崔楨 張麗華

（本節(jié)課選自人教版義務教育課程標準實驗教科書《英語》新目標九年級）

一、教學內容與分析

本單元的話題是節(jié)日，通過學習國內外不同的節(jié)日，讓學生了解不同國家的節(jié)日，感受不同國家節(jié)日的習俗與文化內涵。在語言知識上教授學生如何運用賓語從句表達看法。本節(jié)課是在學習賓語從句的基礎上，通過閱讀以圣誕節(jié)為主題的文章The Spirit of Christmas，對學生進行閱讀策略中推斷能力的指導和訓練，使得學生對圣誕節(jié)不僅有表層認知，也有深層次的理解，對學生有較強的教育意義。

二、教學目標

1.語言知識目標：

學習并掌握本節(jié)課的重點詞匯：Christmas， lie， novel， dead， business， punish， warn， present， warmth；掌握并熟練運用I think/ believe/ guess...表達看法的賓語從句。

2.語言技能目標：

（1）根據相應的閱讀技巧，獲取相關的信息；

（2）通過文章細節(jié)，推斷出文章沒有明確表達的信息；

（3）正確運用賓語從句的結構表達看法。

3.學習策略：

在理解故事內容的基礎上，對情節(jié)發(fā)展和人物性格作出合理的推論。

4.情感態(tài)度與價值觀：

通過探討圣誕節(jié)的含義，講述吝嗇鬼Scrooge的轉變，向學生傳達關愛、同情和憐憫之心是人類社會的寶貴財富，人人應當將之繼承并弘揚，以愛心回報社會。

5.文化意識：

了解西方國家的重要節(jié)日——圣誕節(jié)的由來和圣誕精神的真正含義。

三、教學重難點

重點：掌握本節(jié)課重點詞匯，熟練運用賓語從句表達個人看法。

難點：通過閱讀文章，讓學生學習并掌握通過字里行間的細節(jié)，推斷文章沒有明確表達的信息的能力。

四、教學步驟

StepⅠ Leading-in

T： Good morning， everyone！

Ss： Good morning， Ms. Cui！

T： We have known many festivals in this unit. Who can say some festivals？

S： The Water Festival， the Dragon Boat Festival，the Lantern Festival， the Mid-Autumn Festival， Halloween ...

T： Please tell us which festival you like best and the reason.

S1：I like the Dragon Boat Festival best， because I think the dragon boat is fantastic.

S2： ...

T： Yes. And most of these festivals are also important festivals in China. They are very important to all the Chinese. Yesterday we learned a popular festival Halloween in North America. Today well learn another important festival in western countries. Do you want to know it？

Ss： Yes.

（設計意圖：通過復習總結之前學過的節(jié)日，學生簡單發(fā)表看法，使知識在問答中得到復習和鞏固，為進入新課做好鋪墊。）

StepⅡ Presentation and brainstorm

1. Present the new word Christmas.

The teacher plays a song on the tape player and shows them several pictures. While listening and looking， the teacher asks them questions.

T： Do you know which festival it is about？

S： Yes， it is 圣誕節(jié).

T： Yeah， 圣誕節(jié) in English is “Christmas”. Its a new word. Read after me. We will learn something about Christmas today.

（Write the word on the blackboard.）

2. Before reading.

Finish off the mind map about Christmas.

T： What do you know about Christmas？ Please look at activity 2a. Discuss in groups and create a mind map.

A mind map about Christmas

（設計意圖：采用教材提供的圣誕節(jié)的思維導圖，理清了一個節(jié)日的基本框架，開闊了學生的思維。在擴充思維導圖的同時，師生互動、生生互動，調動了學生參與的積極性，實現(xiàn)了真正意義上的“頭腦風暴”，在話題和詞匯上都為接下來的閱讀做好鋪墊和準備，新詞匯的學習在思維導圖的補充中不斷呈現(xiàn)，使得詞匯的學習更生動，更易于學生掌握。）

StepⅢ While-reading

Scanning

1.Scan the text. Find out proper nouns （names） and underline them.

Proper nouns：

Charles Dickens， A Christmas Carol， Scrooge， Jacob Marley， the ghost of Christmas Past， the Ghost of Christmas Present， the Ghost of Christmas Yet to Come， The Spirit of Christmas， Christmas （Day）， Christmas Eve， Santa Claus...

（設計意圖：快速瀏覽課文，標出專有名詞，此任務的設置有助于學生了解文章背景，降低文章理解的難度，并在檢查任務的完成中，給予適當?shù)慕忉?。學習生詞或易造成閱讀干擾的詞匯，邊用邊學，有利于單詞的掌握和理解。）

e.g. Scrooge is mean and only thinks about himself. mean此處使用了它不同于以往的形容詞用法，意思是“吝嗇的”。

Jacob Marley is Scrooges dead business partner. 此處學習dead， business partner。

2. Read paragraph by paragraph. Try to finish off each task.

Skimming

（1） Paragraph One.

Read the first paragraph quickly and do activity 2b.

Q 1. What are the common things that people think of for Christmas？

Q 2. What is the true meaning or spirit of Christmas？ /What lies behind all these things？

（2）Paragraph Two

Read the second paragraph quickly and try to fill in the blanks. Learn the new words end up， punish， warn in this paragraph while reading. Then finish off the information about the novel “A Christmas Carol”.

A chart about the novel “A Christmas Carol”

Whats the name of the novel？

Who wrote the novel？

What are names of the main characters？ and

Whats the relationship between them？

Whats like？

Whats like？

（3）Paragraph Three

Careful reading

Read the third paragraph carefully and finish off activity 2c. Complete the chart.

What does Scrooge see when hes with ...

The Ghost of Christmas Past？

The Ghost of Christmas Present？

The Ghost of Christmas Yet to Come？

（4） Paragraph Four

Read paragraph 4 and find out if Scrooge has changed and what he does now. While reading the paragraph， students can guess the meaning of the new word “spread”.

（設計意圖：此文章篇幅長，學生不易于整篇理解，而且短文每段的結構清晰，層次分明，針對此文章的學習，更適宜進行分段落進行閱讀教學，既降低了文章難度，又有利于教師在英語閱讀教學的方法和策略上對學生的指導。）

Reading strategy： Inferring

（5）Read the passage carefully again and show them the reading strategy inferring.

Reading strategy： Inferring. This means you have to “read between the lines” to get the meanings that are not clearly stated in a text.

For example， The question Does Scrooge have a lot of friends？ Why or why not？

T： We cant find the answer directly from the passage. But we can infer by reading between the lines.

T： No， he doesnt. I think Scrooge doesnt have a lot of friends. Because he is mean and only thinks about himself. He doesnt treat others nicely. I guess people dont like him， and they dont want to make friends with him. Whats your opinion？ Please discuss and try to answer the following questions.

（Show them other questions and the questions need us to infer between the lines.）

Discuss and finish off activity 2d.

Q 1. Why does Scrooge hate Christmas？

Q 2. Does Scrooge have a lot of friends？ Why or why not？

Q 3. Why was Jacob Marley punished after he died？

Q 4. Does Jacob Marley want to help Scrooge？ How do you know？

Q 5. How does Scrooge feel when he wakes up on Christmas Day？

Q 6. What does Scrooge do after seeing the three spirits？

Students read the passage again and discuss with the classmates using the expressions： I guess.../I believe.../ I think...

（設計意圖：Inferring是本單元閱讀材料須要重點掌握的閱讀學習策略。教師要提醒學生關注課文標題旁的閱讀策略inferring，要求學生在閱讀時注意思考和推理字里行間透露出的信息以及作者的寫作意圖。）

Step Four After-reading

Try to feel what we can get from the passage/ Christmas？

T： Sum up what we have learned from the passage/ Christmas.

S1： I think I have known the true spirit of Christmas.

S2： I know something about Christmas.

S3： I know the true meaning of Christmas： the importance of sharing and giving love and joy to people around us...

T： Yes， when we learn a festival， it is necessary to know not only the festival itself but also the true meaning of it. Lets spread the true spirit of Christmas.

（設計意圖：在閱讀文章的學習中，告知學生對一個節(jié)日的了解，不但要知道該節(jié)日表面化的東西，更要了解節(jié)日的實質，這樣才能理解節(jié)日的內涵并傳承其真正的意義。）

Step Five Homework

Read the whole passage again and write down the difficult language points that you dont know. Prepare to role-play the conversation between the three ghosts and Scrooge by themselves.

（設計意圖：再讀文章，有利于學生更好地理解課文，把不會的地方記下來，下節(jié)課進行細致的知識點的梳理，并讓學生準備分角色表演的對話，為下節(jié)課的語言輸出做好鋪墊。）