Unit 8 We love festivals（3课时）（教案）-2026-2027学年译林版（三起）英语五年级上册

该教案聚焦节日主题核心词汇与句型，涵盖Spring Festival等节日名称、时间介词in/on/at、顺序副词及"When’s…? It’s in/on…"句型。通过节日图片导入激活旧知，搭建从已知节日到语篇学习的支架，梳理节日时间、食物、活动信息。 以核心素养为导向，语言能力上用表格梳理语篇信息并分层复述，文化意识上对比中外节日渗透文化自信，思维品质上引导提取关键信息与预测故事。通过小组对话、分角色朗读等活动，提升学生语言表达与文化理解，为教师提供清晰教学路径与实用活动设计。

《Unit 8 We love festivals》教案（3课时）-2026-2027学年译林版（三起）（新版）小学英语五年级上册 一、学情分析 五年级学生已经具备两年多英语学习基础，能够掌握简单一般现在时句型，具备基础听说读能力，在以往学习中接触过部分中外节日简单词汇，对节日主题具备浓厚兴趣。但学生存在几方面学习难点：一是时间介词in/on/at容易混淆使用；二是长语篇阅读提取关键信息能力不足；三是用英语完整描述节日时间、活动、食物的连贯表达能力薄弱；四是中国传统节日英文专有名词记忆、书写容易出错。学生乐于参与对话、图片观察、小组互动课堂活动，但逻辑梳理、语篇复述还需要教师搭建支架引导，需要依托教材文本，由词到句、由句到篇逐步落实语言输出。 二、教材分析 本单元主题We love festivals，围绕中外节日展开，单元板块包含Story time、Grammar time、Fun time、Cartoon time、Sound time、Culture time，以春节、端午节、圣诞节、中秋节等节日为载体。Story time为主语篇，介绍中国传统节日春节、端午节以及西方圣诞节，梳理节日时间、特色食物、节日活动；Grammar time聚焦时间介词in/on/at以及顺序副词First, Next, Then, Finally；Fun time借助图表开展节日口头介绍练习；Cartoon time以趣味小故事展现圣诞节趣事；Sound time学习字母j发音；Culture time拓展更多中外传统节日文化内容。单元整体以“认识节日—描述节日—对比节日文化”为主线，将语言知识学习和文化意识渗透融合，引导学生用英语讲述中国传统节日，同时了解西方节日，落实单元主题意义探究，是培养学生跨文化意识的重要单元。本教学设计设置3个课时：第1课时Story time；第2课时Grammar time、Fun time；第3课时Cartoon time、Sound time、Culture time。 三、核心素养教学目标 依据英语新课标核心素养四个维度设定单元课时整体目标。 （一）语言能力 1.能够听、说、读、写单元核心四会单词、词组：festival，Spring Festival，Dragon Boat Festival，Christmas，moon cake，zongzi，red packet等；能够听懂、认读、朗读Story time完整语篇。 2.能够掌握句型When’s …? It’s in/on… At this festival, we…，会运用顺序副词First, Next, Then, Finally描述事件先后；正确区分时间介词in/on/at的用法，完成教材对应练习。 3.能读懂Cartoon time小故事，正确朗读Sound time歌谣；可以借助表格提示口头简单介绍自己熟悉的节日，做到语音语调基本正确。 （二）文化意识 1.了解春节、端午节、中秋节的节日时间、传统食物与民俗活动，能用英语简单介绍中国传统节日，建立文化自信。 2.了解圣诞节的主要习俗，尊重中西方节日文化差异，理解节日共通内核是家人团聚，感受不同民族节日的美好。 （三）思维品质 1.在阅读Story time过程中，学会从文本提取节日时间、食物、活动三类关键信息，学会对比中西方节日的异同，训练对比归纳逻辑思维。 2.在Cartoon time阅读中，观察图片预测故事内容，分析角色情绪，锻炼观察与推理思维；借助图表梳理文本信息，学会结构化整理语言信息。 （四）学习能力 1.学会借助图片、表格辅助阅读理解课文，掌握圈画文本关键信息的阅读小策略。 2.乐于参与师生问答、小组合作对话练习，敢于开口表达；能够主动整理单元节日词汇，形成自主积累词汇的学习习惯。 四、教学重难点 教学重点 1.掌握单元节日类核心词汇；熟练运用句型询问、回答节日时间，描述节日的活动与食物。 2.读懂、朗读Story time语篇，提取文本关键信息；掌握顺序副词First, Next, Then, Finally；掌握时间介词in/on/at的基本用法。 教学难点 1.正确辨析时间介词in/on/at，结合节日语境准确选用介词；传统节日专有名词正确认读书写。 2.脱离文本提示，连贯完整口头介绍一个节日；读懂Cartoon time幽默内涵，理解故事对话含义。 五、教学过程 第1课时 Story time Step1 导入，激活旧知 师：Boys and girls, look at these pictures on screen. They are different festivals. Do you know what festival it is?（出示春节、端午、中秋图片） 生：Spring Festival / Dragon Boat Festival… 师：Great! We have many nice festivals in China. Today we will learn Unit 8 We love festivals. 板书课题Unit 8 We love festivals，带领学生齐读课题两遍。 师问：What festivals do you like? Why do you like them? 生1：I like Spring Festival. Because I can get red packets. 生2：I like Mid‑Autumn Festival. Because I eat moon cakes. 师：Wonderful. Festivals bring us happiness and family time. Now let’s come to our Story time. 设计意图：利用节日图片唤醒学生已有生活经验与旧知，自然引出单元主题，让学生初步感知单元话题，为本课语篇阅读做好情境铺垫。 Step2 初读课文，整体感知文本 师：Please open your books, turn to the corresponding page of Story time. First, let’s listen to the whole story, and think two questions：①What festivals are talked about in the story? ②Who are talking in the story? 播放Story time完整录音，学生安静听录音。听完之后师生互动问答。 师：OK, stop. Question one, what festivals can you hear? 生：The Spring Festival, the Dragon Boat Festival, Christmas. 师：Perfect! The story talks about three festivals. Question two: who are the speakers? 生：Su Yang and Mike. 师：Yes, Su Yang tells Mike about Chinese festivals, and Mike talks about Christmas. Now please read the story silently with eyes, circle the festival names in the text. 学生默读课文，圈出文中节日名词，教师巡视课堂，提醒学生注意节日单词首字母大写。 师：Now look at the blackboard, I write these festivals on board. 板书：The Spring Festival，The Dragon Boat Festival，Christmas。带领学生认读，重点提醒学生中国传统节日前面要加定冠词the，实词首字母大写。 设计意图：先听完整录音建立整体感知，再默读圈画文本信息，训练学生获取文本主旨的阅读策略，落实三会节日词汇认读。 Step3 分段研读Story time文本，精讲课文内容 段落一：The Spring Festival 师：Let’s read the first part about The Spring Festival together. Who can read this paragraph for us? 邀请一名学生朗读段落。 师出示课文原句：The Spring Festival is very important for Chinese people. It is in January or February. 师问：When is the Spring Festival? 生：It’s in January or February. 师点拨语法：月份前面，我们要用介词in，板书in + 月份。 师继续提问：What do people do before the festival? 生：They clean their house and put Fu on their doors. 师：Good. Before the festival, families get ready for it. Then what do they do on Chinese New Year’s Eve? 生：They have a big dinner at home and eat jiaozi. 师点拨：Chinese New Year’s Eve是具体某一天，具体日期前面介词用on，板书on + 具体某一天。 师追问：What do Su Yang and her sister get? 生：They get red packets from their parents and grandparents. 师教学词组get red packets，讲解red packets红包，学生跟读。 师：On Chinese New Year’s Day, what can people see? 生：They watch a lion dance. 师教学短语watch a lion dance，舞狮，全班齐读。 师：At this festival, people have great fun. 板书短语at this festival，在这个节日。 师引导学生小结春节板块信息，师生共同完成简易板书表格。 Festival When? Food Activities Spring Festival in Jan. or Feb. jiaozi clean house, get red packets, watch a lion dance 设计意图：逐句拆解文本，依托课文原句落实词汇、介词知识点，用表格梳理信息，降低学生理解难度，实现文本内容与语言知识同步学习。 段落二：The Dragon Boat Festival 师：Next festival, The Dragon Boat Festival. Please look at this paragraph in your book. Listen to me read this part. 教师示范朗读段落。 课文原句：The Dragon Boat Festival is in May or June. At this festival, people eat zongzi. There are dragon boat races in some places. 师提问：When is the Dragon Boat Festival? 生：It is in May or June. 师：Yes, in May or June, still use preposition in. What special food do people eat? 生：They eat zongzi. 师教学单词zongzi，粽子，带领拼读。What interesting activity can we see? 生：dragon boat races. 师讲解dragon boat races龙舟比赛，展示龙舟图片，学生跟读词组。 师追问学生：Have you ever seen dragon boat races? What do you think of it?简单口头互动。补充填入表格。 Festival When? Food Activities Dragon Boat Festival in May or June zongzi dragon boat races 段落三：Christmas 师：Now Mike will talk about Christmas, it is a western festival. Let’s read this part. 课文原句：Christmas is in December. At Christmas, people usually have a big family dinner. They eat turkey. Children always wait for presents. 师问：When is Christmas? 生：It’s in December. 师：What food do people eat at Christmas? 生：They eat turkey. 师教学turkey火鸡。What do children do? 生：Children always wait for presents. 师讲解wait for presents，等待礼物。完成表格填写。 Festival When? Food Activities Christmas in December turkey have big dinner, wait for presents 设计意图：分段解析课文三个节日板块，全部依托教材原文展开问答，表格可视化梳理课文信息，帮助学生理清课文逻辑，同时渗透介词in/on/at在节日语境下的用法感知。 Step4 跟读课文，分层朗读巩固 师：Now let’s follow the audio, read Story time paragraph by paragraph. Please pay attention to your pronunciation and pause. 播放录音，学生逐句跟读。之后开展多种朗读形式：全班齐读，男生读Su Yang台词，女生读Mike台词；小组分段朗读课文。 师：Now look at the three tables on blackboard. Try to retell the story according to these tips. You can work with your deskmate. 同桌借助板书表格，尝试复述课文主要内容，教师巡视点拨。 设计意图：模仿录音规范语音语调，依托表格支架开展复述，实现从输入到简单输出，内化Story time课文信息。 Step5 课时小结 师：In this class, we read Story time. We know three festivals: Spring Festival, Dragon Boat Festival and Christmas. We learn when they are, what food people eat and what people do at these festivals. We also know preposition in for months. 第2课时 Grammar time & Fun time Step1 复习导入，回顾Story time 师：Good morning class. Last lesson we read Story time about festivals. Let’s review together. Look at the table on blackboard. Who can tell us something about Spring Festival? 生：The Spring Festival is in January or February. People eat jiaozi… 随机抽选2‑3名学生口头复述上节课课文要点。 师：Well‑done. In our story, we meet many prepositions: in, on, at. Today Grammar time will help us learn how to use them correctly. And we will also do oral practice in Fun time. Step2 Grammar time板块教学，时间介词in/on/at +顺序副词First, Next, Then, Finally 打开教材Grammar time页面，展示教材例句。 板块1：时间介词 in / on / at 师：Look at these sentences in our book. Let’s read them one by one. 教材例句： 1.The Spring Festival is in January or February. 2.On Chinese New Year’s Eve, we have a big dinner. 3.At this festival, people have a good time. 师板书三个介词，开展师问生答。 师问：Look at sentence one，January or February是什么？ 生：月份。 师总结：in + 月份、季节、年份，泛指早中晚，板书例句in May, in spring。 师问：Sentence two，Chinese New Year’s Eve，是一个具体日子，对不对？ 生：Yes。 师总结：on + 具体某一天，具体某天的早中晚，板书on Christmas Day。 师问：Sentence three，at this festival，这里at用在什么场景？ 生：节日短语。 师总结：at + 节日固定搭配、具体时刻，板书at six o’clock，at Christmas。 设计意图：直接依托教材Grammar time原句，从Story time旧知迁移，归纳介词规则，学生更容易理解记忆。 师：Now I have some sentences, please choose in / on / at to fill in blanks。出示课本Read and write练习。 ①______, we buy presents. ②______, we put pretty things on the tree. ③______, we wait for presents. ④______, we have a big lunch with family. 师：Look these four sentences, they tell us what people do at Christmas step by step. What words can show order? 生：First, Next, Then, Finally. 师教学顺序副词First（首先），Next（接下来），Then（然后），Finally（最后），在黑板板书四个副词，带领学生朗读，讲解四个副词用来描述事情发生的先后顺序。 师讲解教材Grammar time示例文本： First, we buy presents. Next, we put pretty things on the Christmas tree. Then, Christmas Eve comes. Finally, it is Christmas Day. 师问学生：If I want to talk about what I do on Spring Festival, can I use these four words? 生：Yes. 师示范口头造句：First, I clean the house. Next, I have a big dinner. Then I get red packets. Finally I watch a lion dance. 请2名学生模仿示范口头造句，描述春节活动，教师纠正介词和副词使用。 设计意图：充分使用教材Grammar time练习文本，把介词知识点和顺序副词知识点结合教学，搭建口头表达句式支架。 Step3 Fun time板块教学，教材图表对话操练 师：Turn to Fun time page in your book. Look at this table. It’s about festivals. 出示教材Fun time表格，表格包含Festival，When，What we do三列。 师讲解教材活动要求：Make and say. We fill in the form, then talk about festivals in pairs. 师先示范完整示范对话： A: What festival do you like? B: I like the Mid‑Autumn Festival. A: When’s the Mid‑Autumn Festival? B: It’s in September or October. A: What do you do at this festival? B: We eat moon cakes and look at the moon. 师问全班：Do you understand this dialogue? 生：Yes。 师：Now first, you finish the table on your book. You can write Spring Festival / Dragon Boat Festival / Mid‑Autumn Festival or Christmas. Write down when it is and what you do. 学生独立完成教材表格填写，教师巡视，提醒学生注意介词书写正确，节日名词大写。 填写完成之后，组织同桌两人一组，参照教材示范对话，结合表格信息开展对话练习。 师在课堂走动，听取小组对话，针对学生介词误用、词汇发音进行现场纠正。 师邀请多组同桌站起来展示对话。 生组1： A: What festival do you like? B: I like the Dragon Boat Festival. A: When’s the Dragon Boat Festival? B: It’s in May or June. A: What do you do at this festival? B: We eat zongzi and watch dragon boat races. 设计意图：完全贴合教材Fun time活动，表格为语言输出搭建支架，把本课时语法知识点落实到口头对话实践，巩固句型“When’s…? It’s in/on… At this festival, we…”。 Step4 课时巩固，课本语法习题校对 师：Now let’s go back to Grammar time read and write exercise. Let’s check answers together. 师生一起核对教材Read and write练习答案，再次巩固First, Next, Then, Finally顺序副词的用法。针对学生高频错题，再次回顾in/on/at的选用规则。 Step5 课时小结 师：This lesson, we learn grammar points: time prepositions in, on, at. And four order adverbs First, Next, Then, Finally. We finish Fun time table and practise talking about festivals with partners. 第3课时 Cartoon time、Sound time、Culture time Step1 复习旧知导入 师：Let’s review our key sentences. When’s the Spring Festival? 生：It’s in January or February. 师：What do you do at this festival? 生：We eat jiaozi and get red packets. 师：Great! We know a lot about festivals. Now let’s read an interesting cartoon story about Christmas, Cartoon time. Step2 Cartoon time教学，精讲教材卡通小故事 师：Open book to Cartoon time page. Look at the four pictures of cartoon. Please look carefully and think：Who are in the story? What are they talking about? 学生观察教材四幅卡通插图。 师提问：Who can you see in these pictures? 生：Sam, Bobby and Mr Turkey. 师：Good, there is Mr Turkey. Now listen to the cartoon audio, understand the whole story. 播放Cartoon time录音，学生完整听故事。听完之后分段解析教材原文对话。 教材原文1： Sam and Bobby like Christmas. —I like Christmas. I always have a big dinner on Christmas Day. —I like Christmas too! It’s a lot of fun! 师问：Do Sam and Bobby like Christmas? 生：Yes, they do. 师教学短语a lot of fun，十分有趣，学生跟读。提醒学生on Christmas Day，具体某一天用介词on。 教材原文2： Then they see Mr Turkey. Mr Turkey looks sad. —What’s wrong with him? —Merry Christmas, Mr Turkey! —I don’t like Christmas! People eat us on Christmas Day! 师：Look picture three, how is Mr Turkey? 生：He looks sad. 师讲解句型**What’s wrong with him?**他怎么了？带领学生朗读句子。 师抛出思考问题：Why doesn’t Mr Turkey like Christmas? 引导学生读台词找到答案。 生：Because people eat us on Christmas Day. 师点拨幽默点：圣诞节人们吃火鸡，Mr Turkey是火鸡，所以他很伤心。带领学生体会小故事的幽默趣味。 师：Now follow the tape, read Cartoon time sentence by sentence. 播放录音，学生逐句跟读，注意角色语气，读Bobby、Sam的时候开心，读Mr Turkey的时候读出难过的语气。 之后分角色朗读：男生扮演Bobby，女生扮演Sam，一名学生扮演Mr Turkey。小组内分角色表演对话，教师巡视课堂。 设计意图：依托教材卡通图片、原文对话，训练学生看图预测、听读理解能力，落实新句型What’s wrong with him?，体会文本幽默，巩固本单元节日相关词汇与介词。 Step3 Sound time板块教学 师：Boys and girls, let’s go to Sound time. Let’s learn the sound of letter j. 出示教材Sound time歌谣： Don’t jump up, little dog! You’ll get juice on my jacket. Don’t jump up, little cat! You’ll get yourself wet. 师板书单词：jump，juice，jacket，subject。教师示范读单词，引导学生发现字母j发 /dʒ/ 的音。 师：Look these words, letter‑j pronounces /dʒ/. Let’s read each word together。全班拼读单词，感知发音。 师播放歌谣音频，教师示范节奏朗读歌谣，讲解歌谣中文大意。学生跟着录音吟唱歌谣。 师组织学生找一找歌谣和单词里还有哪些单词含有字母j，巩固发音规则。 设计意图：落实教材语音板块，掌握字母j的发音，通过歌谣提升朗读趣味性。 Step4 Culture time板块教学 师：Turn to Culture time. This part shows more festivals around the world. Please look at the pictures and read the sentences on your book. 教材Culture time展示国内外节日：Mid‑Autumn Festival，Double Ninth Festival，Halloween等。 师逐图讲解教材文本内容。 师：Look at Mid‑Autumn Festival, when is it? 生：It’s in September or October. 师：At this festival, what do we do? 生：We eat moon cakes and watch the moon. 师介绍Double Ninth Festival重阳节，讲解简单习俗visit old people。 师：This is Halloween, a western festival. It’s in October. Children dress up and play games. 师开展师问生答：What Chinese festivals do you learn from Culture time? What western festival do you see? 生作答。 师引导学生总结：Different countries have different festivals, but festivals all bring people happiness and family love。 设计意图：依托教材Culture time文本拓展单元节日文化，巩固本单元句型，渗透尊重多元节日文化，热爱中华传统节日的文化意识。 Step5 单元综合巩固 师：Now we finish all main parts of Unit 8. Let’s review all key words and key sentences of this unit. 师生共同梳理单元核心词汇：festival, Spring Festival, Dragon Boat Festival, Christmas, zongzi, moon cake, red packet, turkey。 核心句型： When’s …? It’s in/on… At this festival, we… First, Next, Then, Finally… What’s wrong with him? 随机抽取学生口头介绍一个自己最喜欢的节日，综合运用单元语言知识点。 六、课堂小结 本单元三课时完整学习Unit 8 We love festivals全部教材板块。第一课时学习Story time主课文，读懂、朗读语篇，梳理春节、端午节、圣诞节的时间、食物、民俗活动，积累节日主题词汇；第二课时学习Grammar time语法，掌握时间介词in/on/at的用法，学会使用顺序副词First, Next, Then, Finally描述事件先后，借助Fun time表格完成节日主题对话练习；第三课时学习Cartoon time趣味小故事，理解幽默对话，掌握句型What’s wrong with him?；Sound time掌握字母j发音；Culture time拓展更多中外节日文化。通过三个课时学习，学生能够读懂单元全部文本，掌握单元重点词汇句型，能够借助提示口头介绍节日，了解中西方节日习俗，感受不同节日蕴含家庭团聚的美好内涵，实现语言知识与文化意识同步提升。 2 学科网（北京）股份有限公司 $