Story time教学活动设计方案

Chinese Festivals教学设计

1.

Analysis of teaching. (1)

Analysis of text. Chinese festivals introduces the Chinese traditional festivals. Through the context, students know when these festivals are. Besides that, they know what people do and eat at these festivals, which helps students learn about Chinese traditional culture. This story will not only interest students to read, but also give students a lesson about how to love and respect the elderly. (2)

Analysis of students.

The students are in Grade 5. They are curious, active and interested in new things. Also, they have some basic background English knowledge. So the T should put an emphasis on communicating with Ss, providing them chances of using language.

2.

Teaching aims. (1)

Aims of knowledge. ① Enable Ss to read, recognize and understand these words and phrases: festival

favourite

dumpling

mountain

dragon boat races

(2)

Aims of ability. ①

Enable Ss to get useful information from the text through attentive reading.

(3) Aims of emotion. Enable Ss to understand that: how do you love and respect the elderly? 3.

Main points and difficult points. (1)

Main point. Enable Ss to get useful information from the text through attentive reading. (2)

Difficult point. Make sure Ss can develop their comprehensive language competence.

4.

Teaching methods. (1)

Task-based Language Teaching Method. (2)

Communicative Language Teaching Method.

5.

Teaching procedures. Step one: Pre-reading. (1)

Enjoy three pictures about western festivals?. let’s discuss: Do you like Christmas? Why? Do you know other western festivals?Work in groups of 4 and discuss the questions above. (Designing purpose: Ss have previewed the text before the class. In this discussion, Ss can link with their learnt knowledge and develop their speaking abilities. Also, T can cultivate their learning strategies, as it is mentioned in the New English Curriculum, Ss should independently

practice what they’ve learned before.)

Step two: While-reading. (1)

Watch and match:

Watch the video carefully, and then match the pictures and words correctly.

(Designing purpose:

Enable Ss to listen to the tape of the whole text and grasp a general idea of text, so that Ss can sense the text generally. It fits with the theory of “integrate teaching of reading. ) (2)

Listen and answer

Listen the first paragraph and answer the following questions. 1)

When is Spring Festival?

2)

What do people do at Spring Festival? 3)

What do people eat? (Designing purpose:

Cultivate Ss’ learning strategies: skim. This is a kind a fast reading. Ss can read fast and get useful information from the text quickly. )

(3) fill the table

(4) read by yourselves Read the second carefully and then find out the key words. 1)When’s…?

2) What do people do…? 3) What do people eat?

(Designing purpose: To answer these questions, Ss should think about it deeply when they are trying to read. The process of thinking can develop Ss’ ability of learning autonomously. This is what we emphasize on in the New English curriculum.) (5)

read in groups (Designing purpose: work in groups to read the next paragraphs according to the table. The process of thinking can develop Ss’ spirit os teamwork.. This is what we emphasize on in the New English curriculum.) (6) Follow and imitate. Follow the tape and read the text aloud, try to imitate. Pay attention to pause and intonation. (Designing purpose: The pause, intonation and stress are what New English Curriculum concerns about. We should focus on it when reading aloud. And this can develop Ss’ ability of reading aloud.)

(6) Retell or act out. Choose one part of the story to retell or act out. (Designing purpose: To check whether Ss has mastered the words, sentences and simple adjective clause correctly. The group work is New English Curriculum requires: Ss should actively cooperate with others to complete a learning task.)

Step three: Post-reading.

(1) Write a story.

Write my favourite festival. (Designing purpose: Writing the story can improve Ss’ writing ability. They can put what they’ve learnt in this lesson into application and achieve the goal of developing their comprehensive language competence. )

(2)

Emotional progress. Can you guess my favourite festival? Why? Share a video with students. (Designing purpose: To achieve the emotional goal. Lead Ss to have a useful emotional progress after an effective reading experience. )

(3)

Self-evaluation. Ticking time excellent great good 1. I can understand the words in this lesson. 2. I can read the story fluently. 3. I can get useful information from the text.

(Designing purpose: Lead Ss to have a self-reflection. They can reconsider their performance in this class. New English Curriculum also requires that we should ensure Ss are the subjects of assessment. The assessment will turn into the form of homework.)

Homework: (1)

Try to read the story fluently and clearly. (2)Finish the writing about your festivals. Try to write more details.（完善小练笔) 6.

Assessment and reflection. (1)

Situations for practice. (2)

Guidance for expression. (3)

Assessment for stimulation.

7.

Blackboard design.

Chinese festivals

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