Unit3 Celebrations Lesson 3 Memories of Christmas 教学设计 -2025-2026学年高中英语北师大版必修第一册

课程基本信息

课题

Unit 3 Celebrations Lesson3 Memories of Christmas

课型

新授课

学科

英语

年级

高一

学段

高中

版本章节

北师大版必修一Unit 3 Celebrations

教学目标

By reading a narrative about the author’s last Christmas with her grandmother, students will be able to:

1.Language Skills: Master key Christmas-related vocabulary (e.g., decorate, stocking, pudding, Father Christmas, music box) and extract detailed information (timeline, characters’ actions and emotions).

2.Thinking Ability: Analyze the chronological development of events, summarize the grandmother’s traits (e.g., caring, considerate), and understand how the text conveys emotion through personal memories rather than material celebrations.

3.Cultural Awareness: Compare similarities between Christmas and Spring Festival traditions (e.g., decoration, family reunions, gift-giving) and infer their shared cultural meanings (e.g., family bonds, love, cultural heritage).

4.Learning Skills: Collaborate in groups to extract information, make inferences, and share personal experiences; reflect on how memories make festivals meaningful.

教学重难点

Key Points:

Complete the timeline table (November–Post-Christmas) to summarize the grandmother’s actions, feelings, and the author’s emotions.

Understand the text’s central message: the “magic” of Christmas comes from memories with loved ones, not gifts or festivities.

Difficulties:

Analyze why the author associates Christmas with “magic” (emotional connection to her grandmother’s memory).

Connect personal experiences to the theme and compare cultural traditions to identify universal values.

学情分析

Students have basic knowledge of Western Christmas customs (e.g., Christmas trees, gifts) but may struggle to grasp the deeper theme that “the true meaning of festivals lies in emotional memories.”

They can identify basic narrative elements (time, characters, events) but need guidance to organize chronological details and infer characters’ emotions.

Limited exposure to texts that use detailed descriptions to convey emotions; requires step-by-step questioning to develop analytical skills.

Some students may have strong personal memories of grandparents, which can facilitate engagement in sharing activities.

教学准备

Multimedia materials (PPT with Christmas activity images, timeline templates, key excerpts).

Pre-class task: Preview the text, underline unfamiliar vocabulary (e.g., pudding, stocking), and list common Western Christmas activities.

Tools: Whiteboard.

教学过程

教学任务 

教学内容

设计意图

创新设计（含AI应用）

Activate & Share

Question: What do people in the West do to celebrate Christmas?(Use images/phrases: make Christmas pudding, put up a Christmas tree, decorate the house, give/open gifts, sing Christmas songs, hang a stocking)

激活学生已有背景知识，引出圣诞节主题；通过图片与短语直观感知西方节日习俗，为后续文本阅读铺垫。

Predict Text Style

Question: 1. What’s the style of the passage?(Guide students to observe text features and distinguish between argumentative and narrative styles) → Answer: Narrative (personal memory, not argument)

2.what is the passage about?

培养文体判断意识，避免误读文本类型；通过排除法（非议论文）聚焦“个人经历”的叙述逻辑。

Read for Main Idea

Guiding question: What’s the main idea?(Answer: The author recalls her last Christmas with her grandmother; the true magic of Christmas is the warm memories, not gifts or festivities.)

引导学生从整体把握文本核心，避免停留在细节；强调“memories”而非“festivities”才是文章的核心。