Unit 7 Chinese festivals-Checkout time & Ticking time-教案、教学设计-市级公开课-新牛津译林版五年级下册英语(配套课件编号：5060f).doc

1、TOPICUnit 7Chinese festivalsDATEMay22ndPERIODThe fourth period (Culture time& Checkout time ) My favourite festivalAIMSKnowledge aims:(1) WORDS : Halloween, dress up, knock on peoples doors, trick or treat, favourite.(2) SENTENCES : Halloween is on the thirty-first of October. Children usually dress

2、 up. They knock on peoplesdoors and shout “Trick or treat” for sweets.(3)STRUCTURES: Whats your favourite festival? My favourite festival is Whens the festival? Its in/ on What do people do at the festival?They at What do people eat at the festival? They eat at Why do you like this festival? I like

3、it because Skill aims:(1)Ss can talk about Halloween correctly.(2)Ss can talk and write about the topic “ My favourite festival”.(3)Ss learn how to write correctly.Moral aims:(1)Arouse the Ssinterests of learning English, especially writing English.(2)Ss can have the sense of enjoying the festivals

4、and the days.LANGUAGE FOCUS(1)Ss can talk about Halloween correctly.(2)Ss can talk and write about the topic “ My favourite festival”.AIDSMulti-media CAIPROCEDURESCONTENTSMETHODSPURPOSE1. Pre-task Preparation( 7)Review something about the Chinesestories, Chinese food and Chinesefestivals.Brain storm

5、ing.Show the key words: Chinese stories, Chinesefood, Chinese festivals.Ss say something about them.Discuss in class: How are they?通 过 Brain storming吸引学生注意力，创设帮轻松愉快的课堂氛围，调动学生积极性。同时，帮助学生复习有关 Chinese的相关内容。教师通过追问 ： Do you like them?How are they?引导学生简单表达感受，为下面的教学内容做铺垫。2. While-task Procedure( 23)STRUCTU

6、RES:Whens the festival? Its in/ on What do people do at the festival?They at What do people eat at the festival?They eat at Talking time with the topic of helping Sam.T: Sam doesnt know anything about festivals.Can you help him?Discuss in class: What questions can Sam raise?With the questions, Ss ta

7、lk in pairs: Whens thefestival? Its in/ on What do people do at the festival?They at What do people eat at the festival? They eat at Ss show in class.Reading time.Discuss in class: Sam wants to know moreabout festivals. What can he do?通过创设的帮助 Sam的情景，学生根据要求进行句型操练。既是对前面所学内容的复习巩固，也为下面的环节做铺垫。通过开放性的问题：Wh

8、at can Sam do to knowmore about festivals?发展SENTENCES : Halloween is on thethirty-firstofOctober.Childrenusually dress up. They knock onpeoples doors and shout “Trick ortreat” for sweets.STRUCTURES:Whatsyourfavouritefestival?Myfavouritefestival is Why do you like this festival? I like itbecause Show

9、 the answer: He can read books.Show a book about festivals.Ss read the book together.Show the rhyme from the book.Ss read the rhyme with music.Learning time.T: We like all the festivals. But whats Samsfavourite festival?Ss listen and answer.Show the answer: Halloween.Ss listen and learn more about H

10、alloween.Show Culture time.Ss read and learn together.Ss chant in class: Halloween.Do a survey.ShowSamswritingaboutthefavouritefestival.T: Whats your favourite festival? Why do youlike this festival?Ss do a survey in groups.学生的思维能力。借助节日书本阅读，让学生对节日有更多的了解。而配乐的诗朗诵能加深学生对节日的感性认识。围 绕Sam展 开Halloween 教学。通过听

11、、看、说、读、Chant 等形式对这一内容加以练习、巩固。在写作前让学生适当地说一说，有利于他们整理思路，做好写前准备。3. Post-taskActivities(10)Write and show in class.Writing time.Watch the video: How to write well?Show the tips.Ss write the text with the tips.Showing time.Ss show the text in class.Show the theme: Enjoy the festivals, enjoyevery day观看一段指导

12、写作的微课视频，帮助学生了解写作方法。帮助学生在写作展示中体会写作成功的喜悦，而适时的主题揭示是对本节课的延续。Assignment1.Find more information aboutthe festivals .2.Show “ My favourite festival” to our family and friendsBoard WritingTeachers Reflection义务教育英语课程标准(2011 年版)提出，要培养学生英语听、说、读、写的基本技能，并且对小学高年级学生的写作能力提出了明确要求。而要小学高年级学生的英语写作能力，就需要重视写前阶段，充分做好写前准备。

13、在本课，我根据教学目标，设置了多项教学活动。如在 Pre-task preparation 中，通过 Brain storming让相关的 Chinese 内容进行复习，并通过追问：Do you like them? How are they?引导学生简单表达感受，为下面的教学内容做铺垫。在 While-task procedure 中，通过创设的帮助 Sam 的情景，学生根据要求进行句型操练。同样是帮助学生对下面的写作教学做好准备。在写作前的知道中，我还多次通过思维导图、表格、问题等形式帮助学生梳理写作内容，使其的写作有条理性。Sam 的“My favourite festival”既是与第七单元 Culture time的有效整合，更是提供给学生的范文。在学生正式写作前，我还提供了一段一段指导写作的微课视频，帮助学生了解写作方法。正是因为在写作前有了足够的铺垫和指导，学生能较顺利地完成本节课的目标，呈现他们的favourite festival。当然，要培养学生的英语写作能力，仅靠一节课是远远不够的。平时还需要整合课程资源，更精心地做好写作前的指导工作，并关注写作后的修改与评价，全面、有效地做好这一工作。