5月13日上午，五年级英语备课组房鑫老师在五（1）班执教教改课《Unit7 Chinese festivals》。课后，备课组对房鑫老师的这节课进行了研讨。

房老师在课堂上体现了以下教改研讨的要求：1、有明确的策略传授。结合本课教学内容给予学生学习策略：不看课文，让学生针对课题自主提问来培养学生的思维能力。 2.有固定的语言模式，引发学生深度思考。房老师不断追问学生Why？3、有高级思维的有效训练:提问围绕书本却又高于书本，如What can we do for old people？，书本没有直接给答案，需要学生自己思考获得。有效训练了学生的高阶思维。4.主题意义下的资源收集与补充:房老师给学生展示了中国传统节日的相关视频和图片，丰富文本，拓宽学生的眼界。

以下是房鑫老师的教案和教学反思：

Unit7 Chinese festivals

Teaching aims:

Knowledge aim:Students can read and understand the text independently and fluently. And students know the traditional customs of Chinese festivals.

Ability aim:Students grasp reading skills like:skimming and scanning to improve their reading ability.

Emotion aim:Cultivate students’ good habit in English reading. Inspire students to love our traditional culture.Arouse students’ interest in learning English. Develop students’ team spirit.

Teaching Process:

Step1:Warm up

T: Hello,everyone.Today, I want to share a song with you.Let’ sing together!

1.Let’ sing(播放歌曲twelve months of a year)

T:What is the song about?I

T: It’s about months. They’re···(带着学生将月份的单词读一遍)

2.    Let’s talk

T:So which month do you like best? Why?

S:···

T：And what about our friend? Which month does Mike like best? Can you guess? There are some tips for you:···

S:It’s December.

T:Why does Mike like this month?(学生猜一猜)

T:Because his favourite festival is in December. What is it?

S：Christmas.

T: It’s a western festival. And Mike wants you to share Chinese festivals with him. Can you?

3.    引课题：

T: So today, we’ll learn Unit7 Chinese festivals.(带读festival) What Chinese festivals do you know?

S:···

Step2: Story time

T:There are also some Chinese festivals in the story. Please listen carefully and tick them out.

1.    Listen and tick

T: What festivals are in the story?

T: So,what aspects do you want to know about them? Can you ask some questions?

2.    Read and find

T： Let’s know the details of festivals. Listen! (鞭炮声)What festival is it?

S：Spring Festival.

T：Please read Para1,underline the key words about festivals.

划完后check:

T：When is the Spring Festival?

S: It’s in January or February.

T: So this is about time.

T:What do people eat at the Spring festival?

S:···

T：This is about food.

T：And what else do you eat at the Spring Festival?

S:···

T:I will show some dishes.Just like···

T: What do people do ?

S:···

T:This is about activities.

T: What else do you do at the Spring Festival?

S: ···

T:Why?

S: Nian.

T: 展示年的视频

3.    Read and write

T: Read the Para2,3,4. Underline the key words about another festivals. Four in a group,complete the form with key words.

4.    Report and check

Dragon Boat Festival:

T: Why do people eat rice dumplings?(Qu Yuan)

T:Did you see a dragon boat race?(展示赛龙舟视频)

Mid-Autumn Festival:

T: Why do they eat moon cakes?(Chang’e)

T:Why do they eat fruit?(Harvest)

T: Now, why do people look at the moon and eat moon cakes?

T: They mean reunion, to express a feeling of missing. There are many poems about this festival in the history, I will show you some.(视频)

Double Ninth Festival:

T:Rice cakes means 重阳糕，so we can also call Double Ninth Festival “Chong Yang Festival”.

T: The festival is for old people, what can we do for the old people?

S: We can ···

T: (播放视频)We should respect, accompany and love them.

5.    Let’s read

(让学生跟着录音同步读)

6.    Happy reading(选择一个最喜欢的节日，读一读)

7.    Let’s share

T: Can you make a video to share Chinese festivals with Mike?

Four in a group, choose one you like.

Each one introduces the festivals with 1 or 2 sentences.

You can add more information.

T: Look, there are some sentences for you .

Unit7 Chinese festivals 教学反思

本单元的话题是中国的传统节日。第一课时Story time较难，内容较多，教师在教学设计上应充分尊重学生的主体性，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，在教学过程中通过一些设计将课堂与生活相互结合。

本节课我将学生分成了若干小组，充分发挥了小组合作自主学习的实效性。在教学过程中，我也得到了一些教学启示：教师在教学中，可以根据教材，将课本的知识给予灵活的设计，教师应具备这种能力，努力让更多学生主动参与、主动探索、主动思考和主动实践。

在整个教学实践过程中，我也发现了一些不足之处：

1.      基于主题意义下所补充的材料虽然多，但是没有及时让学生就补充资源进行评价或反馈。

2.      在最后的分享环节，没有能够让学生联系更多的主题意义下的补充资源，进行语言输出。

因此，在之后的教学中，我应该从以下方面进行改进：

1.      在阅读教学中，补充适当的基于主题意义下的资源，并引导学生进行评价与反馈，将教材内容与补充资源相结合。

在教学过程中，教师应设计合理的问题链，环环相扣，衍生学生的思维生长点，激发学生的高阶思维。