Story time优秀教学设计

Unit7 Chinese festivals (Story time)

教学设计

如东县大豫镇丁店小学

冯亚云

226412 【课题】五年级英语下册Unit7 Chinese festivals (Story time) 【教材简解】本单元Story time用四个场景呈现了中国的四个传统节日，主要围绕节日的时间、人们在节日里的活动和常见食物展开。语言丰富，词汇量大，学生的学习有一定难度。本节课的任务是让学生在会读的基础上，从中国节日的角度与内容上去延展相关的知识点，能绘声绘色谈论中国的节日。

【目标预设】

1、能听懂、会说、会读、会写词汇: January, February, call, May, June, September, October, November，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, mountain, rice cake和句型The… Festival is in…. At this festival, people…. They eat….

2、在会朗读课文的基础上，尝试用When’s …？What do people do …？What do people eat…？来谈论中国节日。

3、了解文中四个节日更多的文化内涵并享受节日带来的乐趣。

【重点难点】

1、掌握一些难词难句的读音。

2、能表达中国传统节日的日期，描述人们在不同的节日里的常见的活动和庆祝的方式。

【设计理念】小组合作，积极参与。强化主体，深入理解。导图引领，拓展思维。

【设计思路】

1、学生从整体上把握文本的主要内容——中国的四个传统节日及其日期，能用When is…? It’s in… or ….进行提问回答。

2、学生交流想了解这些节日哪些方面的内容，教师提炼出Activity和Food这两方面，进而小组内阅读文本，获取相关信息，完成思维导图。

3、根据前面的提问拓展导图内容，同伴之间互相交流搜集的信息，从更多维度来了解中国传统节日。

【教学过程】

Step1 Warm up

1.

Greetings. 2.

Brain storming.

a. spring

Sunday

autumn b. May

June

Saturday c. fruit

rice

cake d. cook meat

wash vegetables

look at the moon e. Christmas

Spring Festival

Mid-Autumn Featival （设计意图：找出所给内容不同类的一项，并说明理由。学生可能有不同的思维角度，只要有合适的理由即可。游戏中，学生逐步进入本节课目标知识的学习。）

3. I think you know a lot about Christmas.Please talk about it in groups.

Christmas is on the twenty-fifth of December. People buy some presents for family and friends. They sometimes go to see Father Christmas. They put some pretty

things on the Christmas tree. They also put presents under the tree. Children put stockings on the beds and wait for presents. They often eat turkeys and Christmas puddings. （设计意图：顺着游戏，从孩子们已有的知识储备入手，谈论Christmas的时间、活动和食物，为接下来呈现思维导图做铺垫，为本节课文本的学习提供“拐杖”。）

3.

We talk about Christmas from Date、Activity、Food.(呈现思维导图)

Date：

the

twenty-fifth of December Food：

turkey Christmas pudding

Christmas

Activity: Before Christmas---- On Christmas Eve---- On Christmas Day----

Step2

Pre-reading (Know about Chinese festivals) 1.

Christmas is a Western holiday. Spring Festival and Mid-Autumn Featival are Chinese festivals. Today, our topic is “Chinese festivals”.

教师板书：Chinese festivals 2. What other Chinese festivals do you know? Look at the pictures and read the words in groups. 3. Look and match. （设计意图：学生有了课前的课文预习和搜集资料，能够交流中国传统节日的名称。学生会发现这些节日单词的共同特点，同伴互相帮助，教师相机指导，读好Dragon Boat Festival, Double Ninth Festival等难词。然后把词汇和图片匹配。教师在充分了解学生“已知”的基础上，有针对性地指导接下来的学习。）

Step3

While-reading(Talk about Chinese festivals) 1.

When are the Chinese festivals? Read and complete. the Spring Festival the Dragon Boat Festival Chinese festivals the Double Ninth Festival the Mid-Autumn Festival

教师板书：When is…?

It’s on/in…

2.

Check and read after the tape.

The Spring Festival is in January or February. The Dragon Boat Festival is in May or June. The Mid-Autumn Festival is in September or October. The Double Ninth Festival is in October or November. （设计意图：学生通过自主读文，完成思维导图之后，跟录音朗读，注意读准句中的月份单词。这些词在平时每天的英语课Free talk中都有练过，大部分同学都能进行学习分享，教师要多关注学困生。）

3. We know when the Chinese Festivals are. What others do you want to know? How to ask the questions? 教师板书：What do people usually do at…?

What do people eat at…?

4. Work in group of four. Each one chooses one festival to read. Then finish the mind map.

the Spring festival the Dragon Boat festival Chinese festivals the Mid-Autumn festival the Double Ninth festival

（设计意图：学生自选一段文本进行深入学习，了解该节日中人们的活动和食物，并完成思维导图的相应部分。缩小了学习范围，让学生有时间和精力去充分了解其中的一个节日。也让学生对其他部分的学习和提问充满期待。）

5. Ask the parter beside you the questions : What do people usually do at…?

What do people eat at…?

（设计意图：各自询问身边的两个同学，训练提问、倾听和表达能力，同时了解自己未知的节日内容。让学生尝试从提问题的角度找到了解节日的维度的方式，在边讨论边学习的过程中感受中国节日的文化。鼓励学生在规定时间内从文本中去找出答案，培养学生学会处理文本信息的能力。）

6. Let’s show.

7. People have different activities at different festivals .

Look at the pictures and read the phrases: get together, look at the moon, visit parents and grandparents, climb mountains.

Watch a video about dragon boat races. Read after the tape, pay attention to the pronunciation and intonation. People like eating different nice food at different festivals, It is also a kind of culture. Look at some pictures, try to match the food and the festivals. Check and read: People eat… at …

（设计意图：由于文本信息量很大，在自学和提问之后，通过直观的图片、录像让所有同学学习相关内容，更全面地理解文本。然后跟录音朗读，注意模仿语音语调。让学生进一步明确本文是从三个维度来描述节日，从而再次构建对节日描述的语言体系，并体会这些传统节日中包含的爱。）

8. Read in groups.

Step4

Post-reading (Enjoy Chinese festivals) 1.

Introduce a Chinese festival you like best.

My favourite festival is ______________. It’s in ______________. At this festival, people ________________. People eat_______________. （设计意图：学习和操练语言之后，构建语言体系的基础上尝试综合表达，让学生进行语言的输出。如果有学生说到Spring Festival，就链接六年级上册Chinese New Year的相关内容，进行语言的拓展和延伸。有学生说到Dragon Boat Festival，就链接屈原的故事。说到Mid-Autumn Festival，链接嫦娥奔月等成语故事。说到Double Ninth Festival，链接中华民族尊老敬老的传统，和九九重阳的历史故事。英语的学习不是孤立的，而应该融合孩子们感兴趣的各方面的知识，体现学科的包容性和学生的跨文化意识。）

2. Now we know when these festivals are, what people do, what people eat at these festivals. What else do you want to know?

We can ask more questions to know more about the festivals.

We can also read the picture books to know more colourful activities at these festivals. （设计意图：通过学生设计问题来增加学生了解节日的维度。同时，思维导图的形式图文并茂，帮助学生把握文本脉络，理清文本内容，激发多维度的思维习惯。）

3. At these festivals, people usually get together with their families and friends.They are full of love and happiness.

Step5 Homework 1.

Listen and imitate. 2. Know more about Chinese festivals, talk about them with friends. 3. Prepare Grammar Time and Fun Time. 【板书设计】

Unit7 Chinese festivals When is …?

It’s in…

What do people do at…?

（思维导图）

They …

What do people eat at…? They eat…