Story time课堂实录【1】

教学设计

执教内容

五下

Unit7 Chinese festivals 教学内容

本课时通过学习四个中国传统节日的介绍，能够运用相关表达方式从日期、活动、食物、感受等方面介绍中国的传统节日。在教学的过程中主要着眼于提问能力及思维能力的培养。

教学对象

五年级学生已积累了一定量的词汇和日常交际用语，具备一定的自主阅读理解能力及语言综合运用能力，也具有一定的自主和合作学习能力。他们对中国传统节日这一话题有相应的生活经验和知识储备。学生能用简单的语言谈论与节日有关的话题，但在运用具体句型时还存在一定的困难。本课以关注学生的学习为出发点设计教学，促进学生不同程度的发展提高。

教学目标

1.能听懂、会读、会说文本内容中表示节日日期以及传统食物和活动的词汇。

2.能借助文本语言和拓展的相关词汇，尝试用英语描述四个中国传统节日的时间、传统活动、传统食物，提升相关话题的英语语言表达能力。

3.能根据图片和上下文猜测词义；能快速抓住关键词，获取语篇信息。

4.激发对中国文化的热爱，树立传播中国文化的意识。

教学重难重点

点

1.能听懂、会读、会说文本内容中表示节日日期以及传统食物和活动的词汇。

2.能借助文本语言和拓展的相关词汇，尝试用英语描述四个中国传统节日的时间、传统活动、传统食物，提升相关话题的英语语言表达能力。

难点

1.能根据图片和上下文猜测词义；能快速抓住关键词，获取语篇信息。

2.激发对中国文化的热爱，树立传播中国文化的意识。

教学过程

时间

教学步骤

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设计说明

1

Step1

Pre -reading 1. T: Hello. Nice to see you.

分

2. Watch a video.

钟

T：What’s the video about? T:

Yes. We are Chinese, we all know these Chinese festivals. But our friend Mike, as a foreigner, he doesn’t know these well. He wants know something about Chinese festivals. What questions will he ask?

51. Ss: Nice to see 从学生感兴趣的话you.

题入手，引入本课话2. Ss: Chinese 题，并借由书中人物Mike，引导学生思festivals. Ss: What festivals 考，提出有效问题。are there in China? 在后续语言学习中，When are the 以此作为贯穿整个文本学习内容学习festivals? What do people 和文本拓展的主线。

do? What eat？

... Step2: While - 2reading

T: He will have so many questions. Let’s help him find the 0answers. Ok?

分1.

What Chinese festivals? 钟

(1) T: What Chinese festivals do you know?

(2) Watch and Tick T: You know so many Chinese

festivals. Maybe we’ll tell Mike

some most traditional Chinese festivals. Watch, what are they?

(3) Learn the new words

T: Who can be the little teacher？

New words: dragon, double

（让学生说出使用的词汇学习

策略，结合图片理解词义）

2.

When?

T：When are the festivals? Let’s do the exercise

(1) Learn to read T: The festivals are in different

months. How to read these names

2

do they

1.

(1) Ss: Spring Festival, 清明节, 元宵节，端午节，中秋节，重阳节...... (2) Ss: Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, Double Ninth Festival (3) S teaches the new words with the help of the word cards

2.（1）Ss to be the little teacher, learn to read the words

基于学生已有知识引导其对相关问题展开探索，通过听说的方式让学生迅速抓住相关信息，并且引导学生运用相关词汇学习策略解决生词难点，提高学生自主学习的能力。

of the months? Who can be the

little teacher?

(让学生说出使用的词汇学习策

(2) Ss finish the 略）

(2)

Match them exercise T:

Finish the exercise.

(3)

Check the answers (3) Ss try to say

The...is in...or...

3.

What activities and food?

T: What about the other two

questions “

What do people do?

What do people eat?”

Choose

your favorite festival to learn in

groups. 3.

(1) Learn in (1) Learn in groups groups Tips:

a. Read and find the key words

b. Learn the new words

（运用相关拼读规则朗读生词；

（2）

Ss ask and 根据上下文和图片猜测生词词answer to find the answers and learn 义；查看词汇表或词典）

(2)

Ask and answer the new words How to read...?

What does...mean?

What do people do at...? What do people eat at ...?

... (3)

Ss read the text (3)

Happy reading

4. What else？

T：Mike has some another

questions: What other activities

do people do? How do people

feel? Why? Let’s find more. (1) Spring Festival

Enjoy some pictures 拓展：light fireworks, watch 4.(1) Ss enjoy the fireworks, get red packets, paste pictures and try to up New Year scrolls, watch the know the new Spring

Festival Gala 适时追问：Why do they light words. fireworks and paste up New Year 3 围绕文本话题关注语言知识，强化语言学习，引领学生运用相关词汇学习策略学习月份词汇，让学生尝试用相关句型描述节日的日期。

以问题为导向，通过范例引导学生掌握相关学习策略，如：词汇学习策略，借助关键词获取信息的策略等，并且通过小组自主的方式练习运用相关策略，以问题的方式检测学习成果，最终完成文本知识的学习。

Scrolls/ give red packets to children? …

引导学生总结：Reunion, fun, blessing (2) Dragon Boat Festival Watch a video 追问：

Why do they eat rice dumplings? 拓展：a memory for Quyuan (3) Mid-Autumn Festival Enjoy a poem: Seeing the moonlight in front of my bed, I want to know if that is the frost on the ground. Raising my head, I look at the moon. I bow my head and miss my hometown. T: Which poem do you like better? T: I like Chinese one better. You can enjoy it more in Chinese. But we need to put them into English so that children in Western countries can read and understand them. Do you have any other ways to let them understand? T: That’s a good idea. Do it when you have the chance. 追问：

How do they feel? / Why do they eat moon cakes and look at the moon/ 引导学生归纳：It is a festival for reunion. (4)

Double Ninth Festival Enjoy some pictures 提问：What should we do for the old people? 拓展：love and take good care of the old people (5)

Make a conclusion Chinese festivals: Fun, reunion, blessing, memory

4

(2) Ss enjoy the 结合本课主线，利用video and try to 问题引领学生探究,know more about 结合图片、视频、诗this festival

(3) S: I like... S: 学中文。

作欣赏等形式，拓展与中国文化相关的内容，既拓展了相关语言知识，满足部分学生想要描述更多节日活动的欲望，激发其学习语言的兴趣和内驱力，又强化了学生对中国传统文化的热爱。

(4) Ss enjoy the

pictures and think

about what they

can do for the old people.

Step3：Post - 1reading

1. Let’s talk 1. S: My favorite T: Which is your favorite 5Chinese festival? Why? Chinese festival

分is…, because….

钟

2. Introduce Chinese festivals to

Mike

T:Now, you have known a lot about Chinese festivals. How to 2. Ss review the

talk about a festival?

T: Now,Mike is here. Would you structure of talking like to introduce your favorite about a festival

Chinese festival to him?

with the help of Useful sentences:

I like...Festival.

the blackboard.

It is in...

Ss introduce their People often... We eat...

favorite festival to I think it is interesting... Do you

Mike. like it? 及时追问与互动

e.g. That sounds interesting. /

Which is your favorite activity/

food at this festival?/ What do

you usually do?/ What do people eat? Do they eat...?

...

3.

Make a conclusion Be proud of our cultrue! Be proud of our

country! Make more people know it!

引领学生回顾语篇结构，引导学生结合本课主线进行相关口语交际，在此基础上自行展示，扩大语言输出量。

通过讨论、感受、体验，强化学生传播中国文化的意识，提高学生跨文化交际的意识和跨文化交际的能力。

Step4: 1. Introduce your favorite Chinese festival to your friends or families. 5

Homework

板书设计

2. Surf the internet about Chinese festivals.

Spring Festival ...... Chinese festivals Dragon Boat Festival ...... Double Ninth Festival ...... Mid-Autumn Festival ......

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