the other passage will be left for after-class reading.任務(wù)型活動(dòng)：課題引入采取圖片導(dǎo)入，激發(fā)學(xué)生積極性和主動(dòng)思考的能力。并按照大部分學(xué)生感興趣的話題進(jìn)行教學(xué)。如課堂時(shí)間有限， 余下的文章可作為課后練習(xí)。3 分鐘Step-2 Lead-in(1) If the topic is Festival Menu:Teacher will let students say some food they ate on Spring Festival.(2) If the topic is The Un-birthda

12、y Gift:Teacher will give a picture about Alice sAdventures in Wonderland and let student say something they know about it.緊扣上一環(huán)節(jié)的討論，教師引導(dǎo)學(xué)生從不同方面對文本進(jìn)行思考，有助于發(fā)散思維訓(xùn)練以及更好進(jìn)行文本閱讀。5 分鐘Step-3Pre-reading(1) If the topic is Festival Menu:Teacher will show some food served onSpring Festival on the screen and ask

13、 students if they know the meaning of each food.(2) If the topic is he Un-birthday Gift:Teacher will show a picture about Alice and Humpty Dumpty and let students guess what the passage is about.該教學(xué)過程主要是幫助學(xué)生更好地了解文章內(nèi)容。通過文章相關(guān)配圖，能夠大致了解文章所講述的內(nèi)容，有助于學(xué)生把握文章大意和部分細(xì)節(jié)。7 分鐘Step-4While-reading(1) If the topic is

14、 Festival Menu:Read the text and answer the following questions: Which Spring Festival dished are believed that they will bring fortune? Which dishes symbolise happiness in the new year?該教學(xué)過程主要是幫助學(xué)生對文章進(jìn)行深度剖析，通過幾個(gè)細(xì)節(jié)問題，讓學(xué)生學(xué)會如何提取、整理有效信息， 并建立起文章的整體構(gòu)架。20 分鐘(2) If the topic is The Un-birthday Gift: Who do

15、 you think Lewis Carroll wrote the story for? Why was Humpy Dumpty offended when Al ice said, “ Whata beautiful belt you ve got on ”? Were Alice and Humpty Dumpty good friends? How do you know?Step-5Post-writing(1) If the topic the Festival Menu: What cultural meanings can you infer from the names of the dishes?(2) If the topic is The Un-birthday Gift: What are some examples of literary in the text? UNDERLINE the example sentences. How do you like the story? Why?該教學(xué)過程主要是讓學(xué)生讀完文章后，能夠結(jié)合實(shí)際情況或自身情況對文章進(jìn)行的更層次的思考，從而幫助學(xué)生更好理解文本內(nèi)容和語言、文化差異。5 分鐘Step-6Homework1.