河南省安阳二中高一英语《Lesson4 Christmas》学案

Unit 3 Celebration Lesson 4 Christmas导学案预习和检测翻译下列词组1. 在圣诞节期间_______ (at Christmas)2. 爆炸，发脾气_______ (blow up)3. 容忍，忍受_____ (put up with)4. 关(水、煤气、电灯等)，拐弯，令人讨厌_____ (turn off)5. 离开某地前往某地_____(leave sp. for sp.)6. 超越某人______(leave sb behind)7. 实施，履行，完成_______(carry out)8. 使……出丑_____ (put sb down)9.继续做；经营______ (carry on doing sth.)10.做礼拜_______ (go to church)知识探究一.重点单词1. awake adj.1) 醒着的He has lain awake all night，thinking of them.他躺着一夜没睡着，想着他们。

I lay awake in his bed.我醒着躺在床上。

2) 认识到的，意识到的[(+to)]They are fully awake to the dangers of the situation.他们充分意识到局势的危险。

3) 警惕的We must stay awake in their struggle against terrorists.我们必须在与反恐怖分子的斗争中始终保持警惕。

拓展：awake vt.1) 唤醒，使醒过来The noise awoke me.噪音把我惊醒了。

2)使觉醒；使意识到(+to)He tried to awake us to a sense of duty.他试图使我们认识到自己的责任。

3) 唤起，激起Nothing can awake his interest in English.什么都无法激起他对这门英语学科的兴趣。

Teaching PlanName: Ge Zhiguo Class：0904Student No.：2009013966 Supervisor：付本静U3 CelebrationLesson 4 ChristmasObjectives1)learn to use key words and sentences2)To develop reading strategies to answer multiple-choice questions.3)To practise collocations with have, do and play.4)To talk about childhood memories.Language points and difficulties:1)the use of key words:balloons,Christmas,pudding,Christmas tree,snow,snowmen2) What’s the main idea of each paragraph?Para. 1 the beginning of ChristmasPara. 2 decorations outsidePara. 3 activities on Christmas EvePara. 4 activities on Christmas morningPara.5 activities after lunchTeaching methods and aids:1)pairwork to practise speaking and then make a role play within the pairs2) play games to consolidate new words and expressionsTeaching procedures:Step 1 Pre-task/Warm-upWhich of the things do you think western people have at Christmas?Step 2 Lead-in:In what order did the children do these things? Example 1 da)open the new year calendarb)put their stockings at the end of the bedc)sing Christmas carolsd)write a letter to Father Christmase)put up the Christmas treef)go to churchg)have Christmas cakeAnswers: 2 a 3c 4e 5b 6f 7gAnswer the multiple-choice questions.1 Who do you think reads the children’s letters?a) Father Christmas b) their parents c) nobody2 What do you think people do in a carol service?a) sing songs b) give presents c) watch a play3 What happened on Christmas Eve?a) The writer stayed awake all night.b) Someone put presents in his stocking.c) The writer saw Father Christmas.4 Why did they laugh?a) The Christmas carols were happy songs.b) The songs and hats were funny.c) The jokes and hats were funny.5 After lunch:a) the adults watche d the Queen’s speech.b).the children made a snowman.c) everybody had more to eat.Answers: 1b 2a 3b 4c 5cStep 3 VocabularyIn English, some verbs and nouns often go together. Complete the table with these words:tea, the piano, your homework, a shower, cards, a (snowball) fight, a party, the washing-up, lunch, the shoppingComplete the sentences with these verbs in the correct form.blow up, sing, go to, put up, have(x2), make, put onOn Christmas Eve, my grandparents arrived. We(1) a snowman in the garden and later we (2) the decoration. I (3) lots of balloons. On Christmas morning, I (4) some warm clothes and (5) a snowball fight with my cousins and then we(6) church. After that, we(7) lunch and(8) Christmas carols.Answers1 made2 put up3 blew up4 put on5 had6 went to7 had8 sangStep 4Writing and SpeakingMake notes about your childhood memories of an important festival.People: family? Good friends?Preparations: decorations? Invitations?Presents: what? Who for? Make/buy?Food: meals? Special food/drink?Activities: music? Dancing? A long walk?Your feelings: happy? Sad?Step 5HomeworkRecite paragraph threeReflectionsThis lesson aims at drilling students' ability to use the key words.Students at this stage may have difficulties in learning them, so they have to do more practice to consolidate.Step 1 stimulatus you to read the text and have a knowledge of Christmas. Through Step 2 you can udstand deeply about the text.To learn to use the new words through Step3.To improve students' ability of writing,speaking,Step 4 and Step 5 play a important role.。

U3 CelebrationLesson 4 ChristmasObjectivesTo read a narrative text and understand the story.To build up an area of vocabulary associated with Christmas.To develop reading strategies to answer multiple-choice questions.To practise collocations with have, do and play.To talk about childhood memories.Pre-ReadingFind the Key Words in the pictures.Which of the things do you think western people have at Christmas?Key Wordsballoons, Christmas carols, Christmas pudding, Christmas tree, snow, snowmen, Christmas stockings, presentsReadingRead the text. Which Key Words are mentioned? Circle them out. Which other Christmas things are mentioned? Make a list.Answers:Father Christmas calendar Christmas cards Christmas lightscarol service Christmas tree decorations balloons stockingspresents sweets turkey Christmas pudding paper hatsQueen’s speech Christmas cakeWhat’s the main idea of each paragraph?Para. 1 the beginning of ChristmasPara. 2 decorations outsidePara. 3 activities on Christmas EvePara. 4 activities on Christmas morningPara.5 activities after lunchPost- ReadingIn what order did the children do these things?Example 1 dChristmas tree Father Christmas carol service candlesnowman decorations presents turkeyChristmas stockingssweets Christmas cakea)open the new year calendarb)put their stockings at the end of the bedc)sing Christmas carolsd)write a letter to Father Christmase)put up the Christmas treef)go to churchg)have Christmas cakeAnswers: 2 a3c 4e 5b 6f7gAnswer the multiple-choice questions.1 Who do you think reads the children’s letters?a) Father Christmas b) their parents c) nobody2 What do you think people do in a carol service?a) sing songs b) give presents c) watch a play3 What happened on Christmas Eve?a) The writer stayed awake all night.b) Someone put presents in his stocking.c) The writer saw Father Christmas.4 Why did they laugh?a) The Christmas carols were happy songs.b) The songs and hats were funny.c) The jokes and hats were funny.5 After lunch:a) the adults watched the Queen’s speech.b).the children made a snowman.c) everybody had more to eat.Answers: 1b 2a 3b 4c5cVocabularyIn English, some verbs and nouns often go together. plete the table with these words: tea, the piano, your homework, a shower, cards, a (snowball) fight, a party, the washing-up, lunch, the shoppingplete the sentences with these verbs in the correct form.blow up, sing, go to, put up, have(x2), make, put onOn Christmas Eve, my grandparents arrived. We(1)a snowman in the garden and later we (2)the decoration. I (3)lots of balloons. On Christmas morning, I (4)some warm clothes and (5)a snowball fight with my cousins and then we(6)church. After that, we(7)lunch and(8)Christmas carols.Answers1 made2 put up3 blew up4 put on5 had6 went to7 had8 sangWriting and SpeakingMake notes about your childhood memories of an important festival.People: family? Good friends?Preparations: decorations? Invitations?Presents: what? Who for? Make/buy?Food: meals? Special food/drink?Activities: music? Dancing? A long walk?Your feelings: happy? Sad?。

《Christmas教案》Word版一、教学目标：1. 知识目标：让学生了解圣诞节的起源、习俗和庆祝方式，掌握相关英语词汇和表达方式。

2. 能力目标：培养学生运用英语进行交流和表达能力，提高他们的跨文化交际意识。

3. 情感目标：培养学生对不同文化的尊重和理解，拓宽他们的国际视野。

二、教学内容：1. 圣诞节的起源和发展2. 圣诞节的习俗和庆祝方式3. 圣诞节相关的英语词汇和表达方式三、教学重点与难点：1. 教学重点：让学生了解圣诞节的起源、习俗和庆祝方式，掌握相关英语词汇和表达方式。

2. 教学难点：如何让学生在实际交流中运用所学知识和词汇。

四、教学方法：1. 任务型教学法：通过完成各种任务，让学生在实际操作中学习和运用英语。

2. 情境教学法：创设真实的圣诞节情境，激发学生的学习兴趣和积极性。

3. 小组合作学习：鼓励学生互相合作，共同完成学习任务。

五、教学步骤：1. 导入：通过播放圣诞歌曲，激发学生的兴趣，引入课题。

2. 讲解：讲解圣诞节的起源、习俗和庆祝方式，引导学生学习相关英语词汇和表达方式。

3. 实践：分组进行角色扮演，模拟圣诞节的场景，让学生运用所学知识和词汇进行交流。

4. 任务：让学生分组制作圣诞卡片，并在卡片上用英语写下祝福语。

六、教学评估：1. 课堂参与度：观察学生在课堂活动中的参与程度，包括发言、讨论和小组合作等。

2. 语言运用能力：评估学生在实际交流中运用英语的能力，包括语法、词汇和表达方式等。

3. 任务完成情况：检查学生完成圣诞卡片任务的情况，包括内容、语法和创意等。

七、教学资源：1. 圣诞节的起源和发展：提供相关的历史资料和文献，以便学生深入了解圣诞节的起源和发展。

2. 圣诞节的习俗和庆祝方式：提供相关的文化资料和图片，以便学生更好地了解圣诞节的习俗和庆祝方式。

3. 圣诞节相关的英语词汇和表达方式：提供相关的词汇表和例句，以便学生学习和参考。

八、教学进度安排：1. 第1周：介绍圣诞节的起源和发展，让学生了解圣诞节的历史背景。

Unit 3 Leon 4 ChritmaTeaching Obective:To read a narrative tet and undertand the torTo buid uember more word about ChritmaSte a and circe them outAnwer: Caendar; Chritma ight; Chritma tree; decoration; Chritma an; Chritma cae; Chritma card; baoon; weet; cande; a caroue the word to decribe ome aSte a from the tetAnwer: wrote a etter to Father Chritmaattended the town caro ervicemade nowmenhad eciting nowba fight decorated the houea treea carowatched the Queen' a caeStudent oo at ome a and ue a entence to decribe each e verb and noun often go together in Engih and the are caed coocation After that, tudent do ome eercie toOn Chritma Eve, m grandan in the garden and ater we _______the decoration I ________ ot ofbaoon We aid:"Merr Chritma!" to each other On Chritma morning, I ______ ome warm cothe and______a nowba fight with m couin and then we ________ church After that, we _____unch and ______Chritma caroSteeGame 1 Finih the word beowStudent ______ 8 boona _______9 crdeoation ________ 10 udde 2 Finih the word ean anbow uae, ut on etterim e word about the Sae dumemorie of the Semorie of the S marWhether we Chinee i reunion No matter where we are or how far awa, we wi go home to be together and to hare ha different cutureSteeworWrite down our dicuion and form a ater the abiit of ca organiation becaue tudent’ reethod to attract the attention of the tudentThird, tudent’ interet houd be aroued Britain' famou a nguage C E ecere aid : " The bet wa to teach Engih i the wa to aroue tudent' interet in earning Engih" We can't ut et the tudent in the teaching of the word memoriation, and houd tr to ue a variet of form ind, uch a the icture, ue, video In thi eon, the icture, ue and video can aroue tudent’ interet in thi eon。

高中英语北师大版必修1Unit3 Celebration《Lesson4 Christmas》优质课公开课教案教师资格证面试试讲教案1学情分析The Ss are from Grade 1 in Senior High School. They have achieved certain ability i n English comprehension. Besides, they like to express their opinions, so discussion in gro ups is supposed to be carried out effectively.However, Ss may not be so familiar with the history of Christmas and what people c an do during the day, so T should well present the background information to lessen Ss’co mprehending difficulty.2教学目标Based on the analysis of the teaching ideology, the teaching material and the learning condi tion, the following objectives are set:1. Knowledge objectivesBy the end of the class, the Ss will be able to(1)Have a better understanding of Christmas.(2)Use the proper expressions to describe a festival they like and compare two different fe stivals.2. Ability objectivesBy the end of the class, my Ss will be able to(1)Improve their reading ability through reading activities.(2)Get the main idea of each paragraph by scanning.(3)Grasp the outline of the passage.3. Emotion objectives(1)After learning the passage, the students are expected to know more about western festival s and its traditional customs.(2)Make Ss more interested in English and dare to communicate with each other actively.3重点难点Teaching important points。

《unit 3 lesson 4 Christmas》教学指导Objectives■ To read a narrative text and understand the story.■ To build up an area of vocabulary associated with Christmas.■ To develop reading strategies to answer multiple-choice questions. ■ To practise collocations with have, do and play.■ To talk about childhood memories.Resources usedPictures/photos you have showing Christmas activities in the UK and any Christmas cards you have received from Englishspeaking friends. Possible problemsStudents may find some of the vocabulary in the text a little difficult and be unwilling to read it quickly the first time, when they are only required to extract the Christmas vocabulary.BackgroundA traditional British Christmas includes: in the morning looking into the stockings hung the night before to find out what presents Father Christmas has left; at lunchtime a big meal with turkey, Christmas pudding (a heavy, sweet pudding containing a lot of dried fruit and often covered with burning brandy or brandy butter) served hot. Paper crackers containing paper hats, novelties and jokes are pulled after the meal. Most families decorate the house with paper garlands, balloons, holly and mistletoe and have a real or artificial fir tree decorated with lights.Routes through the material■ If you are short of time, set some of the exercises for homework and omit Exercise 8.■ If you have time, students can develop Exercise 7 into a letter to an English friend describing an important festival in China.Language Power: pages 84?C85.ReadingBefore you startExercise 1Key Wordsballoons, Christmas carols, Christmas pudding, Christmas tree, snow, snowmen, Christmas stockings, presents■ Students read the Key Words and find the objects in the pictures.■ Students then discuss which of these things they have atChristmas and what different things they have.Read to learnExercise 2Useful vocabulary: calendar, (play) cards, carol service,Christmas Eve, decorations, jokes, polar bears, speech, windy. Encourage students to guess the meaning of the other words when they have done Exercise 3.■ If you wish, divide the class into groups and ask each group to read one paragraph and note down the Christmas words.■ The groups then report back to the class and all the students read the whole text and find the Christmas words. If students include words associated with winter (e.g. snow, igloo) rather than Christmas specifically, discuss with the students if these should be included in the Christmas words. AnswersFather Christmas; calendar; Christmas cards; Christmas lights ;carol service; Christmas tree; decorations ;balloons;stockings; presents; sweets ;turkey ;Christmas pudding;paper hats ;Queen’s speech ;Christmas cakeExercise 3■Students read the whole text carefully matching the people and the actions.■ When you have checked the answers, ask students to cover the text and retell the story, using these seven expressions (a?Cg) but adding more details between the sentences.Answers2 a3 c4 e5 b6 f7 g Exercise 4■ Ask students if they like doing multiple-choice questions ?C how do they tackle them? What do they find difficult about them?■ Read the Strategies with the students. Ask students if this is what they do. If not, do they think it is a good strategy?■ Ask them to use this strategy to answer the multiple-choice questions in this exercise.■ Students do the exercise individually, then compare answers with their partner before checking answers as a class.■ When checking answers, ask students to read out thesection of the text which contains the answers and to say why the other two answers must be wrong.Answers1 b2 a3 b4 c5 c。

Unit 3 Lesson 4 Christmas任教者：董义兵班级：高一（18）The analysis of the textThe emphasis of this period will be placed on reading skills. The reading material is a narrative text, and mainly aims at making students know how to get familiar with celebrations, customs and social etiquette at Christmas in English-speaking countries.Teaching AimsKnowledge and skills1. Help students learn more about Christmas.2. Build up an area of vocabulary and useful expressions associated with Christmas.3. Help students improve their reading ability to read a narrative text.4. Use the Key Words and useful expressions they have learnt in this lesson to describe theirmemories of Christmas.Process and methods1.During break time, show students a cheerful song Jingle-Bell to have students experiencethe atmosphere of Christmas and then lead in the topic by a competition.2.While reading, instruct students to read the text with a certain strategy.3.To consolidate the content of the text, the students are required to talk about theirmemories Christmas.Emotion, attitude and valueStudents will have a better understanding of Christmas and be eager to know moreabout Chinese Spring Festival.Teaching Important and Difficult Points1.Help students learn more about Christmas.2.Develop students reading ability.3.How to help students use Reading Strategies to answer some questions.Teaching AidsMulti-media PPT BlackboardTeaching period: Two.First PeriodStep 1 Lead-inLead in the topic by a Christmas song Jingle-Bell and then hold a competition toget students to know some knowledge about Christmas in advance.Step 2 First-reading [strategy 1: scanning]Read the text quickly and circle all the things that western people have atChristmas.Step 3 Second-reading [strategy2: finding topic sentence, especially the first sentence] Match the paragraphs with the topics, and then divide the whole passage into threeparts according to the time order.Step 4 Third-reading [strategy3: finding specific information]Read each part aloud together, and then find out all the activities that children dobased on the time order 1) Before Christmas Eve.2) On Christmas Eve3) On Christmas DayStep 5 Listening and further understanding [strategy4: predicting before listening] Look through the multiple-choice questions and predict the answers before listening. Step 6 Post-readingAfter reading the passage several times, ask students to talk about their memoriesof Christmas with the help of pictures presented on the screen.Step 7 HomeworkShow some pictures of Spring Festival and have students write a short passageabout their memories of New Year’s Day. The passage should be developed in timeorder 1) Before New Year’s Eve.2) On New Year’s Eve.3) On New Year’s EveTime: January 1st Lunar MonthPeople: All Chinese peoplePresents: gift/ lucky money candiesFood: all kinds of vegetables and meatYour feeling: excited ?。