Unit 3 Festivals across cultures-A Festival foods (Viewing and listening)教学设计 2024-2025学年沪教版（五四学制）英语六年级下册

Unit 3 Festivals across cultures-A Festival foods (Viewing and listening) This lesson focuses on festival foods from different cultures. Students will be exposed to various traditional foods associated with festivals around the world. Through viewing and listening materials, they will learn about the characteristics, ingredients, and cultural significance of these festival foods. It aims to expand students' cultural awareness and vocabulary related to food and festivals. 教学目标 Students will be able to understand and pronounce new words and phrases related to festival foods, such as "Qingming Guo", "tang yuan", "Sanzi", "Zitui bun", "glutinous rice", "bean paste", "jujube", etc. They will learn to describe festival foods in terms of appearance, ingredients, and taste using simple sentences. For example, "Qingming Guo is made of glutinous rice and wormwood paste. It can be sweet or savory." Students will gain knowledge about the cultural background and significance of different festival foods. 教学重难点 A. Key Points Mastery of new vocabulary related to festival foods. Understanding the cultural connotations behind festival foods. Using correct English to describe festival foods. B. Difficult Points Differentiating between the various festival foods in terms of their cultural significance and unique features. Expressing complex ideas about festival foods and cultures in English. A. Vocabulary Festival Foods: Qingming Guo, tang yuan, Sanzi, Zitui bun, Qingtuan, sun cake Ingredients: glutinous rice, wormwood paste, red bean paste, peanuts, black - eyed beans, diced meat, bamboo shoots, mushrooms, red peppers, dried bean curd, pickles, jujube, wheat, sugar, flour, vermicelli Descriptive Words: round, green, yellow, white, black, sweet, savory, delicious, traditional, seasonal B. Sentence Patterns [Festival food] is a traditional food for [festival]. It is made of [ingredients]. The shape of [festival food] is [shape description]. [Festival food] symbolizes [cultural meaning]. 教学过程 A. Lead - in (5 minutes) Greet the students and start a simple conversation about festivals they know. "Boys and girls, we all love festivals. Can you name some festivals you know?" Encourage students to answer, such as "Spring Festival", "Christmas", etc. Show some pictures of festival scenes on PPT without showing the foods. Ask students to guess which festivals they are. Then ask, "What do people usually eat during these festivals?" This will arouse students' interest in festival foods. B. New Knowledge Presentation (15 minutes) Vocabulary Teaching Present new words one by one on the PPT along with pictures of the corresponding festival foods. For example, when showing the picture of Qingming Guo, say, "Look at this. It's called Qingming Guo. It is a seasonal local delicacy in East China's Zhejiang province. Repeat after me, Qingming Guo." Teach each word in this way and have students repeat several times to ensure correct pronunciation. Divide students into pairs. One student shows a word card (prepared in advance) to the other, and the other has to say the word and describe the food briefly according to the picture on the card. Cultural Introduction Use PPT to show the cultural background of each festival food. For example, when introducing Zitui bun, say, "Zitui bun is named after Jie Zitui from Spring and Autumn Period. Qingming Festival is also a memorial day for him. This bun is made with flour and jujubes, and some are decorated with beautiful dough - made flowers and animal figurines." After introducing each food, ask students some simple questions to check their understanding, like "Why is Zitui bun made?" or "What are the main ingredients of Qingming Guo?" C. Viewing and Listening (12 minutes) Play a video about festival foods. Before playing, give students some questions to guide their viewing, such as "What festival foods are mentioned in the video?" and "What do these foods symbolize?" After the video, have students share their answers in groups. Then invite some groups to report their findings to the whole class. Play the video again, this time with the audio only. Students listen carefully and fill in a chart on the handout. The chart includes columns like "Festival Food Name", "Ingredients", "Appearance", and "Cultural Significance". Check the answers together. Encourage students to correct their mistakes and ask for clarification if they don't understand. D. Practice (8 minutes) Group Work Divide students into groups of four. Each group gets a set of cards with different festival foods' pictures on one side and descriptions on the other. Group members take turns to pick a card, describe the food on the card (either by reading the description or using their own words), and the others in the group have to guess the name of the festival food. After several rounds, groups can exchange their card sets to practice more. Oral Presentation Ask each group to choose one festival food they are most interested in. They need to make a short oral presentation about it, including its name, ingredients, appearance, taste, and cultural significance. Each group presents in front of the class. The rest of the students listen carefully and can ask questions after the presentation. E. Summary and Homework (5 minutes) Summary Recap the key points of this lesson with students, including new vocabulary, sentence patterns, and the cultural knowledge about festival foods. Ask students to share what they have learned today. Homework Ask students to draw a picture of their favorite festival food and write a short passage about it, including at least three sentences about its ingredients, appearance, and why they like it. Encourage students to find more information about festival foods from other cultures and share it in the next class. 教学反思 Positive Aspects The use of pictures and videos in the teaching process effectively attracted students' attention and made the learning content more vivid and accessible. Students were actively involved in the viewing and listening activities, and their interest in different festival foods was well - aroused. The group work and oral presentation provided students with sufficient opportunities to practice speaking English. They were able to communicate with each other in English and share their understanding of festival foods, which improved their speaking skills and confidence. Areas for Improvement Some students still had difficulty in pronouncing certain words related to festival foods, especially those with complex sounds. More individual pronunciation correction and practice could be added in future lessons. During the group work, a few students dominated the conversation, while some were less active. In the future, more specific group - work guidelines should be given to ensure that every student participates actively. The time for students to present their oral reports was a bit rushed. In the next class, more time could be allocated to this part to allow for more in - depth sharing and discussion. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$