高中必修第一册英语《Lesson 1 Spring Festival》获奖说课教学设计

Unit3Celebration教学设计Lesson1Spring festival教材分析主题语境人与社会——文学艺术与体育--------------传统节日语篇类型记叙文语篇研读春节是我国最重要历史最悠久最热闹的传统节日本课有3部分组成，分别是三位读者对春节的叙述春节对于不同的人具有不同的意义Part1是现居南京的交流生Tom对春节的叙述及感受.作者恰当的运用first next,the greatestexcitement,then等时间连接词有条理的叙述了几个重要的春节习俗及其用意，如,扫尘，贴福字，燃放爆竹，吃团圆饭，拜年等Part2是在上海工作回老家过年的28岁工程师徐刚对春节的叙述及感受对于像徐刚这样漂泊在外的人们，无论多远回家团聚是永恒的主题车票再难抢路途再遥远，也难以抵挡吃上一顿团圆饭的归心Part3是退休夫妇对于春节的叙述及感受对于他们而言，家人闲坐，灯火可亲儿孙满堂家人团圆是春节永恒的主题文章重点词汇主要涉及春节如attach theChinese characterFuupside downJet offfireworks,scare away the monster,plan the trip home,be backwith the family and talk ofoldtimes,a signof ourwishes fbrhealth andhappiness3个语篇虽独立成篇，但却互为补充，把语篇的事实性信息，语言表达方式及对春节的意义，习俗，传统故事，过节流程的叙述有机整合在一起，使读者对春节有了全面的认识，并梳理出本文的信息结构图和结构化知识图作者希望通过本文使读者全面了解春节等其他中国传统节日及其历史与现实意义教学目标与核心素养本课结束时，学生能够语言能力1查读文章快速扫描出特定的细节信息2获取梳理描述有关春节的事实性信息（节前准备，节日习俗，节中的活动），梳理出每个语篇的信息结构图3掌握通过时间连接词，动作事件，具体的日期或时间字词来表示时间和顺序归纳总结春节习俗及过节流程，分析三个语篇，梳理出本文的结构化知识图4向外国朋友介绍中国的传统节日——春节思维品质5在阅读文章基础上，能够比较总结春节对于不同人的意义6联系个人生活，分享春节对于自己的意义文化意识:7了解春节的意义，习俗及过节流程领悟辞旧迎新，阖家团圆是春节永恒的主题教学重难点归纳总结春节习俗及过节流程，分析三个语篇，梳理出本文的结构化知识图课前准备学生自学单词和预习课文教学过程主要学生学习活动1创设情境，熟悉主题，铺垫语言教师展示过春节的照片用课文中的新词汇描述照片，帮助学生在情境中认知和理解新词汇并提出问题which festivalis highlyvalued byour ChinesefamilyHow doyou andyour familycelebrate the spring festivalWhatwords immediatelycome toyour mindfor describingits meaning来激活与春节有关的词汇；2概括梳理整合信息，内化语言，获得结构化知识学生第一遍略读parti,概括出春节对于Torn的意义学生第二遍浏览parti,梳理春节习俗及其用意的事实性信息（扫尘，倒贴福字，燃放爆竹，吃团圆饭，拜年）教师提问检查学生提取课文中事实信息的情况并标记出表示时间顺序的话语标记语学生第一遍略读part2,概括出春节对于徐刚的意义学生第二遍浏览part2,梳理徐刚节前准备及回家过年活动的事实性信息（订票，选礼物，和父母聊天，吃团圆饭）并标记出表示时间顺序的话语标记语学生第一遍略读part3,概括出春节对于李燕的意义学生第二遍浏览part3,梳理李燕夫妇为迎接儿孙回家过年所做的准备及儿孙回家过年的事实性信息并标记出表示时间顺序的话语标记语学生认真阅读全文3个语篇，找出文中春节情景的生动画面学生总结表示时间顺序的话语标记语及其他表达方式学生概括出叙述春节经历应包含的几个方面学生梳理出本文的结构化知识图并通过对细节信息的梳理归纳，熟悉并学习一些固定搭配及本课特有的语言表达方式之后，教师和学生在黑板上共同完成信息结构图和结构化知识图3学生依据所梳理和提炼的结构化知识，重组课文中的固定搭配或语言表达方式采用两人问答或对话的形式，内化所学语言知识与相关信息4表达感受，分享自己观点，培养批判性思维学生两两合作归纳总结春节节日习俗，节日流程，传统故事领悟家人团圆是春节的永恒主题学生联系自我进行思考，分享春节对于自己的意义5学生讨论还有哪些那些春节的习俗加深对春节全面的了解6互动交流，迁移创新学生分组创编人物访谈类节目，请Tom,徐刚，李燕作嘉宾谈论自己的春节经历向外国朋友叙述自己的春节经历教学过程Step1Leading inITshows somepictures ofSpring festivaland describethe pictures.And thenasks Ss:Which festivalis highlyvalued byour ChinesefamilyHow doyou andyour familycelebrate the spring festivalWhatwords immediatelycome toyour mindfbr describingits meaning2Ss workin groupsand talk about the Spring festival.3Ss share their ideas.T writethem downon theblackboard.Step2T asks Ss whattype oftext itis.Step3Reading part1IT invitesSs toskim part1to findthe meaningof thespring festivalfbr Tom.2T invitesSs toscan partIto findthespring festival traditions and their purposes.3Ss workin pairsto talk about thespring festivaltraditionsandtheirpurposes.Toms firsttime spendingspring festivalin chinatraditionspurposes.clean thehouseto sweepaway thedirt andget readyfor thenew yearattachfu upside down to the fi*ont doorwhen fiiis putupsidedown,happiness arrives.let offfireworks scareawaythemonster nianenjoya bigdinner havea familygatheringwish everyonea happynew yearwish forhealth andhappiness4T invitesSs to find outsome timelinkers,e.g,first,next,thenStep4Reading part2IT invitesSs toskim part2to findthe meaningof thespring festivalfor Xu Gang.2T invitesSs toscan part2to findXu Gangspreparations before spring festivaland hisactivities during springfestival.preparations beforespring festivalplanthetriphome:book ticketsor flightschoose giftsfor theparents headhometo thefamilybe filledin onwhats beenhappeningactivities duringspring festival.have hotpotbetogether withthefamilyand talkof oldtimes3T invitesSs to find out the keyevents oractions andspecific datesin thestory,eg,Start planningmy tripbeforespring festival,the momentI geton thetrain,when iget homeStep5Reading part3IT invitesSs toskim part3tofindthe meaningof thespring festivalfor LiYan.4T invitesSs toscan part3tofindLi Yauspreparations beforespring festivaland herfamilies activitiesduringspringfestival.LiYans Spring festival withher entirefamilyget readyfor thefamilys homecoming:think about,preparations beforespring festivalbuy,prepareactivities duringspring festival.grandchildren runaroundadults gatheraround totalkaboutthe pastyear.make andhave dumplingstogether.5T invitesSs tofind outthe keyevents oractions andspecific datesin thestory,eg,Weeks beforespring festival,when everyonecome home.Step6Pair WorkIT asks Ss to thinkabout:What detailscan beincluded ifyou wantto writeabout anaccount ofspring festival.2T asksSs toChoose oneof thepeople aboveandtalkabout his/her experienceof theSpring Festivalbased on theInformation StructureDiagram andStructured KnowledgeGraph.2Ss present their amountswithin thewhole class.Step7Reading forDeep UnderstandingT asksSs to thinkof:What centralmeaning underliesXu Gangsand LiYans accountsWhatdoes itmean inChinese cultureWhatdoes spring festival mean to youIfyou wereXuGang,would youreturn hometo spendthespringfestivalStep8Recalling andpracticingPair Work:TasksSstofind atleast threedescriptions fromthe accountswhich provideyou witha vividpicture ofthescenes oftheSpringFestival.Share withyour partners.Example:The momentI getonthetrain,I amsurrounded byShanxi accents.Step9Critical thinking1TasksSstotalkabout:What otherspringfestivaltraditions arestill beingpracticed bypeople acrossthe countryWhatarethepurposes ofthe traditionsStep10Introducing SpringfestivalIntroduce ChineseSpringfestivalto agroup ofsecondary studentsfrom othercountries,prepare yourtalk andpresentit.Step11Interview1Ss workin groups to preparean interviewwhere Tom,XuGang andLiYan talkabout theirexperiences oflastspring festival.The interviewersmay preparethe questionslike this:When andwith whomdid youcelebratespring festivalWhatpreparations did you makebeforespringfestivalWhat activitiesdidyouenjoyWhat doesspringfestivalmeantoyou2Ss actoutthe interviewT invites2groupstopresenttheirgroup worktotheclass.Step11Summaiy andhomeworkSs andt togetherreflect andsummarize what has beenlearned.Write downwhathasbeen talkedabout intheinterview.。