沪教版（三起）五年级下册Module 4 Things we enjoy-11 Chinese festivals-ppt课件-(含教案+视频+音频)--(编号：d1ec1).zip

Period 1 Oxford English Module 4 Things we enjoy 11 ChineseChinese festivalsfestivals look and say out quickly: January February March April May June JulyAugust September November October December the Spring Festival Look and learn the Mid-Autumn Festival the Double Ninth Festival the Spring Festival the Mid-Autumn Festival the Double Ninth Festival Look and match What do you know about the Spring Festival? Brainstorming When is the Spring Festival? Its in January or February . Look and answer 二月二月February HowsHows thethe weatherweather atat thethe SpringSpring FestivalFestival？ Look and learn Its cold. WhatWhat dodo youyou dodo atat thethe SpringSpring FestivalFestival？ Look and learn visit friends and relatives reltvz WhatWhat dodo youyou usuallyusually eateat atat thethe SpringSpring FestivalFestival？ Look and learn eat fish and dumplings Look and say The Mid-Autumn Festival Month:September/October Weather:cool Activities: look at the beautiful moon eat mooncakes Look and say The Double Ninth Festival Month:October/November Weather:cool Activities: climb mountains, visit old people eat rice cakes Think and write The Festival The (festival)is in (month). It is usually (weather). At the (festival),people go to (place). They （activity). They eat . I like the (festival)very much because . Chinese festivals 教学设计 教学目标：教学目标： 1、能够听、说、认、读关于中国传统节日的生词： festival/theSpring Festival/the Mid-Autumn Festival/the Double Ninth Festival; 2、通过运用句型：-Whens the.?-Hows the weather like at.?-What do you usually do at.?What do you usually eat at the.?讨论传统的节日。 教学重点：教学重点：目标 1、2. 教学难点：教学难点：目标 2 教学准备教学准备：ppt 课件、微视频 本周习惯养成教育：本周习惯养成教育：养成认真书写，大胆交流的好习惯。 教学过程：教学过程： Step1:Warm-up:Step1:Warm-up: 1.Greetings： 2.Game:review the months and warm/hot/cool/cold. 3.Watch a vedio,lead in Spring Festival. Step2Step2：PresentationPresentation andand cooperation:cooperation: 1.look at the pictures and learn the new words of festivals. 2.Ask:Whens the.?Lead in:Its in.or. Hows the weather at the.? Its. 3.Ask:What do you usually do at the Spring Festival?Learn:vist friends and relatives. 4.What do you usually eat at the Spring Festival?-Lead in:eat fish and dumplings. 5.Learn the other two festivals in the same way. 6.Ask and answer in pairs.(choose your favourite festival to ask and answer. Step3:ThinkStep3:Think andand write:write: The Festival The (festival)is in (month). It is usually (weather). At the (festival),people go to (place). They （activity). They eat . I like the (festival)very much because . Chinese festivals学案 班级班级_ 最炫的小组最炫的小组 _ 最棒的我最棒的我_ 学习目标： 1.能够听、说、认、读关于中国传统节日的生词：festival/the Spring Festival/the Mid-Autumn Festival/the Double Ninth Festival; 2.通过运用句型：-Whens the.?-Hows the weather like at.?-What do you usually do at.?What do you usually eat at the.?讨论传统的节日。 学习重点：学习重点：目标 1、2. 学习难点：学习难点：目标 2 本周习惯养成教育：本周习惯养成教育：养成认真书写，大胆交流的好习惯。 学习过程： Step1:Warm-up:Step1:Warm-up: 跟着老师复习有关月份的单词和描述四季特征的形容词。 Step2:PresentationStep2:Presentation andand cooperation:cooperation: 1.看图跟师学习春节、中秋节、重阳节的单词； 2.根据图片的提示运用句型来讨论这三个节日； -Whens the.? Its in.or. -Hows the weather like at.? -Its. -What do you usually do at.? I usually. -What do you usually eat at the.?I usually eat. 3.对子之间选一个你喜欢的节日运用所学句型来问答； 4.展示。 Step3:ThinkStep3:Think andand write:write: The Festival The (festival)is in (month). It is usually (weather). At the (festival),people go to (place). They （activity). They eat . I like the (festival)very much because . Chinese festivals反思 我执教的内容是上海教育出版社五年级下册第 11 单元的 Chinese festivals 的第一课时，这节课的主要内容是学习有关节日 的名词，并通过几个学生们所熟悉的特殊疑问句来了解这几个传统节 日的习俗，既有对单词的学习，又有对句型的感知和运用。在之前的 英语学习中，学生们掌握了问气候、问活动等特殊疑问句，为本节课 的学习奠定了基础。 在本节课的教学中，我围绕情境教学法展开教学，本节课的内容 贴近生活，因此，在课堂上,我运用微视频,课件等为学生创造一种悦 目,悦耳,悦心的英语交际情景,学生们怀着轻松愉快得心情,边看边听,积 极参与对话,充分发挥自己的想象力,进行语言交际活动。反思本节课， 我想和大家共同探讨和交流英语教学中以下几方面的内容。 1.小组活动有效辅助教学。在本节课，充分体现以学生为主体， 体现在，小组运用句型交流自己喜欢的节日。这样的活动有效地调动 了学生的积极性和参与的热情。把学校的主动权交给了学生，把课堂 还给了学生。 2.读、写、说习惯的培养落实。读和说是理解和输入语言信息的 过程；说和写是表达和输出语言信息的过程。本节课中，读的形式还 是比较多样的，有听音读、跟师读、齐读、小组读、对子检测等。在 语言的输出环节，也就是说和写方面。在说的环节中，学生们都能够 在老师的指导下，积极、大方地展示。在写的环节，本节课落实的不 是很好，由于时间的关系，没有深入到学生中去指导、评价。