Story time优秀教学设计范文

Unit 7 Chinese festivals教学设计

(1st period) 一、教学内容：

译林小学《英语》五上U7 Story time

二、教学目标：

1、能听懂、正确朗读核心词汇：January、February、May、June、September 、October、

November月份单词和四个节日词汇Spring Festival、Dragon Boat Festival、Mid-Autumn Festival、Double-Ninth Festival；以及四个食物类词汇a rice cake、dumplings、moon cakes、rice dumplings。

2、能听懂、并能用正确的语音、语调朗读核心句型：The … is in… People …

People eat… at this festival. 3、能扮演Wang Bing, Su Yang, Yang Ling, Liu Tao, 借助板书，介绍文中的四个节日的相关信息。

4、通过扮演四个孩子对节日的介绍，感受节日给人们带来的乐趣。

三、教学重、难点：

1、能理解故事内容。

2、能正确朗读单词，如January、February等。

四、教学准备：

PPT，卡片

五、教学过程：

Procedures Contents Methods Purpose Free talk Pre- task

通过师生间的简单的日常对话，拉近彼此Talk about something 之间的距离。

between the teacher

and the students.

While

Task

1. Talk about the pictures. 2.Introduction of

Chinese Festival

3. Spring

Festival

4. Dragon Boat Festival

& Mid-Autumn Festival

通过圣诞节引入单词教学festival. 1. Talk about Western

festivals.

快速浏览中国的传统节日，完成课题板书,2-1Watch a Flash of 初步感知各节日的名称及其所在的月份，引入Chinese festivals. 2-2Choose the four 课文的学习。

festivals of the story.

3-1 Watch and answer:

教师教读单词：Spring Festival并完成板书，Q1. Which festival is it? 3-2 Read and answer:

指导朗读。

Q2. What do people do

at this Festival? 口头回答，同时教学词组get together 和Q3. What do people dumplings，利用图片和句型进行情景中的操练，eat at this Festival? 3-3 Answer the 并完成第一行板书表格。

question: 引导学生运用句型：Yes/No. It’s /It isn’t in…Is the Spring 初步朗读月份单词。

Festival in …?

3-4 Read the Whole 学生模仿Wang Bing朗读课文，体会主人公passage. 3-5 Describe the Spring 对这个节日的喜爱之情。

Festival on

the blackboard.

Group work: 观看沙画视频，在三个节日中，选出端午4-1 Watch and choose: What festivals are 节和中秋节。

they?

同春节一样的方式，运用月历和老师的文4-2 Watch the 化，得出各自的时间，并教学读音，完成板书。

calendar:

When are these

two festivals?

4-3 Read and match：

What do people do/eat at the Dragon Boat Festival and Mid-Autumn Festival?

4-4 Read the passages 自读文本，完成这两个节日的活动与实物的匹配。核对答案，完成板书，图片中教学词块have dragon boat races, eat rice dumplings, watch the moon, eat moon cakes.

运用附文本句型，来整合操练板书信息，帮助学生掌握在具体的语境

中掌握核心单词及句型。

5. Double Ninth Festival together.

4-5 Practice: I like… Because…

5-1 Read and answer: Q1. When is the Double Ninth Festival? Q2. What do people do at this Festival? Q3. What do people eat at this Festival?

5-2 Tell this festival to Mike.

5-3 Read together. 1.

Read together.

2.

Ss retell the story.

3.

Choose and read.

因为有了上面环节对于月份的不断运用和朗读，因此在本环节，教师直接让学生在图片的提示下，自学并得出答案，完成板书填空，教学

词块：in October or November, visit our grandparents, climb mountains,

eat rice cakes. 通过扮演苏海，向Mike介绍重阳节。操练并掌握核心词汇及句型。

Post- task 1.

Read the four festivals.

2.

Discuss: Does Mike like these Chinese festivals?

3.

Act and read. 4.

Emotional experience

语境中，体会Mike对这四个节日的喜爱之情，引导学生利用板书进行复述。

学生通过角色扮演，朗读课文某一个节日。

再次回顾板书节日，体会人们在这四个节日中的活动和吃的美食，体会中国传统节日给我们带来的快乐。

Homework 及时巩固所学知识，锻炼学生口语表达能1.

Read the story. 2.

Go on talk about the festivals on 力和听说能力。

the table.

3.

Get to know more Chinese

Festivals.

板书：