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牛津高中英语教学设计教 材牛津高中英语模块九高三上学期文档内容教学设计—教案单 元Unit4Behindbeliefs板 块Task作者钱建芬Thoughtsonthedesign:本节课是Task板块的第二课时,听、说、读、写每种能力都将在本堂课中得到很好的训练教学中每个步骤循序渐进,学生每一个新内容的学习都以前面步骤中所学知识为基础在复习的基础上,学生在活动中去用英语来完成听、说、读、写等一系列开放式任务本课教学活动的设计都遵循了学生的认知规律,即按照学生温故知新—探索新知识—使用新知识—巩固新知识的客观规律进行教学本课开始时对上一堂课的复习帮助学生初步学会如何讲述有关圣诞老人的传说故事;在Skillsbuilding2的具体实践中,学生了解并学会如何用一些句型去询问文化差异这些都为最后一部分的写作实践作好了准备,从而完成SkillsBuilding3的写作任务,体现了学生的学习从输入到输出的一个过程同时,学生还将在本堂课中进一步培养跨文化意识和与同学进行合作的意识Teachingaims:(用英文撰写)AfterthesecondperiodoflearningforTaskthestudentswillbeabletofurtherimprovetheirlisteningspeakingreadingandwringabilitiesbyparticipatinginsomeinteractiveactivities.Theywilllearnhowtousecertainexpressionstotellaboutculturaldifferencesandhowtowriteastoryaboutalegendaryperson.AttheendofthelessonthestudentswillbeabletowriteastoryaboutFatherChristmas.Teachingprocedures:Step1Revision
1.Havearevisionoftheexpressionsusedtodescribealegendaryperson.Expressionsusedtodescribealegendaryperson(播放幻灯片4)•He/sheissaid/supposedto…•He/Sheisknown/describedas…•Peoplebelievethat…•Accordingtothestorieshe/she…•Apparentlyhe/she…•Ihaveheardthathe/she…
2.PairWorkTellalegendarystoryaboutFatherChristmasinpairswiththeExpressionsusedtodescribealegendaryperson.Yourstoryneedstocoverthefollowingaspects:(播放幻灯片5)•Whathelookslike•Wherehelives•Whohisfriendsare•Whathedoes•Thefoodhelikes•Interestingfacts•StNicholasStorytelling:AsamplestoryaboutFatherChristmas(播放幻灯片6-12)WhathelookslikeFatherChristmasissaid/supposedtobeahappyfatmanwithlongwhitehairandalongwhitebearddressedinasuitwithablackbeltandthesamecolorboots.WherehelivesAccordingtothelegendsFatherChristmaslivesneartheNorthPole.WhohisfriendsareIhaveheardthatFatherChristmashaveelveswhichhelpmaketoys.ApparentlyFatherChristmashas12reindeerandtheyhelpdeliverthepresents.WhathedoesFatherChristmasisknownasthepersonwhogoesdownchimneysandplacespresentsinstockingsinfrontoftheChristmastreebychildren’sbedorbythefireplace.ThefoodhelikesIhaveheardthatFatherChristmaslikessweetmincepies.InterestingfactsAccordingtothelegendsFatherChristmaswasusuallydrawnwearinggreenbeforeafamousadvertisementusedapictureofhimwearingredin
1931.StNicholasThestoryofFatherChristmasisbasedonStNicholas.IhaveheardthatStNicholascamefromavillagecalledMyrainTurkey.Accordingtothelegendheispicturedasatallandthinmanwithnobeardandwearingtraditionalclothes.PeoplebelieveheisoneofthemostpopularfiguresinChristianitybecauseheissaidtobekindmercifulandgenerous.Theorigionofhiscomingdownthechimneyissaidto…[Explanation]通过对上一堂课所学有关描述传说中的人物的句型,并马上运用于讲述圣诞老人的传说故事实践中,使学生在进一步巩固所学内容的同时,提高了说的能力学生在这一部分所讲述的圣诞老人的故事,其实就是最后一部分的写作内容其实在这时,学生已经完成了Task的绝大部分写作任务,只是还没落实到笔头而已Step2SkillsBuilding2:askingquestionsaboutculturaldifferences(播放幻灯片13)
1.Learnthestructuresusedtoaskaboutculturaldifferences(播放幻灯片14)•Is/Are…thesameeverywhere•Whatis/are…calledineachcountry•Which…is/aredifferentineachcountry•Howis/are…differentineachcountry
2.Practice(播放幻灯片15)Askquestionsabout“customsaboutChristmas”or“FatherChristmas”withthestructuresabove.e.g.thecustomsaboutChristmas→IsthecustomaboutChristmasthesameeverywherePractice:(播放幻灯片16)thecustomsaboutChristmas→•Is/Are…thesameeverywhere•Which…is/aredifferentineachcountry•Howis/are…differentineachcountryFatherChristmas→Whatis/are…calledineachcountryExamples(播放幻灯片17)•ArethecustomsaboutChristmasthesameeverywhere•WhichcustomaboutChristmasisdifferentineachcountry•HowarethecustomsaboutChristmasdifferentineachcountry•WhatisFatherChristmascalledineachcountry[Explanation]学生通过该部分内容的学习,学生将了解并学会使用一些固定的短语或句型来询问文化差异在该部分设计的口头操练练习中,学生将可以对他们所学的知识做到当堂巩固消化,提高了课堂效率,同时很好地训练了学生的口语能力(speakingability)Step3findingaboutdifferentChristmastraditions(播放幻灯片18)Step2:findingoutaboutdifferentChristmastraditions
1.Raisetwoquestionsfirst.Q1:WhatarethenamesforFatherChristmasindifferentcountriesQ2:WhendoeshedeliverpresentsindifferentcountriesThenpresentpicturesofFatherChristmasindifferentcountriesandletthestudentsexploredifferentnamesforFatherChristmasindifferentcounries.Letthestudentsanswerthefirsquestion.(播放幻灯片19-22)TheanswertoQ1isasfollows:InGermany,FatherChristmasiscalledChristmasMan.InFranceheiscalledFatherChristmas.InRussiaheiscalledFatherFrostorGrandfatherFrost.InSwedenpooplecallhimChristmasBrownieandpeoplecallhimSantaClausinNetherlands.IntheUKheiscalledFatherChristmaswhileintheUSApoplecallhimSantaClaus.Afterthataskthestudentstoanswerthesecondquestion.(播放幻灯片23)Q:WhenishesupposedtodeliverpresentsindifferentcountriesA:InmanyEuropeancountrieshedeliverspresents/giftstochildrenon5Decembertheeveofhisfestivaldayor6December.IntheUKandtheUSAthegiftscomeonChristmasEve24December.
2.Role-play(播放幻灯片24)YouwanttoknowaboutthedifferentnamesforFatherChristmasindifferentcountries.Youaskafriendwhotravelsalotfortheinformation.Role-playwithapartnerandswitchroleswhenyouarefinished.(播放幻灯片25)Student1:AskaboutthedifferentnamesforFatherChristmasandwhenhedeliverspresentsineachcountrywiththestructuresinSkillsbuilding
2.Student2:Usetherelatedinformationtoansweryourpartner’squestions.[Explanation]学生在该部分内容的学习中,主要通过自我探索发现有关圣诞节习俗在不同国家的差异,特别是有关圣诞老人的称呼在不同国家的差异和不同国家认同的圣诞夜来临时间的差异在该部分设计的口头操练练习中,学生将可以对他们所学的知识做到当堂巩固消化,提高了课堂效率所以该部分的教学既可以很好地训练学生的口语能力(speakingability),也为最后的作任务中的otherinterestingfacts部分的写作打好了基础Step4SkillsBuilding3:writingastoryaboutalegendaryfigure---FatherChristmas(播放幻灯片26)
1.Tellthestudentsthingstobecovered/writtenaboutintheirstories.Thingstobecoveredinyourstory(播放幻灯片27)identitywhoheisappearancewhathelookslikepersonalitythedifferentaspectsofhischaracterlikebeingkind…occupationwhathedoesoriginwhoheisbasedonotherinterestingfactse.g.favoritefoodfriendsdifferentnameswhentodeliverpresents…
2.TeachopeningsentencestructuresOpeningsentencestructures(播放幻灯片28)•Iamgoingtotellyouastoryabout…•Iamsureyouhaveallheardabout…WellIamgoingtotellyouastoryabouthim/her.
3.GivetipsforwritingalegendarystoryaboutFatherChristmas(播放幻灯片29)TipsforwritingalegendarystoryaboutFatherChristmas•UsetheinformationwehavelearnedaboutFatherChristmasinSteps1and
2.•Youcanusemostofthestorywepractisedatthebeginningofthisperiodtoday.•UsetheExpressionsusedtodescribealegendarypersonwherepossible.
4.Shareyourstory(播放幻灯片30)
5.Provideapossibleversion:(播放幻灯片31-36)FatherChristmas•OpeningsentenceIamgoingtotellyouastoryaboutalegendaryfigure.•IdentityHeisknownasFatherChristmas.•AppearanceHeissaid/supposedtobeahappyfatmanwithlongwhitehairandalongwhitebearddressedinasuitwithablackbeltandthesamecolorboots.•PersonalityPeoplebelieveheisoneofthemostpopularfiguresinChristianitybecauseheissaidtobekindmercifulandgenerous.Accordingtothelegendsheloveschildrenandhelpstheirdreamscometrue.•OccupationI’veheardthatonChristmasEveFatherChristmasgoesdownchimneysandplacespresentsinstockingsinfrontoftheChristmastreebychildren’sbedorbythefireplace.•OriginThestoryofFatherChristmasissaid/supposedtobebasedonStNicholasthebishopofavillagecalledMyrainTurkeyover1600yearsago.HewasmadeintoasaintandlaterbecameoneofthemostpopularfiguresinChristianity.•OtherinterestingfactsFatherChristmashasdifferentnamesindifferentcountries.InGermanyheissaid/supposedtobecalledChristmasManwhileinSwedenheiscalledChristmasBrownieandintheNetherlandsandtheUSAheiscalledSantaClaus.HeisshownaswearingalongredrobeinFranceandRussia.InmanyEuropeancountriesFatherChristmasgivesgiftstochildrenon5Decembertheeveofhisfestivaldayor6December.IntheUKandtheUSAthegiftscomeonChristmasEvewhichis24December.[Explanation]学生在该部分的学习中,将会掌握写一个传说中的人物的故事该如何开头,及该在故事中写哪几个方面由于学生在Task的第一课时和第二课时的听、说、读、写等几个方面的训练,此刻写作所需语言知识的储备已经基本到位,基本上只需把前面所学内容串起来就行了老师在学生与大家分享他们的故事的时候,要注意绝大部分学生在哪些句型表达上还存在问题,并作出及时的纠正最后提供的范文若课堂时间来不及,可在课后让同学看一遍,但不能留在学生手里,因为在回家作业中他们被要求修改他们的文章并誊写在作文本上交起来Step5AssignHomework(播放幻灯片37)
1.Proof-readyourlegendarystoryaboutFatherChristmasandwriteitdowninyourcompositionexercise-books.Youneedtohanditintomorrow.
2.Findsomemagazinesornewspaperswhichtellabouthistoricreligioussites.IfpossibleyoucanalsosurftheInternettofindsomeinformationabouthistoricreligioussites.Pleasetakenotesofsomeinformationabouthistoricreligioussitesandbringyournotesheretomorrow.[Explanation]第二部分回家作业主要是为下一堂课的Project作一些材料收集上的准备工作。