初三英語課案分析
一、課文簡介
本課為初中英語第三冊，第8單元，第30 課，題目是“圣誕節”，是一篇閱讀文章。本單元圍繞慶賀節日的話題展開各項語言活動。本單元的主要交際功能項目為：圣誕節和新年的節日問候。英語新課程標準中要求學生掌握的表達祝愿及問答的日常交際用語大部分在本單元都有所體現。本課是本單元的中心，介紹了西方國家慶祝圣誕活動，圣誕老人的故事以及基督精神。學生通過學習，掌握有關圣誕節的詞匯，了解西方國家的“圣誕文化”，加深對基督精神的理解，并能向別人介紹圣誕節。
二、學習者分析
初三學生經過兩年的英語學習，有了初步的閱讀能力，能借助于詞典正確理解課文，對課文所講述慶祝圣誕情況也略知一二。他們也有能力通過網絡查詢有關信息。此階段的學生還具有較強的“自我”發展意識，對具有一定知識性及歷史背景的語言材料表現出濃厚的興趣。
三、教學目標 及其對應的課程標準
1.語言知識目標
學生能夠根據音標正確讀出，記住kind-hearted 等14個單詞，了解它們的詞性，語法功能及體現于詞匯中特殊的文化含義；掌握even though 等到15個詞組的用法，會使用這些詞匯描述圣誕節慶祝活動; 會正確使用近義詞。
2.語言技能目標
聽：能基本聽懂課文錄音，并回答有關問題。
說：能正確描述有關圣誕活動。
讀：能讀懂難易程度與課文相當的短文。
寫：能以圣誕為題寫一篇100字的短文。
3.情感態度目標
具有積極向上的學習態度，樂于進行小組合作，不懂不會之處，主動尋求幫助，積極舉手回答問題，積極探究問題，不斷提高學習英語的積極性和自信心。
4.學習策略
積極預習，復習課文，思考問題，記好筆記，在學習中大膽聯想，學會運用知識。大膽與同學用英語交流，積極思考問題，掌握重點難點，學會運用速讀，細讀技巧閱讀文章。學會正確運用詞匯描述事物，熟悉西方主要節日的慶典活動。積極利用媒體，資料，網絡資源輔助學習，探討問題，開拓視野，拓寬知識面。
5.文化意識
“圣誕”是西方文化的奠基。了解“圣誕”有助于學好英語并理解西方文化。通過本課的學習，學生了解西方文化及基督精神，讓 “It’s better to give than to receive.” 融入學生的思想中；并在提高語言能力和交際能力的同時，提高跨文化交際能力。
四、教學重點
1.詞匯
from house to house, do sth. for fun, on Christmas Eve, during the night, as well, fill …with, is based on, It is said…, spirit of generosity, live on, Merry Christmas, no longer, in a single night, Father Christmas，can’t wait to do sth.
2.關于圣誕節的文化知識
五、教學難點
fill…with /be filled with/be full of 的不同用法
no longer =not any longer
too 前加 not, never 表示 肯定, 例：You’re never too old to learn..
六、教學理念
英語新課程標準提出“將學生的發展作為英語課程的出發點和歸宿”，制定了“知識與技能，過程與方法，情感與價值觀三位一體”的課程功能，旨在幫助學生掌握學習英語的方法，培養他們終身學習的能力，這充分體現了“以人為本”的教育理念。英語教學應創設一種互動的，開放創新的教學關系。教師不僅僅是傳授語言知識，而是學生語言技能的培養者，個性發展的輔助者，學習的指導者。師生共享信息，共同欣賞文章，共同了解異國文化，彼此交流感受與觀念，實現教學相長，共同發展。在教學中教師要關注學生的情感態度，要激發學生學習英語的興趣及探究精神，要幫助學生形成有效的學習方式，關注學生的個體差異，幫助學生構建積極向上的健康的文化意識。
七、教學方式
1.采用個人閱讀，小組討論，回答問題尋找難點，討論解決，教師補充講解的方法。學生在這教學過程 中始終處于主體地位，是學習的參與者，通過感知，體驗，實踐，參與與合作實現任務目標；教師是協助者，調控者。
2.教師在教學過程 中注意觀察學生的表現，是否積極學習，積極參加小組討論，積極舉手發言，參與語言活動。對于積極的學生給以表揚與鼓勵，對于性格內向的學生也要為他們創造練習的機會，鼓勵他們大膽參與語言實踐。
八、教學媒體和教學技術
為使課堂教學生動活潑，需采用多媒體制做課件，包括圖片，重點詞組，難點講解和鞏固練習。
九、教學過程
1.教學準備階段
A.利用PowerPoint制做課件。
B.布置學生聽錄音預習單詞，課文。
C布置學生上網查詢圣誕節的由來。
2.課堂教學
步驟1、導入
A.展示預習
請兩位小組代表向全班報告“關于圣誕節”；
B.教師提問，學生回答：
When is Christmas Day?
How do Western people celebrate it?
步驟2、展示
A.看圖片（課件），回答下面問題：
What can you see in the picture?
What does Father Christmas look like?
What is the use of the stocking on his back?
What is he doing?
B.學生以“On Christmas Eve” 開頭接故事。
步驟3、閱讀
A.速讀課文，小組討論并回答問題：
Where did the children think the Christmas presents come from when they were young?
B.細讀課文并找出本課詞組，教師加以補充并板書（見重點：詞匯）
C.學生練習用下列詞組造句，教師糾正錯誤。
as well, be based on, It is said that…, even though, can’t wait to do
步驟4、朗讀
學生聽錄音跟讀一遍。
步驟5、練習
A.學生討論并回答Wb. Ex.1
B.學生討論各段落大意，兩名小組代表在全班交流。
C.討論難點，教師加以解釋, 學生造句。
fill…with / be filled with /` be full of
no longer =not any longer
too 前加 not, never 表示 肯定, 例： You’re never too old to learn.
D.突破難點專練。
選詞填空：
fill…with, no longer, too…to, full of
1. Lucy is a little girl _.
2. She could go on reading.
3. He the bottle medicine.
4. When I read the good news, I pride.
5. Again she of hope and happiness.
6. It’s good be true.
(Keys: 1. not …any longer 2. no longer 3. filled…with 4. was filled with 5. was full of 6. too…to
步驟 6 講述圣誕節
四人小組講述，可采取對話，采訪，接故事等多種形式。兩個小組在全班交流。
步驟7 補充閱讀，全班核對答案。
The spirit of Christmas
TIFFANY WAS A VERY LUCKY GIRL. Her family was very rich. Every Christmas she got many, many presents. She got everything she asked for and much, much more. However, Tiffany wasn’t happy. Christmas wasn’t so much fun anymore. She always knew before Christmas morning what her presents would be. Starting right after Thanks giving, Tiffany often heard stories about the spirit of Christmas on TV and the radio. These stories always talked about how Christmas made people feel happy and friendly toward everyone. But Tiffany never felt this way.
One day she asked her best friend, Heather,“What is the spirit of Christmas? I know my mom and dad love me and give me everything I ever want, but I’m not happy. Christmas makes me feel sad.”
Heather said, “Tiffany, why don’t you come with me to the orphanage in town. We can volunteer our help. We can help feed the babies and do whatever else is needed. Maybe this will make you feel better.”
“I don’t see how helping out at an orphanage can make me feel better. But it you want me to go with you, I will.”
The next day after school the two girls walked to the orphanage. Tiffany didn’t like the smell of the orphanage. It didn’t smell like Christmas without a real Christmas tree. In fact, the orphanage didn’t have a real Christmas tree at all. It just had a tree drawn on paper that someone put on the wall. The manager asked Heather and Tiffany to help the children make Christmas decorations for the tree. They were coloring paper balls and stars to put on the paper Christmas tree. Tiffany helped a little boy, Jason, whose hair wasn’t combed and whose trousers were too short for him. His shirt was old and had a hole in it. As they were coloring together, Tiffany tried to be as helpful as possible. She helped him pick out the colors and draw pretty pictures on his balls and stars. Together they made 10 balls and stars. “Wow, look how many balls and stars we made together, Jason, you are a good artist! I think we are finished now, don’t you?”
Jason took one more star and said, “No, I have one more to make.” He took his time and colored the last star very carefully. He took his time and colored the last star very carefully. He drew a beautiful picture of an angel on it.
“That is the most beautiful of all,” said Tiffany.
“It’s for you because you so patiently helped me,” replied Jason.
At that moment, Tiffany knew what the spirit of Christmas was. The star that Jason colored for her meant more to her than all the presents her parents would give her. Jason had given all e had to her. She understood that the spirit of Christmas wasn’t in the getting, but in the giving.
Judge the following sentences.
Tiffany was always happy on Christmas Day.
The orphanage is a place where homeless children live.
There were many coloring balls and stars on the Christmas tree in the orphanage.
Jason made a very beautiful star with an angel on it for Tiffany.
Tiffany knew at last that the spirit of Christmas was in giving, not in getting.
步驟8 小節
由學生總結所學內容。
步驟9 寫作
A.以“圣誕節”為題寫一篇短文。（80--100字）
B.教師選讀講解作文兩篇
步驟10 布置作業
兩篇課外閱讀，并做文后題。
十、課后反思
通過學生自己上網查閱資料，培養了科研精神，激發了學生的興趣。課前展示預習滿足了學生的展現自我能力的欲望。本課的設計主線以Christmas 為中心。課堂上通過師生共同活動，對圣誕節常識的提問和學生對圣誕老人圖片的描述以及歸納總結與圣誕節相關的詞語，使學生對圣誕節常識有了更進一步了解。學生小組討論問題及難點，形成互助互動的學習環境，增加了口語練習機會.。學生主動參與，大腦處于積極活躍狀態，對于接受新知識大有好處。難點講解之后，配以同義句填空練習，使師生得以及時了解自己的教學情況，鞏固所學知識。各種形式的講述圣誕，為學生提供了鞏固所學知識，發展語言技能的平臺，使所學語言活起來，學生從書本走進現實生活中，在日常交往中有效地進行表達。另外，補充材料使學生增加了閱讀興趣，拓寬了知識面，加深了對基督精神和西方文化的理解。