The Spring Festival is coming!教学设计
一、教材分析：
本课是一节对话教学课，主要是运用本课学习的短语和句型来描述春节期间我们通常做的事情。以教师与学生一起过春节为主线，使学生了解春节习俗，并能用英语表达出来为最终学习目标。
二、学生分析：
1．学生经过了两年的英语学习，有了一定的基础。学生能听懂，会说，完成相关情感的目标并能在实际情景中运用。根据学生已学知识来看，学生有能力接受本课教学内容。
2.五年级学生生性活泼好动，思维活跃，喜欢直观形象思维，对动画表演特别感兴趣，乐于表达自己，渴望得到老师和同学的赞许。
3.春节是中国盛大的节日，所以学生对贴春联、发红包、穿新衣、打扫房子都非常熟悉和喜欢，极大地提高了学生的积极性。
教学目标：
1.学生能听懂、会说、认读并书写下列词汇：room,door,window,make,kid
学生能认读、理解并运用下列句子：What do you do for the Spring Festival?
2.能根据上下文语境，猜测新词汇的意思。
3.思考春节习俗，热爱祖国传统文化。
教学重难点
重点：
1.掌握课文对话的事实信息，学习核心单词和短语。
2.学会表达春节期间的活动。
难点：
运用本课所学的词汇来表达春节活动。
教学准备：课件、春联、窗花、灯笼、衣服、红包、礼盒、单词卡、录音机、磁带
教学过程：
Step1: Preparation :
T: Hi,class!Are you happy?
S: Yes.
T:Are you ready for a new lesson?
S:Yes!
(设计意图：简短的问候，营造出快乐而有准备的学习气氛。)
T:They’re Spring Festival couplets.(教师手拿春联)
  Where can we put them?
S:We put them beside the door.
T:OK,can you put it beside the door ?(教师手拿一只春联，找一名学生贴上)
S：Yes,I can.(将春联贴在门口)
T：We also put this couplet beside the door.(教师将另一只春联贴在门口，重复强调also)
板书：also,door
T: （教师手拿窗花）They are window grilles.Where can we put them?
S:We put them on the window.
T:Can you help us put it on the window?（教师找挨着窗户的同学帮忙贴上窗花）
S：Yes!
T:Thanks!
S:You are welcome!
T:We also put it on the window.Can you help us?
(教师拿剩下的窗花，逐个让挨着窗户的同学将窗花贴上)
板书：window
T:What’s this?
S:It’s a 灯笼！
T:Yes,it’s a Chinese lantern.Who has a lantern?A man,a woman or a kid?(出示幻灯片)
S：A kid.
T:Yes,a kid has a lantern.
T:Let’s put the lantern on the floor.
板书：kid，floor
(设计意图：在一系列的活动中，复习了本课单词window,door,floor,并巧妙地将本课新单词also,kid置于语境中；同时将教室布置出过年的气氛，从而引出本课课题。)
Step2: Presentation:
T:Ok,so much we did This time,can you guess?What will we learn this class?
S:春节/过年
（教师可找多名同学猜测）
T：Yes,this class,we will learn Lesson20：The Spring Festival is Coming!(板书标题)
（朗读课题）
（设计意图：通过贴春联、窗花，放灯笼这一系列活动，给学生提供了许多浓厚的过年气息，让学生猜测本课课题，学生会很容易的猜出来）
T:Do you like the Spring Festival?
S:Yes!
T:Ok,Let’s feel it together.
（设计意图：出示关于春节的幻灯片，让学生感受到更多浓厚的过年气氛，增添了学生的学习兴趣）
T:In the Spring Festival,we have many things to do.So we also say the Spring Festival is the Chinese New Year.
板书：the Spring Festival
      the Chinese New Year
教师带领学生读The Spring Festival is the Chinese New Year.
T:In the Spring Festival,we have many things to do.
(板书：What do you do for the Spring Festival?)(齐读)
T:Ok,you can find the answers in your books.
  Let’s read quietly,underline the answers on your books.Do you understand?
S:Yes.
T:Well,let’s begin!
(教师给学生一些默读时间，找出问题的答案)
T：Who wants to say the first thing?What do you do for the Spring Festival?
S:We buy new clothes.
T:Is she/he ringht?
S:Yes. Find this sentence?Point it to me.
T:Yes,you’re right.And who wants to act it?
T:Don’t worry.I can help you.(教师找一名同学合作，表演买衣服)
板书：buy.
T:Who wants to say the second thing?
S:We clean our rooms.we clean the doors,the windows and the floor.
T:Very good!Can you find them on the book.
S:Yes.
T:Well.Let’s read together.(学生齐读句子)
T:This is our classroom.We all like it .So we often clean it.We often clean the door.We also clean the window and the floor.
(又一次将also出现在具体的语境中)
T:What else do you do for the Spring Festival?
S:We also make dumplings?
T:Yes.Do you know the meaning of the also.
S:也.
T:Do you think so ?
S:Yes.
T:Yes,you’re clever!(教师竖起大拇指)
(板书：make)
T:Who want to make dumplings?(一些学生举起手)
T:I like to make dumplings is interesting!
(设计意图：用默读方式初读文本，教师将问题的答案留给学生自己去找，突出学生的主体地位，边说边表演，激发了学生的学习兴趣)
T:Ok,boys and girls.Look here.
(教师出示幻灯片，出现we visit our family and friends 的图片和句子)
T:Do you know"visit"in Chinese?
S:拜访、串门、串亲戚。
T:Yes!
(教师假装手拿礼盒去拜访班上的一名同学，然后解释：This is" visit ")
T:When we visit our family and friends.Kids will get lucky monkey.
(出示幻灯片，出现Kids get lucky monkey 的句子和图片)
T:This is a kid.(出示幻灯片，学习单词"kid")
T:These are kids.(出示幻灯片三个小孩，学习kids)
T:kids get lucky money.(出示幻灯片)
T:The lucky monkey.（出示幻灯片，学习lucky  monkey）
(设计意图：将visit,kids,lucky monkey这些单词放在具体的语境中，既形象直接又容易理解和掌握)
T：Ok,class!Do you like the lucky monkey!
S:Yes.
T:Do you want to get lucky monkey?
S:Yes.
T:But when will we get the luckey monkey?
S:春节.
T:But when is the Spring Festival?Do you know?
S:No.
T:No matter,let’s see.
(出示幻灯片，引导学生回答：It’s on February 19)
(出示幻灯片，用齐读、分读的方式读When is the Spring Festival?)
 T:Ok,class,this time,let’s follow the audiotape,read the passage,ok?
S:Ok.
（设计意图：教师通过图片和动作的方式呈现新知，有助于学生对其理解透彻和掌握牢固.在不同的语言情境中去进行口语交际，由旧知识引出新知识，然后新知识变成旧知识在引出新知识。这样层层铺垫，环环相扣，每个环节之间联系紧密。使整堂教学丰富顺畅，不生硬。很好地提高了小学高年级学生的英语口语实际运用能力，极大地提高了学生的积极性。