2020春五年级英语下册 Unit 7 Chinese festivals（Story time）教案 （新版）牛津译林版

unit 7 chinese festivals (story time)教学目标：1.认识，会读，会说spring festival, dragon boat festival, mid-autumn festival, double ninth festival节日2.了解四个节日相关的知识，如名称，时间，活动等3.感受每个节日带给我们的氛围，并能在学习完课文之后，对照板书，用自己的语言复述四个节日教学重点：1.认识，会读，会说spring festival, dragon boat festival, mid-autumn festival, double ninth festival节日2.了解四个节日相关的知识，如名称，时间，活动等教学难点：感受每个节日带给我们的氛围，并能在学习完课文之后，对照板书，用自己的语言复述四个节日教学准备：ppt，板书。教学过程：step 1 greeting step 2 pre-reading 1 do you know?t: what are the traditional festivals in china? which festival is the most solemn in china? 2引出spring festival.(1)listen and answer when is the spring festivals ? teach: january february what do people do? get together (板书) what do people eat? teach: dumplings work in pairs (2) read and underline (dragon boat festival) 自读part2，遇到不会读或不理解的内容，组内成员互相帮助。 . when is the festival? teach: june . what do people usually do at this festival?. what food do people eat at this festival?(3)read and askintroduce the mid-autumn festival in groups.(4) look and choose 自读part4小组讨论,选择正确短语填空。(double ninth festival )step 3 while-reading(1)watch and feel (2) reading time .reading after the tape. choose a way to read in fourstep 4 retell time1. t: you know more about chinese festivals now. can you say more about them?2. try to retell according to the pictures and the words on the blackboard.step 5 homework1. dragon boat festival is coming, try to learn how to make a rice dumpling.（学包粽子）2. surf on the internet and look for another festival. try to write down.板书设计：unit 7 chinese festivalsname when do eat spring festivalin january or february get together dumping dragon boatin may or june havewatchrice dumping mid-autumn festivalin september or october look at the moon moon cakes double ninth festivalin october or november visit parentsrice cakes 教学反思：这篇课文的四小段分别介绍春节、端午节、中秋节和重阳节，而每一段的结构都是相同的。所以在处理文本的时候我先选择第一段带领学生一起学习，帮助学生提炼段落中的关键词：when; do; eat。然后让学生通过阅读找到问题答案学习端午节、小组合作学习中秋节，最后让学生填写重阳节小短文。通过不同的形式让学生学习文本，避免学习形式单调性，同时也培养学生小组合作和自主学习的学习方式。在整个上课过程中还存在以下问题：1.学会放手，让学生多提问。在处理文本阅读的时候可以再紧凑一些，直接让学生通过第一段的学习，在掌握第一段的结构后，用同样的