Lesson 20 The Spring Festival Is Coming!优秀教学设计

G5 Lesson20 The Spring Festival Is Coming! Shuguang Primary School Wang Hong 教材分析：

本单元进一步扩展与旅行相关的知识、语言和技能。Jenny 和

Danny 来到了中国，对中国的景点、节日和文化都有了一定的了解。本课主要内容是李明向他们介绍中国最重大的节日春节，所以容易引起学生的兴趣，在教学中也容易产生共鸣和互动。通过本课的学习，不仅能增进学生对传统文化的认识，还能培养学生交流文化的能力。

学习对象分析：

本教材教授的对象是小学五年级的学生，学生经过了两年的学习后，在听、说、读、写、方面有了一定的基础,并掌握了一定的学习技巧。所以我在设计本课时，安排了大量的学生活动与练习，尽量把课堂交给学生，让他们通过一些简单的模仿从而延伸到实际运用。充分发挥学生的想象空间，让学生把自身的潜能最大限度地发挥出来，以达到良好的课堂学习效果。

知识和技能目标: 1.能听懂会说一些关于节日的名称。 2.能简单描述关于春节做的事情。 3. 掌握单词：room, door, window, make, kid和句子What do you do for Spring Festival?并在描述时使用。

情感态度目标: 通过对中国传统节日--春节的学习，让学生感受到传统文化的底蕴，促使学生热爱我国文化。

学习策略:

通过表演、小组讨论和学生互评等方式培养学生英语思维及互助学习模式。 重点难点: 1.词汇、句式及语法结构 2.在老师的帮助下能够运用自己的语言描述春节。

教学过程：

Class Opening and review 1. Greeting: T: Hello, boys and girls. Nice to meet you.

S: Nice to meet you, too. 2. Game: T: I’m very happy to see you here. How are you?

S: I’m fine, thanks. And you? T: I’m very well, thank you. What day is it?

S: It’s Friday. T: What’s the date?

S: It’s April 20th. T: Yes, a clever boy\girl! Today is April 20th, we just had Qingming Festival, right? And we know, there are many festivals in China. Now, I’ll show you some pictures. If you know it, stand up and speak it loudly. (Show the pictures of the Spring festival, Women’s Day, International Workers’ Day, Children’s Day, Teachers’ Day, National Day.)

T: Which festival do you like? You, please.

S: Children’s Day. T: Oh, it’s very interesting. You will be very happy on that day! And you, please. S: International Workers’ Day. T: Oh, good! And we can have a rest on that day. S: National Day. T: Okay, it's the birthday of our country. (设计意图：通过与学生聊日期，节日，和讨论他们最喜欢的节日，引入春节，使学生对节日产生兴趣，课堂过渡自然。) New concepts 1. Pictures about the Spring Festival. Words of "room, door, window, make and kid". T: Do you want to know what's my favourite festival? Listen! (The music of the Spring Festival.) … Yes! The Spring Festival is coming! It’s the Chinese New Year. I can do many interesting things. Look! There are five big red lanterns. Choose one and I’ll show you what do I do for the Spring Festival. (Show the pictures of the Spring Festival. They are in five big red lanterns. Then talk about the pictures and teach the new words or sentences one by one.) (设计意图：用过年时大家耳熟能详的春节序曲进入课文正题。五个大红灯笼喜庆，醒目。让学生自主选择灯笼，和由灯笼所链接的学习内容，让学生新奇不已。这也降低了文本的难度，使学生逐层接受课文知识。)

We clean our rooms. We clean the doors, the windows and the floor. T: You choose “CHUN”? Let’s see. Oh, after doing this, our house will be clean and beautiful, yes?

S: Yes! T: Now let’s see this picture. This is the “door”. Show me your finger and write with me, d-o-o-r, door. This is the window. Write with me, w-i-n-d-o-w, window. Here’s the floor. All of these are in the room. let's write, r-o-o-m, room.

T: Ok, now I need a little teacher to teach us these words. Who want to be the little teacher?

S1: …

S2: ... S3: ... T: Great! Thank you, little teachers. Can you read these sentences now? Have a try, please. (Stick the sentence on the blackboard. Let the students read the sentence one by one. Then read it together. ) S: ... T: You did a good job! Now our house is clean. (设计意图：将学习内容放在情境中，使学习内容不单一。找出适合学生学习的途径，学生对于本课的三个重点单词“door, window, room”

很熟悉了，所以教师不做过多的教授，而是把学习的主动权教给学生，让小老师带领学生们完成单词的学习，充分锻炼他们自主学习的能力。)

We make dumplings. T: Let’s go on. You choose “JIE”? Ok! What do I do for the Spring Festival? Let’s see. We make dumplings. You know dumplings, it's our Chinese food. It’s delicious. And what's the meaning of "make dumplings"?

S: ... (And then show the picture of "make dumplings".) T: Now look at these words: cake, lake, take, make. Let’s read. Pay attention to the letter ”a”

and “e”. Let’s read together. We make dumplings.

S: …

T: Now show me your finger and let’s write. (Stick the sentence on the blackboard. Let the students read the sentence one by one. Then read it together. ) Who can read this sentence? S：…

T: Your pronunciation is good.

(设计意图：在学习重点句子时，不忘提醒学生注意重点单词的发音规律。将学习的技能传授给学生。) Kids get lucky monkey. T: You choose one. “Fu”? Okay! Oh, this is for you. Kids get lucky money. Do you know lucky money? (Show the picture of it.) This is the lucky money. look, the boy is so happy. If you get lucky money, you will be very happy, too, yes?

S: Yes!

T: And kid, is the teacher a kid? No. Is the man a kid? No! This is the kid. Read it, please. Show me your finger, and write with me. (Show the picture of kid. And then kids.) S: ... T: Okay, now let's read the sentence.

S: ... (Stick the sentence on the blackboard. Let the students read the sentence one by one. Then read it together. ) We visit our family and friends. T: You choose “KUAI”? Okay! We visit our family and friends. Pay attention to the word “visit”. (Lead the students to read this word.) And when we visit our family and friends, the girls must do this, put your right hand on your left hand and say “Happy Spring Festival”. The boys must do this, put your left hand on your right hand and say “Happy Spring Festival”. You should know this. It’s our customs. Okay?

S: Okay! T: Now let’s read this sentence.

S: …

(Stick the sentence on the blackboard. Let the students read the sentence one by one. Then read it together. )

(设计意图：在学习本课的文本时，注重文化的渗透。将中国拜年时男女不同的手势教给学生，这样不仅有利于学生增强交际文化的敏感性，而且对更好地了解中华民族文化是有裨益的。) We buy new clothes. T: You choose “LE”? Okay! We buy new clothes. I like to buy some beautiful clothes for the Spring Festival. I think the girls like to do it, too. Now let’s read this sentence.

S: …

(Stick the sentence on the blackboard. Let the students read the sentence one by one. Then read it together. )

2. Read the five sentences together. T: Now we know what do I do for the Spring Festival. Let's read these sentences together, okay? S: Okay！... (设计意图：将文本重点句型教授完毕，最后做总结，加深印象。) 2. Practice: listen to the text. Then read and match. T: I like your reading. Now let’s go to Li Ming’s home. Let’s listen what do they do for the Spring Festival. Now first listen! …Okay, now match the pictures…

T: Okay, stop. Let's check your answer. (Picture1 to 5.) Are you right?

…Now who can read it? …

(设计意图：听课文内容，让学生感受纯正的英语语音。根据课文内容找出和图片相对应的句子，锻炼学生听力，体现任务型教学。)

3. Read in pairs and show us your favourite part. T: Okay, boys and girls. You did a good job. Now read in pairs. I give you three minutes. Okay, stop! And who want to show us your favourite part? And please listen carefully. You should give appraise to your classmates.

S: …

(In this part, the students give appraise each other.)

S1: I like part3. We also make dumplings.... S2: ... ... S7: I like ... She\He is great! S8: I like ...

... (设计意图：学生互评也是英语课堂的一种评价机制。学生之间具有平等的地位，互评的过程，不仅检验了学生对英语单词和句型的把握程度，也可以促进学生对听说读写能力评价标准提出自己的看法。同时，也促使学生学会尊重他人，尊重不同意见与建议，提高小组合作精神。)

4. Take out your paper and fill in the blanks. T: You are great! Now take out your paper and fill in the blanks. S: …

T: Now check your answer. Let’s read together. S:…

(设计意图：这道习题的难度加大，学生既要熟悉课文内容，又要掌握本课的重点单词和句子，是对本次课堂学习的一个检测。)

5. Act. T: During the Spring Festival we can do many things. Now let’s make a new family. Act out what do your family do for the Spring Festival. Okay, practice now.

S: …

T: Who want to try? Your family, please. Let's ask them together. Ss: What do you do for the Spring Festival? S1: ... S2: ... ... T: Wonderful! Let' clap for them. S: …

T: Another family? Don’t be shy!

S: …

(设计意图：小组活动则可以给学生提供更多的实践机会。它在真正意义上培养了学生自觉实践，提高运用语言进行交流-交互-交际的能力。小组合作学习有利于创设良好的情感氛围。小组活动为那些性格内向的学生提供了一个相对安全的空间。甚至还可以从小组中得到某些帮助安慰，建立自信，很好的与他人合作共同完成任务。小组合作学习还有利于学生个性的发展。学生经过有效的小组合作学习，不同层次的学生在合作的同时实现不同的目标，小组中的个体在不同方面发挥优势，各个学生都张扬了自我的个性，在不同形式和内容的小组活动中展示了才华，在达成目标的同时，实现自我，超越自我。)

6. Homework ① Some other customs of the Spring Festival. T：Boys and girls. In the Spring Festival, there are many customs. Look, please. 1. Stick the good fortune character. 2. Hang on the red lanterns. 3. We watch Lion Dance. 4. Have New Year’s Eve dinner. 5. Set off firecrackers.

You can talk about the Spring Festival with your friends. ② The story of Nian. T: I have an interesting story. The story of Nian. You can read it after class, Okay?

(设计意图：拓展环节是对新学内容的延伸。拓展环节在学生所掌握知识的基础上进行，给学生一种“跳起来摘桃子”的学习兴趣，让学生通过自身的努力取得成功。) Class Closing 1. T: Okay, class. Do you know when is the Spring Festival in 2019? It’s on February 5th. It’s always in January or February. I wish you all gains in learning!

Class is over. Thank you!