Unit 2 Traditional Festivals and Culture （单元解读讲义）英语北京版五年级上册（新教材）

本讲义聚焦中国传统节日（中秋、重阳、清明）与二十四节气的英语表达，系统梳理从节日日期询问（When is...? It's on...）、意义阐释（It's a festival for/to...）到习俗描述（We eat...）的核心句型，通过对话体口头交际、邮件体书面介绍到说明性短文节气认知的语篇递进，搭建完整学习支架。 该资料以文化体验（如中秋月饼展示、嫦娥故事动画）与跨学科整合（历史节日起源、科学地球公转解节气）为亮点，通过信息差活动驱动真实交际，培养文化意识与思维品质。课中助力教师生动授课，课后学生可借节日卡片制作、节气报告巩固知识，提升语言能力与学习能力。

北京版五年级上册 Unit 2 Traditional Festivals and Culture 单元解读 一、新课标理念体现 本单元围绕“中国传统节日与节气”这一话题展开，引导学生在了解中秋节、重阳节、清明节和二十四节气的情境中用英语谈论传统节日的日期、意义和习俗。属于“人与社会”主题范畴，“社会服务与人际沟通”主题群，涉及“自尊自律，文明礼貌，诚实守信，孝亲敬长”子主题；同时属于“人与社会”主题范畴，“文学、艺术与体育”主题群，涉及“世界主要国家的传统节日，文化体验”子主题。五年级处于二级学段（5—6年级），本单元以中国传统节日和节气为情境主线，引导学生在表达“When is the Mid-Autumn Festival?”“It’s a festival for families to get together.”“It’s a festival for elders.”“It’s a festival to remember the dead.”中了解传统节日的文化内涵，在谈论重阳节敬老、清明节缅怀先烈的活动中践行“孝亲敬长”和“饮水思源”的价值观念，在介绍二十四节气时感悟人与自然和谐共生的智慧，符合二级学段“孝亲敬长”和“传统节日，文化体验”的目标要求。 二、课时划分 Lesson 1: Mid-Autumn Festival for Getting Together（第16—18页） Lesson 2: Double Ninth Festival for Elders（第19—21页） Lesson 3: Tomb-sweeping Day for Memory（第22—24页） Lesson 4: Solar Terms and Our Life（第25—27页） Letters and Sounds: ea, ee（第28页） 三、单元内容分析 本单元由四个Lesson和Letters and Sounds组成，围绕“Traditional Festivals and Culture”这一主题，从中秋团圆、重阳敬老、清明缅怀到节气与生活，逐步深入地呈现中国传统节日与节气的核心表达。 Lesson 1（第16—18页）以Maomao和Sara谈论中秋节为情境，呈现了以下对话：①Look at this Tang poem. It’s about the Mid-Autumn Festival. ②When is the Mid-Autumn Festival? ③It’s on the fifteenth day of the eighth month in the lunar calendar. It usually falls in the middle of autumn. ④What is the Mid-Autumn Festival for? ⑤It’s a festival for families to get together. ⑥What do you do on this day? ⑦We eat moon cakes and fruit, and we enjoy the full moon at night. ⑧Are there any stories about this festival? ⑨Yes, the story of Chang’e Flying to the Moon is interesting. I’ll tell you about it after school. 通过Maomao向Sara介绍中秋节，引出询问和介绍节日日期、意义和习俗的核心句型“When is the ... Festival?”“It’s on ...”“It’s a festival for ...”“We eat ... and enjoy ...”，同时呈现了Chang’e Flying to the Moon的文化故事。Listen and say板块提炼核心问答句式供学生操练；Listen, match and say板块以中秋节、春节、端午节、元宵节的日期配对活动，帮助学生在信息差中运用“When is it?”“It’s on ...”进行问答；Write and share板块引导学生在中秋节日历上标注日期、勾选活动并制作节日卡片。 Lesson 2（第19—21页）以Sara和Lingling谈论重阳节为情境，呈现了以下对话：①Hello, Lingling! What’s in your hands? ②Hi, Sara! Here are some Chongyang cakes for my grandparents. I’m going to visit them. Today is the Double Ninth Festival. ③What is the Double Ninth Festival for? ④It’s a festival for elders. It’s on the ninth day of the ninth month in the lunar calendar. We also call it Chongyang Festival. ⑤Is there any special meaning? ⑥Yes. In Chinese, the number “nine” sounds like the word “long time”, so “double ninth” here means a wish of long life for elders. ⑦What do you do on the Double Ninth Festival? ⑧Young people always do something for elders to show love and care. ⑨Sounds interesting. 通过Sara向Lingling了解重阳节，引出节日意义追问句型“Is there any special meaning?”和敬老行为表达“Young people always do something for elders to show love and care.”，特别呈现了汉语谐音文化（“nine”与“long time”的谐音寓意）。Listen and say板块以日期、意义、活动三个维度提炼重阳节核心信息；Choose and say板块设置真实情境（Lily’s grandma can’t wash her clothes, so Lily can ... / Tom’s grandpa likes eating cakes, so Tom ...），引导学生在为长辈做实事的情境中操练关爱表达；Think, talk and write和Make a festival card板块引导学生制作重阳节卡片，记录自己家庭的敬老方式。 Lesson 3（第22—24页）以Sara给Lucy写电子邮件介绍清明节为情境，呈现了以下邮件内容：Dear Lucy, I’m learning about Chinese traditional festivals. Let me tell you a special one: Tomb-sweeping Day. It mostly falls on the 4th or 5th in April. It’s a festival to remember the dead. On that day, people usually sweep tombs of their family members and national heroes. Now Tomb-sweeping Day is a public holiday. People like to go outing on this day. In the south of China, people like to eat qingtuan—a kind of sweet green rice ball on that day. Would you like to know more about Chinese traditional festivals? Please write me an email! Best wishes, Sara. 通过Sara给外国朋友Lucy写邮件介绍清明节，呈现了“It’s a festival to remember the dead.”“People usually sweep tombs of their family members and national heroes.”等介绍节日意义和习俗的表达，同时涉及“public holiday”“go outing”“qing’tuan”等中国特有文化概念。本课从Lesson 1和Lesson 2的对话体转变为邮件体，语篇类型从口头交际拓展到书面介绍，训练学生阅读理解书信格式的能力。Read and say板块以三个问题（When is it? / What’s it for? / What do people do?）引导学生复述清明节核心信息；Write, match and say板块以填空配对活动巩固关键词句；Let’s do板块要求学生选择一个中国传统节日给Lucy回信，在真实的跨文化交际任务中综合运用本单元所学表达。 Lesson 4（第25—27页）以阅读短文介绍二十四节气为情境，呈现了以下内容：There are 24 solar terms in the traditional Chinese calendar. Here are the beginning solar terms of each season. Beginning of Spring (Lichun): It is getting warm. It’s time to plant crops in many places. On that day, people in North China like to eat chunbing. Beginning of Summer (Lixia): After that day, it gets hot quickly. It’s time for crops to grow. People in different parts of China eat different food for good luck. Beginning of Autumn (Liqiu): It is getting cool. It’s time to harvest the crops. People like to eat meat to keep strong. Beginning of Winter (Lidong): After that day, it gets cold quickly. It’s time to store up crops. People eat jiaozi on that day. 通过介绍二十四节气中四季的“立”节气，引出天气变化表达“It is getting warm/hot/cool/cold.”和农事活动表达“It’s time to plant crops/harvest/store up crops.”，同时呈现各地节气饮食习俗（chunbing、jiaozi等）。Activity 1板块引导学生写出四季“立”节气及对应天气，在书写中巩固节气名称和天气表达；Activity 2板块要求学生制作节气卡片并在背面介绍该节气，将语言输出与手工制作结合；Project板块以三步法（Think and answer → Write down the temperature of a solar term → Make a report about the solar term）引导学生完成一份节气研究报告，综合运用日期、天气、气温和活动等表达；Self-check板块以“I can say the names of solar terms.”“I can talk about one of the solar terms.”引导学生自我评估。 Letters and Sounds（第28页）通过两段歌谣学习字母组合ea和ee的发音。第一段歌谣：I see a sheep. I see a tree. / The sheep is sleeping under the tree. / I see three bees. I see my feet. / The bees are dancing by my feet. 第二段歌谣：I like to eat some meat. / My father likes to read. / Come and drink some tea, / To feel the sand and sea! 归纳ee在see, sheep, tree, sleep, three, bee, feet, feel中的发音规律和ea在eat, meat, read, tea, sea中的发音规律，两段歌谣均以ee和ea的典型词汇押韵，帮助学生感知ee和ea共同的/iː/发音。 四、单元教学目标 知识目标：学生能够听懂、会说核心词汇Mid-Autumn Festival, fifteenth, eighth, month, lunar calendar, usually, middle, moon, cake, any, Double Ninth Festival, ninth, elder, here, life, something, care, Tomb-sweeping Day, traditional, mostly, tomb, their, national, hero, public, south, ball, email, solar term, crop, north, grow, thing, harvest, keep, store up；能够听懂、会说核心句型“When is the ... Festival?”“It’s on the ... day of the ... month in the lunar calendar.”用于询问和表达节日日期，“It’s a festival for ...”用于表达节日意义，“It’s a festival to ...”用于表达节日目的，“We eat ... and enjoy ...”用于表达节日习俗，“Young people always do something for elders to show love and care.”用于表达敬老行为，“It is getting warm/hot/cool/cold.”用于描述天气变化，“It’s time to plant crops/harvest/store up crops.”用于表达农事活动；能够理解“public holiday”“go outing”“qingtuan”“chunbing”等中国文化特有概念的语用功能。 技能目标：学生能够在谈论中秋节的情境中用“When is the Mid-Autumn Festival?”“It’s on ...”“It’s a festival for ...”询问和介绍节日日期与意义；能够在谈论重阳节的情境中用“What is the Double Ninth Festival for?”“It’s a festival for elders.”了解和介绍敬老节日；能够在阅读邮件的情境中理解“It’s a festival to remember the dead.”等书面表达并模仿写一封介绍中国传统节日的邮件；能够在谈论节气的情境中用“It is getting warm/hot/cool/cold.”“It’s time to ...”描述天气变化和农事活动；能够听读歌谣，感知ea和ee的发音规律。 情感态度目标：学生在了解中国传统节日和节气的过程中增强文化认同和民族自豪感，在谈论重阳敬老和清明缅怀先烈的活动中体会“孝亲敬长”和“饮水思源”的价值观念，在向外国朋友介绍中国传统文化的跨文化交际任务中树立文化自信，在了解二十四节气时感悟人与自然和谐共生的中华智慧。 五、单元重难点 重点： ◦ 核心词汇Mid-Autumn Festival, fifteenth, eighth, month, usually, moon, cake, Double Ninth Festival, ninth, elder, life, something, care, Tomb-sweeping Day, traditional, mostly, tomb, national, hero, public, solar term, crop, grow, harvest, keep, store up等的听懂与认读 ◦ 询问节日日期句型“When is the ... Festival?”和“It’s on the ... day of the ... month in the lunar calendar.”的听懂与会说 ◦ 表达节日意义句型“It’s a festival for ...”和“It’s a festival to ...”的听懂与会说 ◦ 表达节日习俗句型“We eat ... and enjoy ...”的听懂与会说 ◦ 天气变化表达“It is getting warm/hot/cool/cold.”的听懂与会说 ◦ 农事活动表达“It’s time to plant crops/harvest/store up crops.”的听懂与会说 难点： ◦ fifteenth, eighth, ninth等序数词的认读与书写（特别是eighth中ghth的发音和ninth中省略e的拼写） ◦ “It’s on the ... day of the ... month in the lunar calendar.”句式的完整输出，涉及序数词与月份的搭配 ◦ “It’s a festival for ...”（接名词短语）与“It’s a festival to ...”（接动词原形）的介词选择与语义区分 ◦ “In Chinese, the number nine sounds like the word long time”中谐音文化的理解与英语转述 ◦ “It is getting +形容词”中“get”作连系动词表示渐变过程的用法 六、学情分析 五年级学生在低年级阶段已学习过用“When is your birthday?”“It’s in ...”询问和表达日期，用“I like ...”表达喜好，用“We can ...”表达能力，具备了表达基本日期和活动的基础。本单元从“It’s in ...”的月份表达升级到“It’s on the fifteenth day of the eighth month in the lunar calendar.”的农历日期精确表达，交际功能从“询问公历日期”拓展到“介绍传统节日的农历日期、文化意义和民俗活动”，语言复杂度和文化内涵均有明显提升。学生对中秋节吃月饼、重阳节登高等传统节日有生活经验，但用英语完整表达节日日期、意义和习俗是新的挑战；清明节的“remember the dead”和“sweep tombs”涉及较为抽象的文化概念，需要教师通过图片和情境帮助学生理解；二十四节气对学生而言是全新的英语话题，但“立春吃春饼”“立冬吃饺子”等节气饮食习俗有生活经验支撑，教师可由此切入。此外，fifteenth、eighth、ninth等序数词的拼写与发音是本单元的词汇难点，“It’s a festival for ...”与“It’s a festival to ...”的介词区分需要教师通过对比示范帮助学生掌握。 七、教学策略 文化体验策略：Lesson 1以中秋节为主题，教师可在课堂中展示月饼、灯笼等实物或图片，播放嫦娥奔月的故事动画，让学生在真实的节日氛围中理解“It’s a festival for families to get together”的文化内涵；Lesson 2以重阳节为主题，可展示重阳糕图片，引导学生体验“为长辈做一件事”的敬老传统，将语言学习与文化体验深度融合。 语篇递进策略：本单元四个Lesson在语篇类型和语言功能上呈递进设计：Lesson 1和Lesson 2为对话体，学生通过听说活动掌握节日介绍的口头表达；Lesson 3转为邮件体，从口头交际拓展到书面介绍，训练学生阅读书信格式和模仿写作的能力；Lesson 4为说明性短文，从单一节日介绍拓展到节气体系认知，语言功能从介绍节日意义拓展到描述天气变化和农事活动。教师应关注这一语篇递进，帮助学生在不同语篇类型中灵活运用节日介绍的表达框架。 信息差活动策略：Lesson 1的Listen, match and say板块以中秋节、春节、端午节、元宵节的日期配对为素材，教师可利用图片与日期的信息差设计问答活动，一方持有节日图片、另一方持有农历日期，学生通过“When is ...?”“It’s on ...”问答完成配对，在信息差中驱动真实交际。 跨文化交际策略：Lesson 3以Sara给Lucy写邮件为情境，提供了“用英语向外国朋友介绍中国传统节日”的真实跨文化交际任务。教师可在Lesson 3的Let’s do环节引导学生选择一个中国传统节日给Lucy回信，在“介绍中国节日”的交际任务中综合运用本单元所学表达，既训练了书面表达能力，又渗透了跨文化交际意识。 八、教学准备 教师准备：Unit 2各Lesson课文动画或音频、传统节日图片（中秋节月饼赏月、重阳节登高敬老、清明节扫墓踏青）、二十四节气转盘或挂图、节气饮食图片（春饼、饺子等）、Letters and Sounds歌谣音频、邮件写作模板。 学生准备：了解自己家庭如何过中秋节和重阳节（Lesson 1—2用）、了解一个中国传统节日的日期和习俗（Lesson 3用）、观察一个节气的天气变化和农事活动（Lesson 4用）。 九、跨学科整合建议 历史学科整合：Lesson 1中Maomao提到“The story of Chang’e Flying to the Moon is interesting.”，可联系历史课中的“传统节日的起源与演变”。在英语课堂中延伸讨论：Why do people tell the story of Chang’e on the Mid-Autumn Festival? How did the festival begin? 使学生从“说出节日名称和日期”上升到“用英语追溯传统节日的历史起源和文化演变”。Lesson 2中“In Chinese, the number nine sounds like the word long time”涉及谐音文化的历史渊源，可引导学生思考：古人为什么用“九九”谐音祝愿长寿？这种文化传统是如何延续至今的？使学生从“说出谐音寓意”上升到“理解谐音文化背后的历史传承”。Lesson 3中“People usually sweep tombs of their family members and national heroes”涉及缅怀先烈的历史意义，可联系历史课中的“民族英雄”，在英语课堂中引导学生思考：Why do people remember national heroes on Tomb-sweeping Day? What can we learn from them? 使学生从“说出sweep tombs”上升到“用英语理解清明缅怀民族英雄的历史价值”。 科学学科整合：Lesson 4中“There are 24 solar terms in the traditional Chinese calendar.”以及四季“立”节气的介绍，可联系科学课中的“地球公转与四季变化”。在英语课堂中延伸讨论：Why are there 24 solar terms? How do solar terms relate to the Earth’s movement around the Sun? 使学生从“说出It is getting warm/hot/cool/cold”上升到“用英语解释二十四节气的天文历法原理”——地球绕太阳公转一周为一年，每转15°即为一个节气，24×15°=360°正好对应地球公转一圈。同时，“It’s time to plant crops/harvest/store up crops”涉及农业生产与气温变化的科学联系，可引导学生观察Project板块的气温折线图，思考：How does temperature change with solar terms? Why is it important for farmers to know solar terms? 使学生从“描述天气变化”上升到“理解节气与农业生产的科学关系”，在语言学习中渗透“人与自然和谐共生”的科学观念。 十、文化拓展延伸 “慎终追远，民德归厚矣”出自《论语·学而》，意为谨慎地对待父母的去世、追念久远的祖先，民风就会归于淳厚。这句话揭示了中华传统文化中“缅怀先人、铭记来路”的深层智慧——一个民族对祖先的态度，决定了这个民族的精神底色。本单元中Lesson 3的Tomb-sweeping Day正是“慎终追远”最生动的体现：“It’s a festival to remember the dead.”“People usually sweep tombs of their family members and national heroes.”——清明节扫墓祭祖、缅怀先烈，不只是对逝者的纪念，更是对生者的教化，提醒每一个人“从何处来、向何处去”。而Lesson 1的中秋团圆、Lesson 2的重阳敬老，同样是“民德归厚”的不同面向：中秋是“生者的团圆”，重阳是“对长者的敬爱”，清明是“对先人的追思”，三者共同构成中华民族“敬天法祖、饮水思源”的精神谱系。教师可在Lesson 3的Read and say环节点明：学会用英语说“It’s a festival to remember the dead”和“People sweep tombs of their family members and national heroes”，就是在用世界语言传递中国人“慎终追远”的文化信念——英语说“remember the dead”，中文说“慎终追远”，表达的都是“铭记来路、不忘初心”的民族精神，在英语课堂中渗透中华饮水思源的文化理念。 第页，共页 学科网（北京）股份有限公司 $