Lesson 5教学目标

阅读课教学设计

Unit 5 More reading and writing Holidays ( Book 7 ) 课题名称：

上课选手：No. 7

教学年级：六年级

Unit 5 More reading and writing --- Holidays

教材版本

广东人民出版社《开心学英语》

第7册

1、本案例的授课对象是六年级的学生，学生学习英语兴趣浓厚，喜欢在各种情景下听、读、演的学习形式。能够在图片、手势或图像的帮助下听懂课堂活动中的提问或指令，做出适当的反应。导下根据图片说简短的故事。

2、在语言知识方面，学生已经在本册书第四、第五单元学习了一般过去式的基本用法和句型。

一、学生分析

能够模仿范例说、写句子，能够按要求做游戏。能够在老师的指

1、本课时新授的内容是本教材Unit 5 More reading and writing。

2、第四、第五单元已经出现了过去式，本节课是学习如何描述庆二、教材分析

祝节日。

（一）语言技能目标

1、能正确理解文章的意思。

2、学生能用英语描述自己是如何庆祝节日的。

3、能在老师的帮助下尝试运用根据图片、上下文联系进行阅读的策略，读懂文本的内容并完成相关的任务。

（二）语言知识目标

理解turkey, behind the camera, member, dumplings和the evening 三、教学目标

1、before the first day of the Spring Festival。

2、学生能够用I was…There was…It was…等过去式句型描述是如

何庆祝节日的。

（三）学习策略目标

1、通过教师指导和学生自主分析相结合的方式，培养学生在阅读过程中获取信息的能力，掌握阅读技巧。

2、通过拓展阅读和写作范例，培养学生的语言综合运用能力。

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（四）情感态度目标

培养学生热爱祖国的情怀，以中国的传统文化为荣，积极宣扬中国文化。

（五）文化意识目标

关注中国传统节日文化，了解传统节日的习俗，增强学生对中国传统节日的热爱。

1、本课主要运用竞赛、合作互动、情景对话、交流评价等教学策

略,引导学生主动参与、乐于探究、勤于思考，培养学生解决问题

的能力以及交流与合作的能力。

2、在教学的过程中，运用竞赛、活动充分调动学生的兴趣，使学四、教学策略

生在愉快的气氛和活动中理解文段并获取信息。

3、写一写自己喜欢的节日，激发学生的兴趣，使学生灵活的运用

文段的重点句型。

课前准备：单词卡、小组活动时使用的写作材料、教学课件等。

Step 1 Pre-reading

1. Greeting.

T: Good morning, boys and girls. I’m your new teacher today. My

name is Tony. What’s your name? Nice to meet you. What did you do last summer holiday?

T: I want to introduce Chinese festivals to the members of the Culture

Camp? Do you want to join with me?

（设计意图：通过师生对话，拉近与学生的距离，滚动旧知。引

出本课的主线“文化交流营”。）

2. Enjoy the Video.

T: To be the members of the Culture Camp, you have to know more

about Chinese culture. Let’s enjoy the video and know the Chinese 五、教学过程

Festivals first. （设计意图：让学生了解中国的传统节日和这些节日有些什么活

动。）

3. Chant.

T: There are so many Chinese Festivals in a year in China. I am so proud of being a Chinese. Do you want to know what I did last Spring Festival? Chant with me and you will know it. I chant part A, you chant part B. Ready? Go!

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（设计意图：让学生对文章有一个整体感知，解决文章的重难点知识。）

2.

Read the passage for the second time by themselves and answer five questions. (1) Where was Jane?

She was at a friends home. (2) When was the dinner?

It was on January 28th. (3) What did they eat?

They ate dumplings. (4) What was the food like?

It was tasty. (5) How did Jane feel?

She was so happy. （设计意图：提出问题，让学生在回答问题的过程中理解文章。）

3.

Retell the passage about Spring Festival. （设计意图：利用板书的关键词，引导学生掌握阅读过程中抓取关键信息的方法，将知识内化成一种能力。）

4. Read the passage about the Christmas by themselves, find out the new words and learn the words “ turkey, behind the camera”.

3 Good morning, everybody.You are Tony.You had a big dinner.You ate chicken.It was tasty.You were so happy.

（设计意图：通过chant,引出自己是怎么过春节的，为学习春节新授内容铺垫。）

Step 2 While – reading 1.

Listen to the passage about Chinese Festival and learn. (1)

Why was Jane happy? (2)

Learn “ members, dumplings, the evening before the first day of the Chinese Spring Festival”

T: Xiaoming who is from China had a Christmas party last year. How was it? Please read the passage by yourself. Underline the words or sentences . My First Christmas DinnerXiaomingfrom ChinaI was at a friend’s house on December 24th. It was a snowy night.It was really a lot of fun. Therewas a big Christmas party. The dinner was good. We had a big turkey, and it was tasty.Sorry, I am not in this picture. I was behind the camera!Why was Xiaomingso happy?A. He had a Christmas party.B. He had a picnic.C. He had a birthday party.

（设计意图：学生自己阅读，找出不懂的地方，学会思考。）

5. Listen to the passage about Christmas and answer five questions.(Group work) T: Discuss in groups, when finished, say Bingo. (1) Where was Xiaoming? (2) When was the Christmas party? (3) What did Xiaoming eat? (4) What was the food like?

(5) How did Xiaoming feel? （设计意图：通过小组竞赛找答案，让学生在感受、体验、参与、合作的过程中学习语言，掌握阅读的技巧，感受用英语交流的乐趣和信心。）

6. Retell the passage about the Christmas. （设计意图：利用板书的关键词，引导学生掌握阅读过程中抓取关键信息的方法，将知识内化成一种能力。）

Step 3 Post – reading 1. BINGO Game: What else do we do in the Spring Festival? T: What else do we do in Spring Festival? For example, we can buy some flowers, visit relatives and so on. Please open your red packets and find the answer in your group. When your finish say “Bingo” ready? Go! （设计意图：拓展课外知识，让学生对春节有一个更深入的了解。给学生足够的输入，为下面学生的输出做准备。）

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2.Match the festivals and the dates.

(设计意图：让学生了解中西方其他重要的节日的时间和活动，拓展课外知识。)

3.Talk about the Chinese festivals.

（设计意图：拓展阅读，介绍中国其他的传统节日和活动，让学生有足够的输入，以读带读，以读带写。）

4. The teacher talks about the favorite festival “ Spring Festival” and make an example of writing. Spring Festival is very important in China. It’s in January or February. Last Spring Festival, we bought some flowers. We shopped for clothes. We had a big dinner. We visited relatives. We got lucky money. I love Spring Festival. It’s a lot of fun.

（设计意图:老师提供写作文本，帮助学生理清写作的思路。同时提供多个写作的选择，让学生发散思维。）

5.Moral Education

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(设计意图：培养学生热爱祖国的情怀，以中国的传统文化为荣，积极宣扬中国文化。)

Homework At last, homework for today: Write your favorite festival and share next period.

Handwriting

我执教的课例是六年级上册Unit 5 More reading and writing。这节课主要让学生用I was…There was…It was…等过去式句型描述是如何庆祝节日的；能够在老师的帮助下尝试运用根据图片、上下文联系进行阅读的策略，读懂文本的内容并完成相关的任务；了解中国的传统节日习俗，激发热爱祖国的情怀。

本节课的设计是

“Culture Camp”文化交流营为主线，通过参加文化交流营，向外国人介绍中国的节日。首先让学生先了解中国的节日有哪些，在什么时候，有什么节日活动等。在老师足够的输入后，再让学生输出，选择自己喜欢的节日介绍给外国人。本课的教学分为三部分：Pre-reading, While-reading, Post-reading。在before reading部分，我首先让学生欣赏中国的节日和活动。接着设计了一首chant。“Hello, everybody. I am Tony. I had a big dinner. I ate chicken. It was tasty. I was so happy.”为引入新授课做铺垫,解决第一个文段Spring Festival的重点内容。在While-reading六、课后反思

部分，通过听录音回答问题，自由朗读、小组朗读、小组竞赛找答案等方式对文本进行学习。在朗读的过程中，提出问题，引导学生根据阅读材料解决问题，掌握阅读技巧和方法。Post-reading部分，跳出书本，让学生选择介绍一个自己最喜欢的节日，这个节日吃些什么，有什么活动。

这节课的教学内容不多，难度不大，为了避免教师教得机械，学生学得枯燥，我在教学中运用了小组竞赛、chant、合作互动等多种教学手段，引导学生主动参与、掌握阅读的技巧和方法。同学们对“我们的传统节日”这个活动非常感兴趣，在讨论这个节日吃什么食物，做什么活动这个环节表现得兴趣盎然。所以这节课设计的情景还是很成功的。

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