1、5B Unit7 Chinese festivalsperiod 4 教学设计教学设计一、教学内容5B Unit7 Chinese festivals（ Checkout time）二、教材简析本单元的话题是中国的传统节日。单元的词汇基本都与节日相关，如月份、饮食、风俗习惯等。单元的句型有两个，都是一般现在时态，一个是用来表达节日的日期，一个是用来描述人们在不同节日里的常见活动和庆祝方式。 本节课我执教的是译林小学英语五年级下册 Unit7 Chinese Festival Checkout time，本节课重在让学生通过对本单元前几个版块涉及到的节日相关信息进行复习总结， 利用思维导图及一些
2、写作技巧， 教会学生应该从哪些方面来介绍自己最喜爱的节日，最后呈现一篇名为“My favourite festival”的英语短文。三、教学目标（一）语言能力1. 能准确使用一般现在时、熟练运用节日相关的词汇及句型，对自己最喜欢的节日进行问答，并进行口头和书面的阐述。2. 能通过自己绘制的思维导图，学会自己组织语言介绍自己最喜爱的节日。（二）文化意识通过拓展学习，了解更多的中国传统节日，并且能够传承弘扬蕴含在节日中的文化精髓。（三）思维品质1. 能够运用节日相关词汇，绘制有关“My favourite Chinese festival”的思维导图。2. 能够通过老师所给出的一些提示线索，自己去
3、发现总结规律，充分锻炼思维的缜密性、逻辑性、创新性和多元性。（四）学习能力1. 能够通过自己绘制的思维导图，独立完成一篇“My favourite Chinese festival”的英语短文。2. 能够掌握一定的写作技巧，包括语法的正确使用、语序的组织、细节的丰富。四、教学重点学生能结合思维导图，准确使用一般现在时、熟练运用节日相关的词汇及句型，对自己最喜欢的节日进行问答，并进行口头和简单的书面阐述。五、教学难点学生能够运用节日类的相关词汇， 设计出自己最喜爱的节日的思维导图， 并在写作技巧的指导下，学会自己组织语言进行自己最喜爱的节日的更深层次的书面输出。六、教学方法：媒体白板辅助教学法：
4、设计新颖，化解了教学难点，提高了学生学习积极性七、教具准备：白板课件、图片、卡片八、教学过程1. Step1 Warming upT: Good morning, everyone.S: Good morning, Miss Gong.T: Lets have a free talk. What date is it day?S: Today is.T: A festival is coming soon. There are about fifteen days left before this festival. Do you knowwhats it?S: Its the Dragon
5、Boat Festival.T: What do people usually do at this festival?S: They usuallyT: Is this your favourite festival?S: Yes./No.T: Whats your favourite festival?S: Its T: Now Ill let you guess some more festivals. Look at me.(教师通过一些动作，歌曲，句子，图片让学生猜节日)S: T: Can you use some actions or songs or sentences to d
6、escribe a festival?S: (设计意图：通过 free talk 环节，由今天的日期自然的引入到最近的节日端午节，询问学生关于这些节日的活动，饮食风俗习惯等，为后面的思维导图板块的教学做铺垫。通过英英互译等这样的口头练习，锻炼学生的思维品质和语言能力。)Step2 Presentation and Practice1. Lets reviewT: This unit we have learned many festivals. Today we continue to learn Unit7 Chinesefestivals. Do you remember these fo
7、ur festivals? Now discuss with your partners like this. Youcan choose one of them.S :两人讨论T: Who wants to have a try?S:学生两两对话T：Who wants to ask me?S: Whats your favourite festival?T: Its the Dragon Boat Festival.S: when is the Dragon Boat Festival?T: Its in May or June.S: What do people do at this fe
8、stival?T: People usually have dragon boat races.S: What do people eat at this festival?T: They usually eat rice dumplings.T: This is my notes here.T: Can you help me put the notes to my mind map?T: What should be put here? What about the date?S: T: Can you help me to fill in the blanks?S: T: Heres T
9、ip1. Now please make your mind map. Ill give you one minute.S:学生绘制思维导图。T: Now can you do a report about your favourite festival like this?S: 学生汇报自己最喜欢的节日。(设计意图：通过 work in pairs 复习 story time 中出现的四个中国传统节日，引出 Tip1: 思维导图，确定内容。接着用 do a report 的形式进行操练，为后面的写作进行语言素材的积累。)2. Lets learn（1）T: Look, this is my
10、report. Its too simple at first. So I add something here. But doo you think ithas some problem? If you cant say it in English, you can say it in Chinese.S: T: We can say like this: At this festival, there are many dragon boat races in some places.People get together and eat rice dumplings with their
11、 families.T: Heres Tip2. We can make the sentences shorter, we can use the preposition to put “when,where, who, what” in one sentence like this.（设计意图：通过呈现两个单独重复的句子，让学生自己先用中文说一说问题所在。接着教师总结 Tip2,：长短结合，避免重复。这个环节也让学生充分表达了自己的想法，锻炼了学生的思维品质）（2）T: After revising, this one is better. Look at here. Its about
12、dragon boat races. I surf on theInternet, and I find some pictures about dragon boat races in Suzhou. Can you say something?S: T: Look at this.(教师进行批注，划出一些闪光点) How do you feel of the writing?S: 用中文进行评价T: 同样的方法讲解端午节关于粽子的习俗。T:Heres Tip3.(设计意图：通过一些关于端午节赛龙舟及包粽子的图片，让学生围绕图片说说自己的想法，从而引出 Tip3: 语言生动，丰富细节。在教学
13、过程中，通过一些图片、表情为线索，让学生通过这样的线索推测多种可能性，锻炼了学生的思维品质。)(3)T: After revising, this one is better. This is the body. And this sentence can be the beginning.But it does not have an ending. At the ending, we usually show our feelings. For example, wecan say I like this festival because I can have a lot of fun.
14、Its meaningful.这是一种叙述式的表达。同学们能用提问式把相同的意思表达出来吗？S:T:We can say: I like this festival because I can have a lot of fun. Its meaningful. Do you thinkso?T: 同学们能用感叹式把相同的意思表达出来吗？T: We can say: I like this festival because I can have a lot of fun. What a meaningful festival!T: So this time its perfect. We ca
15、n add the title. Heres Tip4.(设计意图：教师把正文和开头通过之前的教学过程都呈现出来了，向学生提问：如何加一个完美的结尾？接着引出了叙述式、提问式、感叹式三种结尾，从而引出 Tip4: 收尾呼应，篇章完整。在教学过程中，鼓励学生表达自己的想法，充分锻炼了学生的思维品质和语言能力。)Step4 Consolidation and Production1. Lets writeNow its your turn to write. I will give you ten minutes.S: 根据四点写作技巧，开始书写自己的文章2. Lets reviseT: Now
16、work in pairs, read your partners writing and circle the mistakes, find out the sentencesyou like.S: 同桌间进行修改。2. Lets showT: Who wants to show your writing to us?S: 学生展示自己的写作。（设计意图：在出示思维导图及四个写作技巧后，让学生自己书写文章，尤其是能够从逻辑的层次性、句式的多样性、细节的丰富性及语言的生动性方面去优化自己的作文，及时进行巩固反馈，充分锻炼学生的学习能力，体现本节课的教学成果。另外，加入评价他人作文的环节，启发学生要发现别人的不足与闪光点，相互学习。）作业设计：作业设计：1. Find more information about the festivals.2. Show “My favourite festival” to your family and friends.3. Make a post about “My favourite festival”.
