Unit2Let’scelebrate!Understandingideas:TheRealFatherChristmas教學(xué)設(shè)計教材分析本篇文章的主題語境為“人與社會”，涉及“節(jié)日與文化”內(nèi)容。這一篇課文是本單元的Understandingideas部分的內(nèi)容，在整個大單元教學(xué)中屬于“感知與理解”部分。文章就英國作家Tolkien寫給孩子們的書信集《圣誕老人的來信》而寫的一篇書評。本文寫到作家通過給他的孩子們圣誕節(jié)的信來表達深沉的父愛，從而引導(dǎo)學(xué)生理解圣誕節(jié)的真正內(nèi)涵。在了解書評結(jié)構(gòu)的同時引導(dǎo)學(xué)生理解愛就是給予。同時該文本也引導(dǎo)學(xué)生增強對不同文化的理解并感受不同節(jié)日的內(nèi)在含義，實現(xiàn)知識與思維碰撞學(xué)情分析高一學(xué)生在經(jīng)過初中四年的英語學(xué)習(xí)之后，已經(jīng)具備了一定的綜合運用語言的能力，有一定的自主學(xué)習(xí)和分析問題，解決問題的能力，對給出的學(xué)習(xí)任務(wù)有熱情，愿意參與和分享，但在一些問題的思考上，仍需老師恰當(dāng)?shù)囊龑?dǎo)。本文內(nèi)容對于學(xué)生而言貌似熟悉，卻不易深刻理解；而且書評這一語篇類型也比較陌生。但好在文化雖有不同，父愛都是一樣深沉。通過對文章的梳理和理解，學(xué)生對圣誕節(jié)和其背后的內(nèi)涵會有進一步的認(rèn)識。同時感受圣誕精神－愛就是給予以及不同節(jié)日的內(nèi)涵。課時目標(biāo)Bytheendofthisperiod,studentswillbeableto:analyzethebasicstructureofabookreview.graspthemainideaofLettersFromFatherChristmasandfeelTolkien’sloveforhischildrenunderstandthetitleTheRealFatherChristmashaveadeeperinsightintothespiritfestivals教學(xué)重難點GuidestudentstounderstandthereasonswhyTolkienwrotethiscollectionofletterstohischildrenandtheprofoundpaternallovebehinditthroughreadingGuidestudentstoreflectontheconnotationandsignificanceofChristmasanddifferentfestivals教學(xué)流程圖TeachingProcedures步驟步驟教師活動學(xué)生活動設(shè)計意圖Step1LeadinTheteacherreceivesthecallfromFatherChristmas.通過接電話的方式引入圣誕老人這一人物，隨后引出以下2個問題：Q1.DoyoubelieveFatherChristmasisreal?Q2.WhoistherealFatherChristmas?Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplementationandthenintroduceTolkienShowavideocreatedbyAItolearnaboutTolkien’sprofessionandmostpopularworksStudentsenjoythevideoandthinkaboutthetwoquestionsStudentsenjoythevideoandfillintheblanks誘思導(dǎo)學(xué)。激活學(xué)生有關(guān)圣誕老人的認(rèn)知和展示托爾金及其作品簡介，建立背景知識Step2PrereadingShowthepictureandanswerthequestions.1.Whichtypeofwritingstyledoesthepassagebelongto?A.Narration·B.BookReviewC.Argumentation·D.Exposition2.Whatisthenameofthebook?3.Whoisthewriterofthebook?Studentslookthroughthepictureandanswerthe3questions學(xué)生明確本文的語篇類型及文章出處，幫助學(xué)生初步感知書評。FastreadingStudentsreadthewholepassageindividually,andfinishtheactivity.引導(dǎo)學(xué)生通過閱讀，了解書評結(jié)構(gòu)。形成閱讀期待。Step3WhilereadingCarefulReadingReadfortheintroductionReadparagraph12WhycouldLettersfromFatherChristmasbetheperfectbook?Explainthegrammar:Couldbemodalverb情態(tài)動詞用法Studentsreadparagraph12andfinishtheactivity.引導(dǎo)學(xué)生仔細(xì)閱讀前兩段的基本背景信息，得出書獲得喜愛的原因。學(xué)習(xí)情態(tài)動詞并為后面語言輸出做準(zhǔn)備ReadforthecontentReadparagraph341.Theletterisspecialbecause___2.Fillintheblanksaboutthecontentofthebook教師引導(dǎo)學(xué)生對比信件內(nèi)容，引發(fā)學(xué)生探究信件內(nèi)容發(fā)生變化的深層原因Studentsreadparagraph34andfinishtheactivity.Studentsexploretheunderlyingreasonforthecontent’schangeofthelettersisthedeepfather’slove.通過梳理細(xì)節(jié)信息，了解信件的內(nèi)容和信件對孩子的影響.ReadformentsReadparagraph5WhatisthespiritofChristmas?Studentsreadparagraph5andfindthespiritofChristmas體會圣誕節(jié)背后的內(nèi)涵：給予精神。Step4Postreading教師引導(dǎo)學(xué)生思考個人和國家怎樣傳遞給與精神隨后引出課前的兩個問題進行深思Furtherthinking:DoyoubelieveFatherChristmasisreal?WhoistherealFatherChristmas?Doyouknowotherforeignfestivals?DoyouknowsometraditionalChinesefestivals?ThinkandShareWritealettertoshowloveandcaretoyourparents,friendsorevenstrangerstothankthemfortheloveandcaretheygaveyouduringtheNationalDayandMidAutumnFestivalholidays.使用情態(tài)動詞：could/might/musthavedone…Studentsunderstandhowtospreadthespiritofgivingandanswerthe2questionsagain.StudentsthinkaboutotherforeignfestivalsandChinesetraditionalfestivals.Workingroupsandpreparegrouptask真正的圣誕老人有深刻地認(rèn)識，對應(yīng)課前的猜測，形成本節(jié)課的閉環(huán)。了解中外節(jié)日體會節(jié)日的意義。并對所學(xué)進行實踐應(yīng)用。Step5.Evaluation1.Iknowthebasicstructureofabookreview2.IcangraspthemainideaofLettersFromFatherChristmasandfeelTolkien’slovetohischildren3.IcanunderstandthetitleTheRealFatherChristmas4.IcanhaveadeeperinsightintothespiritoffestivalsEvaluatethemselves對目標(biāo)進行有效評價實現(xiàn)教學(xué)評一體化Step6.AssignmentPolishyourlettertoshowhowmuchyoucareaboutthepeopleyouloveDesignapostertoshowhowpeoplecelebratetheSpringFestivalandshowlovetoeachother.Finishthehomeworkindependently深化對主題意義的理解，內(nèi)化主題意義，提升思維。本次教學(xué)實踐是一次富有挑戰(zhàn)與收獲的成長