1.教学设计思路

本节阅读课的教学内容是New Magic 5B牛津英语五年级下册第六单元Unit 6 Festivals in Hong Kong，本节课依托Chinese festivals—Dragon Boat Festival为载体，包含了深厚的中国传统节日文化和历史，给学生更多的文化输入，帮助学生拓展视野，培养跨文化交际意识，传承对中华民族传统节日文化的认识和热爱，通过人物背景知识学习，陶冶爱国情操，激发学生学习的兴趣，并通过图片、视频或图片绘本，贯彻阅读学习策略的指导，适当进行巩固和拓展，在教学过程中设置不同的阅读任务，帮助学生加深对屈原人物的深层理解，并通过小组讨论等贴近学生生活的教学活动和任务，培养他们合作分享的精神，促进学生综合语言运用能力的发展。

2.教学过程

StepⅠ: Pre-reading

1. Greeting

2. Free talk

(1) What day is it today?

(2) What’s the date today?

(3) Tell the students Chinese traditional festivals are usually in lunar month and let them say more Chinese festivals.

【设计意图】通过师生间亲切的问候，拉近彼此间的距离，增进师生情感。接着通过free talk用日历引出lunar month，及传统节日——端午节，初步激活了学生的思维，不但活跃了课堂气氛，也将同学们的注意力集中到本节课的学习中来。

3. Lead in

Watch a video to lead out the Dragon Boat Festival. Then show some pictures of dragon boat races in Nanhai. At last, let boys and girls have a competition about dragon boat races.

【设计意图】教师通过端午节日习俗视频及龙舟赛的图片赏析，让学生感悟浓浓的节日氛围，进一步激发学生了解端午节日习俗的欲望，从而引出与本课主题相关的评价方式。既激活了学生对阅读文本的知识储备，又达到了运用知识的目的。

StepⅡ: While-reading

1. Read and think

Let the students read the whole passage quickly. And then think about the main idea of the text. At last, lead out the title of passage.

【设计意图】教师通过引导学生快速浏览全文，让学生在整体上感知阅读材料的大意，获取关键信息，明确语篇涉及的Qu Yuan and the Dragon Boat Festival两方面的主旨内容，从而引出文章的标题，帮助学生理清文本的主干，为接下来的阅读活动开展做好铺垫。

2. Read and choose

(1) Let the students read Paragraph1 and choose “What was Qu Yuan?”

(2) Check the answers, and then let the students say something about Qu Yuan.

(3) Learn the words “poet” ,“poem” and “emperor”.

【设计意图】在初步了解文章的大意后，教师让学生细读第一段，找到屈原的职业，再激活学生对于历史人物屈原的相关知识储备，最后借用图片，达到让学生在具体语境下对本段新词“poet” ,“poem” and “emperor” 理解运用的目的。

3.Read and put the phrases in order

(1) Let the students read Paragraph 2 and 3,talk in groups and put the seven phrases in order.

(2) Check the answers, and then learn the newwords and phrases.

(3) Use these words and phrases to let thestudents learn the story of Qu Yuan.

【设计意图】教师根据文章的脉络，逐步激发学生谈论历史人物屈原的求知欲，再通过小组活动，细读文本第二、三段，圈出与屈原生平叙事相关的动词短语，完成相关的排序练习，提高学生对the story of Qu Yuan的理解和辨析能力。教师再通过图片、动画对文本重点信息进行解读，促进学生对文本核心句型的理解和运用，为屈原生平叙事的复述做铺垫。

4. Read and discuss

(1) Let the students read Paragraph4, and answer the questions.

Q1: When is the Dragon Boat Festival?

Q2: Why did people make this day the Dragon Boat Festival?

Q3: What do people do at the Dragon Boat Festival?

(2) Let the students discuss the three questions in groups, and then check the answers.

【设计意图】教师通过让学生细读第四段，引导学生回答关于端午节的相关问题，然后对学生提出的问题给予积极评价，激发学生自主参与问题的意识，加深对传统节日习俗文化的深层理解。

5. Listen and repeat

Listen and read the whole text.

【设计意图】教师通过播放语篇的录音，让学生听读模仿，注重语音和语调的训练，培养学生良好的语音素养和朗读习惯。在此过程中，学生能对文本有更深层次的理解。

6.Read for further

Show the whole passage, and then let the students know “what is the writing purpose about Qu Yuan in each paragraph?”

【设计意图】教师通过对阅读文本的再次呈现，让学生更深层次理解每个文段的写作目的，从屈原的人物身份，生平叙事，影响力等方面感悟历史人物传记，从而对其进行全方位客观的评价。

StepⅢ: Post-reading

1. Show some other pictures about the story of Qu Yuan. And then let the students imagine “what happened to him in each picture?”

2.Talk about “what do you think of Qu Yuan?” Let the students say something they know about him.

3.Sum up what we have learnt about Qu Yuan’s character in our eyes.

4. Sum up how to write a biography with the mind map.

5. Retell the story of Qu Yuan.

【设计意图】教师结合学生对本课历史屈原故事的学习成果，帮助学生拓展阅读视野，让学生加深对本节课屈原故事的认知，并灵活运学所学知识，达到读写结合的目的。对the story of Qu Yuan进行整体复述，达到对语言综合运用能力培养的目的。

4. Moral Education

Chinahas a long history. Know more about the culture and the Chinese historical people.

【设计意图】教师引导学生感悟文化之旅，传承对中华民族传统节日渊源及相关历史人物的认识和热爱，陶冶爱国情操。

StepⅣ: Homework

Read and share the story to your parents.

【设计意图】课后作业是学生对所学的内容进行及时巩固的重要手段，教师通过布置与文本主题相关的课后作业，帮助学生在语言输出的过程中巩固所学知识，实现自我反馈阅读文本所提供的知识内容，从而达到学以致用的目的。