五年級(jí)上冊(cè)英語(yǔ)教案-UNITTHREElesson10北京版

Unit

3

Can

you

tell

me

more

about

the

MidAutumn

Festival?

Lesson

10指導(dǎo)思想與理論依據(jù)

《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011版）》中的課程基本理念指出：現(xiàn)代外語(yǔ)教育注重語(yǔ)言學(xué)習(xí)的過(guò)程，強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)的實(shí)踐性，主張學(xué)生在語(yǔ)境中接觸、體驗(yàn)和理解真實(shí)語(yǔ)言，并在此基礎(chǔ)上學(xué)習(xí)和運(yùn)用語(yǔ)言。盡可能多地為學(xué)生創(chuàng)造在真實(shí)語(yǔ)境中運(yùn)用語(yǔ)言的機(jī)會(huì)。而信息技術(shù)可以為學(xué)生創(chuàng)設(shè)良好的語(yǔ)言環(huán)境，提供更多的語(yǔ)言實(shí)踐和交際的機(jī)會(huì)，真正體現(xiàn)英語(yǔ)是一種交際工具的價(jià)值?，F(xiàn)代教學(xué)主張通過(guò)多種手段創(chuàng)設(shè)情境，激發(fā)學(xué)生的積極情緒和濃厚興趣，形成主動(dòng)發(fā)展的動(dòng)力，大力發(fā)展形象思維，充分發(fā)揮形象思維的作用。信息技術(shù)的運(yùn)用可使課堂教學(xué)容量相對(duì)增大，給學(xué)生提供的語(yǔ)言實(shí)踐機(jī)會(huì)更多，有利于學(xué)生語(yǔ)言運(yùn)用能力的提高，達(dá)到教學(xué)的最佳效果。

本課教學(xué)內(nèi)容緊緊圍繞“中國(guó)傳統(tǒng)節(jié)日重陽(yáng)節(jié)”展開，語(yǔ)言情境真實(shí)而自然。

《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011版）》分級(jí)標(biāo)準(zhǔn)的文化意識(shí)中指出：能初步用英語(yǔ)介紹祖國(guó)的主要節(jié)日和典型的文化習(xí)俗?！鞍偕菩橄取?，本節(jié)課通過(guò)為學(xué)生補(bǔ)充閱讀與重陽(yáng)節(jié)內(nèi)容相關(guān)的文本，在運(yùn)用拓展環(huán)節(jié)，設(shè)計(jì)了明年重陽(yáng)節(jié)關(guān)愛老人的活動(dòng)設(shè)想，引導(dǎo)學(xué)生從小尊敬老人、關(guān)愛老人，為老人獻(xiàn)愛心，做好事。讓學(xué)生在學(xué)習(xí)重陽(yáng)節(jié)日文化知識(shí)的同時(shí)，感受重陽(yáng)節(jié)日文化的精髓，提高學(xué)生對(duì)我國(guó)傳統(tǒng)文化的興趣，增強(qiáng)學(xué)生對(duì)我國(guó)傳統(tǒng)節(jié)日的認(rèn)同感。

思維品質(zhì)是英語(yǔ)學(xué)科核心素養(yǎng)四個(gè)維度之一，是基礎(chǔ)教育階段所有學(xué)生的普適性要求。在小學(xué)英語(yǔ)閱讀教學(xué)中，引入思維可視化工具梳理文本邏輯，培養(yǎng)學(xué)生自主提問(wèn)及勇于質(zhì)疑的習(xí)慣等策略，可以使學(xué)生思維的邏輯性、批判性和創(chuàng)造性有較大程度的改善，從而促進(jìn)學(xué)生思維品質(zhì)的發(fā)展。一圖勝千字，圖是最直觀的語(yǔ)言，易讀、易懂、易記而且記得牢。因此，實(shí)現(xiàn)“思維可視化”的最有效方式便是用“圖”把“思維”呈現(xiàn)出來(lái)。在本節(jié)課的教學(xué)中，主要通過(guò)思維導(dǎo)圖（Mind

Map）來(lái)實(shí)現(xiàn)“思維可視化”。只有這樣，學(xué)生的思維能力才會(huì)在學(xué)習(xí)的過(guò)程中得到有效發(fā)展，才會(huì)使學(xué)生對(duì)知識(shí)的理解更深入、更透徹、更系統(tǒng)，從而進(jìn)入會(huì)學(xué)、樂(lè)學(xué)的良性循環(huán)。

教學(xué)背景分析

教學(xué)內(nèi)容：

本單元是北京版小學(xué)英語(yǔ)五年級(jí)上冊(cè)第三單元Can

you

tell

me

more

about

the

MidAutumn

Festival?

單元主要談?wù)撝黝}是中西方節(jié)日。本單元由四課時(shí)組成。前兩課時(shí)以中國(guó)傳統(tǒng)節(jié)日the

MidAutumn

Festival和the

Double

Ninth

Festival

為主，第三課時(shí)以西方英語(yǔ)國(guó)家傳統(tǒng)節(jié)日Halloween為主，第四課時(shí)則是中西方傳統(tǒng)節(jié)日的對(duì)比學(xué)習(xí)。本單元重點(diǎn)學(xué)習(xí)中西方節(jié)日的相關(guān)知識(shí)。一是學(xué)習(xí)相關(guān)的專有表達(dá)法，如

the

MidAutumn

Festival、Chongyang

cake等詞匯；二是學(xué)習(xí)介紹傳統(tǒng)節(jié)日的日期，學(xué)生在介紹日期時(shí)，公歷和農(nóng)歷上的日期是不同的；三是學(xué)生在介紹特色飲食及傳統(tǒng)活動(dòng)時(shí)，需要有豐富的傳統(tǒng)文化知識(shí)和語(yǔ)言基礎(chǔ)以及相關(guān)的表達(dá)能力。在教學(xué)過(guò)程中應(yīng)為學(xué)生提供大量的圖片與文字支持，同時(shí)創(chuàng)設(shè)相應(yīng)的情景，與學(xué)生的實(shí)際生活緊密聯(lián)系起來(lái)。

本節(jié)課為單元第二課時(shí)Lesson

10.

主要談?wù)摰氖侵仃?yáng)節(jié)，學(xué)習(xí)重點(diǎn)是除了傳統(tǒng)節(jié)日日期的表達(dá)法外，更要通過(guò)了解重陽(yáng)節(jié)的傳統(tǒng)習(xí)俗來(lái)教育學(xué)生學(xué)會(huì)感恩，學(xué)會(huì)做人，從力所能及的小事做起，為老年人辦實(shí)事、送溫暖、獻(xiàn)愛心，以實(shí)際行動(dòng)回報(bào)老人給自己的關(guān)愛。

課文呈現(xiàn)的情景是Lingling和Yangyang在向朋友Mike介紹中國(guó)傳統(tǒng)節(jié)日——重陽(yáng)節(jié)。這一次我們要幫助Mike了解我們的節(jié)日——重陽(yáng)節(jié)。請(qǐng)學(xué)生猜測(cè)Mike想知道的內(nèi)容，學(xué)生的猜測(cè)一定會(huì)超出教材內(nèi)容的范圍，教材內(nèi)容遠(yuǎn)遠(yuǎn)不能滿足學(xué)生對(duì)傳統(tǒng)節(jié)日重陽(yáng)節(jié)的深入了解。因此本節(jié)課嘗試從多層面對(duì)重陽(yáng)節(jié)內(nèi)容進(jìn)行改編、重組與整合，構(gòu)建成新的、有實(shí)際意義的的語(yǔ)言材料，組織學(xué)生在新的語(yǔ)境中鞏固和運(yùn)用所學(xué)語(yǔ)言，啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生對(duì)語(yǔ)言的深刻理解力、透徹的感悟力和豐富的想象力，在交際中學(xué)會(huì)用英語(yǔ)表達(dá)思想，傳情達(dá)意，提高語(yǔ)言運(yùn)用能力。

學(xué)生情況：

本次授課對(duì)象為五年級(jí)學(xué)生。他們已經(jīng)學(xué)習(xí)了Chinese

New

Year,

Christmas,

Thanksgiving,

Halloween,

National

Day,

Children’s

Day,

Mother’s

Day,

Father’s

Day,

May

Day,

Women‘s

Day,

World

Earth

Day,

Treeplanting

Day等主要的中西方節(jié)日，他們能夠從、時(shí)間、飲食、慶祝活動(dòng)等方面介紹特殊的節(jié)日，能夠?qū)ψ约合矚g的節(jié)日進(jìn)行簡(jiǎn)單的描述。他們剛在四年級(jí)下冊(cè)學(xué)過(guò)端午節(jié)的日期表達(dá)法，食物和活動(dòng)，重點(diǎn)句型也涉及到了春節(jié)和元宵節(jié)的活動(dòng)。

學(xué)生對(duì)端午節(jié)的相關(guān)信息已經(jīng)比較了解，這節(jié)課主要學(xué)習(xí)重陽(yáng)節(jié)。對(duì)于到涉及陽(yáng)歷和陰歷的一些知識(shí)，在第9課中學(xué)生有了初步接觸，因此降低了本節(jié)課上對(duì)相關(guān)知識(shí)理解的難度。對(duì)于重陽(yáng)節(jié)的其他活動(dòng)和習(xí)俗學(xué)生了解甚少，傳統(tǒng)節(jié)日的文化背景知識(shí)欠缺，語(yǔ)言存在障礙。

教學(xué)方式：

本課主要采用探討互動(dòng)的方式構(gòu)建重陽(yáng)節(jié)相關(guān)信息思維導(dǎo)圖。在探討過(guò)程中，教師引導(dǎo)學(xué)生通過(guò)感知、參與和小組合作等學(xué)習(xí)方法完成任務(wù)，感受成功。在教師的指導(dǎo)下達(dá)到本課的最終教學(xué)目標(biāo)。

教學(xué)手段：

多媒體展臺(tái)等

技術(shù)準(zhǔn)備：

視頻資料、PPT、閱讀材料等

教學(xué)目標(biāo)

能夠聽懂、認(rèn)讀the

Double

Ninth

Festival,

climb

mountains,

eat

Chongyang

cake等；能夠運(yùn)用When

is

……?

以及What

do

young

people

do?

來(lái)詢問(wèn)和簡(jiǎn)單介紹中國(guó)傳統(tǒng)節(jié)日重陽(yáng)節(jié)的習(xí)俗。

能夠讀懂有關(guān)重陽(yáng)節(jié)的語(yǔ)篇，并從中提取信息，理解go

mountain

climbing、

drink

chrysanthemum

tea、visit

elderly

relatives等重陽(yáng)習(xí)俗，運(yùn)用不同閱讀策略發(fā)展學(xué)生的多元思維。

3.

能夠從時(shí)間、歷史（故事）、食物、慶祝活動(dòng)等方面借助思維導(dǎo)圖嘗試介紹重陽(yáng)節(jié)，并發(fā)表自己的看法，初步感受重陽(yáng)文化的氛圍和精髓，對(duì)傳統(tǒng)節(jié)日感興趣。

教學(xué)重難點(diǎn)：能夠聽懂、認(rèn)讀the

Double

Ninth

Festival,

climb

mountains,

eat

Chongyang

cake等；能夠運(yùn)用When

is

……?

以及What

do

young

people

do?

來(lái)詢問(wèn)和簡(jiǎn)單介紹中國(guó)傳統(tǒng)節(jié)日重陽(yáng)節(jié)的習(xí)俗。

教學(xué)過(guò)程(文字描述)

復(fù)習(xí)節(jié)日“聚”傳統(tǒng)

1.

觀看視頻，引出話題

T:

Hi,

boys

and

girls,

let’s

enjoy

a

video

first.

Ss:

Watch

the

video.

T:

Can

you

name

it?

Ss:

Festivals.

2.

交流節(jié)日，激活已知

T:

What

festivals

are

in

this

video?

Ss:

New

Year,

Chinese

New

Year,

Lantern

Festival,

Women’s

Day,

Labour

Day(May

Day),

Children’s

Day,

Duanwu

Festival(the

Dragon

Boat

Festival),

MidAutumn

Festival.

3.

借助導(dǎo)圖，聚焦傳統(tǒng)

T:

Do

you

know

what

Chinese

traditional

festivals

are?

Ss:

The

Spring

Festival

(Chinese

New

Year),

the

Lantern

Festival,

the

Dragon

Boat

Festival

and

the

MidAutumn

Festival.

T:

What

do

you

know

about

these

festivals?

Can

you

introduce

them?

Ss:

Introduce

the

festivals.

T:

You

know

the

special

about

these

days.

In

this

class,

we’re

going

to

talk

about

another

special

day.

What

do

you

want

to

know

about

the

day?

Ss:

When

is

it?

Is

it

a

Chinese

festival

or

a

western

festival?

What’s

the

history

of

the

day

What

do

people

eat

or

drink

on

that

day?

What

do

people

do

on

that

day?

……

【設(shè)計(jì)意圖】

通過(guò)專題交流、分類梳理等方式激活節(jié)日話題，復(fù)習(xí)中西方節(jié)日名稱，聚焦中國(guó)傳統(tǒng)節(jié)日，為

后續(xù)學(xué)習(xí)做鋪墊，在交流的過(guò)程中，激活學(xué)生對(duì)節(jié)日話題的認(rèn)知。

學(xué)習(xí)對(duì)話“知”重陽(yáng)

觀察圖片，預(yù)測(cè)內(nèi)容

T:

What’

s

the

date

today?

Ss:

It’s

October

23rd.

T:

Look!

What

was

the

date?

Ss:

It’s

October

17th.

T:

Is

it

a

special

day?

What

day

was

it?

(出示今年重陽(yáng)節(jié)的日期)

Ss:

It’s

the

Chongyang

Festival.(板書Chongyang

Festival)

T:

Is

the

Chongyang

Festival

on

October

17th

every

year?

Ss:

No,

it

isn’t.

T:

Look!

In

2017,

it’s

on

October

28th.

It’s

on

October

17th

this

year.

Next

year

it’s

on

October

7th.

When

is

the

Chongyang

Festival?

Ss:

It’s

on

the

ninth

day

of

the

ninth

month

in

the

Chinese

calendar.

(板書the

9th

day

of

the

9th

month

in

the

Chinese

calendar)

T:

How

many

ninths

are

there?

Ss:

There

are

two.

T:

So

we

also

call

it

the

Double

Ninth

Festival.(替換板書the

Double

Ninth

Festival)

T:

Lingling

and

Yangyang

are

introducing

the

Chongyang

festival

to

Mike.

What

do

they

tell

him?(Show

the

pictures.)

Can

you

guess?

Ss:

Maybe

they

tell

Mike

people

eat

Chongyang

cake

on

that

day.

Maybe

they

tell

him

people

climb

mountains

on

that

day.

學(xué)習(xí)對(duì)話，初識(shí)重陽(yáng)

T:

Let’s

enjoy

the

cartoon.

What

do

they

tell

Mike?

Ss:

They

tell

Mike

the

Double

Ninth

Festival

is

on

the

ninth

day

of

the

ninth

month

in

the

Chinese

calendar.

They

tell

him

old

people

climb

mountains

with

their

families.

They

tell

him

people

eat

Chongyang

cake

on

that

day.

T:

Do

you

know

Chongyang

cake?

Has

anyone

tried

it?

(Look

at

the

pictures

of

Chongyang

cake.

There

are

some

fruits

and

nuts

in

it.)

T:

Can

you

tell

those

to

Mike?

Ss:

The

Double

Ninth

Festival

is

on

the

ninth

day

of

the

ninth

month

in

the

Chinese

calendar.

Old

people

climb

mountains

with

their

families.

People

eat

Chongyang

cake

on

that

day.

T:

Old

people

climb

mountains.

What

do

young

people

do?

What

is

Yangyang

going

to

do?

Let’s

read

Part

2

and

underline

the

key

sentences.

Ss:

Young

people

usually

do

something

for

the

old.

Yangyang

is

going

to

visit

his

grandpa.

He

has

a

gift

for

his

grandpa.

T:

Let’s

watch

the

cartoon.

Are

they

right?

T:

What

does

Mike

think

of

the

Double

Ninth

Festival?

Ss:

It

sounds

like

a

holiday

for

the

old

people.

T:

Do

you

think

so?

Let’s

enjoy

the

whole

cartoon.

T:

Please

open

your

books.

Let’s

listen

and

repeat

the

dialogue.

Please

read

the

dialogue

in

groups.

Ss:

Show

the

reading.

3.

跟隨人物，敘說(shuō)習(xí)俗

T:

Now,

what

can

you

tell

Mike

about

the

Double

Ninth

Festival?

Let’s

retell

the

dialogue.

Ss:

Hi/Hello!

Mike!

The

Double

Ninth

Festival

is

on

the

ninth

day

of

the

ninth

month

in

the

Chinese

calendar.

People

eat

Chongyang

cake

on

that

day.

Old

people

climb

mountains

with

their

families.

Young

people

usually

do

something

for

the

old.

It’s

a

holiday

for

the

old

people.

【設(shè)計(jì)意圖】

基于對(duì)話學(xué)習(xí)內(nèi)容，借助學(xué)生已有認(rèn)知和生活經(jīng)驗(yàn)，從學(xué)生熟知的吃重陽(yáng)糕和與家人一起登高入手，激活重陽(yáng)節(jié)的相關(guān)信息。引發(fā)學(xué)生繼續(xù)學(xué)習(xí)的愿望，開啟重陽(yáng)之旅。

分組合作“識(shí)”重陽(yáng)

1.

問(wèn)題引領(lǐng)，激活思維

T:

If

you

are

Mike,

do

you

have

more

questions

about

the

festival?

What

do

you

want

to

know?

(bb:

Write

the

students’

questions

on

the

blackboard.)

Ss:

What

other

things

do

people

often

do

during

the

festival?

Why

do

we

call

it

Chongyang

festival?

How

long

is

the

festival?

Why

do

we

have(celebrate)

the

Double

Ninth

Festival?

2.

初讀文本，滲透淵源

T:

Oh,

you

want

to

know

a

lot

about

the

Festival.

Maybe

these

notes

can

help

you.

Let’s

read

them

in

groups

of

four.

First,

each

one

takes

one.

Read

by

selves.

Underline

the

key

sentences.

Then,

share

the

information

with

your

group

members.

Tip1:

Please

don’t

speak

Chinese

when

you

talk.

Tip2:

Listen

carefully

and

get

more

information

from

others.Ss:

Read

and

share.

3.

細(xì)讀文本，感受文化

T:

What

do

you

know

from

the

notes?

What

can

you

tell

Mike

now?

Ss:

I

know

/I

can

tell

Mike

……(學(xué)生邊說(shuō)邊貼板書)

【設(shè)計(jì)意圖】

經(jīng)過(guò)反復(fù)輸入、體驗(yàn)學(xué)習(xí)、小組介紹等活動(dòng)后，學(xué)生對(duì)于重陽(yáng)節(jié)有了較為深入的認(rèn)識(shí)，通過(guò)對(duì)比、觀察、體驗(yàn)等方式進(jìn)一步加深對(duì)重陽(yáng)習(xí)俗的記憶和理解。在交流互動(dòng)中，學(xué)生感受重陽(yáng)習(xí)俗，感受傳統(tǒng)文化。

深入思考“話”重陽(yáng)

1.

依托導(dǎo)圖，梳理語(yǔ)言

T:

Now

you’ve

known

a

lot

about

the

special

of

the

Double

Ninth

Festival.

You

know

the

Double

Ninth

Festival

is

……

The

date

/The

history/The

activities/The

new

meaning

of

the

festival.

(邊梳理邊歸納)

2.

小組合作，介紹重陽(yáng)

T:

Our

foreign

teacher

Crystal

is

from

America,

she

just

came

here.

Does

she

know

the

Double

Ninth

Festival?

Ss:

No,

she

doesn’t.

T:

Crystal

has

told

you

some

about

the

western

festivals.

Do

you

want

to

tell

her

about

the

Double

Ninth

Festival?

Ss:

Introduce

the

Double

Ninth

Festival

to

Crystal.

T:

I

think

Crystal

will

be

very

happy

to

know

about

these.

3.

借由重陽(yáng)，談?wù)摳惺?/p>

T:

Mike

thinks

it’s

a

holiday

for

the

old

people.

What

do

you

think

of

the

Double

Ninth

Festival?

Ss:

It’s

......

T:

What

can

we

do

on

the

Double

Ninth

Festival?

Ss:

We

can

......

【設(shè)計(jì)意圖】

在深入思考重陽(yáng)節(jié)的過(guò)程中，借助較為開放性的問(wèn)題進(jìn)行深入交流，表達(dá)觀點(diǎn)，提升學(xué)生總結(jié)概括、綜合運(yùn)用等能力。

拓展延伸“敬”重陽(yáng)

1.

禮敬重陽(yáng)，暢談傳統(tǒng)

T:

I

know

only

one

of

you

ma