北京版（四下）UNIT FIVE IS MAY DAY A HOLIDAY -Lesson 17-ppt课件-(含教案+素材)--(编号：7002c).zip

U5 The Special of Chinese Festivals Lesson 17 the Volunteer of Song Qingling Foundation “时代小先生”“时代小先生” How to be a volunteer?How to be a volunteer? I can listen! I can say! I can read! I can do! I can write! I can listen! Soft Brush Calligraphy Where are they now? in a library Which Chinese festival does Sara want to know? ? Which Chinese festival does Sara want to know? Which Chinese festival does Sara want to know? Dragon Boat Festival Whats special about this day? sp e cial Special, special. Whats special? Whats special about this day? Whats special about this day? Can you tell Sara? What does Maomao tell Sara? ? What does Maomao tell Sara? What does Maomao tell Sara? ? zongzi What can we eat? In many places people eat zongzi. Beijing Shanghai have dragon boat races What can we do? How does Sara feel about this festival? fun Time (Chinese calendar) May 5th May 15th May 25th Special Person Wu Gang Quyuan Change Drink fruit wine rice wine realger wine Others 5 coloured rings Rabbit Toys Red envelopes Dragon Boat Festival Time (Chinese calendar) May 5th May 15th May 25th Special Person Wu Gang Quyuan Change Drink fruit wine rice wine realger wine Others 5 coloured rings Rabbit Toys Red envelopes Dragon Boat Festival How to be a volunteer?How to be a volunteer? I can listen! I can say! I can read! I can do! I can write! eat zongzi Whats special about this day? In many places people eat zongzi. I can say! Spring Festival Lantern Festival visit their friends and relatives I can say! relative re la tive Spring Festival Lantern Festival see lantern shows at night visit their friends and relatives Whats special about this day? In many places people. I can say! How to be a volunteer?How to be a volunteer? I can listen! I can say! I can read! I can do! I can write! Which Chinese Festival do you like best? I can read! Whats special about this day? Read and Highlight How to be a volunteer?How to be a volunteer? I can listen! I can say! I can read! I can do! I can write! Tips： 1.Work in new groups. 2.Share what you get. 1 The Spring Festival Special， special，whats special? Whats special about this day? We __________ on this day. We _________________ on this day. We ____________________ on this day. Happy and fun on this day! eat zongzi remember Qu Yuan have dragon boat races How can you show ? Dragon Boat Festival Chant Make a New Chant How can you show ? I can do! PresentationPresentation Drama ShowDrama Show Sing and ActSing and Act Make PostersMake Posters How to be a volunteer?How to be a volunteer? I can listen! I can say! I can read! I can do! I can write! Let the world know more about China! Let China enter（走向）（走向） the world! I can write! I can write! How to be a volunteer?How to be a volunteer? I can listen! I can say! I can write! I can read! I can do!The Volunteers in Song Qingling Foundation Name: __________________ Class: __________________ How to be a volunteer? - -1 1- - I. I can listen. Listen and Circle! 1. Which festival does Sara want to know? 2. What can we eat? 3. What can we do? 4. Whats more? Time May 5th May 15th May 25th Special Person Wu Gang Qu Yuan Change Drink fruit wine rice wine realger wine Others 5 coloured rings Rabbite toys Red envelops - -2 2- - I can listen Listen to the dialogue and try to understand. 听对话，理解对话大意。听对话，理解对话大意。 I can say Try to talk about the special of “Dragon Boat festival” in pairs. 尝试尝试和同伴交流和同伴交流中国中国节日节日习俗。习俗。 I can read Try to read the passage about “Chinese festivals” and get more. 尝试阅读有关尝试阅读有关“中国节日中国节日”的语篇并了解更多。的语篇并了解更多。 I can write Try to finish a short passage to introduce “Dragon Boat festival”. (5 or 6 sentences) 试着完成一篇小短文， 介绍试着完成一篇小短文， 介绍“端午节端午节”。 （5 5 至至 6 6 句句 话话） I can do Try to introduce a Chinese festival in the style you are good at. 试着用你擅长的方式介绍试着用你擅长的方式介绍 1 1 个中国传统节日。个中国传统节日。 mooncakes jiaozi zongzi see the moon have dragon boat races make jiaozi II. I can say in pairs. Festivals Special - -3 3- - III. I can write. Maomao wants to join in the Song Qingling Foundation. But he cant finish the introduction. Can you help him? - -4 4- - IV. I can read. Today, we know the special of “Dragon Boat Festival” with Sara and Maomao. What about other “Chinese festivals”? Lets read and get more! V. I can do. Now, you have got something about “Chinese festivals”. Which one do you like best? How can you introduce to more foreign friends? Lets have a try with your partners! - -5 5- - Whats special about this day? In many places people Good afternoon, ladies and gentlemen: Now, let me show you the____________ ______________. __________________ is a Chinese Festival. Its ___________________________ __________. In many places people_________ ____________________________. We also _________________________________ on this day. Its fun! Do you like this festival? Thank you for your listening. eat zongzi visit relatives and friends see the lanterns show1 1、教学内容： 本主题的内容取自北京版小学英语四年级下册第 5 单元第 17 课，单元主要围绕“节日及安排” 这一话题展开。本单元中 3 组不同场景下的对话都是基于学生喜闻乐见的重要节日设计的，学生有 较强的学习欲望。本单元前两课时更多关注节日和计划安排的基本用语，但对于西方主要节日的相 关传统文化知识并未提及；Lesson 17 场景为学生呈现如何向外国朋友介绍中国传统节日端午 节，以及相关的传统文化知识，侧重于中国传统节日及相关习俗的讨论。 因此，基于以上分析，本单元除完成常规教材内容学习之余，将本单元 L17 课进行拓展，以两 节“英语学科实践课”进行进一步深度学习，将“学科实践活动”与“探究式学习”相结合，使学 生在自主探究的过程中，了解中西方传统节日文化。一方面帮助学生了解中国传统节日文化，建立 中国情怀，同时了解西方特色节日习俗，培养国际视野，另一方面，也通过中西方文化碰撞，以及 用英语进行中西方文化交流的方式，培养学生跨文化沟通的能力。 学生情况： 2、学习者分析 本课的教学对象为我校四年级学生。通过一至三年级的学习，学生对英语学科保持着浓厚的兴 趣，已经具备了一定的观察、想象、思维、推测等能力。从学生学习特点来看，四年级学生喜欢表 达自己的观点，有了自己的学习方式，愿意和别人交流喜欢分享和合作。因此，在教学过程中，采 取学生参与的学习方式，在互动中探讨，小组合作中交流，情境中学习和使用语言。使学生在相对 真实的情境中学习语言的意义，用英语做事情。 3、学习资源： 本节课运用的拓展阅读资源，为教师自主编制的内容。教师在课前通过网络检索，搜集相关资 源，并根据学生的实际英文理解能力和认知能力，对信息进行再次编辑，简化语言的同时，将网络 中海量的信息浓缩在短小的英文语篇中，同时配以图片，直观呈现涉及节日习俗的生僻词汇，辅助 学生理解。 4、技术手段： 本节课学生进行多元化展示所选取的形式，源于一至三年级英语学科实践课曾经参与过的活动， 如：三年级曾排演过的嫦娥奔月英文短剧、二年级体验过英文韵文创编与说唱表演、平日制作 过节日主题小报等。因此，展示的方式学生较为熟悉，所使用的道具或其他用品也可以在课前做好 充分准备。 2 教学目标(内容框架) 语言能力目标：语言能力目标： 1、能够听懂、理解有关“端午节传统”的对话内容，在对话情境中理解、认读单词 Dragon Boat Festival, special, relatives, lantern shows, dragon boat races。 2、能够基于“中国传统节日习俗”这一主题，理解本课功能句“Whats special about this day?”, “In many places people”。初步尝试使用该功能句询问和描述有关“端午节 习俗”的内容。 文化品格目标：文化品格目标： 能够通过教材内容与拓展资源的学习，深入了解“端午节”以及其他中国传统节日习俗 与文化，加深学生对中国传统文化的认知并培养学生的祖国情怀。 思维品质目标：思维品质目标： 能够借助“思维导图”，梳理有关“中国传统节日文化”相关信息，对于复杂信息进行 分类、概括、梳理，同时建构探讨“节日文化”这一主题的逻辑思维框架。 学习能力目标：学习能力目标： 1、能够借助“思维导图” 、拓展资源，小组合作，梳理信息，进一步了解“端午节” 以及其他相关节日文化的内容。 2、能够小组合作，通过多种渠道和课内外相关资源，进一步了解有关西方重要节日的 文化。 3、能够个性化地选取不同方式，用英语向他人介绍自己了解的中国传统节日文化相关 内容。 教学阶段教师活动学生活动设置意图 时间 安排 创设情境 I. Lead-in: 1. I am the Volunteer of Song Qingling Foundation： 情境导入： 展示学生参加“时代小先生”为 外宾讲解的照片。 Who is he? Yes. Last year, Tian Peifeng became a little volunteer of Song Qingling Fundation. He introduced some Chinese culture in English for many foreign friends. Do you want to be a volunteer of Song Qingling Foundation this year, just like Tian Peifeng? Its your turn. 2. 展示来自宋庆龄基金会“时 He is Tian Peifeng. Yes. Read the letter together. 语用实践任务： 结合我校选拔 宋庆龄基金会 “时代小先生” 的契机，引导 学生争当“时 代小先生” ，用 英语为外国友 人介绍中国传 统节日文化， 培养语用能力 的。引导学生 关注有关志愿 者的评选标准， 同时明确本节 课学生要参与 的子任务，为 后续活动开展 和课堂评价开 3 3 代小先生”组委会一封信： Dear Students： Do you know the special of Chinese Festivals? Do you want to tell these to more foreign friends? Please join us! Song Qingling Foundation 3. How can we be a little volunteer? Lets have a look. （引导学生关注导学单中关 于“How to be a volunteer?”的 training menu.） If you finish one task, you will get a “”.（肢体动作展示“”） Ss 与教师一同关注关于成 为“时代小先生”的规则， 了解本节课需要参与的活 动及相关要求，为后面的 的学习做准备。 展做准备。 新课讲解 II. I can listen. 1. Sara is an American girl. She likes Chinese Traditional culture very much, especially Chinese Fasitivals. So, today, she goes out with her best friend, Maomao. Q: Where are they now? You are right. 2. They want to get more about Chinese festivals. Q: Which Chinese Festival does Sara want to know? Lets listen and circle. (初听对话，整体感 知) Which Chinese Festival does Sara want to know? 3. Sara is curious about the Dragon Boat Festival. So, she has a question: (Sara 原声) Whats special about this day? （板书呈现本课功能句） 4. What does Maomao tell Sara? Lets listen. （听图 2 对 话，关注细节信息，呈现本 课功能句） (1) PPT 呈现中国地图，标注 “eat zongzi”省份，帮助学生 They are in a library. Listen to the whole dialogue and circle. The Dragon Boat Festival. （跟读）Whats special about this day? Eat zongzi/ have dragon boat races. Beijing. 完成任务单中 I can listen 子 任务，边听边 在任务单中圈 画关键信息， 培养学生听力 理解大意以及 提取细节信息 的能力。 4 理解“in many places”。 Look. This is Beijing is a place. （地图北京地区出示小粽子） Do we eat zongzi in Beijing? Whats this? Yes, Shanghai is also a place. （地图上海地区出示小粽子） Do they eat zongzi in Shanghai? （地图其他地区出示小粽子） In many places, people also eat zongzi. So, it means（呈现 Maomao 原音和句子） （板书呈现功能句） (2) What else? What can we do on this day? 分音节带读单词： Dr, dr, /dr/, /dr/, /dr/. dra/ gon oa, boat dragon boat races Sara didnt know these before. Its very different from America. So, how does Sara feel about DBF? 5. Listen and repeat: Thats all. Please open your books. Lets listen and repeat. 6. 微视频：More about Dragon Boat Festival Whats more about Dragon Boat Festival? （1）Lets watch and circle! （2）What do you know about this festival? Lets share in pairs. （3）Lets share together! Who knows the “Time”? Which person do we remember? We can drink some special drink. Do you know? Yes. Shanghai. Yes, they eat zongzi, too. In many places people eat zongzi. We have dragon boat festival. Dr, dr, /dr/, /dr/, /dr/. dra/ gon oa, boat dragon boat races (One by one) Its interesting/ fun. Listen and repeat the dialogue. (1) Watch and circle. (2) Share in pairs. (3) Share together! Its on the 5th day of the 5th month in Chinese calendar. We remember Qu Yuan. Realgar wine. We have 5 coloured rings. Tick. 地图图示帮助 学生理解功能 句中 In many places 观看微视频， 在表格中圈画 听到的信息， 训练听力提取 信息能力，同 时对于端午节 进行进一步拓 展。 5 What can we wear? Excellent! You have got so much! Please tick for yourself! 实践操作 III. I can say. 1. Just now, Maomao shows Sara the special of Dragon Boat Festival. How did Sara ask? Remember? （呈现 special 分 音节读） Special, special, whats special? Whats special about this day? How did Maomao tell her? What about other Chinese festival? Lets see! 2. Whats this? What do people do on this day? Can you tell me？ What about this picture? Re/la/tives 分音节领读 (呈现 family tree 图片释义) Look at this family tree. Relatives means the members of a family. 3. What about this one? What festival is this? What can people do? 4. What about them? Can you try to talk about these special in pairs? Lets try! How about your pair works? Please tick for yourselves! IV. I can read. Today, we talked about the Dragon Boat Festival with Maomao and Sara. But there are some other festivals in China. What are they? Lets read the reading materials in your groups. Whats special about this day? Special, special, whats special? Whats special about this day? In many places people eat zongzi. The Spring Festival. In many places people eat jiaozi/ make jiaozi/ greet each other. Visit relatives and friends. Re/la/tives （Ss one by one） The lantern festival. In many places people eat sweet dumplings/ make lanterns See the lanterns show. Pair work: Tick The Spring Festival/ The Lanterns Festival/ The Mid- Autumn Festival. Think. Read and highlight. (学生自主阅读并标记。) Yes. Tick. 功能句的呈现 以及操练巩固。 有节奏的韵文 帮助学生掌握 句子结构。 6 1. Scan on PPT: Q: What festivals can you see？ Can you tell me quickly? 2. Read and highlight: Try to think: which one do you like best? Now, read your favourite one and highlight the special things. Great! Do you finish your reading? Please tick! 分享交流 V. I can do. 1. Who read about the “spring festival”? You can come here, next. （示 意学生分组后的座位） How about Qingming? Please sit here. Who are interested in Mid- Autumn Day? Go there. The lantern festival? Come here. And Dragon boat festival? Come here. OK? Now, lets go! （音乐提示后 所有学生落座） 2. If you were a volunteer of Song Qingling Foundation, how can you show the festival to more foreign friends? I will give you some ideas: (1) Make a poster. 给出简短的 介绍词语言模板。 Hello, now, I will show you the special of __________. On this day, we eat ________. In many places people _______________. (2) Sing the festival song. (3) Make a new chant. 根据所 给 chant 模板，编写新的 chant 介绍节日习俗。 Special, special, whats special? Whats special about this day? Me! Me! OK. I like! OK! Make new groups and change the seats. （1）基于各组阅读的短文 内容和提取到的习俗信息， 制作海报、编写 chant、撰 写演讲词。 （2）学唱节日主题歌曲。 （3）Make a new chant. 7 We eat _______________ on this day. We have ______________ on this day. We _________________ on this day. Happy and fun on this day. (4) Write an introduction and make a short presentation. (I can write)根据阅读过程中提 取的信息，参照短文模板， 进行仿写，集体完成一份关 于节日习俗的演讲稿。 Good morning, ladies and gentlemen. Next, I will show you _______________________. __________________ is a Chinese Festival. Its ____________________. In many places people ___________________ _________________________. We also _________________ and ________________ on this day. Do you like this festival? Thank you for your listening. Which one will you choose? Lets do with your new partners. 4. Show Time: If you finish, please find any teacher in this classroom and show for them. 5. Enjoy the “Drama Show”. (4) Write an introduction and make a short presentation. Prepare in the new groups. Groups show! Prepare in groups. Show for teachers. Show and enjoy. 拓展提高 VI. Homework：I can write. 1. Just now, you give us so amazing shows! Maomao likes your proforments very much. But, now, he need your help. Whats the matter? Lets look. 2. Maomao wants to join in the 8 Song Qingling Foundation, too. But he doesnt know how to write the introduction about this holiday in English. Can you help him to finish? 3. After class, please help Maomao finish his introduction. Next class, lets show together. 板书设计 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 本节课的 I can Listen 环节，教师制作了微视频：More about Dragon Boat Festival，这部 分内容是对于教材内容的进一步拓展。微视频中，教师加入的内容，源自网络检索，根据学生的生 活经验和实际认知，对信息进行进一步的加工，筛选与学生课外常识或生活联系比较密切的内容， 如：纪念屈原、系五彩绳等，编辑成微视频。学生通过倾听，提取信息，并在师生共同合作下，进 行思维加工，梳理成信息表，并完善本节课的思维导图板书，拓展学习资源。 本节课以“正当时代小先生”的任务整体驱动本节课的学习进程，通过完成 Training Menu 中 涉及听、说的相关任务，完成了教材对话内容的学习和拓展资源学习，学生能够初步使用本节课的 相关句型 Whats special about this day? 和 In many places people询问和描述有关“端午 节”的相关节日习俗。同时通过和老师共建思维导图，初步建构了探讨节日习俗相关话题的思维框 架，为进一步的学习和实践活动做好了学习方法的准备。 结合思维导图框架，学生选取拓展阅读资源，通过自主阅读、根据思维导图提示在文中标记关 键信息、同质分组交流读后信息等方式，对于端午节以及其他中国传统节日文化进行了进一步的了 解，完成了“I can Read”子任务，达成了深入了解“端午节”以及其他中国传统节日习俗与文化 的目标，加深了学生对中国传统文化的认知并培养了学生的祖国情怀。后期再次通过小组合作，多 9 元化学科实践展示的方式，尝试使用英语进行中国传统节日文化的介绍，达成了培养跨文化交际的 目标。 前两课时，学生依托思维导图，在教师逐步的“帮”与“扶”过程中，逐步学会使用思维工具， 从不同层面了解中国传统节日文化，并将自己的所得通过多元化方式向他人进行展示与介绍。但学 生还未独立自主地完成这一任务。因此在第三课时的学习中，可尝试“放手” ，课前指导学生进行 充分的准备，小组合作学习探究，了解西方主要节日的文化，并将了解到的内容进行加工，梳理简 化成思维导图直观呈现。同时根据自身能力，选取适当的方式进行学习成果的分享与交流。 10