Unit 3 Celebrations
Lesson 3 Memories of Christmas
【教材分析】
本节课是高中英语第一册Unit 3 Celebrations的第三课Memories of Christmas，授课类型是阅读课，介绍了一个关于圣诞节的故事。主要内容是讲述作者为何喜欢圣诞节，回忆和Granny一起度过圣诞节的欢乐时光以及表达对Granny的思念之情。通过本节课的学习，让学生了解西方文化中圣诞节的意义，进而使更多的学生更深入了解西方文化，从而适当地将中西文化结合；同时也希望通过本课的学习，让学生学会如何表达与圣诞节相关的话题。
【教学目标】
1．学习能力目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述。
2．语言能力目标
（1）能够正确运用以下单词和短语：mess, slightly, excitement, appear, stuff, decoration, branch, remember doing sth/remember to do sth, behaviour, whisper, treasure, affair, swallow, fall off, pass away, come to mind等；
（2）复习被动语态，能熟练应用被动语态以及能灵活使用动词词组。
3．文化意识目标
（1）了解英语交际中如何根据对方的话语作出恰当的反应；
（2）了解西方圣诞节的意义以及对中西方文化做出对比。
4．思维品质目标
热爱和尊重不同民族的文化，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道的英语介绍西方圣诞节；
（2）正确理解并运用被动语态和动词词组。
2．难点
（1）能用得体的英语表达西方圣诞节文化相关话题；
（2）能正确使用被动语态和动词短语。
【教学过程】
教学过程 教学活动 设计意图 时间
Step 1 Warming Up Review what we learnt last lesson, focusing on the language point: passive voice and do some grammar exercise. Brainstorm. Teacher will show some pictures about how to express congratulations and giving thanks and let students match them correctly. Teacher will give a description of a Chinese wedding ceremony and let students finish it with the given words. 复习上节课语法知识并做练习，有助于加深知识点记忆及运用。 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 7分钟
Step 2 Lead-in Teacher will give some clues about what western people do on Christmas and let students use the pictures and phrases to say something. 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。 5分钟
Step 3 Pre-reading According to the clues given in the last step, let students guess what the main idea of the passage is. 通过读前头脑风暴和观察图片思考问题，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章而进入泛读和精读环节。 通过课前阅读猜测有助于学生对文章接下来要谈论的问题有大致了解，进而把握整篇文章。 3分钟
Step 4 Fast-reading Read for general understanding. This story is about Christmas and the writer of the story thinks of her grandma every Christmas. Please read the story quickly and find the reason. Underline the memorable events the writer remembered about her grandma and discuss it with your partner. 通过泛读，能够让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。 10分钟
Step 5 Careful-reading Read the story again and finish the following question: When did these activities happen? Complete the timeline and then talk about what happened based on the timeline. Work in groups and discuss the following questions. Can you find any hints in the story that suggest Grandma was in poor health condition? Did the writer notice it at that time? How did she feel after Grandma passed away? Why does the writer think of her grandma every Christmas? What can you infer after reading the story? 活动1：通过对文本细节进行提问有助于学生阅读时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。 活动2：有助于学生深层次把握文章细节内容，帮助学生对整篇文章结构进行把握。 活动3：有助于学生理解文章主旨和细节，进而体会理解故事中人物情感态度，以提高学生深度阅读理解能力。 15分钟
Step 6 Post-reading Work in groups: What do you remember about the story? Use the timeline to help you. (Read the story again if necessary.) Focus on language: Look at the Word Builder. Match the words (1-8) with the endings (a-h) to form collocations. Use the correct form of the phrases in the Word Builder to fill in the blanks. Work in pairs: discuss the following. Tell your partner about your festival memories. Read the last paragraph. Why does the writer think Christmas is “magical”? 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握动词短语的意思及应用。 5分钟
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Unit 3 Celebrations——Lesson 1 Spring Festival
【教学目标】 Students will be able to 1. get the basic information from three accounts by completing a chart. 2. analyze what Spring Festival means to the three narrators. 3. express what Spring Festival means to them.
【教学重点】 The ability to get information and express out.
【教学难点】 To create a TV program.
【教学过程】
教学步骤 Teaching Steps 教师活动预设 Teaching Activities Design 学生活动预设 Students Activities Design 设计目的 Designing Goals
Lead-in Ask students to share how they celebrate last Spring Festival. Write down key words on the paper and share them with two of their classmates. To make students get into the topic.
Read for information Ask students to write down the answers to the following four questions. (1) Where and with whom do you usually spend your holiday? (2) What preparation do you make before Spring Festival? (3) What do you usually do during Spring Festival? (4) What does Spring Festival mean to you? Write down the answers. To make students get the essential information of the passage.
After reading Ask students to make three dialogues. Ask students to share the dialogues in class. In groups of 4, create a TV program. Suppose one of them is the host and the other three are Tom, Xu Gang and Li Yan. Make a dialogue covering the following 3 questions. (1) Where and with whom do you usually spend your holiday? (2) What preparation do you make before Spring Festival? (3) What do you usually do during Spring Festival? (4) What does Spring Festival mean to you? Share in the class. To make students share their information.
Read for the theme Ask students to share what Spring Festival means to themselves. Write down key words on the paper and share them with two of their classmates. To make students have a deep understand of the theme.
作业布置 Homework 1. Find descriptive sentences in the accounts that provide a vivid picture of Spring Festival. 2. Complete Exercise 7 on Page 54. 3. Write one paragraph about how you usually celebrate Spring Festival.
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Unit 3 Celebrations——Lesson 2 Special Occasions
【教学目标】 After the class, students should be able to: 1. know more about party advice; 2. get the specific information from the listening materials; 3. express thanks and congratulations.
【教学重点】 Congratulating and giving thanks.
【教学难点】 Catch the specific information from the listening materials.
【教学过程】
教学环节 Teaching Steps 设计意图 Design Intention
教师活动 Teacher Activity 学生活动 Student Activity
1. Lead-in Lead students to discuss party preparation and initiate the topic. Give a situation of the party and create the party atmosphere. Summarize the key stages of a party and compare it with the mind-map on P56. Do brainstorming about party advice, make comparisons and contrast with Chinese parties & UK parities. To lead in the topic and arouse the students’ interest.
2. Pre-listening Lead students to read Skill Builder and get ready for listening. Read tips on Skill Builder before listening and predict the information they are going to listen to. To get students to be prepared for listening and make foundations for listening.
3. While-listening Play the audio and lead students to take notes. Listen, take notes and fill in the blanks in Activity 1. Add more information on party advice. To practice students’ listening skills and activate students’ prior party experience and share.
4. Post-listening Play audio 3.4, 3.5, 3.6 to lead students to get familiar with congratulations and thanks. Take notes & build expressions of congratulations and thanks. To build students’ ability to talk about holidays and special occasions.
5. Summarize the whole class and assign homework To review the contents learnt today. To review the whole class.
作业布置 Homework 1. Write a 3-min English speech to junior secondary school students at the graduation ceremony. 2. Practice the speech and make preparation for the presentation in the next class.
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Unit 3 Celebrations——Topic Talk
【教学目标】 Students will be able to 1. talk about their favorite festival or special occasion. 2. write a short paragraph about a traditional Chinese festival to a foreign friend.
【教学重点】 To write a short paragraph about a traditional Chinese festival to a foreign friend.
【教学难点】 To write a short paragraph about a traditional Chinese festival to a foreign friend.
【教学过程】
教学步骤 Teaching Steps 教师活动预设 Teaching Activities Design 学生活动预设 Students Activities Design 设计目的 Designing Goals
Lead-in Ask students to make a list of festivals and occasions they celebrate and share it with at least two classmates. Make a list of festivals and occasions they celebrate and share with at least two classmates. To make students get into the topic.
Listening 1 Ask students to listen to the audio: 1st time—take notes about the festivals or occasions mentioned in the audio. 2nd time—take notes about the time when they are celebrated. 3rd time—take notes about the activities which they are celebrated with. Ask students to revise and complete their notes according to Text Builder in the text book. Listen to the audio: 1st time—take notes about the festivals or occasions mentioned in the audio. 2nd time—take notes about the time when they are celebrated. 3rd time—take notes about the activities which they are celebrated with. Revise and complete their notes according to Text Builder in the text book. To make students get to know the language about celebrations.
Listening 2 Close your books, listen to a dialogue, take as many notes as possible and answer the following questions. 1. What are the two speakers talking about? 2. What are Jenny’s friends going to do for her? Why? 3. What are they going to make and give Jenny at the party? 4. What will jenny do at the party? Listen to the audio and answer questions. To make students get the information and take notes.
Writing Ask students to write a short paragraph about a traditional Chinese festival to Ian and share it in class. Before students start writing, ask them two questions. 1. What aspects will be covered? 2. What do you want to write for the beginning and ending parts? Write a short paragraph about a traditional Chinese festival to Ian and share it in class. To make students write about their favorite Chinese traditional festivals.
作业布置 Homework Write one paragraph about how they usually celebrate Spring Festival.
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Unit 3 Celebrations——Writing Workshop
【教学目标】 After the class, the students should be able to: 1. Grasp some key words, phrases and sentences in description of birthday party. 2. Grasp the structure of descriptive essay by reading and writing; 3. Know how to use linkers to show time order in group work; 4. Cultivate the awareness of cooperation and the sense of belonging and commitment to the family and friends.
【教学重点】 To grasp the structure and sentence linkers of descriptive writing.
【教学难点】 How to describe an event in time order with appropriate sentence linkers.
【教学过程】
教学环节 Teaching Steps 设计意图 Design Intention
教师活动 Teacher Activity 学生活动 Student Activity
Get ready for writing Lead in Let students recall the party we had on 10th September, a student’s birthday party. Read for understanding Read the description of grandpa’s birthday party and answer two questions: 1. What did the family do to prepare for the party? 2. How did grandpa feel and what did he say? Pair work: discussion What details do students want to include in the party description? Individual work: read and answer the questions. To lead in the topic of celebration events and also focus on the content of event description.
(1) Read and focus on the structure of descriptive writing Lead students to read and summarize the main ideas and locate the specific information to support each paragraph. Group work: Read and complete the flow chart. Discuss the meaning of the birthday for this family. To deepen the understanding of the structure of event description and cultivate their awareness of cooperation as well as the meaning of the party for this family.
(2) Read and focus on language use Guide students to summarize the organization of an event description. Individual and pair work: Underline the words used to link sentences and paragraphs. Students organize a story in time order. To understand the chronological order of description by finding the sentence linkers.
(3) Practice ①Please write the outline of the birthday party we had or the event they would like to mention. ②After that, please describe the preparation part of the event by using sentence linkers. Individual and pair work: Write one of the 4 paragraphs by themselves and then share with partners. To check whether they have understood the structure and the language used to describe events.
(4) Summarize the whole class and assign homework Students share what they have learned. To review the whole class.
作业布置 Homework Based on peer editing feedback, students need to finish the second writing.
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Unit 3 Celebrations
Writing Workshop & Reading Club
【教学目标】
1．学习能力目标
学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
用所学的词汇和语言对课文进行复述；
学生能够借助已知的关键信息，适当补充辅助信息，写出完整的电子邮件。
2．语言能力目标
能够正确运用以下文章结构顺序连接词进行写作：first ..., then ..., after that ..., finally ...；
能正确认知并且运用以下词汇和短语：awesome, calm down, uniform, territory, region, ethnic, determine, variety, surplus, symbolise, slice, transit, currency, prosperity, ingredient, offend, growl, provoke, humbly等。
3．文化意识目标
了解如何正确、恰当进行描述节日以及如何恰当使用顺序连接词；
了解我国节日饮食文化和西方文化，并从中得到感兴趣的信息。
4．思维品质目标
对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道、恰当的语言进行节日描述书写；
（2）正确理解并运用顺序连接词以及动词短语进行恰当表达；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语书写节日描述；
（2）能正确、恰当地使用动词短语。
【教学过程】
Writing Workshop
教学过程 教学活动 设计意图 时间
Step 1 Warming Up for Writing The teacher will give a topic and some information about the topic, which requires students to describe an event or a festival. If you are going to write about a celebration event you had before, what you will write? Discuss with your partner. What celebration do you want to write about and why? What details do you want to include? 任务型活动：课题引入采取讨论方式，分享写作思路。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 3分钟
Step 2 Lead-in This step is to lead the students to learn how to describe an event or a festival. Give students a passage and read the description of a birthday. Answer the following questions. Whose birthday was it? What did the family do to prepare for it? What was the best part of the event? How did Grandpa feel and what did he say? 紧扣上一环节的讨论，通过阅读一篇生日描写，教师引导学生模仿文章书写结构、语言和上下文间的逻辑衔接，以激发学生的兴趣，导入写作课意图。 5分钟
Step 3 Pre-writing This step is to focus on text structure and language that will be used in the event description. Read the text again. Complete the structure of the text by putting parts in the correct order and then add details. Read the text again and underline all the linkers that are used to link sentences and paragraphs. Then look at the sentences that can be used in your writing. 活动1：该教学过程主要是帮助学生整理教学过程2中的文章顺序和层次。 活动2：该教学过程主要是更进一步帮助学生掌握顺序连接词的使用，并模仿文中使用方式，灵活运用到自己的作文中。 7分钟
Step 4 While-writing This step is to instruct students to compose their writing. Work out an outline of an event description you’re going to write about. Use the outline and the Writing Help to write your first draft. 该教学过程主要帮助学生构思写作大纲，以完成写作目的。 活动1：构建写作大纲，主要参考教学过程3中的活动1的结构； 活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。 20分钟
Step 5 Post-writing When the students finish the description, edit it in pairs. Pay attention to the elements, sentence structures and some other things. 完成后的草稿，同桌间进行交换批改，主要看事件描述结构，句式结构以及其他用词方面的问题。 10分钟
Reading Club
教学过程 教学活动 设计意图 时间
Step 1 Warming Up Teacher 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 to introduce and the other passage will be left for after-class reading. 任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。 3分钟
Step 2 Lead-in 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-birthday Gift: Teacher will give a picture about Alice’s Adventures in Wonderland and let student share what they know about it. 紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。 5分钟
Step 3 Pre-reading If the topic is Festival Menu: Teacher will show some food served on Spring Festival on the screen and ask students if they know the meaning of each food. (2) If the topic is The Un-birthday Gift: Teacher will show a picture about Alice and Humpty Dumpty and let students guess what the passage is about. 该教学过程主要是帮助学生更好地了解文章内容。通过文章相关配图，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。 7分钟
Step 4 While-reading If the topic is Festival Menu: Read the text and answer the following questions: ① Which Spring Festival dishes are believed that they will bring fortune? ② Which dishes symbolise happiness in the new year? If the topic is The Un-birthday Gift: ① Who do you think Lewis Carroll wrote the story for? ②Why was Humpy Dumpty offended when Alice said, “What a beautiful belt you’ve got on”? ③ Were Alice and Humpty Dumpty good friends? How do you know? 该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。 20分钟
Step 5 Post-writing If the topic the Festival Menu: What cultural meanings can you infer from the names of the dishes? If the topic is The Un-birthday Gift: ① What are some examples of literary nonsense in the text? UNDERLINE the sentences. ② How do you like the story? Why? 该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。 5分钟
Step 6 Homework Read the other passage left and do the exercise in the textbook. Use what you have learnt and talk about events or festivals with verb phrases and proper description linkers and then write down them. 该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。 5分钟
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