1、一、教学目标一、教学目标 1. 能够在情境中理解并运用与节日相关的词汇和句型。 2. 能够借助韦恩图对比中国节日与加拿大节日的相同点和不同点。 3. 能够读懂相关的中国节日与加拿大节日的语篇，同伴之间创编对话。 4. 能够在小组活动及与人合作的过程中体验合作学习的乐趣。 二、教学重难点：二、教学重难点： 重点：重点： 能够借助韦恩图对比中国节日与加拿大节日的相同点和不同点。 难点：难点： 能够读懂相关的中国节日与加拿大节日的语篇，同伴之间创编对话。 三、教学过程三、教学过程 (一一) Warming up 1. Listen to the songs T: Boys and girls, wh
2、at are we going to talk about today? Lets play a game first. Then you will find out. There are some songs, lets listen and guess, what festivals are they? (课件播放节日歌曲，学生音乐猜出对应的节日) S: Listen and guess. T: What are these? They are festivals. Today we are going to talk about“ Chinese Festivals VS. Canadi
3、an Festivals”. （板书贴标题） 2. Talk about the festivals T: I let you prepare one thing about a festival, its time to share. Please introduce the festival with your partner? S: Share the festivals in pairs. T: Who wants to share it with us? S: Share the festivals in class. 3. Group the festivals with Venn
4、 Diagram T: Youve talked many festivals. Here are some festivals too. Which festival is a Chinese festival? Which festival is a Canadian festival? Which festival is both a Chinese festival and a Canadian festival? Lets talk about in pairs. S: Discuss in pairs. T: Look at the blackboard. Today I will
5、 tell you a good way to compare Chinese Festivals with Canadian festivals. We call it “Venn Diagram”. Look, this red circle means Chinese festivals, we stick Chinese festivals here. This blue circle means Canadian festivals. We stick Canadian festivals here. How about the middle? It means both and N
6、ational Day? Is it Chinese Festivals? S: Yes. T: And it is also Canadian festivals, so we put it in the middle. Who can help me with other festivals? S: Stick the cards on the right places. 设计意图设计意图：课的开始，课件播放节日歌曲，学生音乐猜出对应的节日。之后学生拿自己带 的东西图片等)谈论相关的节日，复习学生所学过有关节日的相关内容。随后教师为学生介 绍韦恩图， 引导学生将节日卡片按照中国节日和加拿大
7、节日进行分类， 培养学生分类思维的能 力。 （二）Listen and number. 1. Listen and number the pictures T: Weve compared Chinese festivals with Canadian festivals. Our friends Bill, Ted and Tina, they are talking about Chinese and Canadian festivals too. （课件 出示情景图）What are they talking about? S: They are talking about Hallow
8、een, Spring Festival, Christmas and Childrens Day. T: Open your books and turn to page 44. Lets listen and number the pictures. S: Listen and number. T: Check the answer. 2. Talk about the listening manuscript. (1) Read and find the answer T: Ted and Tina, they are from Canada. So they know a lot ab
9、out Canadian festivals. Bill is from China. So he knows a lot of Chinese festivals. What are they talking about? Lets read and find more things about these four festivals. I have some questions here. Question 1: Do they have Childrens Day in Canada? Why? How do you know it? Question 2: Which festiva
10、l in Canada sounds like Childrens Day in China? Question 3: Whats Teds favourite festival? What do Canadian people do on that festival? Question 4: What festivals do Chinese people like best? What do people do on this festival? S: Read the questions. T: Take out your listening manuscript. Read and t
11、ry to find the answers. You can talk in pairs or talk in groups. S: Read and answer. (Underline the answers.) (2) Use Venn Diagram to compare the festivals 学生回答第 1，2 个问题，教师课件呈现韦恩图对比中国儿童节和加拿大万圣节。 Question 1: Do they have Childrens Day in Canada? Why? How do you know it? （No, they dont. Because Ted sa
12、ys ,Childrens Day, what is that?） Question 2: Which festival in Canada sounds like Childrens Day in China? (Halloween) T: Why it sounds like Chinese Childrens Day? Lets compare these two festivals. When is Chinese Childrens Day? What do people do? How about Canadian Halloween? When is it? What do pe
13、ople do? Whats the same thing?（老师可以启发一下）How do Children feel? /Who have fun on this festival? S: Children have fun 学生回答第 3，4 个问题，教师课件呈现韦恩图对比中国春节和加拿大圣诞节。 Question 3: Whats Teds favourite festival? (Christmas) What do Canadian people do on that festival? (Children get presents from Father Christmas. P
14、eople eat roast turkey and pumpkin pie) Question 4: What festivals do Chinese people like best? (Chinese New Year) What do people do on this festival? (People eat dumplings and other delicious food) T: What are the same things about the two festivals? S: They are the most important festivals. People
15、 have a big dinner. T: What are the different things between them? S: On Chinese New Year, people eat dumplings and other delicious food. On Christmas, people eat roast turkey and pumpkin pie. 设计意图设计意图： 听音给图片排序后听音给图片排序后， 教师借助听力原稿和课件上呈现的几个问题教师借助听力原稿和课件上呈现的几个问题， 引领学生细读引领学生细读。 之后再次利用韦恩图，让学生对比说中国的儿童节和加拿
16、大的万圣节；对比说中国的春节和之后再次利用韦恩图，让学生对比说中国的儿童节和加拿大的万圣节；对比说中国的春节和 加拿大的圣诞节，不断地告诉学生韦恩图可以用来对比。听力原稿和韦恩图为学生提供语言加拿大的圣诞节，不断地告诉学生韦恩图可以用来对比。听力原稿和韦恩图为学生提供语言 支持，同时韦恩图帮助学生清晰地梳理中国和加拿大节日的信息支持，同时韦恩图帮助学生清晰地梳理中国和加拿大节日的信息，帮助学生在听的基础上有帮助学生在听的基础上有 更多的语言输出。更多的语言输出。 （三）（三）Reading 1. Underline the key phrases or words and fill in th
17、e chart. T: Now，do you know how to compare two festivals. Can you do it by yourselves? Open your books and turn to page 45. Look at part C. Here is an article. What is the article about? S: Its about Thanksgiving and Chinese mid-autumn festival. T: Can you finish the Venn Diagram on the book by your
18、selves? You can read and underline the key phrases or words first. Then you can copy the words in the right place. （教师标出一个示范）For example, you can underline “have a big dinner”. People have a big dinner on both Thanksgiving and mid-autumn festival. We can write it in the middle. Now you can keep on r
19、eading and do it by yourselves. S: Underline the key phrases or words and fill in the chart. (教师开始让学生略读，了解这篇文章讲的是感恩节和中秋节。之后教师示范如何画关键词和 填写韦恩图。学生按照教师明确的指示完成表格。) 2. Check the answer. (1) Share in groups first, (2) Check in class. (教师与学生边聊，边生成板书教师与学生边聊，边生成板书) 3. Retell Thanksgiving and Mid-Autumn Festiv
20、al. T: Weve compared Thanksgiving with Mid-Autumn Festival. Its time to talk. Lets retell them. S: Watch the blackboard and retell. 设计意图设计意图：教师开始让学生略读教师开始让学生略读，了解这篇文章讲的是感恩节和中秋节了解这篇文章讲的是感恩节和中秋节。之后教师示范如何之后教师示范如何 画关键词和填写韦恩图。学生按照教师明确的指示完成表格。本活动再次借助韦恩图帮助学画关键词和填写韦恩图。学生按照教师明确的指示完成表格。本活动再次借助韦恩图帮助学 生梳理有关感恩节和
21、中秋节的相同点和不同点。韦恩图在整节课贯穿始终，与本课的标题生梳理有关感恩节和中秋节的相同点和不同点。韦恩图在整节课贯穿始终，与本课的标题 “Chinese Festivals VS. Canadian Festivals”前后呼应。最后全班看图复述感恩节和中秋前后呼应。最后全班看图复述感恩节和中秋 节。培养学生的比较能力和有序思维能力。节。培养学生的比较能力和有序思维能力。 （四）（四）Making dialogues 1. Read the festival cards T: Weve talked about many festivals. Do you remember all the
22、 information about them? We have some cards here, which can help us to remember all the things. You can choose one to read, and then put it back. Then, choose another one to read. S: Read the festival cards. 设计意图设计意图：教师询问学生，前面谈论的节日的相关信息你们都记住了吗？每个小组内有：教师询问学生，前面谈论的节日的相关信息你们都记住了吗？每个小组内有 3 张中国节日卡片和三张加拿大
23、节日卡片张中国节日卡片和三张加拿大节日卡片。教师让学生每人选一张读教师让学生每人选一张读，读完放回去组内交换读读完放回去组内交换读， 帮助学生了解更多有关这些节日的信息。帮助学生了解更多有关这些节日的信息。 2. Make up dialogues (1) Give an example T: If you meet Canadian children, how do you introduce Chinese festivals to them? Lets have a try. Who wants to be my partner? （选一位学生，师生示范对话） (2) Make up t
24、he dialogue in pairs T: Can you do this? Look! We have some Canadian friends here in our class today. Please find the card in your group and stick here, you are from Canada. Now, lets talk about the festivals. First, you can choose one card you like. If you are a Chinese child, you need to choose a
25、Chinese festival. If you are a Canadian friend, you choose a Canadian festival. Second, You can read the card and try to remember the things on it. Third, make a dialogue with your partner. Do you understand? Lets go! S: Make up dialogues and role play in pairs. T: Which group wants to show us your
26、dialogue? S: Group show. 设计意图设计意图：延续：延续 A 项听力材料对话内容，项听力材料对话内容，2 人一组创编对话。一人扮演中国孩子，另一位人一组创编对话。一人扮演中国孩子，另一位 扮演加拿大孩子，相互聊各自国家的节日。培养学生创编能力和语用能力，拓展学生的学用扮演加拿大孩子，相互聊各自国家的节日。培养学生创编能力和语用能力，拓展学生的学用 空间。空间。 （五）（五）Summary and homework 1. If you meet a foreigner, do you think you can talk about our festivals to the
27、m? 2. Todays homework: Choose another country, draw Venn Diagram and compare a Chinese festival and one of this countrys festivals. Well share next class. 设计意图设计意图：作业为任意选择一个国家，例如选择美国澳大利亚等国家的节日等。这个国家 节日与中国节日再来比较，画韦恩图，下节课大家一起分享。 本课教学设计特色说明：本课教学设计特色说明： 本节课借助韦恩图本节课借助韦恩图，用用“compare”这个概念一直在比较这个概念一直在比较。这是本
28、节课的一条主线贯穿始这是本节课的一条主线贯穿始 终。韦恩图的用法有层次有梯度。从开始教师辅助学生用（简单信息运用终。韦恩图的用法有层次有梯度。从开始教师辅助学生用（简单信息运用中国节日与加拿中国节日与加拿 大节日的分组大节日的分组） ，到给出一半让学生完成另一半信息到给出一半让学生完成另一半信息（借助听力原稿借助听力原稿，对比讨论中国节日与加对比讨论中国节日与加 拿大节日拿大节日） ，到书上阅读学生完全自己填（，到书上阅读学生完全自己填（C 项阅读感恩节与中秋节的对比项阅读感恩节与中秋节的对比） 。最后回家学生。最后回家学生 需要再选择一个国家，这个国家节日与中国节日再来比较，画韦恩图。教师从教学生怎么用需要再选择一个国家，这个国家节日与中国节日再来比较，画韦恩图。教师从教学生怎么用 它，到扶着学生用，到学生自己用。最后完全给学生自主权利，让学生回家后选择去用。它，到扶着学生用，到学生自己用。最后完全给学生自主权利，让学生回家后选择去用。
