梁贤书老师主题班会

学科

课题

教学目标

知识目标:

1.  学生能听懂,会说并会读以下单词:year, Chinese, Chinese New Year,present, dumpling, firecrackes。

2.     学生能听懂,会读并灵活运用以下句子:What do you do at Chinese New Year ?We ... at Chinese New Year.

能力目标:

1.  练习多音节单词的发音及长句子的听、读、说。

2.  能理解故事。

3.  能听懂,会说并运用所学句型谈论中国传统新年Chinese New Year

情感目标:

通过本课的学习,唤醒学生们对春节的愉快感受,对节日美食、家人相聚的向往之情。激发学生热爱中国传统文化节日的情怀,弘扬中国优秀传统文化。

教学重难点

1.多音节单词dumpling,firecracker的发音及长句子如We eat dumplings at Chinese New Year.We have firecrackers at Chinese New Year.等的听,读和运用。

2. 通过小组探究合作运用句型: We eat...和We do...自主描述春节活动。

3. 单词的准确发音以及对句型的完整运用。

健全人格学科要素

1.意识倾向---情感---友爱感、审美感：小组探究（尊重）、中国红

2.心理特征---兴趣---倾向：评价机制激发兴趣、持久作用

3.心理特征---性格---自信：跨文化交流、对中国传统文化的自信

4.心理特征---气质---胆汁质：教师评语促进发言积极性、增强自信心

5.行为风格---文明素养---促进人际交往：礼貌相待

教学时间

2022年11月30日

教学地点

双中实验校附小 二年级（2）班

教学过程

教学流程

健全人格要素渗透

Step 1 Warm up

1.     Greeting

2.     Introduce evaluation mechanism.

Step 2 Lead in

1. Listen and guess

A.   What’s that sound?

B.   What festival is it?

2. Sing a song & find : What’s the song about?

3.     Introduce the title.

4.     Introduce the background:

T: Chinese New Year is coming. Happy New Year! B&G

Ss:Happy New Year!

(Teach “ Happy New Year!”;

Practice in groups & in roles.)

Step 3 New lesson learning

1.     Listen and watch :Who is coming?

2.     Introduce the background.

T: Sam and his family are coming.Today is Chinese New Year. Sam and his family go to China. They go to Daming’s home.They will have Chinese New Year together.Let’s join them,ok?

3.     Look and guess,then listen and check & repeat.

T:Today is Chinese New Year,guess what do they say at Chinese New Year?

Ss:Happy New Year!

T:Daming is so happy and hospitable.Listen what does he say?

S1:Happy New Year!Come in please.(read together)

T:Look at Sam,what’s in his hand? (show mine at the same time)

S2:It’s a box/gift/present box. (Listen what does he say?)

Ss:A present for you. (read together & teach present)

T:Today is Chinese New Year,I have some presents for you.

(Give 2 Ss a present,let them say Than you,give them evaluation You’re so polite!;Invite some ss to give presents to their best friends or run a train and practise A present for you.)

T:Daming is also a polite boy.So he says...

Ss: Thank you.

T:Now let’s see what happened then.

4.     Look and say,listen and check

T:Sam points to something on the table.He’s so confused.Guess or listen what does he say?

S1:What are these?

T:What are these? (show real dumplings to them)

S2: These are dumplings. (Listen & check)

T: I s he right? Good boy! Big hands for him.

(Teach dumpling --- dumplings, 1-2 little teachers )

T:So do you eat dumplings at Chinese New Year?

Ss:Yes,we do.

T:Listen what does Daming say?

S2:We eat dumplings at Chinese New Year.(check & give him a real dumpling) (Teach eat dumplings,we eat ...at CNY)

T: So what do we eat at Chinese New Year? (Give 3-4 ss real dumplings and let them say we eat...at CNY.)

T:I like dumplings.(Ask those who ate dumplings)Do you like dumplings?

Ss:Yes,I do. I like dumplings.

T:So does Sam like dumplings?

Ss:Yes,he does.

T:What does Sam say?

Ss:I like dumplings.

T:Do they like dumplings?

Ss:Yes,they do.

T:So we can say dumplings are very delicious and yummy!Right?

5.     Think and say

T:I have a question,what else do you eat at Chinese New Year?

Ss:Fish.Chicken.Hot pot.Sweet dumplings...(6 ss)

T:We eat so many yummy food at Chinese New Year.We have a big family dinner.

6.     Watch and say

T：After dinner,what happened? Let’s go on.Look,why is Daming laughing/so happy?Let’s watch the video and find the answers.

T:What’s that on the ground?I don’t know.Look,are these for my hand? Are these for my clothes?Are these for my shoes?

Ss:No. (Guide them to answer No,they’re not.)

T:Amy is not a Chinese.She doesn’t know this red one,either.What does she think?Let’s listen.

Ss:Are these for my hair? (read hair twice)

T:Are these for her hair?

Ss:No./No,they’re not.

T:But do you know what they are?(listen to the sound)

S1:They’re firecrackers. Let’s check.Good girl!Big hands!

(Teach fire--cracker--firecrackers,run a train)

T:They’re firecrackers.

7.     Look and say.

T:Look,why are they so happy?What do they do at Chinese New Year?

S2:Firecrackers. (Good try!)

T:Daming’s father may give us the answer.Let’s listen.

S2:They/we have firecrackers at Chinese New Year!

T:You have a smart ear!Two presents for your team.

(Teach have-firecrackers,so what do we do at Chinese New Year?)Do you want to play with them?Now let’s join them and say Happy New Year!

Step 4 Point and read.(P56-57)

Step 5 Knowledge expansion.

T:You know we have firecrackers at Chinese New Year. What else do you do at Chinese New Year?  (3ss)If you don’t know ,now here is a video for you.

T:So what do we do at Chinese New Year? (3ss)

T:Although there are so many activities we can do at Chinese New Year.But the most thing is to go home and accompany our family to get a family reunion.That’s the meaning of Chinese New Year.

Step 6 Group work.

Make your own poster about your Chinese New Year.

1.     Watch the video from their foreign teacher Yui.Listen toYui’s New Year’s day in China.

2.     Make a poster and give a reply to Yui.

Step 7 Homework.

意识倾向--情感--审美感：

营造一个色彩鲜艳的教室环境，营造一个红红火火的过年氛围，打造一个轻松、快乐的学习氛围。

心理特征--兴趣--倾向：

红红火火、轻松快乐的学习氛围中激发孩子对本堂课的英语学习兴趣;评价机制竞争得到真的实物调动整堂课孩子英语学习兴趣，并激发学习积极性和主动性。

行为风格---文明素养---促进人际交往：

学生通过本课学习能在新年主动向别人送上祝福，礼貌相待，互赠小礼物表达祝福，收到礼物、收到祝福应主动说谢谢，做一个有礼貌的小学生。

心理特征---性格---自信：整篇课文的学习让学生了解传统春节的美食及活动，让学生充分了解中国这些传统从而对中国传统文化充满自信；在给外教回信的时候，实现跨文化交流，进一步增强学生对中国传统文化的自信。

心理特征---气质---胆汁质：

学生回答完问题后，教师给予鼓励性语言及时进行点评，让教师评语进一步促进学生发言积极性，增强孩子自信心。

意识倾向---情感---友爱感：

在小组探究中与小组成员互帮互助，共同完成学习任务，在合作学习中主动关心帮助他人，态度友好，与他人沟通有亲和力，互帮互助共同进步，在倾听中学会互相尊重。

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教学反思