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题目:Unit 7 Chinese Festivals
版本年级:译林版英语（新起点）五年级下册
教材分析：
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。
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。
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）
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What festival
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when
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Spring Festival
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Jan. or Feb.
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Dragon Boat Festival l
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May or Jun.
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Mid-Autumn Festival
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Sept. or Oct.
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Double Ninth Festival
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Oct. or Nov.
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【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?
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)
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What festival
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when
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What…… do
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What…… eat
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Spring Festival
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Jan. or Feb.
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Dragon Boat Festival l
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May or Jun.
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have dragon boat races
watch dragon boat races
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Mid-Autumn Festival
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Sept. or Oct.
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Double Ninth Festival
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Oct. or Nov.
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【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 ……
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 havestars before class. Now I getstars 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
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I believe I can.
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Before class
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I can read the story
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I can name some months of the year.
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I can know four Chinese Festivals.
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In class
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I can talk about Chinese Festivals.
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I can describe Chinese Festivals.
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I can share the happiness of the festival with my classmates.
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I can get stars from Miss Fan.
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After class
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I can learn more Chinese Festivals on the Internet.
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I can design the mind map about the Lantern Festival.
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I have stars before class. I can get stars in class.So I can get stars now. How happy I am!
课后反思:
智慧调控，基于学生、收放自如
《英语教学论》倡导在教学过程中要从学生的真实学习目标、真实学习机制、真实学习动机、真实学习兴趣、真实学习困难等方面出发，设计和开展英语教学活动，鼓励学生参与、体验这些教学活动，让他们在整个教学活动中起主要作用。本节课上，我关注学生的已有知识、兴趣爱好及难点问题。
我的“学生主体意识”还体现在把课堂的话语权交给学生，交给每个学生。本节课设计了多次同伴合作和小组合作活动，注重学生操练、运用语言。如在进入文本学习时，第一个环节是听全文录音、选择听到的节日，第二个环节浏览全文，划出节日的时间。通过这样两个环节，学生只是对文本有了初步的了解。接下来我大胆放手让学生自己小组合作对文本进行深入的学习，学习后请小组成员汇报。再如，最后我让学生说说自己最喜欢的节日，只是给了学生一个含有文字when, what, how, why等的思维导图，让他们自由发挥。这样，教师的话语少了也就意味着学生的话语多了，学生练得多了自然掌握得就更好了。
本节课的“放”体现在充分的时间和空间上。时间一到，各就各位。“放”还体现在适当延展，驰骋天外，但最后回归到教学目标上来。有放有收，有自由有纪律，有个性有共性。
注重板书，激发思维、有效评价
板书的功能有学生认知的脚手架、教师教学的导游图和师生互动的卷轴。本节课上通过一个思维导图的形式帮助学生梳理文本内容，图文并茂，有利于学生对文本的理解和记忆，同时有利于激发学生的思维。另外，黑板的右下角是课堂评价区域，本节课上四个大组之间进行PK，比一比哪一组得到的鞭炮数多。由于本节课的主题是中国节日，所以选择了喜庆的鞭炮作为本节课的评价方式。这也有效地调动了学生的学习积极性，课堂上他们的参与度很高。
但是本节课还存在着这样那样的问题，如上课时比较紧张、对学情的分析还不到位、课堂上对于基础不好的学生的个性化辅导还缺乏。
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