LadyinRed。
一名优秀负责的教师就要对每一位学生尽职尽责，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生更容易听懂所讲的内容，使教师有一个简单易懂的教学思路。关于好的教案要怎么样去写呢？小编特地为大家精心收集和整理了“LadyinRed”，相信能对大家有所帮助。
LadyinRed
I’mfromChina,andmynameisSu.TheproblemIwilltellaboutbeganonedaywhenIwassittingwithfriendsatlunchtimetalkingandlaughing.MyfriendJantoldtherestofusthatwewereinvitedtohersister’swedding.IwasveryexcitedbecauseIhadneverbeentoanAmericanwedding.Hersister’sweddingwasgoingtobeheldthefollowingweek.
Whenschoolwasover,IrushedhomesoexcitedthatIforgottotakemymathbook.Iwasthinkingofwhattoweartothewedding.Ithoughtofwearingblackandwhitebutthendecidedthatwouldnotbegoodforawedding.Well,IsatinmyroomthinkingforhoursandstillIcouldn’tcomeupwithanything.Then,lookingaroundmyroom,Inoticedsomethingredandthought,whynotwearallredtothewedding?
IaskedmymotherherideaaboutitandshetoldmethatredwouldbeagoodcolorandthatinChinathecolorredwasforgoodluck.Thenextdayshewentshoppingwithme.Wecouldn’tfindanythingforseveralhours.Finally,IfoundaredsuitthatIthoughtwaswonderful.Itwasmadeoutofsilk;thetrouserswereverybaggy,andtheblousewaslikeajacketwithsee-throughsleeves.Next,Iwenttobuyapairofshoes.Iboughtawhitepairwithsomeredflowersonthefront.
ThedayoftheweddingmyfriendspickedmeupsothatwecouldgotogethertoJan’shouse.Iwastheonlyonewhowaswearingred.WhenwegottoJan’shouse,shegreetedusandgavemethisfunnylook,whichIdidn’tlike.Sheseemedmad,butIdidn’tknowwhy.Whensheintroducedustoherfamily,herfamilyalsogavemethisfunnylookIdidn’tlike.Afterthat,Janandherfamilyneverspoketomeoncethewholeday.IwantedtocrybecauseeveryonekeptlookingatmelikeIhaddonesomethingwrong.
Finally,theweddingwasover.Igothomeandtoldmymomwhathappened.Thenextday,Jancalledmeandsaidwecouldn’tbefriendsanymore,butshedidn’tgivemeareason.Lateron,oneofmyfriendstoldmethatinJan’sculturethecolorredisasignofbadluck.JanandherfamilythoughtthatbywearingredIwasputtingtheweddingcoupleindanger.MyfriendalsotoldmethatatmostAmericanweddingstheredsuitwouldnothavebeenaproblematall.Ifoundallthisconfusing,butatleastIfinallyunderstoodwhathadhappened.
Inconclusion,Ithinkthatpeopleshouldn’tstopbeingfriendsorgetangryatotherpeopleiftheydosomethingwrongjustbecauseofaculturalmisunderstanding.Ithinkpeopleshouldtalkthingsoverbeforeendingtheirfriendship.
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LadyinRed教学设计
LadyinRed教学设计
一、教学课型：阅读课
二、教材分析
阅读文章LadyinRed选自吉林出版集团有限责任公司、外语教育出版公司出版的《英语知道40个文化故事》。故事叙述了主人公因中西文化在颜色方面的差异而造成的不愉快经历。文章内容适合高一学生的认知水平，贴近学生的生活，有助于学生文化意识和情感态度价值观的培养；话题生活化，有助于丰富学生的语言知识和培养学生的语言能力；通过阅读，学生熟悉高中的阅读方法策略。
三、学情分析
高一新生正处在初高中角色转换期，高一的英语教学也要考虑到这个问题，对他们的语言知识和语言能力方面的要求既是初中的延续，又要略高于初中时的要求，在阅读方法策略方面要充分考虑延续和提高的要求。
四、教学总体思路
整个教学过程以“信息获取、词汇猜测、语言运用、讨论提升等”为主线，以完成任务（阅读、思考、反馈、猜词、朗读）为教学形式，引导学生实践高中的阅读方法和策略，完成学习任务。
五、教学过程
StepI.Lead-in
Introducingmyselfandtalkingaboutfavoritesongs.
(以同名歌曲Theladyinred片段为引入，为阅读作铺垫:
TheLadyInRed
ByChristDeBurgh
Iveneverseenyoulookingsolovelyasyoudidtonight
Iveneverseenyoushinesobright
Iveneverseensomanymenaskyouifyouwantedtodance
…
Itsjustyouandme
ItswhereIwanttobe
AndIhardlyknowtheresbeautybymyside
Illneverforgetthewayyoulooktonight
Ineverwillforgetthewayyoulooktonight
Theladyinred）
设计说明：教师引导学生从歌词(looksolovely,shinesobright,somanymenhopetodancewithher)获取信息：Theladyinredisreallybeautifulandlovely.然后引导学生思考问题：Isaladyinredalwaysbeautifulandlovelyinanysituation?以顺利引入课文阅读。
StepII.FastReading
Q1:Wherewastheladyinredgoing?
Q2:DidJanandherfamilylikeher?
设计说明：通过浅显并体现阅读主题的两个问题使学生大致了解文章，为文章的进一步理解和通过语境猜词义作准备；浅显的问题让学生放松，尽快适应新的上课环境。
StepIII.Comprehending
I.Readthepassageandfillintheform.
BeforetheweddingAttheweddingAfterthewedding
HowSufeltExcitedUnhappy,sadLost
WhatSudidBoughtaredsuitHadnobodytotalktoUnderstoodwhathadhappened
II.Readthepassageagainanddotrueorfalseexercises.
1.Suthoughtblackandwhitewouldbegoodforawedding.
2.Su’sblousehadsee-throughsleeves.
3.AtJan’shouseJangreetedSuhappily.
4.SuintroducedJantoherfamily.
5.Sufoundallthisdifficulttounderstand,butfinallyunderstoodwhathadhappened.
6.Suwouldnotbeangrywithpeoplejustbecauseofaculturalmisunderstanding.
III.Practiceusingthewordsgiven
wedding,see-through,greet,introduce,confusing,misunderstanding
1.Ather______________,she____________metoherfriendTomandwe____________eachother.
2.Ishallspeakinsimplewordssothattheremaybeno__________________.
3.Itisnotgoodforateachertoweara__________________dresstoclass.
4.Ifoundthemathproblem_______________.
设计说明：这一环节让学生深入理解阅读材料。通过阅读输入语言，让学生了解和练习高中阅读方法和策略，获取和归纳信息，根据语境理解生词意思，并设计语境让学生运用巩固生词，学以致用。在获取和归纳信息的同时，融入朗读指导(意群)。（在表格中填入understoodwhathadhappened后，引导学生思考主人公犯错的原因，并从Su和Jan的视角对文化差异问题的理解作进一步提升。）
StepIII.Readforlanguage
Rewritetheunderlinedparts
1.Iwasthinkingofwhattoweartothewedding.
2.ThedayoftheweddingmyfriendspickedmeupsothatwecouldgotogethertoJan’shouse.
3.IwantedtocrybecauseeveryonekeptlookingatmelikeIhaddonesomethingwrong.
设计说明：在学生获取和归纳信息，根据语境理解生词意思，巩固运用生词之后，引导学生根据语境意思用自己的语言改写句子：whattowear(whatIshouldwear)，pickmeup(givemealift/ride),like(asif)，了解语言点的处理。
StepIV.Groupwork
1.Discussandgivethepassageabettertitle.Giveyourreasons.
2.IfyouwereSuandJan,whatwouldyoudoatthewedding?Actitout.
3.Ifyouarestudyinginaschoolwithstudentsfromdifferentcountries,whatshouldyoudonottomakeculturalmistakes?
设计说明：此环节目的在于让学生运用所学内容，拓展思维，对课堂内容有较好的输出，提高学生在实际生活中的为人处事能力和文化意识能力。
StepV.Homework
1.Readthepassageagain,payingattentiontosensegroups.
2.Writeastoryofculturalmistakesofyourown.
