小学英语读写教学中融入中华优秀传统文化的策略

读写课是小学英语教学中常见的课型之一，是学生形成语言能力和文化理解的主要途径。本文结合PEP六年级上册Unit3“MyweekendplanReadandwrite”，阐述将中华优秀传统文化融入英语课堂教学中，发展学生语言能力的同时用英语传播中国文化，实现课程育人。

一、追问细节，深入了解传统文化

1.观看视频后追问

在这节课的导入环节，学生观看关于“中秋节”的视频，初步了解中秋节的传统习俗和文化意义后，师生进行对话。

- T：What's the video about？

- Ss：Mid-Autumn Festival.

- T：Yes！ When is Mid-AutumnFestival？

- S1：It's in September or October.

-T：Oh.Weknow“八月十五”is Mid-Autumn Festival.Why？

- Ss ： .

-T：In China we usually use lunar calendar to date the traditional festival.So it is on the 15th day of the eighth lunar month.And what do people in Luoding often do on that day？

-S2： People often have a big dinner，eat mooncakes. -T： Right.Mooncakes are usually round.Do you know why？ -Ss：... -T：The round appearance means reunion and perfection.So on that day people try to go home.

2.理解课文时追问

为了让学生深入地理解文本内容，教师应通过层层递进的追问，挖掘文本的细节。如在学生阅读Binbin的日记后，进行下列对话。

-T： Boys and girls. Binbin is talking about his Mid-Autumn Festival plan in his diary.What do you know from the diary？

-S1：Binbin's family are going to get together and have a big dinner.

-S2：Binbin's grandma is going to read a story about Chang'e.

S4：Robin and Binbin are going to read a poem.

-T：Yes.What does“get together" mean？

-S5：The family members are together.

-T： Good！ And do you know the story about Chang'e？

-S6：I know.I can tell the story in Chinese.

-T： Yes.Chang'e was Hou Yi's wife.In order to protect the elixir，she swallowed it and flew to the moon.It is a mythical story.How about Robin and Binbin？

-T：What is the poem about？ -Ss ：Family.

教师利用问题链，适当扩展文本内容可以加深学生对课文的理解，也让他们更详细地了解中国传统节日背后的习俗和文化。

二、拓展延伸，传播中华文化

在本节课的拓展阶段，教师让学生复述课文后，适时让学生结合实际讨论问题：“Whatareyour familygoing to do on Mid-autumn Festival？”学生讨论后，教师给出支架让学生写一封邮件，邀请外国笔友共同庆

祝中秋节。

To： @friend.com

From：Chen Jie@126.com

Sept.15th

Dear

I am .Mid-Autumn Festival is coming.It is our traditional festival. We are going to do lots of things.My family _.My father .My mother is going to make Zongzi. My sister will .We will be happy！ Welcome to my home and join us！

Chen Jie

结合自身生活实际的说和写，不但训练了学生写作和实践能力，学生写到的做粽子，制作灯笼等传统文化，更是让他们初步懂得用英语表达中华文化，增强传播中华文化的意识。

三、补充资源，传承传统文化

多样化的教学资源能让学生接触到更丰富的语言材料和情境，加深对文本主题的理解和记忆。

本节课的主题与节日有关，在导入阶段，教师可以补充“Festival”这首藏头诗作为学习材料。给学生呈现这首诗后，教师有感情地朗读让学生感知诗歌的内容，然后提出问题：“What's the poem about？What do you know from the poem？What do youwant to say？”引导学生思考，让学生进一步了解诗歌的意义。这首诗的融入让学生感知节日文化，感受到节日的氛围和生活的美好，懂得珍惜与家人相聚的时光，培养他们自信乐观的态度。

责任编辑 黄博彦