7/8Unit4Lesson20公開課教學設計【河北】授課教師：河北省石家莊橋西區曙光小學王虹一、教材分析本單元進一步擴展與旅行相關的知識、語言和技能。Jenny和Danny來到了中國，對中國的景點、節日和文化都有了一定的了解。本課主要內容是李明向他們介紹中國最重大的節日春節，所以容易引起學生的興趣，在教學中也容易產生共鳴和互動。通過本課的學習，不僅能增進學生對傳統文化的認識，還能培養學生交流文化的能力。二、學習對象分析本教材教授的對象是小學五年級的學生，學生經過了兩年的學習后，在聽、說、讀、寫、方面有了一定的基礎，并掌握了一定的學習技巧。所以我在設計本課時，安排了大量的學生活動與練習，盡量把課堂交給學生，讓他們通過一些簡單的模仿從而延伸到實際運用。充分發揮學生的想象空間，讓學生把自身的潛能最大限度地發揮出來，以達到良好的課堂學習效果。三、知識和技能目標1.能聽懂會說一些關于節日的名稱。2.能簡單描述關于春節做的事情。3.掌握單詞：room,door,window,make,kid和句子WhatdoyoudoforSpringFestival?并在描述時使用。四、情感態度目標通過對中國傳統節日一春節的學習，讓學生感受到傳統文化的底蘊，促使學生熱愛我國文化。五、學習策略通過表演、小組討論和學生互評等方式培養學生英語思維及互助學習模式。六、重點難點1.詞匯、句式及語法結構2.在老師的幫助下能夠運用自己的語言描述春節。七、教學過程ClassOpeningandreview:1.Greeting.T:Hello,boysandgirls.Nicetomeetyou.S:Nicetomeetyou,too.2.Game.T:I’mveryhappytoseeyouhere.Howareyou?S:I’mfine,thanks.Andyou?T:I’mverywell,thankyou.Whatdayisit?S:It’sFriday.T:What’sthedate?S:It’sApril20th.T:yes,acleverboy/girl!TodayisApril20th,wejusthadQingmingFestival,right?Andweknow,therearemanyfestivalsinChina.Now,I’llshowyousomepictures.Ifyouknowit,standupandspeakitloudly.(ShowthepicturesoftheSpringfestival,Women’sDay,InternationalWorkers’Day,Children’sDay,Teachers’Day.NationalDay.)T:Whichfestivaldoyoulike?You,please.S:Children’sDay.T:Oh,it’sveryinteresting.Youwillbeveryhappyonthatday!Andyou,please.S:InternationalWorkers’Day.T:Oh,good!Andwecanhavearestonthatday.S:NationalDay.T:Okay,it’sthebirthdayofourcountry.（設計意圖：通過與學生聊日期，節日，和討論他們最喜歡的節日，引入春節，使學生對節日產生興趣，課堂過渡自然。）Newconcepts:1.PicturesabouttheSpringFestival.Wordsof“room,door,window,makeandkid”.T:Doyouwanttoknowwhat’smyfavouritefestival?Listen!(ThemusicoftheSpringFestival.)...Yes!TheSpringFestivaliscoming!It’stheChineseNewyear.Icandomanyinterestingthings.Look!Therearefivebigredlanterns.ChooseoneandI’llshowyouwhatdoIdofortheSpringFestival.(ShowthepicturesoftheSpringFestival.Theyareinfivebigredlanterns.Thentalkaboutthepicturesandteachthenewwordsorsentencesonebyone.)（設計意圖：用過年時大家耳熟能詳的春節序曲進入課文正題。五個大紅燈籠喜慶，醒目。讓學生自主選擇燈籠，和由燈籠所鏈接的學習內容，讓學生新奇不已。這也降低了文本的難度，使學生逐層接受課文知識。）Wecleanourrooms.Wecleanthedoors,thewindowsandthefloor.T:youchoose“CHUN”?Let’ssee.Oh,afterdoingthis,ourhousewillbecleanandbeautiful,yes?S:Yes!T:Nowlet’sseethispicture.Thisisthe“door”.Showmeyourfingerandwritewithme,d-o-o-r,door.Thisisthewindow.Writewithme,w-i-n-d-o-w,window.Here’sthefloor.Alloftheseareintheroom.Let’swrite,r-o-o-m,room.T:Ok,nowIneedalittleteachertoteachusthesewords.Whowanttobethelittleteacher?S1:…S2:…S3:…T:Great!Thankyou,littleteachers.Canyoureadthesesentencesnow?Haveatry,please.(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)S:…T:Youdidagoodjob!Nowourhouseisclean.（設計意圖：將學習內容放在情境中，使學習內容不單一。找出適合學生學習的途徑，學生對于本課的三個重點單詞“door,window,room”很熟悉了，所以教師不做過多的教授，而是把學習的主動權教給學生，讓小老師帶領學生們完成單詞的學習，充分鍛煉他們自主學習的能力。）Wecleanourrooms.Wecleanthedoors,thewindowsandthefloor.T:youchoose“CHUN”?Let’ssee.Oh,afterdoingthis,ourhousewillbecleanandbeautiful,yes?S:Yes!T:Nowlet’sseethispicture.Thisisthe“door”.Showmeyourfingerandwritewithme,d-o-o-r,door.Thisisthewindow.Writewithme,w-i-n-d-o-w,window.Here’sthefloor.Alloftheseareintheroom.Let’swrite,r-o-o-m,room.T:Ok,nowIneedalittleteachertoteachusthesewords.Whowanttobethelittleteacher?S1:…S2:…S3:…T:Great!Thankyou,littleteachers.Canyoureadthesesentencesnow?Haveatry,please.(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)S:…T:Youdidagoodjob!Nowourhouseisclean.（設計意圖：將學習內容放在情境中，使學習內容不單一。找出適合學生學習的途徑，學生對于本課的三個重點單詞“door,window,room"很熟悉了，所以教師不做過多的教授，而是把學習的主動權教給學生，讓小老師帶領學生們完成單詞的學習，充分鍛煉他們自主學習的能力。）Wemakedumplings.T:Let’sgoon.youchoose“JIE”?OK!WhatdoIdofortheSpringFestival?Let’ssee.Wemakedumplings.Youknowdumplings,it’sourChinesefood.It’sdelicious.Andwhat’sthemeaningof“makedumplings”?S:...(Andthenshowthepictureof“makedumplings”.)T:Nowlookatthesewords:cake,lake,take,make.Let’sread.Payattentiontotheletter“a”and“e”.Let’sreadtogether.Wemakedumplings.S:…T:Nowshowmeyourfingerandlet’swrite.(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)Whocanreadthissentence?S:…T:Yourpronunciationisgood.（設計意圖：在學習重點句子時，不忘提醒學生注意重點單詞的發音規律。將學習的技能傳授給學生。）Kidsgetluckymonkey.T:Youchooseone.“Fu”?Okay!Oh,thisisforyou.Kidsgetluckymoney.Doyouknowluckymoney?(Showthepictureofit.)Thisistheluckymoney.Look,theboyissohappy.Ifyougetluckymoney,youwillbeveryhappy,too.Yes?S:Yes!T:Andkid,istheteacherakid?No.Isthemanakid?No!Thisisthekid.Readit,please.Showmeyourfinger,andwritewithme.(Showthepictureofkid.Andthenkids.)S:…T:Okay,nowlet’sreadthesentence.S:…(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.Wevisitourfamilyandfriends.T:Youchoose“KUAI”?Okay!Wevisitourfamilyandfriends.Payattentiontotheword“visit”.(Leadthestudentstoreadthisword.)Andwhenwevisitourfamilyandfriends,thegirlsmustdothis,putyourrighthandonyourlefthandandsay“HappySpringFestival”.Theboysmustdothis,putyourlefthandonyourrighthandandsay“HappySpringFestival”.Youshouldknowthis.It’sourcustoms.Okay?S:Okay!T:Nowlet’sreadthissentence.S:…(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.（設計意圖：在學習本課的文本時，注重文化的滲透。將中國拜年時男女不同的手勢教給學生，這樣不僅有利于學生增強交際文化的敏感性，而且對更好地了解中華民族文化是有裨益的。）Webuynewclothes.T:Youchoose“LE”?Okay!Webuynewclothes.IliketobuysomebeautifulclothesfortheSpringFestival.Ithinkthegirlsliketodoit,too.Nowlet’sreadthissentence.S:…(Stickthesentenceontheblackboard.Letthestudentsreadthesentenceonebyone.Thenreadittogether.)Readthefivesentencestogether.T:NowweknowwhatdoIdofortheSpringFestival.Let’sreadthesesentencestogether,okay?S:Okay!…（設計意圖：將文本重點句型教授完畢，最后做總結，加深印象。）2.Practice:listentothetext.Thenreadandmatch.T:Ilikeyourreading.Nowlet’sgotoLiMing’shome.Let’slistenwhatdotheydofortheSpringFestival.Nowfirstlisten!…Okay,nowmatchthepictures....T:Okay,stop.Let’scheckyouranswer.(Picture1to5.)Areyouright?...Nowwhocanreadit?...（設計意圖：聽課文內容，讓學生感受純正的英語語音。根據課文內容找出和圖片相對應的句子，鍛煉學生聽力，體現任務型教學。）3.Readinpairsandshowusyourfavouritepart.T:Okay.Boysandgirls.Youdidagoodjob.Nowreadinpairs.Igiveyouthreeminutes.Okay,stop!Andwhowanttoshowusyourfavouritepart?Andpleaselistencarefully.Youshouldgiveappraisetoyourclassmates.S:…(Inthispart,thestudentsgiveappraiseeachother.)S1:Ilikepart3.WealsomakedumplingsS2:……S7:Ilike…She/Heisgreat!S8:Ilike……（設計意圖：學生互評也是英語課堂的一種評價機制。學生之間具有平等的地位，互評的過程，不僅檢驗了學生對英語單詞和向型的把握程度，也可以促進學生對說讀寫能力評價標準提出自己的看法。同時，也促使學生學會尊重他人，尊重不同意見與建議，提高小組合作精神。）4.Takeoutyourpaperandfillintheblanks.T:Youaregreat!Nowtakeoutyourpaperandfillintheblanks.S:…T:Nowcheckyouranswer.Let’sreadtogether.S:…（設計意圖：這道習題的難度加大，學生既要熟悉課文內容，又要掌握本課的重點單詞和向子，是對本次課堂學習的一個檢測。）5.Act.T:DuringtheSpringFestivalwecandomanythings.Nowlet’smakeanewfamily.ActoutwhatdoyourfamilydofortheSpringFestival.Okay,practicenow.S:…T:Whowanttotry?Yourfamily,please.Let’saskthemtogether.Ss:WhatdoyoudofortheSpringFestival?S1:…S2:……T:Wonderful!Let’sclapforthem.S:…T:Anotherfamily?Don’tbeshy!S:…（設計意圖：小組活動則可以給學生提供更多的實踐機會。它在真正意義上培養了學生自覺實踐，提高運用語言進行交流-交互交際的能力。小組合作學習有利于創設良好的情感氛圍。小