Unit

3

Can

you

tell

me

more

about

the

Mid-Autumn

Festival?

Lesson

10指導(dǎo)思想與理論依據(jù)

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011版）》中的課程基本理念指出：現(xiàn)代外語教育留意語言學(xué)習(xí)的過程，強(qiáng)調(diào)語言學(xué)習(xí)的實(shí)踐性，主見同學(xué)在語境中接觸、體驗(yàn)和理解真實(shí)語言，并在此基礎(chǔ)上學(xué)習(xí)和運(yùn)用語言。盡可能多地為同學(xué)制造在真實(shí)語境中運(yùn)用語言的機(jī)會。而信息技術(shù)可以為同學(xué)創(chuàng)設(shè)良好的語言環(huán)境，供應(yīng)更多的語言實(shí)踐和交際的機(jī)會，真正體現(xiàn)英語是一種交際工具的價值。現(xiàn)代教學(xué)主見通過多種手段創(chuàng)設(shè)情境，激發(fā)同學(xué)的樂觀心情和深厚愛好，形成主動進(jìn)展的動力，大力進(jìn)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)容量相對增大，給同學(xué)供應(yīng)的語言實(shí)踐機(jī)會更多，有利于同學(xué)語言運(yùn)用力量的提高，達(dá)到教學(xué)的最佳效果。

本課教學(xué)內(nèi)容緊緊圍繞“中國傳統(tǒng)節(jié)日重陽節(jié)”開放，語言情境真實(shí)而自然。

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011版）》分級標(biāo)準(zhǔn)的文化意識中指出：能初步用英語介紹祖國的主要節(jié)日和典型的文化習(xí)俗?！鞍偕菩橄取?，本節(jié)課通過為同學(xué)補(bǔ)充閱讀與重陽節(jié)內(nèi)容相關(guān)的文本，在運(yùn)用拓展環(huán)節(jié)，設(shè)計(jì)了明年重陽節(jié)關(guān)愛老人的活動設(shè)想，引導(dǎo)同學(xué)從小敬重老人、關(guān)愛老人，為老人獻(xiàn)愛心，做好事。讓同學(xué)在學(xué)習(xí)重陽節(jié)日文化學(xué)問的同時，感受重陽節(jié)日文化的精髓，提高同學(xué)對我國傳統(tǒng)文化的愛好，增加同學(xué)對我國傳統(tǒng)節(jié)日的認(rèn)同感。

思維品質(zhì)是英語學(xué)科核心素養(yǎng)四個維度之一，是基礎(chǔ)教育階段全部同學(xué)的普適性要求。在學(xué)校英語閱讀教學(xué)中，引入思維可視化工具梳理文本規(guī)律，培育同學(xué)自主提問及勇于質(zhì)疑的習(xí)慣等策略，可以使同學(xué)思維的規(guī)律性、批判性和制造性有較大程度的改善，從而促進(jìn)同學(xué)思維品質(zhì)的進(jìn)展。一圖勝千字，圖是最直觀的語言，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。在本節(jié)課的教學(xué)中，主要通過思維導(dǎo)圖（Mind

Map）來實(shí)現(xiàn)“思維可視化”。只有這樣，同學(xué)的思維力量才會在學(xué)習(xí)的過程中得到有效進(jìn)展，才會使同學(xué)對學(xué)問的理解更深化、更透徹、更系統(tǒng)，從而進(jìn)入會學(xué)、樂學(xué)的良性循環(huán)。

教學(xué)背景分析

教學(xué)內(nèi)容：

本單元是北京版學(xué)校英語五班級上冊第三單元Can

you

tell

me

more

about

the

Mid-Autumn

Festival?

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

Mid-Autumn

Festival和the

Double

Ninth

Festival

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

the

Mid-Autumn

Festival、Chongyang

cake等詞匯；二是學(xué)習(xí)介紹傳統(tǒng)節(jié)日的日期，同學(xué)在介紹日期時，公歷和農(nóng)歷上的日期是不同的；三是同學(xué)在介紹特色飲食及傳統(tǒng)活動時，需要有豐富的傳統(tǒng)文化學(xué)問和語言基礎(chǔ)以及相關(guān)的表達(dá)力量。在教學(xué)過程中應(yīng)為同學(xué)供應(yīng)大量的圖片與文字支持，同時創(chuàng)設(shè)相應(yīng)的情景，與同學(xué)的實(shí)際生活緊密聯(lián)系起來。

本節(jié)課為單元其次課時Lesson

10.

主要談?wù)摰氖侵仃柟?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，更要通過了解重陽節(jié)的傳統(tǒng)習(xí)俗來教育同學(xué)學(xué)會感恩，學(xué)會做人，從力所能及的小事做起，為老年人辦實(shí)事、送暖和、獻(xiàn)愛心，以實(shí)際行動回報(bào)老人給自己的關(guān)愛。

課文呈現(xiàn)的情景是Lingling和Yangyang在向伴侶Mike介紹中國傳統(tǒng)節(jié)日——重陽節(jié)。這一次我們要掛念Mike了解我們的節(jié)日——重陽節(jié)。請同學(xué)猜想Mike想知道的內(nèi)容，同學(xué)的猜想肯定會超出教材內(nèi)容的范圍，教材內(nèi)容遠(yuǎn)遠(yuǎn)不能滿足同學(xué)對傳統(tǒng)節(jié)日重陽節(jié)的深化了解。因此本節(jié)課嘗試從多層面對重陽節(jié)內(nèi)容進(jìn)行改編、重組與整合，構(gòu)建成新的、有實(shí)際意義的的語言材料，組織同學(xué)在新的語境中鞏固和運(yùn)用所學(xué)語言，啟發(fā)同學(xué)思維，培育同學(xué)對語言的深刻理解力、透徹的感悟力和豐富的想象力，在交際中學(xué)會用英語表達(dá)思想，傳情達(dá)意，提高語言運(yùn)用力量。

同學(xué)狀況：

本次授課對象為五班級同學(xué)。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,

Tree-planting

Day等主要的中西方節(jié)日，他們能夠從、時間、飲食、慶祝活動等方面介紹特殊的節(jié)日，能夠?qū)ψ约簩檺鄣墓?jié)日進(jìn)行簡潔的描述。他們剛在四班級下冊學(xué)過端午節(jié)的日期表達(dá)法，食物和活動，重點(diǎn)句型也涉及到了春節(jié)和元宵節(jié)的活動。

同學(xué)對端午節(jié)的相關(guān)信息已經(jīng)比較了解，這節(jié)課主要學(xué)習(xí)重陽節(jié)。對于到涉及陽歷和陰歷的一些學(xué)問，在第9課中同學(xué)有了初步接觸，因此降低了本節(jié)課上對相關(guān)學(xué)問理解的難度。對于重陽節(jié)的其他活動和習(xí)俗同學(xué)了解甚少，傳統(tǒng)節(jié)日的文化背景學(xué)問欠缺，語言存在障礙。

教學(xué)方式：

本課主要接受探討互動的方式構(gòu)建重陽節(jié)相關(guān)信息思維導(dǎo)圖。在探討過程中，老師引導(dǎo)同學(xué)通過感知、參與和小組合作等學(xué)習(xí)方法完成任務(wù)，感受成功。在老師的指導(dǎo)下達(dá)到本課的最終教學(xué)目標(biāo)。

教學(xué)手段：

多媒體展臺等

技術(shù)預(yù)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?

來詢問和簡潔介紹中國傳統(tǒng)節(jié)日重陽節(jié)的習(xí)俗。

能夠讀懂有關(guān)重陽節(jié)的語篇，并從中提取信息，理解go

mountain

climbing、

drink

chrysanthemum

tea、visit

elderly

relatives等重陽習(xí)俗，運(yùn)用不同閱讀策略進(jìn)展同學(xué)的多元思維。

3.

能夠從時間、歷史（故事）、食物、慶祝活動等方面借助思維導(dǎo)圖嘗試介紹重陽節(jié)，并發(fā)表自己的看法，初步感受重陽文化的氛圍和精髓，對傳統(tǒng)節(jié)日感愛好。

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?

來詢問和簡潔介紹中國傳統(tǒng)節(jié)日重陽節(jié)的習(xí)俗。

教學(xué)過程(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.

溝通節(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),

Mid-Autumn

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

Mid-Autumn

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】

通過專題溝通、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，聚焦中國傳統(tǒng)節(jié)日，為

后續(xù)學(xué)習(xí)做鋪墊，在溝通的過程中，激活同學(xué)對節(jié)日話題的認(rèn)知。

學(xué)習(xí)對話“知”重陽

觀看圖片，猜測內(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)對話，初識重陽

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】

基于對話學(xué)習(xí)內(nèi)容，借助同學(xué)已有認(rèn)知和生活閱歷，從同學(xué)熟知的吃重陽糕和與家人一起登高入手，激活重陽節(jié)的相關(guān)信息。引發(fā)同學(xué)連續(xù)學(xué)習(xí)的愿望，開啟重陽之旅。

分組合作“識”重陽

1.

問題引領(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

……(同學(xué)邊說邊貼板書)

【設(shè)計(jì)意圖】

經(jīng)過反復(fù)輸入、體驗(yàn)學(xué)習(xí)、小組介紹等活動后，同學(xué)對于重陽節(jié)有了較為深化的生疏，通過對比、觀看、體驗(yàn)等方式進(jìn)一步加深對重陽習(xí)俗的記憶和理解。在溝通互動中，同學(xué)感受重陽習(xí)俗，感受傳統(tǒng)文化。

深化思考“話”重陽

1.

依托導(dǎo)圖，梳理語言

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

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，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】

在深化思考重陽節(jié)的過程中，借助較為開放性的問題進(jìn)行深化溝通，表達(dá)觀點(diǎn)，提升同學(xué)總結(jié)概括、綜合運(yùn)用等力量。

拓展延長“敬”重陽

1.

禮敬重陽，暢談傳統(tǒng)

T:

I

know

only

one

of

you

made

a

phone

call

to

his

grandpa

on

this

Double

Ninth

Festival.

T:

What

do

you

want

to

do

next

year?

Next

year,

the

Double

Ninth

Festival

is

on

October

7th.

It’s

during

the

National

Day

holidays.

What

will

you

do

on

that

day?

Ss:

The

Double

Ninth

Festival

is

on

October

7th

next

year.