Story time教学设计第二课时

Suzhou Industrial Park Xingwan School Teaching Plan

Teacher: 钱红

Text book Title

English（五年级下册）

Unit

Period

7 1

Chinese festivals 教学目标

Teaching aim

1. Enable students to understand and try to talk about Chinese festivals 2. Enable students to listen, read and say the new words: the Spring Festival, the Dragon Boat Festival, the Mid-Autumn Festival, the Double Ninth Festival, January, February, May, June, September, October, November, get together, dumpling, dragon boat races, climb mountains. 3. Enable students to get to know some festivals by using “When’s … What do people do …

What do people eat?”

教学重点

Stress point & Difficulties Students can get the information by asking the questions and retell the story by using the mind map. 教学难点

Students express the festival and talk about their favourite festival.

Teaching aids

PPT Step 1 Warm-up T: Hi.boys and girls. Ss: Hi, Miss Qian. T: How are you today Ss：... T: Wow, you are so happy. The boy in this video is happy too.

Enjoy the video.(央视公益广告：这是我们的传统节日）

Teach：festival; Chinese festival T: So, today we will learn Unit7 Chinese festivals. 【设计意图】通过视频充分调动了学生的兴趣，直接进入课题。

Step 2. Story time T shows a picture of Mike. Mike: Hello, I’m Mike. I’m on holiday in China. The Spring Festival is coming. What do you do at the Spring Festival?

T: Mike is wondering... 1.

About the Spring Festival: (1)

Listen and answer a. When is the Spring Festival?

b. What do people usually do at the Spring Festival? c. What do people eat at the Spring Festival? Teach: January, February, get together,dumplings. 【设计意图】通过听来问答问题，学生对于这三个问题是比较熟悉的，对于练习听力有帮助。

2.

About the Dragon Boat Festival. T: Do Mike like eating dumplings? Mike: I like eating dumplings. It’s yummy! T: Look, what is Mike eating now? (1)

Look and answer What is Mike eating now? He is eating _______ ________. Teach：rice dumpling What is he watching now? He is watching ________ _________ __________. Teach：dragon boat races (划船动作）

【设计意图】dumpling是一个已经学过的单词，所以学生对于rice dumpling应该是可以理解的。学生通过观察图片，输出这个单词，对于学习这个词更加有效。通过赛龙舟的动作去学习dragon boat races，学生更有兴趣。

(2)

Look and choose When do people eat dumplings？

a. Spring Festival

b. Christmas

c. The Dragon Boat Festival Teach:the Dragon Boat Festival 【设计意图】通过之前对于Spring Festival的学习以及上学期对于Christmas的学习，选择C是比较显而易见的，通过这样的方式去教授the Dragon Boat Festival 3.

About the Mid-Autumn Festival (1)

Have a guess What are they looking at? Teach: look at the moon (2)

When do people look at the moon? Teach: the Mid-Autumn Festival（构词法）

(3)

Read and find Festival

Time Activities Food

Teach: September, October 【设计意图】半放手式的教学，通过表格，让学生自主完成，通过划关键词等方式来理解。给了学生更多的自主性，也能从中看到反馈。

4.

About the Double Ninth Festival (1)

Watch and judge a.

The Double Ninth Festival is in November or December. b.

It is a festival for young people.

c.

People also climb mountains. d.

People eat rice dumplings at this festival. Teach: November, mountain, rice cake. 【设计意图】通过完全放手的自主学习，利用判断的形式，在学生改错的同时自己说出错误的地方，从而加深学习的记忆。同时视频又是最直观的的一种方式，能稍微降低一些难度，达到更好的效果。

5.

Reading time a.

Read after the tape （根据意群断句）

b.

Read together c.

Read in groups 【设计意图】对文本有一个整体性的感知以及认识。通过跟读到齐读，再到分小组读的操练，孩子们读的这一块可以有很大提升。

6.

Group work. Work in groups of four. Choose one picture to retell the story. (according to my board-writing) 【设计意图】利用板书，进行复述，小组的形式更有积极性。

Step 3 After reading 1.

Discuss: What’s Mike’s favourite festival? I like Spring Festival.The Spring Festival is in January or February. People also call it Chinese New Year. At this festival, people get together with their families. Some people eat dumplings. (1)

Think and write

My favourite festival （以选词填空的形式）

【设计意图】以选词填空这样比较简单的方式让学生完成一个小作，降低难度的同时，对于本课内容也有一定

的反馈。

2.

T: Now, you know many Chinese festivals? Do you know some Western festivals? Ss: Christmas, Easter..... T: I think Chinese festivals are more important.（情感教育）

Step 4 Homework 1.

Read the story after the tape. 2.

Surf the Internet（上网）and know more about Chinese festivals.

【板书】

本课涉及节日文化教育，在课后作业的设计上也体现出了这一特点，整堂课中的活动教师可以根据所教学生的实际能力调整或进行删减，在教学中要注意面向全体学生、Postscript

尊重学生的个体差异和帮助学生培养学习英语的自信心。教师始终要本着“学习的主人是学生，课程的主体是学生。”让学生成为学习上真正的主角，大胆充分地演绎，丰富自己，成为课堂中的主人。此外，我们还要实现语言从课内到课外的延伸，充分利用学

校、家庭和社会等教育资源，开展综合性学习活动，拓宽学生的学习空间，增加学生英语实践的时间与机会。