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Unit5Lesson2ChineseFestivalsVS.CanadianFestivals一、教学目标1.能够在情境中理解并运用与节日相关的词汇和句型。2.能够借助韦恩图对比中国节日与加拿大节日的相同点和不同点。3.能够读懂相关的中国节日与加拿大节

日的语篇，同伴之间创编对话。4.能够在小组活动及与人合作的过程中体验合作学习的乐趣。二、教学重难点：重点：能够借助韦恩图对比中国节日与加拿大节日的相同点和不同点。难点：能够读懂相关的中国节日与加拿大节日的语篇，同伴之间创编对话。三、教学过程(一)Warmingup1.Listento

thesongsT:Boysandgirls,whatarewegoingtotalkabouttoday?Let’splayagamefirst.Thenyouwillfindout.Therearesomesongs,let’slistenandguess

,whatfestivalsarethey?(课件播放节日歌曲，学生音乐猜出对应的节日)S:Listenandguess.T:Whatarethese?Theyarefestivals.Todaywearegoingtotalkabout“Chinese

FestivalsVS.CanadianFestivals”.（板书贴标题）2.TalkaboutthefestivalsT:Iletyouprepareonethingaboutafestival,it’stimetoshare.Pleaseintroducethe

festivalwithyourpartner?S:Sharethefestivalsinpairs.T:Whowantstoshareitwithus?S:Sharethefestivalsinclass.

3.GroupthefestivalswithVennDiagramT:You’vetalkedmanyfestivals.Herearesomefestivalstoo.WhichfestivalisaChinesefestival?

WhichfestivalisaCanadianfestival?WhichfestivalisbothaChinesefestivalandaCanadianfestival?Let’stalkaboutinpairs.S:Disc

ussinpairs.T:Lookattheblackboard.TodayIwilltellyouagoodwaytocompareChineseFestivalswithCanadianfestivals.Wecallit“VennDiagram”.Look,thisred

circlemeansChinesefestivals,westickChinesefestivalshere.ThisbluecirclemeansCanadianfestivals.WestickCanadianfestivalshere.How

aboutthemiddle?Itmeansboth…and…NationalDay?IsitChineseFestivals?S:Yes.T:AnditisalsoCanadianfestivals,soweputitinthemiddle.Whocanhelpmewitho

therfestivals?S:Stickthecardsontherightplaces.[设计意图]：课的开始，课件播放节日歌曲，学生音乐猜出对应的节日。之后学生拿自己带的东西／图片等)谈论相关的节日，复习学生所学过有关节日的相关内容。随后教师为学生介绍韦恩图，引导学生将节日卡

片按照中国节日和加拿大节日进行分类，培养学生分类思维的能力。（二）Listenandnumber.1.ListenandnumberthepicturesT:We’vecomparedChinesefestivalswithCanadianfesti

vals.OurfriendsBill,TedandTina,theyaretalkingaboutChineseandCanadianfestivalstoo.（课件出示情景图）Whataretheytalkingabout?S:TheyaretalkingaboutHalloween,S

pringFestival,ChristmasandChildren’sDay.T:Openyourbooksandturntopage44.Let’slistenandnumberthepictures.S:Listenandnumber.T:Checktheanswer.

2.Talkaboutthelisteningmanuscript.(1)ReadandfindtheanswerT:TedandTina,theyarefromCanada.SotheyknowalotaboutCanadianfestivals.BillisfromChina.Sohe

knowsalotofChinesefestivals.Whataretheytalkingabout?Let’sreadandfindmorethingsaboutthesefourfestivals.Ihavesomequestionshere.Question1:D

otheyhaveChildren’sDayinCanada?Why?Howdoyouknowit?Question2:WhichfestivalinCanadasoundslikeChildren’sDayinChina?

Question3:What’sTed’sfavouritefestival?WhatdoCanadianpeopledoonthatfestival?Question4:WhatfestivalsdoChinesepeoplelikebest?Whatdopeopledoo

nthisfestival?S:Readthequestions.T:Takeoutyourlisteningmanuscript.Readandtrytofindtheanswers.Youcantalkinpairsortalkingroups.S:Readand

answer.(Underlinetheanswers.)(2)UseVennDiagramtocomparethefestivals学生回答第1，2个问题，教师课件呈现韦恩图对比中国儿童节和加拿大万圣节。Question1:DotheyhaveC

hildren’sDayinCanada?Why?Howdoyouknowit?（No,theydon’t.BecauseTedsays,Children’sDay,whatisthat?）Question2:WhichfestivalinCa

nadasoundslikeChildren’sDayinChina?(Halloween)T:WhyitsoundslikeChineseChildren’sDay?Let’scomparethesetwofestivals.WhenisChineseChil

dren’sDay?Whatdopeopledo?HowaboutCanadianHalloween?Whenisit?Whatdopeopledo?What’sthesamething?（老师可以启发一下）HowdoChildrenfeel?/Whoha

vefunonthisfestival?S:Childrenhavefun…学生回答第3，4个问题，教师课件呈现韦恩图对比中国春节和加拿大圣诞节。Question3:What’sTed’sfavouritefestival?(Christmas)WhatdoCanadianpeopledoont

hatfestival?(ChildrengetpresentsfromFatherChristmas.Peopleeatroastturkeyandpumpkinpie)Question4:WhatfestivalsdoChinesepeoplelikebest?(ChineseNewYe

ar)Whatdopeopledoonthisfestival?(Peopleeatdumplingsandotherdeliciousfood)T:Whatarethesamethingsaboutthetwofestivals?S:Theyarethemostimpo

rtantfestivals.Peoplehaveabigdinner.T:Whatarethedifferentthingsbetweenthem?S:OnChineseNewYear,peopleeatdumplingsandotherdeliciousfood.

OnChristmas,peopleeatroastturkeyandpumpkinpie.[设计意图]：听音给图片排序后，教师借助听力原稿和课件上呈现的几个问题，引领学生细读。之后再次利用韦恩图，让学生对比说中国的儿童节和加拿大的万圣节；对比说中国的春节和加拿大的圣诞节，不断地告诉

学生韦恩图可以用来对比。听力原稿和韦恩图为学生提供语言支持，同时韦恩图帮助学生清晰地梳理中国和加拿大节日的信息，帮助学生在听的基础上有更多的语言输出。（三）Reading1.Underlinethekeyphrasesorwordsandfillin

thechart.T:Now，doyouknowhowtocomparetwofestivals.Canyoudoitbyyourselves?Openyourbooksandturntopage45.Lookat

partC.Hereisanarticle.Whatisthearticleabout?S:It’saboutThanksgivingandChinesemid-autumnfestival.T:CanyoufinishtheVennDiagramonth

ebookbyyourselves?Youcanreadandunderlinethekeyphrasesorwordsfirst.Thenyoucancopythewordsintherightplace.（教师标出一个示范）Forexample,youcanunderline“havea

bigdinner”.PeoplehaveabigdinneronbothThanksgivingandmid-autumnfestival.Wecanwriteitinthemiddle.Nowyoucankeeponreadingan

ddoitbyyourselves.S:Underlinethekeyphrasesorwordsandfillinthechart.(教师开始让学生略读，了解这篇文章讲的是感恩节和中秋节。之后教师示范如何画关键词

和填写韦恩图。学生按照教师明确的指示完成表格。)2.Checktheanswer.(1)Shareingroupsfirst,(2)Checkinclass.(教师与学生边聊，边生成板书)3.RetellThanksgivingandMid

-AutumnFestival.T:We’vecomparedThanksgivingwithMid-AutumnFestival.It’stimetotalk.Let’sretellthem.S:Watchtheblackboardandretell.[设计意图]：教师开始让学生略读，了解这

篇文章讲的是感恩节和中秋节。之后教师示范如何画关键词和填写韦恩图。学生按照教师明确的指示完成表格。本活动再次借助韦恩图帮助学生梳理有关感恩节和中秋节的相同点和不同点。韦恩图在整节课贯穿始终，与本课的标题“ChineseFestivalsVS.CanadianFestiv

als”前后呼应。最后全班看图复述感恩节和中秋节。培养学生的比较能力和有序思维能力。（四）Makingdialogues1.ReadthefestivalcardsT:We’vetalkedaboutmanyfestivals.Doyourememberalltheinformationab

outthem?Wehavesomecardshere,whichcanhelpustorememberallthethings.Youcanchooseonetoread,andthenputitback.Then,choosean

otheronetoread.S:Readthefestivalcards.[设计意图]：教师询问学生，前面谈论的节日的相关信息你们都记住了吗？每个小组内有3张中国节日卡片和三张加拿大节日卡片。教师让学生每人选一张读，读完放回去组内

交换读，帮助学生了解更多有关这些节日的信息。2.Makeupdialogues(1)GiveanexampleT:IfyoumeetCanadianchildren,howdoyouintroduceChinesefestivalstothem?Let’shaveatry.Whowants

tobemypartner?（选一位学生，师生示范对话）(2)MakeupthedialogueinpairsT:Canyoudothis?Look!WehavesomeCanadianfriendshereinourclass

today.Pleasefindthecardinyourgroupandstickhere,youarefromCanada.Now,let’stalkaboutthefestivals.First,youcanchooseonecardyoulike.IfyouareaChinesechil

d,youneedtochooseaChinesefestival.IfyouareaCanadianfriend,youchooseaCanadianfestival.Second,Youcanreadthecardandtrytorememberthethingsoni

t.Third,makeadialoguewithyourpartner.Doyouunderstand?Let’sgo!S:Makeupdialoguesandroleplayinpairs.T:Whichgroupwantstoshowusyourdialogue?S:Gro

upshow.[设计意图]：延续A项听力材料对话内容，2人一组创编对话。一人扮演中国孩子，另一位扮演加拿大孩子，相互聊各自国家的节日。培养学生创编能力和语用能力，拓展学生的学用空间。（五）Summaryandhomework1.Ifyoumeetaforeigner,doyo

uthinkyoucantalkaboutourfestivalstothem?2.Today’shomework:Chooseanothercountry,drawVennDiagramandcompareaChinesefestivalandoneofthiscountry’

sfestivals.We’llsharenextclass.[设计意图]：作业为任意选择一个国家，例如选择美国／澳大利亚等国家的节日等。这个国家节日与中国节日再来比较，画韦恩图，下节课大家一起分享。本课教学设计特色说明：本节课借助韦恩图，用“compare”

这个概念一直在比较。这是本节课的一条主线贯穿始终。韦恩图的用法有层次有梯度。从开始教师辅助学生用（简单信息运用—中国节日与加拿大节日的分组），到给出一半让学生完成另一半信息（借助听力原稿，对比讨论中国节日与加拿大节日），到书上阅

读学生完全自己填（C项阅读感恩节与中秋节的对比）。最后回家学生需要再选择一个国家，这个国家节日与中国节日再来比较，画韦恩图。教师从教学生怎么用它，到扶着学生用，到学生自己用。最后完全给学生自主权利，让学生回家后选择去用。