论文部分内容阅读
【教学目标】
1.理解四个节日词组以及各个节日所在的月份、传统食物和活动。
2.正确理解及朗读课文，通过小组合作充实并复述故事内容。
3.通过文本学习体验传统节日的庆祝活动，并感受全家团聚的欢乐。
【教学过程及意图】
一、播放节日视频，互动交流，提炼主旨内容
（课前播放外国小朋友Mike观看中国传统节日的视频，视频仅有画面和音乐，没有任何英文介绍。）
T：What’s the video about？
S：It’s about Chinese Festivals.
T：You know，Mike is a foreigner. He has some questions about Chinese festivals. What questions？
S：（身临其境，学生站在外国小朋友Mike的角度提问）：What festivals are they？What do people do and eat at these festivals？How many festivals are there in China？When are these festivals？...
教师适时提炼文本主旨内容：When？What？What to do？What to eat？同时将文中未出现但学生想要了解的信息：How many festivals？Original？Feeling等写在黑板上。
【通过播放学生熟悉的视频，把生活题材巧妙地引入课堂，激发学生兴趣。通过学生的回答提炼文本中的问题，培养学生发现问题的能力。接下来所设计的教学活动将均围绕学生所提出的问题展开，通过阅读，引导学生一一解答所提问题，将培养学生发现问题与解决问题的能力贯穿于教学始终。学生能够在自主学习、自主探究的过程中积极思考，为自己答疑解惑，如此，他们的思维就会一直处于积极的状态。】
二、找准关键词句，自主学习，了解文本梗概
1.找准关键词，确定各篇章主题。
在提炼了文本主旨后，教师呈现事先为学生准备好的故事书（各个节日名称为空白，仅保留关于节日时间、活动及食物的介绍），给出范例，请学生快速默读，找准关键词句，确定节日名称。
T（以Spring Festival为例）：Look at this picture. Please read quickly and silently and then get the key words.So，what festival is it？
S：The Spring Festival.
T：Yes，and then put the name of this festival at the beginning.（拿出故事书作示范。）
T：Are you clear？Please finish the three other pictures.
学生快速阅读，找出文中的时间、活动及传统食物等关键信息，从而确定节日主题。之后，学生作汇报。
2.自然拼读，掌握月份单词读音。
T：The Double Ninth Festival is on the ninth of the ninth month in lunar calendar. So we can also say：The Double Ninth Festival is in October or November.When are the three other festivals？Please try to read by yourselves.
根据字母发音自然拼读;组织全班展示、正音。
【本环节学生快速自主阅读，找出自己认为的与主题相关的信息，并加以分析与判断。通过全班核对、追问，确定节日主题，把握文本梗概，提升学生信息分析处理的能力。月份单词的学习过程也摒弃了以往单词学习“教师读，学生模仿”的单调模式，而是引导学生通过自然拼读掌握发音规则和拼读技巧。学生通过自主阅读、自主分析而获取的信息角度更广，思维更宽，能更加快速、直观、全面、高效地掌握语篇中的节日主题及内涵。】
三、提供解读模式，小组合作，探究文本内涵
1.教师提供语篇解读模式。
在确定文中的四个节日名称：The Spring Festival，The Dragon Boat Festival，The Mid-Autumn Festival，The Double Ninth Festival 以及节日时间之后，教师带领学生一起在文中寻找其余主旨性问题。语篇分为四个场景，均有相应的情景插图，描述节日的语言形式也基本类似，因而教师带领学生学习第一幅图The Spring Festival，以此为示范讲解。
T：What do people do at the Spring Festival？
S1：They get together with their families.
T：What do you do at the Spring Festival？
S1：I watch TV with my family.
S2：I get red packets.
T：What do people eat at the Spring Festival？
S：They eat dumplings.
T：What do you eat at the Spring Festival？ S1：I also eat Tangyuan.
S2：I eat meat and fish.
T：How do you feel at the Spring Festival？
S：I feel happy and warm.
风俗贴士：In north China，people usually eat dumplings，that means wealth and treasure.In south China，people eat Tangyuan，that means reunion.
教师提供朗读指导，学生跟读。
2.学生模仿语篇解读方式。
以第一幅图为范例，学生小组合作讨论第二、三幅图。教师给出小组合作的要求：（1）Read and underline：What do people do/eat at the Dragon Boat Festival/Mid-Autumn Festival？（2）Ask and answer in pairs.同时教师给出支架：遇到不懂的单词可根据上下文或图片猜测词义，也可请教组内其他同学等。通过小组合作，学生汇报如下：
The Dragon Boat Festival
S1：What do people do at the Dragon Boat Festival？
S2：They take part in the Dragon Boat Races.
S1：What do people eat at the Dragon Boat Festival？
S2：They eat rice dumplings.
风俗贴士：In some places，People will carry out dragon boat races.And in some places，people also make spice bags and drink realgar wine to ward off evil and disease.
根据标记朗读并正音。
The Mid-Autumn Festival
S1：What do people do at the Mid-Autumn Festival？
S2：They look at the moon.
S1：What do people eat at the Mid-Autumn Festival？
S2：They eat moon cakes.
T：What do you do at Mid-Autumn Festival？
S3：We drink tea after dinner.
S4：I read the stories about the moon.
T：The students in my school always read poems about the moon.Let’s enjoy and share.
师生齐诵英文版《静夜思》。
3.自主习得学习方法。
T：I would like to introduce another warm festival to you. It is a festival for old people.What is it？
S：The Double Ninth Festival.
出示重阳节的四幅图片：拜访老人、登山、赏花、吃重阳糕，让学生用已学会的句型尝试说一说。
S1：At this Festival，we visit the old people.
S2：I climb mountains with my grandparents.
S3：Sometimes we enjoy flowers.
S4：We also eat rice cakes at this festival.
给出文本内容进行对比，尝试朗读。
风俗贴士：Climb mountains，eat rice cakes，enjoy chrysanthemums，people wish the old people have a long life.
T：What do you want to do for the old people in your family？
S1：I want to take a walk with my grandpa.
S2：I want to cook dinner for my grandparents.
S3：I can draw a nice picture for them.
【四个不同的节日场景，教师安排了层层递进，逐渐放手的文本解读方式，从教师问学生答，到小组问个人答，再到一人解析，其他人补充追问，学生的学习从模仿走向了合作探究，同时在不断的补充追问中，学生捕捉细节信息的能力增强了。从课堂中学生的语言表达来看，虽然在语法的严谨性以及语言的准确性上还有所欠缺，但是由于给足了他们模仿和思考的时间，在教师的充分信任和所给支架的帮助下，学生们得以更加有效地参与思考、合作、探究，课堂氛围更热烈，学生的语言输出更丰富。】
四、设计分层活动，自主选择，延伸语篇价值
在本课的读后输出环节，教师针对不同层次的学生提出了以下三个不同层次的要求，供学生自主选择，并借助板书进行文本复述。 表1 学生复述内容及评价标准
图1 Chinese festivals一课板书
通过小组合作，学生复述如下：
The Spring Festival
The Spring Festival is in January or February.People always get together with their families and have a big dinner.They eat dumplings and watch Spring Festival Gala together.I put on new clothes and get red packets.We’re very happy.
The Mid-Autumn Festival
The Mid-Autumn Festival is in September or October.People always get together and look at the moon at night.They eat moon cakes and fruits together.They also drink tea and watch Mid-Autumn Festival Gala after dinner.They feel sweet.
【不同学生的认知水平和学习能力存在一定的差异性，对于文本知识的掌握程度也不尽相同。但是这并不妨碍他们理解能力、知识水平的提升，更不会成为他们英语学习、语言表达的阻碍。对于读后活动，分层要求也是一种教学策略。】
结语：No matter what festival it is，the most important thing is to get together with our families，and I think it is the meaning of Chinese festivals.
（PPT呈现学生作品）The students in my school try to introduce our Chinese festivals to more people. They write something on the blog，on the QQ zone，make the posters，and also use“We chat”.Would you like to do something like this？This is your homework：use different ways to let more people know our Chinese festivals.
【运用多种方式让外国人了解中国的节日和文化，如海报、手抄报、博客、微信、QQ、E-mail等，下节课与大家分享。完成该项作业必须逐步完成以下三项任务：1.熟读课文;2.完成故事书中的开放性问题：I also ... at ... Festival. I feel ... at ... Festival;3.上网了解更多关于中国传统节日的知识。
新课标倡导学生“主动参与，乐于探究，勤于动手”，从而“培养学生搜集和处理信息的能力，获取新知识的能力，分析和解决问题的能力以及交流与合作的能力”。如上的作业设计具有思考性和延展性，将文本的解读从课内延伸到课外，从而有效提高了学生综合运用英语的能力。】
（作者单位：江苏省如皋师范学校附属小学）
1.理解四个节日词组以及各个节日所在的月份、传统食物和活动。
2.正确理解及朗读课文，通过小组合作充实并复述故事内容。
3.通过文本学习体验传统节日的庆祝活动，并感受全家团聚的欢乐。
【教学过程及意图】
一、播放节日视频，互动交流，提炼主旨内容
（课前播放外国小朋友Mike观看中国传统节日的视频，视频仅有画面和音乐，没有任何英文介绍。）
T：What’s the video about？
S：It’s about Chinese Festivals.
T：You know，Mike is a foreigner. He has some questions about Chinese festivals. What questions？
S：（身临其境，学生站在外国小朋友Mike的角度提问）：What festivals are they？What do people do and eat at these festivals？How many festivals are there in China？When are these festivals？...
教师适时提炼文本主旨内容：When？What？What to do？What to eat？同时将文中未出现但学生想要了解的信息：How many festivals？Original？Feeling等写在黑板上。
【通过播放学生熟悉的视频，把生活题材巧妙地引入课堂，激发学生兴趣。通过学生的回答提炼文本中的问题，培养学生发现问题的能力。接下来所设计的教学活动将均围绕学生所提出的问题展开，通过阅读，引导学生一一解答所提问题，将培养学生发现问题与解决问题的能力贯穿于教学始终。学生能够在自主学习、自主探究的过程中积极思考，为自己答疑解惑，如此，他们的思维就会一直处于积极的状态。】
二、找准关键词句，自主学习，了解文本梗概
1.找准关键词，确定各篇章主题。
在提炼了文本主旨后，教师呈现事先为学生准备好的故事书（各个节日名称为空白，仅保留关于节日时间、活动及食物的介绍），给出范例，请学生快速默读，找准关键词句，确定节日名称。
T（以Spring Festival为例）：Look at this picture. Please read quickly and silently and then get the key words.So，what festival is it？
S：The Spring Festival.
T：Yes，and then put the name of this festival at the beginning.（拿出故事书作示范。）
T：Are you clear？Please finish the three other pictures.
学生快速阅读，找出文中的时间、活动及传统食物等关键信息，从而确定节日主题。之后，学生作汇报。
2.自然拼读，掌握月份单词读音。
T：The Double Ninth Festival is on the ninth of the ninth month in lunar calendar. So we can also say：The Double Ninth Festival is in October or November.When are the three other festivals？Please try to read by yourselves.
根据字母发音自然拼读;组织全班展示、正音。
【本环节学生快速自主阅读，找出自己认为的与主题相关的信息，并加以分析与判断。通过全班核对、追问，确定节日主题，把握文本梗概，提升学生信息分析处理的能力。月份单词的学习过程也摒弃了以往单词学习“教师读，学生模仿”的单调模式，而是引导学生通过自然拼读掌握发音规则和拼读技巧。学生通过自主阅读、自主分析而获取的信息角度更广，思维更宽，能更加快速、直观、全面、高效地掌握语篇中的节日主题及内涵。】
三、提供解读模式，小组合作，探究文本内涵
1.教师提供语篇解读模式。
在确定文中的四个节日名称：The Spring Festival，The Dragon Boat Festival，The Mid-Autumn Festival，The Double Ninth Festival 以及节日时间之后，教师带领学生一起在文中寻找其余主旨性问题。语篇分为四个场景，均有相应的情景插图，描述节日的语言形式也基本类似，因而教师带领学生学习第一幅图The Spring Festival，以此为示范讲解。
T：What do people do at the Spring Festival？
S1：They get together with their families.
T：What do you do at the Spring Festival？
S1：I watch TV with my family.
S2：I get red packets.
T：What do people eat at the Spring Festival？
S：They eat dumplings.
T：What do you eat at the Spring Festival？ S1：I also eat Tangyuan.
S2：I eat meat and fish.
T：How do you feel at the Spring Festival？
S：I feel happy and warm.
风俗贴士：In north China，people usually eat dumplings，that means wealth and treasure.In south China，people eat Tangyuan，that means reunion.
教师提供朗读指导，学生跟读。
2.学生模仿语篇解读方式。
以第一幅图为范例，学生小组合作讨论第二、三幅图。教师给出小组合作的要求：（1）Read and underline：What do people do/eat at the Dragon Boat Festival/Mid-Autumn Festival？（2）Ask and answer in pairs.同时教师给出支架：遇到不懂的单词可根据上下文或图片猜测词义，也可请教组内其他同学等。通过小组合作，学生汇报如下：
The Dragon Boat Festival
S1：What do people do at the Dragon Boat Festival？
S2：They take part in the Dragon Boat Races.
S1：What do people eat at the Dragon Boat Festival？
S2：They eat rice dumplings.
风俗贴士：In some places，People will carry out dragon boat races.And in some places，people also make spice bags and drink realgar wine to ward off evil and disease.
根据标记朗读并正音。
The Mid-Autumn Festival
S1：What do people do at the Mid-Autumn Festival？
S2：They look at the moon.
S1：What do people eat at the Mid-Autumn Festival？
S2：They eat moon cakes.
T：What do you do at Mid-Autumn Festival？
S3：We drink tea after dinner.
S4：I read the stories about the moon.
T：The students in my school always read poems about the moon.Let’s enjoy and share.
师生齐诵英文版《静夜思》。
3.自主习得学习方法。
T：I would like to introduce another warm festival to you. It is a festival for old people.What is it？
S：The Double Ninth Festival.
出示重阳节的四幅图片：拜访老人、登山、赏花、吃重阳糕，让学生用已学会的句型尝试说一说。
S1：At this Festival，we visit the old people.
S2：I climb mountains with my grandparents.
S3：Sometimes we enjoy flowers.
S4：We also eat rice cakes at this festival.
给出文本内容进行对比，尝试朗读。
风俗贴士：Climb mountains，eat rice cakes，enjoy chrysanthemums，people wish the old people have a long life.
T：What do you want to do for the old people in your family？
S1：I want to take a walk with my grandpa.
S2：I want to cook dinner for my grandparents.
S3：I can draw a nice picture for them.
【四个不同的节日场景，教师安排了层层递进，逐渐放手的文本解读方式，从教师问学生答，到小组问个人答，再到一人解析，其他人补充追问，学生的学习从模仿走向了合作探究，同时在不断的补充追问中，学生捕捉细节信息的能力增强了。从课堂中学生的语言表达来看，虽然在语法的严谨性以及语言的准确性上还有所欠缺，但是由于给足了他们模仿和思考的时间，在教师的充分信任和所给支架的帮助下，学生们得以更加有效地参与思考、合作、探究，课堂氛围更热烈，学生的语言输出更丰富。】
四、设计分层活动，自主选择，延伸语篇价值
在本课的读后输出环节，教师针对不同层次的学生提出了以下三个不同层次的要求，供学生自主选择，并借助板书进行文本复述。 表1 学生复述内容及评价标准
图1 Chinese festivals一课板书
通过小组合作，学生复述如下：
The Spring Festival
The Spring Festival is in January or February.People always get together with their families and have a big dinner.They eat dumplings and watch Spring Festival Gala together.I put on new clothes and get red packets.We’re very happy.
The Mid-Autumn Festival
The Mid-Autumn Festival is in September or October.People always get together and look at the moon at night.They eat moon cakes and fruits together.They also drink tea and watch Mid-Autumn Festival Gala after dinner.They feel sweet.
【不同学生的认知水平和学习能力存在一定的差异性，对于文本知识的掌握程度也不尽相同。但是这并不妨碍他们理解能力、知识水平的提升，更不会成为他们英语学习、语言表达的阻碍。对于读后活动，分层要求也是一种教学策略。】
结语：No matter what festival it is，the most important thing is to get together with our families，and I think it is the meaning of Chinese festivals.
（PPT呈现学生作品）The students in my school try to introduce our Chinese festivals to more people. They write something on the blog，on the QQ zone，make the posters，and also use“We chat”.Would you like to do something like this？This is your homework：use different ways to let more people know our Chinese festivals.
【运用多种方式让外国人了解中国的节日和文化，如海报、手抄报、博客、微信、QQ、E-mail等，下节课与大家分享。完成该项作业必须逐步完成以下三项任务：1.熟读课文;2.完成故事书中的开放性问题：I also ... at ... Festival. I feel ... at ... Festival;3.上网了解更多关于中国传统节日的知识。
新课标倡导学生“主动参与，乐于探究，勤于动手”，从而“培养学生搜集和处理信息的能力，获取新知识的能力，分析和解决问题的能力以及交流与合作的能力”。如上的作业设计具有思考性和延展性，将文本的解读从课内延伸到课外，从而有效提高了学生综合运用英语的能力。】
（作者单位：江苏省如皋师范学校附属小学）