Unit 12 The Spring festival.第二课时 公开课

Unit 12 The Spring Festival

本单元主要以描述春节风俗习惯为话题

项目

A. Let’s listen and say:

描述春节风俗习惯

1)能用句型“We/They/I…”表达春节的一些风俗；

2）个新单词和词组：relatives, important, join, enjoy, have great fun. B. Let’s learn

C. Let’s practice D. Let’s read

E. Let’s write

F. Let’s Have Fun

6个词组：the Spring Festival ,firecrackers, red packet, lion dance, a family reunion dinner, eve of the Spring Festival 谈论春节习俗，句型.What do you do during the Spring Festival?

Do you…?

记述春节的活动习惯

围绕单元话题，根据自家的实际情况回答问题，并写出春节自己和家人活动。

Chant 主要内容

一、教材分析及学情分析

本单元教学内容涉及到描述春节风俗习惯，第一次出现大篇幅文章的阅读形式，可以说是一个整合，难度大。但学生已经学过spring, festival, lion, dance, family, dinner, red等单词，加上五年级学生思维活跃，乐于表达自己，大部分学生应该可以描述春节的习俗。五年级的学生两极分化严重，部分学生可能出现表达不出的情况。应多结合学生春节生活，创设情境，激发他们的兴趣和表达欲望，培养学生的综合语言运用能力。

1. 能听懂会说、会读、会写新单词以及词组：the Spring Festival ,firecrackers, red packet, lion dance, a family reunion dinner, eve of the Spring Festival ; 2. 能理解并初步运用句型“What do you do during the Spring Festival?”、

“Do you…?” 以及We/They/I…；

3. 能理解、会读Part A，并创设情境，讨论春节风俗习惯；

4. 能理解并拓展阅读材料Part D；

5. 能围绕话题，根据问题提示，写出春节自己和家人活动。；

6. 让学生感受到传统文化的底蕴。

二、单元整体目标

第一课时：B

C

词句教学

第二课时：A

阅读教学

第三课时：D

E

F

综合拓展课

三、课时、教学内容、课型

四、第二课时的教学设计

Unit 12 The Spring Festival

课时

教学内容

教学

目标

重点

难点

教具

学具

The Second Period Part

A

课型

reading Teaching 1.Be able to understand and retell the text. 2. Be able to talk about the Spring Festival. 3. Let students understand the custom of the Spring Festival. Be able to talk about the Spring Festival. PPT

some red packets

two pictures of dragons and lanterns 教学过程

步骤、内容、时间

教师活动

学生活动

1. Greetings.

2. Listen and answer the questions, then read the words and phrases.

3.listen and understand.

4. Discuss with partners.

设计意图

春节是大家熟悉的主题，利用新年钟声、焰火、恭喜歌曲以及舞狮舞龙音效把学生带入到春节情境中，让学生在欢快的节奏中进入主题。

由贴红包拼成龙的竞赛规则新鲜又具有年的气息，刺激和鼓励了学生学习的兴趣，同时促进小组合作意识。

小组讨论春节所做的事情，互问互答，巩固前面所学的单词，短语及句型，也为下一步读故事做好铺垫。

Step1Warming 1.

Greetings.

up 2.

Get Ss to listen to music. 1）T: Let’s listen and imagine,

( 5mins)

What is it? 1. Greetings.

2）.Announcing the rules of competition when a red packet 2. Part B is showed.

T: Today Miss tang has many

red packets for you. If you

do a good job, you can get a

red packet, then put it on the

dragon’s body. Group A and

group B , let’s have a PK.

Are you ready?

3）Get Ss to read the words and

phrases.

3. Tell Ss today’s theme.

T: The Spring Festival is

Chinese New Year, it is also

called lunar new year.

4. Get Ss to talk about their

Spring Festival in groups.

T: What do you do during the

Spring Festival?

II Reading (12mins)

Part A

III. Practice

1.Get Ss to read the text with the Qs: T: We have talked about the

Spring Festival, now let’s read a passage about it, then answer

the questions. 1)

Who go home to join the families? 2)

Who enjoy the Spring

Festival most?

2.Get Ss to read the text

carefully again, find the

difficulties and underline them.

(15mins)

Mind-map

3.Get Ss to answer other

questions. 1) What do people do? 2) What do children do?

1. Get Ss to make a mind-map. T: It’s your turn to make a mind-map. Please choose the words or phrases about the

Spring Festival, then finish

your mind-map.

2. Get Ss to show their works. T: Time’s up. Which group

can show your map?

3.Show the teacher’s mind-map.

1. Read and find 通过提问，引导学out the answers. 生基本理解文本。

在学生回答后将单

词people和children

分别贴在两边很板

书上，帮助学生了

解框架，理清思路。

通过再仔细读文2. Read again and 本，获取文本的细underline

the 节信息。由学生来difficulties.

e.g. relatives

发现问题，再和老join

important…

师一起来扫除阅读

障碍，将主动权交

给学生。

3. Find out the 通过再次提问，抓answers.

住主要信息，更深

层次的理解文本,

为下一步活动打下

基础。

1.Discuss in groups and make a mind-map.

2.Talk about the Spring Festival

according to their

mind-map.

3. Sum up the key sentences

从教师提供的素材

中找出关于春节的

元素，小组讨论构

建思维导图，更好

地了解春节习俗。

同屏展示作品更吸

引学生的注意力

通过老师的思维导图总结并板书关键

Get Ss to sum up the key

句型，明了文本信

sentences. 息的逻辑关系，训

T: Please come and put the

练思维。

sentences on the blackboard.

4. Get Ss to listen and read 4. Imitate.

Part A.

.

IV

通过欣赏年的传说1. Enjoy a video. Consolidation

1. Get Ss to enjoy a video. 和现代人们欢度春T: The Spring Festival is the

(8mins) 节的场景，让学生most important festival in China.

了解春节象征着辞Do you know the origin of

Enjoying a 旧迎新，是中国文it, let’s enjoy the video.

video 化的传承。

T: During the Spring Festival,

people resign from the old and

welcome the new.

小组合作动手制作2. Get Ss to design a book. 2. Discuss in groups Designing a 并讲述自己的书，

It’s your time to design a book

and

design a book 同屏展示孩子们制about the Spring festival , then book.

作的作品，延伸讨

name your book. Please

论对象和传统习discuss with your partners.

俗，拓展话题。

3. Get Ss to show a book.

T: Can you show your book? 3. Tell the book .

总结黑板上的红包

并贴上龙尾，配上4. Get Ss to sum up the red

上方的灯笼让课堂packets.

T: Let’s see how many red

4. Count the red 充满了春节气氛。

packets you get. Which dragon packets.

is more beautiful?

布置孩子们回家画Draw and write a book about

和写一本关于春节the Spring Festival.

Homework 的书，从听读说能

力的培养过渡到写

的技能的训练。

板书

设计

（一个灯笼）

（一个灯笼）

Unit 12

The Spring Festival

（左边黑板）

（右边黑板）

people

children

People go home.

Children wear new clothes. Mrs Zhang is cooking.

Children light firecrackers. All relatives meet for dinner.

Children get red packets. They have a meal.

Children watch lion dance. （下方两边黑板各一条龙）

两块黑板下方各有一条龙代替A，B两组，各组所得红包最后要

贴在自己龙身上，比比谁得到的红包多，比比说的龙更漂亮。

评价

设计

亮点：

教学反思

1、对文本的处理是通过两次阅读逐步加深层次，然后由学生从提供的（亮点与不足）

素材中找出中国春节的元素自己来构建思维导图，再由教师总结，明了文本信息的逻辑关系。将主动权交给了学生，更好地训练学生的阅读和思维能力。

2、视频由年的传说到现代人的春节活动场景，体现了中国节日的传承，让学生更好感受到中华文化的底蕴。

3.采用学生自己设计关于春节的书延伸讨论对象和传统习俗，拓展话题。

4.采用贴红包拼成龙的竞赛规则新鲜又具有年的气息，刺激和鼓励了学生学习的兴趣，同时促进小组合作意识。

5.板书充分地体现了文本的结构，逻辑清晰。两个灯笼和两条龙让课堂充满了春节气氛。

不足：

开头的音乐如能更热闹些则更能体现春节气氛。