Story time说课稿【一等奖】

凸显主体地位，促进自主学习

——译林版小学英语五下Unit7教学设计

如东县河口镇景安小学

潘海燕 [课题] 五年级英语下册Unit 7 Chinese festivals [教材简解] 本课的话题是中国的传统节日。教师结合五上Christmas引入，课前可以要求学生搜集一些关于中国传统节日的信息，包括日期、食物和风俗习惯等，为课堂教学做准备。本课的词汇量比较大，除了节日名词和食物之外，还包括十二个月份，教师可提前让学生进行预习。本课的句型是一般现在时，用来描述人们在不同节日里的庆祝方式。

[目标预设] 1．能听懂、会读、会说单词和短语：festival, Spring Festival, Chinese New Year, get together, dumpling, Dragon Boat Festival, dragon boat race, place, rice dumplings, Mid-Autumn Festival, moon cake, Double Ninth Festival, old, mountain, rice cake. 2．能听懂、会读、会说不同节日的日期，会描述人们在不同节日里的不同庆祝方式。

3．能正确地朗读并理解课文，在教师的引导和帮助下尝试复述课文内容。

4．激发学生对中国传统文化的喜爱之情，进一步培养学生的民族情感。

[重点、难点] 能正确朗读并理解课文，在教师的帮助下尝试复述课文。

[设计理念] 1.树立凸显学生主体地位，促进学生自主学习的教学理念,真正做到把课堂时间还给学生，把课堂的语言发言权交给学生。

2.采用任务教学的课堂架构。把学习内容设计成各种任务，让学生通过完成任务进行学习，注重培养学生综合语言运用能力。

3. 注重学习策略的多元渗透。由传统的注重单词、句型的教学转变到注重教学方法和策略的研究。尝试将学习内容创作成思维导图，使学生对文本进行整体的把握，既突破教学难点，又训练学生的综合语言运用能力。

[设计思路] 采用任务教学的课堂架构，由五年级上册所学的Christmas导入新课，让学生尝试利用思维导图的方式研究节日文化。在新授环节，先让小组内的每个学生研究一个节日完成思维导图，再将选择相同节日的学生编成同一个小组学会朗读文本并进一步完善思维导图，接着回到原来的小组以问答形式在小组内相互交流信息以便快速了解其他三个节日并完成思维导图，最后让学生根据自己设计的思维导图对某个节日文化进行汇报，学生每汇报一个，多媒体就出示相应的文本材料，学生跟着录音进行朗读，教师引领学生理解文本中出现的生词和词组。在巩固环节，先让学生根据板书复述文本，再出示中国其他传统节日让学生自由阅读，接着根据思维导图交流自己最喜欢的一个节日，最后让学生谈一谈对中国传统节日的看法，使学生意识到“中国传统节日，凝结着中华民族的文化血脉和思想精华。”

[教学过程] 课间播放歌曲. [设计意图：12个月份单词的朗读是这节课的难点，利用课间时间让学生有所接触，留个初步印象。]

Step1.Pre-reading 1. Think and say Before class, we enjoyed the song.Which month is it now? 1

Yes, it’s the twenty-ninth of November. December is coming soon. Do you know: What festival is in December? Can you say something about Christmas? (学生自由回答) Wow, you know a lot about “Christmas”.When we talk about the “festival”,we usually talk about its “Month”,the people’s “Activities”and “food”. We can know it well with this mind map.

[设计意图：由对学生熟悉的五年级上册Christmas文本的研究打开学生的思维，并让学生尝试利用思维导图的方式研究节日文化，为新内容的学习做好铺垫。]

Step 2: While-reading 1. Lead in Christmas is a western festival. Today, we will talk about some festivals in China. Our topic is “Chinese festivals”.（板书课题）

2. Watch and answer. Let’s watch the cartoon and answer: What festivals are mentioned in the cartoon?

Spring festival We also call it Chinese New year. Dragon boat festival (出示图片)Look, this is a dragon boat. Mid-Autumn festival Mid means “中间”. Double ninth festival （九月九日忆山东兄弟）This is double ninth, the festival is for old people.(遥望兄弟登高处)People usually climb mountains. [设计意图：学生通过看课文动画回答问题，使学生对课文有一个初步感知。在学生回答四个节日的同时，教师出示图片帮助学生理解节日名称，比如：Dragon boat festival,出示“龙舟”帮助学生理解端午节为什么这样取名。]

3. Read and say a. Group reading①

Today, we will talk about these Chinese festivals. We have four passages about them. Four students a group, choose one by yourselves. OK. Who chooses the green one, hands up, you’re No.1. The blue one No.2. The yellow one, No.3. The red one,No,4. Read by yourself and finish the mind map.

Before reading, think it over, if you meet new words what can you do? 2

You can guess from the pictures and context, help each other, ask teacher for help and look up the dictionary. You have so many good ideas. Go! (教师分别将四个节日的文本打印在四种不同颜色的纸上，小组内每个学生选择一个节日文本，自读一个节日并完成思维导图。) [设计意图：通过让学生自读文本，培养学生对文本内容的理解能力。通过让学生完成思维导图的活动，培养学生学会处理文本信息的能力。]

b. Group reading②

Do you have any questions? Don’t worry. Let’s form new groups. Group1,2, 3, 4.Who is No.1? Hands up, you’re in New group1.Who is No.2? You’re New group2. No.3,New group3. No.4, New group4. Understand? Take your passages and mind maps. Go! Now, you’re in new groups. Try to prefect your mind map in new groups.

Step1.Read the passage together and understand the new words. Step2.Introduce the mind map one by one. Listen to each other and give advice. These sentences will help you: It is the Festival. It’s in or . At this festival, people usually . They eat . [设计意图：将座位作一个调整，让选择同一个节日的学生坐在一个小组内，共同研究同一个文本，解决在自主学习中遇到的困惑，进一步完善思维导图，并尝试将思维导图进行叙述。]

Group reading③

You know one of Chinese festivals. Do you want to know the others? This time, go back to your original group! Go! Let’s share your mind map and finish the others.

Step1. Let’s ask and answer to get the other information.

When we want to know “the month”,what sentence can you use? When we talk about “the activities”,how to ask? We can ask “What do people eat at this festival?”to know “the food”. Then, you can guess: What festival is it? Step2. Finish the other mind maps. [设计意图：当学生在合作学习同一个节日之后再回到原来的座位，利用问答形式分享思维导图，在获取组内其它三人思维导图的相关信息之后，完成其他三个节日的思维导图。]

4. Show and say You know all the Chinese festivals in the text. Who can come here and show your mind map to introduce one of them. Here are some sentences for you. The festival is in or . At this festival, people usually . They eat . What festival is it? [设计意图：引导学生利用思维导图进行描述，培养学生在之前构建语言体系的基础上进行综合表达。]

5. Read and understand （学生每介绍一个节日，白板就跟着出示相关文本，学生跟读。教师对文本中出现的新单词和词组采用图文结合的方法进行强化朗读与理解。）

①The Spring Festival get together with 和……在一起 dumplings饺子

②The Dragon Boat Festival 3

dragon龙, dragon boat龙舟，dragon boat races 龙舟比赛 rice dumplings 粽子

③The Mid-Autumn Festival Mid中间，Mid-Autumn中秋

moon cakes月饼 look at the moon赏月

④The Double Ninth Festival Double 双重的 nine---ninth climb mountains爬山

rice cakes重阳糕

visit their parents and grandparents=visit old people [设计意图：这是对文本的细读环节。模仿朗读的语言实践练习，有助于培养学生的语言朗读习惯。不管采用什么方式进行教学，都不能放松学生对单词、词组以及文本的阅读与理解。]

Step 3: Post-reading 1. Let’s retell

Can you look at the whiteboard to retell the text by yourselves? [设计意图：文本的复述是学生对语言教材吸收、存储、内化、整理和表达的过程。让学生借助板书复述文本，不仅有利于加深学生对语言教材的理解、巩固和积累，也有利于提高学生的思维能力和想象能力。]

2. Let’s enjoy

I think you knew these festivals very well, do you want to know more Chinese festivals, Let’s enjoy some of them.

What festival is it? Who can read for us? Do you like this festival? Why? (出示图文相结合的“七夕”、“清明”、“腊八”“元宵”等中国传统节日，让学生联系图片和上下文进行阅读理解。) [设计意图：让学生了解更多的中国传统节日，激发学生对中国传统文化的喜爱之情，进一步培养学生的民族情感。]

3. Let’s write

You know more Chinese festivals. What is your favourite festival? This time, it’s your turn. Please write a passage about

your favourite festival?

Who wants to show? [设计意图：让学生说出自己喜欢的节日，只是给了学生一个含有文字when, what, why的思维导图，让他们自由发挥。教师的话语少了也就意味着学生的话语多了，学生练得多了自然掌握得就更好了。]

4. Let’s think

Boys and girls, we knew something about Chinese festivals. What do you think of them? 4

(People are happy. People get together with their family. They like eating nice food and play interesting games.) No matter when, no matter how, no matter what we do and no matter what we eat, every single traditional Chinese festival means:HAPPY,FUN,REUNION,BLESSING and MENORY. Enjoy Chinese festivals, love Chinese culture. [设计意图：在学生说出对传统节日的看法之后，教师看着板书总结：尽管不同的节日在不同的月份，人们举行不同的活动，吃着不同的美食，但是每一个中国传统节日都传达同一个主题：爱、团聚、祝愿和快乐！使学生意识到“中国传统节日，凝结着中华民族的文化血脉和思想精华。”]

Step 4: Homework 1. Listen to the recording and try to imitate. [设计意图：基础型的作业，有利于学生及时巩固所学的知识。]

2. Make a poster about one of the traditional festivals in China . [设计意图：创作型的作业，有利于拓展学生学习英语的空间，真正体现学生的自主性。]

[板书设计]

Unit7 Chinese festivals

[设计意图：表格式的板书使学生对所学内容一目了然，有利于学生对文本的复述。]

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