Unit 2 Festivals in China课件配套优秀公开课教案设计

范畴

一年级

听到课堂用语，能够做出行为倾听

体职院附小英语课程规范纲要三年级

关键词，理解语句。

二年级

并做出行为反应。

2．在听录音、视频等材料的过程中，注意力集中，有意四年级

中，能在语段中抓住关键句来理解语段的含义。

五年级

中，能在语篇中抓住关键信息，理解语篇，并有适当记1.坐姿端正，眼睛看说话人；1.专注听老师或同学发言，能从录音，视频等材料中抓住在听录音、视频等材料的过程在听录音、视频等材料的过程反应。

2.在听录音、视频等材料的过发言时声音响亮，态度大方，录的习惯。

程中，能初步模仿语音语调。

识模仿语音语调。

根据主题，完整地进行仿说1.

能根据主题，借助能根据所给主题，学会提问，能根据所给主题，通过Mind-map的形式进行仿说和简单介绍。

2.

能根据要求，用完整的语根据问句用50-60词连贯且Question-chains的帮助用在老师的指导下，模仿语音语和简单介绍。

表达

调，与同伴间有眼神交流，互相能听到对方的声音，自己说的时候要小声，能让自己听见即可。

1.坐姿端正，握笔姿势正确。

1.朗读时能正确模仿语音语有条理的表述。

70-80词进行复述、概述、转述等。

句回答问题。

1.能用正确的语音语调朗读1.能在规定时间内按要求完成口头与书面练习。

1.能有序合理安排学习任2.在老师的指导下，能大声跟调，按时完成课后口头作业。

小语段（40词左右）。

操作

读音频资料，模仿语音语调。

2.能规范抄写字母和单词。

2能根据提示，规范书写句（练习）

3.能按时完成课后的口头作3.能根据提示，写单词。

子，卷面整洁。

务。

2.能坚持每天朗读15分钟。

2.能坚持每天朗读20分钟。

业。

在老师指导下，能认识自己的反思

根据老师的反馈或对照音频资料，对自己的口头作业或书面作业进行反思并及时纠3.能读懂小语段。

能通过比对评价标准发现练习或作业中的问题并纠正。

能运用学习方式的迁移来完成学习任务。

能对学习内容进行梳理和分课堂行为。

类。

正。

与同伴交流时，能尊重并倾听合作

根据指导与提示，能依据话知道小组学习的要求，明确熟悉小组合作学习的基本根据不同的活动的主题和内流程，完成任务。

容进行小组内成员角色的互对方的表达。

题，主动与他人进行交流。

职责，承担角色。

换或轮换，完成合作任务。

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体职院附小一至五年级各学期学***描述

Level

Grade 1A 2A 能根据话题和图片，运用仿说习得的语音语调，进行三到四句的口头表述；能规范抄写、默写字母；能背诵、抄写核心单词；能表演儿歌和歌曲。

3A 能根据元音字母开、闭音节的读音规则，朗读单词，记忆核心单词；能运用核心词汇中名词单复数以及人称代词的词法规则；能规范抄写核心语句；能听写核心单词、词组和句子；能用适切的语音语调朗读故事；能通过听力和阅读，理解40词左右的语篇；能根据话题、图片及关键词，用六到七句话进行有逻辑的口头表述，并用二句话进行书面表述。

4A 能根据辅音字母组合在单词中的读音，朗读单词，记忆核心词汇；能用适切的语音语调朗读不同文体的语篇，表演片段；能根据句法规则，正确运用肯定句、否定句、特殊疑问句、一般疑问句及肯定、否定回答等不同句式进行书面表达；能通过听力和阅读，理解60词左右的语篇；能根据话题、图片、关键词、思维导图或问题提示，进行八到九句有逻辑的口头表述，并用四到五句进行书面表述。

5A 能根据国际音标朗读单词，记忆核心词汇；能用适切的语音、语调和语速，表演不同文体的语篇；能通过听力和阅读理解80词左右的语篇；能根据话题、图片、关键词、思维导图、问题或图表等，运用词法、句法规则，有逻辑、有重点地进行十句以上口头表达，完成七到八句的书面表达。

能仿说单词和语句；能学说、学唱简单的儿歌或者歌曲；能理解达标教师的指令并做水平动作；能理解图描述

片所表达的含义并进行二到三句的口头表述。

Grade Level 1B 2B 能够正确读出辅音字母在单词中的语音；能识认核心句型；能根据话题、图片和关键词，运用仿说习得的语音语调，进行五到六句的口头表述；能按要求，规范地书写字母；能规范地抄写、默写核心词汇；能表演儿歌和歌曲。

3B 能根据辅音字母组合的读音规则，朗读单词，记忆核心单词；能运用核心词汇中介词的搭配；能规范抄写核心语句；能根据句法规则正确运用肯定句、否定句等不同句式进行书面表达；能用适切的语音语调表演故事；能通过听力和阅读，理解50词左右的语篇；能根据话题、图片、关键词及思维导图，用七到八句话进行有逻辑口头表述，并用三句话进行书面表述。

4B 能根据元音字母组合在单词中的读音规则，朗读单词，记忆核心词汇；能用适切的语音、语调和语速朗读、表演不同文体的语篇；能根据句法规则，正确运用肯定句、否定句、特殊疑问句、一般疑问句及肯定、否定回答等不同句式进行书面表达；能通过听力和阅读，理解70词左右的语篇；能根据话题、图片、关键词、思维导图、问题或图表等提示，进行九到十句有逻辑的口头表述，并用五到六句（三种句式）进行书面表达。

5B 能根据语音规则朗读单词，记忆核心词汇；能用适切的语音、语调和语速表演不同文体的语篇；能通过听力或阅读，理解90词左右的语篇；能根据不同提示和要求，运用词法、句法规则，有逻辑、有重点地进行十句以上口头表达，完成九到十句的书面表达。

能仿说单词和语句；能背出、唱出教材中的部分儿歌、歌曲；能理解教师或同伴达标的指令并做出快水平速反应；能理解描述

图片的含义，并根据话题、图片，进行三到四句的口头表述；能正确认读26个字母。

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四年级第二学期（4B）学习要求

语言知识分级

语音

L1——能知晓元音字母组合在单词中的发音；

L2——借助辅音、元音字母组合发音规则能够读出单词；能用适切的语音语调朗读课文；

L3——能用适切的语音、语调及语速表演课文；能借助辅音和元音开闭音节发音规则拼出核心词汇

L1——能够背记、理解核心词汇的意义；

L2——能根据情境选择合适的词汇进行交流；

L3——能根据语境，运用核心单词与词组进行口头表述和书面表述

L1——能够清楚词汇的各种形式（可数，不可数，所有格，人称代词，物主代词，介词，数字-时间的表达）；

L2——能够根据词汇法则正确使用词语的各种形式（动词的一般现在时，动词的现在进行时）。

L3——能根据语境，运用正确的词法规则进行口头表述以及书面表述

学习方式：

1.

整体理解听力内容。

2、根据意思使用不同语气。

3、先初读，再根据问题找到语篇的关键信息并划线或画圈。

4. 学生能够根据不同的话题写话，关注句子结构的正确性，语句的逻辑关系和书写的规范。

学习习惯：

语言技能

学习方法与习惯

词汇

词法

句法

语篇

1、听语段时做笔记。

2、积极模仿录音或老师的语音语调。

L1——能理解核心句型的含义（选择疑问句），识别句子中的主语和谓语；

3. 先看问题，再语篇中找到关键词或句，L2——能参照核心句型（肯定，否定，疑问句）进行会话；能够运用句法规则进并划出。

行句型转变，并作出回答

4. 能够运用写作的基本结构和框架，有开L3——能根据句法规则，正确运用肯定句、否定句、特殊疑问句、一般疑问句及头、有结尾，有逻辑，有核心观点，详略得肯定、否定回答等不同句式进行书面表达；

当地进行写作。

L1——能通过听力和阅读，理解70词左右的语篇；

L2——能根据话题、图片、关键词、思维导图、问题或图表等提示，进行九到十句有逻辑的口头表述

L3——能够借助不同形式提示根据话题进行五到六句（三种句式）进行书面表达。

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5.完成语段书写后能够根据语法规则,词法规则,逻辑关系进行检查.

Project - Competence Chain（项目-能力链）

OE BOOK 4B Module 4 More things to learn

Grade Project “Discovery in sister schools”

To make a brochure to introduce the amazing discovery of museums or holiday activities both in my school and our sister school of the U.K. Competence 1.Students can use nouns and noun phrases to identify different kinds of museums, holidays in Western

countries, people and places. e.g. science museum, history museum, art museum, insect museum, car museum, railway museum, Halloween, Easter, Christmas, Thanksgiving, giant, castle

2.Students can use verbs to identify holiday activities. e.g. go on Easter egg hunts, go trick-or-treating, decorate a Christmas tree, eat chocolate eggs, eat turkey and pumpkin pies

3.Students can use adjectives to describe things. e.g. He has a beautiful garden.

5 4.Students can use wh-questions to find out specific information.

e.g. Which museum do you want to visit? What do you do at Easter? 5.Students can use modelled sentences to talk about museums.

e.g. He can play the piano very well. They can help firefighters put out fires.

6.Students can use modelled sentences to give specific information about holidays.

e.g. We usually go on an egg hunt. They have a good time. 7.Students can use simple past tense to talk about past activities. e.g. I saw a lot of insects.

“My favourite festival in China”

Good

☆

To draw a picture about one’s favourite

1. Students can use nouns to identify musical instruments, festivals in China and animals.

Chinese festival and introduce it both in oral

e.g. piano, violin, triangle, drum, the Spring Festival, the Dragon Boat Festival, the

Mid-autumn Festival, the Double Ninth and written forms. Festival, duckling, swan, nest

2. Students can use prepositions to identify positions. e.g. behind, beside

3. Students can use wh-questions to find out specific information. e.g. Whose drum is it? 4. Students can use modelled sentences to give specific information. e.g. It’s Danny’s drum.

5. Students can use modelled sentences to give specific information about festivals.

e.g. Chinese people usually eat mooncakes. 6. Students can use adjectives to describe things and feelings. e.g. They are green and small.

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4

Very good☆☆

7. Students can get some information of the story by skimming and scanning. 8. Students can introduce one Chinese festival logically at least 10 sentences orally and within 50 words in writing. 9. Students can make others be clear about an unknown thing by different ways.. My Children’s Day

1. Students can use nouns to identify different parts of one’s body.

To introduce the gift with colour, shape and size e.g. a head, a shoulder, a body, fingers, a knee, a foot, an arm, a hand, a leg.

with the sentences ‘I have …’ ‘It’s/ They’re …’

2. Students can use adjectives to describe different parts of one’s body. e.g. My eyes are big.

3 3. Students can use nouns to identify different places. e.g. park, cinema, zoo

4. Students can use wh-questions to find out specific information. e.g.

What do you do on Children’s Day?

5. Students can use use imperatives to give simple instructions. e.g. Touch your shoulders.

6. Students can use modal verbs can and can’t to give permission or express abilities and inabilities.

e.g. I can draw myself. You can’t come in.

“Happy Mother’s Day”

To make a card for mother, introduce the card. Send good wishes to mother on Mother’s day.”Happy mother’s Day./ Here’s a … for … Thank you.” orally

“Things we do”

with the sentences “He/She is …”, “He/She 1. Students can the modal verb can to express one’s abilities. e.g. Can he play football?

2. Students can use the can question to elicit a positive response or a negative response.

e.g.

Yes, he can/ No, she can’t

3. Students can use modeled sentences to describe feelings. e.g. I’m hungry.

4. Students can use modeled sentences to indicate need and wants. e.g. I want some bread. 5. Students can use modeled sentences to communicate with other people. e.g.,

Here’s a … for… Thank you. .

1. Students can use verbs to identify actions. e.g., ride, play, skip, fly

e.g., gift, card, firework, firecracker, boy, wolf, farmer

3. Students can use modal verbs “can” to talk about ability. e.g., She can sing.

4. Students can ask wh-questions to find out particular information about a person. e.g., What can he do?

5. Students can use formulaic expressions to greet people on New Year’s Day. e.g., Happy New Year!

6. Students can use the simple present tense to express interests and preferences. e.g., I like the dress.

2 Draw one of your friend and introduce him/her 2. Students can use nouns to identify things we see on New Year’s Day, persons and animals.

1 can …” orally.

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Objective - Task Chain（目标-任务链

）

OE BOOK 4B Module 4More things to learn

Unit 1 A Music class Topic: Our band Task: Do a survey to find out the musical abilities your friends have and write about your band. Learning objectives: 1. To use the core words to identify different musical instruments in oral and written expression according to the context. 2. To use the lexical rules of nouns 3. To use the core sentence pattern in oral and written expression according to the context. 4. To write a passage about a music band at least 70 words logically. Core contents: Words:

violin, piano, triangle, drum

Patterns:

Whose …is this?

It’s…

Where’s …?

It’s…

Unit 2 Festivals in China Topic: Festivals in China Task: To make an introduction about traditional festivals in China

Learning objectives: 1. To use the core words to identify Chinese traditional festivals in oral and written expression according to the context. 2. To use the lexical rules of adverbs.

3. To use the core sentence pattern in oral and written expression according to the context. 4. To understand the passages and make correct judgment or give proper reply. 5. To make an introduction of one’s favourite festival at least 70 words logically. Core contents: Words:

the Spring Festival, the Dragon Boat Festival , the Mid-autumn Festival, the Double Ninth Festival

Patterns:

What festivals do you like? What do you do …?

Unit 3 Story time Topic: Stories Task: Retell the story

Learning objectives: 1. To use the core words in oral and written expression according to the context. 2. To use the lexical rules of nouns 3. To use the simple present tense and the present continuous tense. 4. To understand the extended sentence pattern “What does … look like? What does … want … for?”

5. To understand an extra story, and get information by skimming and scanning. 6. To make an introduction of an animal in different ways, such as words, body language, pictures, video …

Core contents: Words:

duckling, swan, nest

Patterns:

Mother Duck is making a nest. Mother Duck sits on the nest.

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内容-话语链

Content Discourse Chain

OE BOOK 4B Module 4 More things to learn Unit 2 Festivals in China

Task: To make an introduction about traditional festivals in China

Learning objectives:

1. 2. 3. 4. 5. To use the core words to identify Chinese traditional festivals in oral and written expression according to the context. To use the lexical rules of adverbs.

To use the core sentence pattern in oral and written expression according to the context. To understand the passages and make correct judgment or give proper reply. To make an introduction of one’s favourite festival at least 70 words logically.

Chinese festivals

The Double Ninth Festival

My friends’ favourite festival in China

Make a report

about one of the Chinese Design an ending and make a role-play Do a survey to find out the the Chinese festivals according to the information card

about visiting the old people’s home at the festival your friends like and write the

Double Ninth festival 1.To identify Chinese traditional festivals in oral and written expression according to the context.

2.To use the core sentence pattern in oral and written expression according to the context. 3.To get specific information according to the thinking questions 4.Try to make an information card about one of the Chinese festivals

festivals

1.To express greet old people at the Double To make an introduction of one’s favourite Ninth festival festival at least 70 words logically. 2.To find out specific information by asking

wh-questions 3.To design an ending after talking with Grandma Li 4.To act out the dialogue Period & Sub-topic Sub-task Learning Objectives

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Core contents Words: the Spring Festival/buy new clothes

and traditional food/have a big dinner together/eat dumplings/visit their relatives and friends/ watch colourful fireworks at night Patterns: The ...Festival is in.. It’s... and... People ...(do) at...

Speaking

Here’s is the Spring Festival?The Spring Festival is in January or February.People buy new clothes and traditional food. People have a big dinner together. They eat dumplings. People visit their relatives and friends. People watch colourful fireworks at night.

Writing:

the Spring Festival

January or February

buy new clothes

and traditional food

have a big dinner together

eat dumplings

visit their relatives and friends

watch colourful fireworks at night

SB: Look and read

Words: the Double Ninth Festival,

Climb mountains,

visit old people, eat Double Ninth cakes Patterns: Happy the Double Ninth Festival. Here are some flowers and cakes for you. What do you do every day? What do you usually do at the Double Ninth Festival ? Let’s eat the Double Ninth cakes together.

Speaking:

--Happy the Double Ninth Festival. --Thank you. -- Here are some flowers and cakes for you. --Thanks. --What do you do every day? --We have classes here. I like learning painting. -- What do you do at the Double Ninth Festival? --We sometimes climb mountains. -- We eat the Double Ninth cakes. Writing:

The Double Ninth Festival is

October. It’s cool and dry.We usually climb mountains. Sometimes we visit old people. The old people have some classes. They are happy .They usually climb mountains at the Double Ninth Festival. They eat Double Ninth cakes.

Words:

the Spring Festival/ the Dragon Boat Festival/ the Mid-autumn Festival/ the Double Ninth Festival/ have a big dinner /eat dumplings/look at the beautiful moon/ eat mooncakes/watch dragon boat races/eat rice dumplings /visit old people/climb mountains/Double Ninth cakes Patterns: What festivals do you like?

When is the ....? How is the weather at...? What do you usually do at... ?

Speaking: --What festival do you like? -- I like the Dragon Boat Festival.

-When is the Dragon Boat Festival? --It’s in May or June. -- Is it hot at the Dragon Boat Festival? --Yes. -- What do you do at the Dragon Boat Festival? -- I usually watch the dragon boat races -- I eat rice dumplings Writing: Peter likes the Dragon Boat Festival.

It comes in May or June. It’s sunny and hot. He watches the dragon boat races at the Dragon Boat Festival. They have a big dinner at a restaurant in the evening. He eats rice dumplings at the Dragon Boat Festival. They all like the Dragon Boat Festival.

SB: Listen and say

Discourse

Materials SB: Say and act

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本课时教案

Lesson plan

Topic: Chinese festivals

Period: 1 Sub-task:

Make a report about one of the Chinese festivals according to the information card Objectives:

1.To identify Chinese traditional festivals in oral and written expression according to the context.

2.To use the core sentence pattern in oral and written expression according to the context. 3.To get specific information according to the thinking questions 4.Try to make an information card about one of the Chinese festivals Difficulties:

1.To pick up the specific information according to the elements Aids: ppt,exercise paper PROCEDURES I. Pre-task

preparations

CONTENTS 1.A song: “The months”

2.Children’s Day

When is Children’s Day?

What do you do on Children’s Day?

3.Chinese festivals

METHODS PURPOSES To warm the learning environment.

To review the months and the activities by asking about Children’s Day (VC-L3)

To get to know the title (VC-L1)

Activity 1: Warm up 1.T-Ss: Sing a song together 2.Sa-Ss: Spell the words of the months

Activity 2: Revision 1.T-Ss: ask and answer about Children’s Day

Activity 3: Lead in

1.T: Elicit the word ‘the Chinese New Year’

Ss-Sa: Imitate 2.T: Elicit the title ‘Chinese festivals’

Ss-Sa: Imitate

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II. While-task

procedures Passage1:the Spring Festival buy new clothes and traditional food eat dumplings visit their relatives and friends

Activity 4: Comprehension

To get the information by reading (VC-L2)

1. T: Raise the questions

Ss: Read the questions To make an information card by 2. Ss: Read and underline the key words getting the elements and the key 3. Sa: Answer the questions words

T&Ss: Get the key words,then read and spell

4. T&Ss: abstract the elements

T&Ss: Ask and answer (abstract weather)

5. Ss: Play a matching game

6. T-Sa-Spair: talk in pair

7. T&Ss: Read the passage and imitate ‘important’

To make a report with the teacher 8. T&Ss: make the information card and then report

with the teacher

To use what they’ve learnt in this class to make an information card and make a report. (VC-L3)

III. Post-task

activities

Passage 2: The Mid-autumn Activity 5:Read,make and report

1.Sa: Read the material and make the information Festival card

2.. Spair: Check the information card in pairs

3. Sa: Make a report

1. Look and read on P54 Assignments

2. Read a new information card and fill in the blanks 3. If you like the Mid-autumn Festival,please read the

material

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On the blackboard:

4BM4U2P1 Chinese festivals

What festival is it? When is this festival? How is the weather at this festival? What do people do at this festival?

Elements

Key words

name

the Spring Festival

time

weather

activity January or February

cold and dry

buy new clothes

and traditional food have a big dinner together

eat dumplings visit their relatives and friends watch colourful fireworks at night

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