Unit 11 Chinese festivals 教案

Unit
11
Chinese
festivals
教案
1教学目标
1.
在会朗读课文的基础上,进一步习得节日、月份、相关活动、相关食物。
2.尝试用When’s
…… What
do
people
do
…… What
do
people
eat……来谈论中国节日。
3.用自己的语言描述中国节日。
4.了解文中四个节日更多的文化内涵并享受节日带来的乐趣。
2学情分析
主单元的Story
time是介绍了中国的四大传统节日,从时间、活动、食物三个方面展开描述。其中主要新授有十二个月份名称、四个节日名称、还有mountain,
dragon
boat
races,
dumplings等生词,
五(5)班学生每天都在做17作业,本节课新授前,孩子们已经在网上连续一周的时间反复做相关的朗读训练,有三分之一的学生能做到完全会背诵,三分之一的学生会熟读文本,三分之一的学生可能还存在朗读上的问题。所以本节课的任务是让学生在会读的基础上对文本内容进行结构化的建模,在中国节日的角度与内容上去延展相关的知识点,能绘声绘色谈论中国的节日。
3重点难点
1.
在会朗读课文的基础上,进一步习得节日、月份、相关活动、相关食物。
2.尝试用When’s
…… What
do
people
do
…… What
do
people
eat……来谈论中国节日。
3.用自己的语言描述中国节日。
4教学过程
Step
1
Talk
about
the
homework
1.Check
the
students’
preparation
of
the
story.
(打开17作业平台,让学生选择他们想听的同伴音频作业。)
T:
Whose
homework
do
you
want
to
listen
to

S1:
I
want
to
listen
to
….
T:
What
do
you
think
of
his/her
job
S1:……
……
T:
If
you
can
read
correctly,
clearly
and
beautifully,
you
can
get
three
stars.
How
many
students
can
get
three
stars
【研究反思】:(对照Ticking
time上的课前自我评价,进行反馈。)
让作业与课堂形成一个学习循环体系,每个学生的作业都可能生成课堂的学习资源。通过What
do
you
think
of
his/her
job
How
many
students
can
get
three
stars
问题的引导,和所设计的Ticking
time的课前自我学习评价形成自评和他评的结合,同时也展开由点到面的预习检查。在充分了解学生“已知”的基础上对相关句子进行指导,如:There
are,
look
at,
in
some
places等。
2.
Share
learning
with
each
other.
T:
There
are
some
months
in
the
story,
can
you
read
them
correctly
and
beautifully
S:
Yes.
I
can.
(Read
the
months)
T:
What
do
you
learn
from
the
story
S:I
can
know
four
Chinese
Festivals.
T:
What
are
they
S:
They
are…….
【研究反思】:学生跟随着这个问题深入文本内容。因为Ticking
time中有相关内容的自我评价,学生很自然地进行学习分享。在分享过程中检查月份的朗读,根据学生网上作业的反馈重点指导October,
November.并由问题What
do
you
learn
from
the
story
整体切入文本。
1.
Match
and
say
T:
You
know
the
months
and
Chinese
Festivals.
Can
you
match
them
and
say,
The……
is
in
……
.(在Pad上下发连线作业。)
(白板上呈现节日和月份)
在学生连线后展开对话训练:
T:
When’s
……
S:
It’s
in
……
T:
What
festival
is
in
May
or
June
S:……is
in
May
or
June.
……
老师在和学生交流过程中完成表格的部分内容(板书)
What
festival
when
Spring
Festival
Jan.
or
Feb.
Dragon
Boat
Festival
l
May
or
Jun.
Mid-Autumn
Festival
Sept.
or
Oct.
Double
Ninth
Festival
Oct.
or
Nov.
【研究反思】:在会读的基础上通过连一连、说一说,让学生在语境中运用语言。
2.
Learn
the
activities
and
food
of
different
festivals.
a.
Enlighten
the
students
to
ask
what
they
want
to
know
about
these
festivals.
T:
We
know
when
these
festivals
are.
What
questions
can
you
ask
about
these
festivals
S:
What
do
people
usually
do
at
these
festivals
T:
A
good
question!
People
have
different
activities
at
different
festivals.
Look,
what
are
they
doing
呈现龙舟比赛的视频,教学have
dragon
boat
races和watch
dragon
boat
races
填入相应的表格)
T:
More
questions
S:
What
do
people
eat
at
these
festivals
T:
People
in
China
like
eating
different
nice
food
at
different
festivals,
It
is
also
a
kind
of
culture.
Look
at
these
yummy
food.
出现各个节日里吃的食物的卡片并进行教学。
b.
Read
the
story
and
finish
the
form
in
three
minutes.
(在Pad上下发连线作业。)(打开智慧课堂的计时工具)
What
festival
when
What……
do
What……
eat
Spring
Festival
Jan.
or
Feb.
Dragon
Boat
Festival
l
May
or
Jun.
have
dragon
boat
races
watch
dragon
boat
races
Mid-Autumn
Festival
Sept.
or
Oct.
Double
Ninth
Festival
Oct.
or
Nov.
【研究反思】:由一个问题的点打开学生的思维,并让学生尝试从提问题的角度找到了解节日的维度的方式:when
what…do
what
…eat 在边论讨边学习的过程中感受中国节日的文化。鼓励学生在规定时间内从文本中去找出答案,并完成表格的填写。
培养学生学会处理文本信息的能力。
Step
3
Talk
about
Chinese
Festivals
1
.Talk
about
these
festivals
a.
Make
a
model
T:
When’s
the
Spring
festival
S:
It’s
in
……
T:
What
do
people
do
at
this
festival
S:
They
……
What
do
people
eat
at
this
festival
S:
They
……
b.
Talk
about
the
other
festivals
like
this
in
pairs.
c.
Choose
four
pairs
to
show
the
work.
【研究反思】:
(打开智慧课堂,随机选择四位同学,并发放学豆给予奖励。)
在进行语言交际的时候对所填表格内容进行校对,又让学生进一步地明确本文是从三个维度来描述节日,从而再次构建对节日描述的语言体系。
2.
Look
at
the
form
and
describe
the
festivals.
…is
in
….People
…
在之前构建语言体系的基础上尝试综合表达。
3.
Try
to
ask
more
questions
T:
Now
we
know
when
these
festivals
are,
what
people
do,
what
people
eat
at
these
festivals.
What
else
do
you
want
to
know
S:
Where……
How……
Why……
T:
We
can
ask
more
questions
to
know
more
about
the
festivals.
We
can
also
read
the
picture
books
to
know
more
colourful
activities
at
these
festivals.
通过学生设计问题来增加学生了解节日的维度,将维度进行到底。
Step
4
Enjoy
Chinese
Festivals
1.
Choose
one
of
these
festivals
and
learn
it,
then
stick
them
in
groups
了解的方式:(1)通过17作业上老师制作的四本英语有声绘本:Spring
Festival,
Dragon
Boat
Festival,
Mid-Autumn
Festival和Double
Ninth
Festival。
学习的方式:在相应节日的表格里贴上相应的活动进行小组学习。
2.
Spend
the
festival
in
groups
一小组为一家庭,尝试用所学英语过中国传统节日。可用在Pad上节日的资源库里的节日图片或音乐营造过节的氛围。
3.
Share
the
happiness
of
the
festival
in
different
ways
in
groups.
小组汇报。
【研究反思】:让学生运用探究、合作、交流的方式来分享所学的语言内容与快乐体验。在有动感的视频里知道了更多的传统节日,激发了学生进一步了解这些节日的兴趣。使作业的布置成为课堂的知识与兴趣的延伸。
Step
5
Summary
up
T:
Are
you
happy
today
You
learn
a
lot
about
Chinese
Festivals.
And
you
also
get
more
stars
in
Class.
How
many
stars
do
you
have
now
S:I
have
stars
before
class.
Now
I
get
stars
in
class,
so
I
can
get
stars.
How
happy
I
am!
【研究反思】:用ticking
time
上呈现的内容进行课堂小结,让学生体验收获的快乐。在英语学习的路上越来越自信。I
believe
I
can
资源提供:
白板课件,
Pad,
17作业平台
学习过程中评价表:
Ticking
time
I
believe
I
can.
Before
class
I
can
read
the
story
I
can
name
some
months
of
the
year.
I
can
know
four
Chinese
Festivals.
In
class
I
can
talk
about
Chinese
Festivals.
I
can
describe
Chinese
Festivals.
I
can
share
the
happiness
of
the
festival
with
my
classmates.
I
can
get
stars
from
Miss
Fan.
After
class
I
can
learn
more
Chinese
Festivals
on
the
Internet.
I
can
design
the
mind
map
about
the
Lantern
Festival.
I
have
stars
before
class.
I
can
get
stars
in
class.
So
I
can
get
stars
now.
How
happy
I
am!