Module4Unit1Thanksgivingismyfavouritefestival.（教学设计）外研版英语六年级上册

Module4Unit1Thanksgivingismyfavouritefestival.教学设计一、教材分析：本节课是外研版小学英语六年级上册的Module4Unit1Thanksgivingismyfavouritefestival.，主题为“感恩节是我最喜欢的节日”。通过本单元的学习，学生将了解感恩节的由来和庆祝方式，并学习相关的词汇和表达方式。教材中包含了听、说、读、写等多种语言技能的训练。二、教学目标：1.知识目标：a.学生能够理解并正确运用与感恩节相关的词汇和表达方式。b.学生能够听懂并能够简单描述感恩节的由来和庆祝方式。c.学生能够阅读简单的关于感恩节的短文，并回答相关问题。d.学生能够写一篇简短的关于感恩节的短文，表达自己对感恩节的喜爱之情。2.能力目标：a.学生能够通过听、说、读、写等多种方式，提高自己的英语综合运用能力。b.学生能够培养对感恩节的文化意识和跨文化交流的能力。3.情感目标：a.培养学生感恩的心态，增强他们对家人、朋友和社会的感恩之情。b.培养学生尊重和欣赏不同文化的意识。三、教学重点和难点：教学重点：感恩节的由来和庆祝方式，相关词汇和表达方式的学习。教学难点：听力理解和口语表达的训练，以及对感恩节文化的理解和欣赏。四、学情分析：本班学生是六年级学生，已经具备了一定的英语基础。他们对节日有一定的了解，但对感恩节的文化和庆祝方式可能不太熟悉。他们的口语表达能力较强，但听力理解和阅读理解能力还需要进一步提高。因此，在教学过程中需要注重培养学生的听、说、读、写等语言技能，并激发他们对感恩节的兴趣和学习的积极性。五、教学过程：Step1:Warmupa.Greetthestudentsandaskthemiftheyknowanyfestivals.Example:Teacher:Goodmorning,class!Canyoutellmesomefestivalsyouknow?Raiseyourhandifyouwanttoshare.Student1:IknowChristmas!Student2:IknowChineseNewYear!Student3:IknowHalloween!b.Showpicturesofdifferentfestivalsonthescreenandaskstudentstonamethem.Example:Teacher:Great!Now,let'slookatsomepictures.Whatfestivalisthis?(ShowapictureofChristmas)Student1:Christmas!Teacher:That'sright!Howaboutthisone?(ShowapictureofChineseNewYear)Student2:ChineseNewYear!c.IntroduceThanksgivingandaskstudentsiftheyknowanythingaboutit.Example:Teacher:Verygood!Now,letmeintroduceanotherfestivalcalledThanksgiving.Haveyouheardofitbefore?RaiseyourhandifyouknowsomethingaboutThanksgiving.Student3:Ithinkit'safestivalinAmerica.Teacher:That'scorrect!ThanksgivingisindeedafestivalcelebratedinAmerica.Wewilllearnmoreaboutittoday.Step2:Presentationa.ShowavideoorpicturesaboutthehistoryandtraditionsofThanksgiving.Example:Teacher:Now,let'swatchashortvideoaboutThanksgiving.Payattentiontothehistoryandtraditionsofthisfestival.b.IntroducekeyvocabularyrelatedtoThanksgiving,suchas"turkey,""pumpkin,""family,""thankful,"etc.Example:Teacher:Afterwatchingthevideo,let'slearnsomenewwordsrelatedtoThanksgiving.Lookattheboard.Thisisaturkey.Canyouallsay"turkey"?Students:Turkey!c.Useflashcardsorrealobjectstohelpstudentsunderstandthemeaningsofthewords.Example:Teacher:Now,Ihavesomeflashcardshere.Iwillshowyouaflashcard,andyoutellmewhatitis.(Showaflashcardofapumpkin)Student1:Pumpkin!Teacher:Greatjob!Whataboutthisone?(Showaflashcardofafamily)Student2:Family!d.Modelandpracticethepronunciationofthevocabularywiththestudents.Example:Teacher:Now,let'spracticesayingthewordstogether.Repeatafterme.Turkey.Students:Turkey.Teacher:Pumpkin.Students:Pumpkin.Step3:Listeninga.PlayarecordingofaconversationaboutThanksgiving.Example:Teacher:Now,IwillplayaconversationaboutThanksgiving.ListencarefullyandtrytoanswerthequestionsIwillgiveyoulater.b.Askstudentstolistencarefullyandanswersomequestionsabouttheconversation.Example:Teacher:Okay,herearethequestions.Listenandchoosethecorrectanswer.Question1:WhatdopeopleeatonThanksgiving?A)PizzaB)TurkeyC)IcecreamStudents:B)Turkeyc.Checktheanswersasawholeclassanddiscussanydifficultiesthestudentshad.Example:Teacher:Let'schecktheanswerstogether.Question1:WhatdopeopleeatonThanksgiving?What'sthecorrectanswer?Students:B)TurkeyTeacher:That'sright!Goodjob,everyone!Step4:Speakinga.Dividethestudentsintopairsorsmallgroups.Example:Teacher:Now,Iwantyoutoworkinpairs.Findapartnerandsittogether.b.Askthemtodiscussthefollowingquestions:"WhatdoyouusuallydoonThanksgiving?""Whatareyouthankfulfor?"Example:Teacher:Inyourpairs,pleasediscussthesequestions.WhatdoyouusuallydoonThanksgiving?Andwhatareyouthankfulfor?Taketurnsaskingandansweringthequestions.c.Encouragestudentstousethevocabularyandexpressionstheyhavelearned.Example:Teacher:Remembertousethewordswelearnedtodayinyourconversation.Youcansay,"OnThanksgiving,myfamilyeatsturkey,"or"Iamthankfulformyfamily."d.Havesomegroupssharetheiranswerswiththewholeclass.Example:Teacher:Now,let'shearfromsomegroups.WhowouldliketosharewhattheyusuallydoonThanksgivingorwhattheyarethankfulfor?Step5:Readinga.GivestudentsashortpassageaboutThanksgivingtoread.Example:Teacher:Now,IwillhandoutareadingpassageaboutThanksgiving.Pleasereaditsilentlyandunderlineanynewwordsorphrasesyoufind.b.Askthemtoreadthepassagesilentlyandunderlineanynewwordsorphrases.Example:Teacher:Takeafewminutestoreadthepassagesilentlyandunderlineanynewwordsorphrasesyoufind.c.Havestudentstaketurnsreadingthepassagealoud.Example:Teacher:Now,let'staketurnsreadingthepassagealoud.Volunteer,pleasestart.d.Askprehensionquestionstochecktheirunderstandingofthepassage.Example:Teacher:Goodjob,everyone!Now,Ihavesomequestionsaboutthepassage.Whocananswerthisquestion?"Whatisthemainideaofthepassage?"Step6:Writinga.AskstudentstowriteashortparagraphaboutwhyThanksgivingistheirfavoritefestival.Example:Teacher:It'stimetodosomewriting.PleasewriteashortparagraphaboutwhyThanksgivingisyourfavoritefestival.Youcanusethesentencestartersorwritingframeontheboardtohelpyou.b.Providesentencestartersorawritingframetosupporttheirwriting.Example:Teacher:Herearesomesentencestartersyoucanuse:"IlikeThanksgivingbecause..."or"Thanksgivingismyfavoritefestivalbecause..."Youcanalsousethiswritingframe:"MyfavoritefestivalisThanksgiving.Ilikeitbecause..."c.Circulateandprovideassistanceasneeded.Example:Teacher:Whileyouarewriting,Iwillwalkaroundandhelpifyouhaveanyquestionsorneedassistance.d.Asksomestudentstosharetheirwritingwiththeclassiftimepermits.Example:Teacher:Ifyouwouldliketoshareyourwritingwiththeclass,raiseyourhand.IwouldlovetohearyourthoughtsaboutThanksgiving.Step7:Wrapupa.Reviewthekeyvocabularyandexpressionslearnedinthelesson.Example:Teacher:Beforewefinish,let'sreview