外研版小学英语三年级起点第七册《HappyThanksgiving》精品教案.docVIP

Happy Thanksgiving!（新标准三年级起点第七册）省优质课评比一等奖设计理念国家英语课程标准明确规定了小学英语课程的目的是把培养小学生的学习兴趣、态度、和自信心放在首位。兴趣是学生获得知识、形成智力活动的能源和动力。本课通过不同层次的课堂教学活动，紧密结合激趣、引思、拓展，使学生在活动中体会完成学习目标，从而激发学生学习英语的兴趣，通过师生互动、生生互动，使学生形成运用英语进行交流的能力，培养学生使用英语获取信息的能力。教学设计的每一个环节都关注与学生的互动，注重激趣性的提问，使每一个环节都能吸引孩子继续探索的求知欲，引导学生质疑并主动提问，从而拓展知识、发展思维、开发学生的潜能。教学内容分析Happy Thanksgiving! 是六年级的一节新授课，课文中Simon向Daming介绍美国的节日Flag Day以及他最喜欢的Thanksgiving，描述在这些节日中人们做什么、吃什么，如何庆祝这些节日，让学生充分感受东西方节日的不同，激发学习的兴趣，想要了解更多该如何提问，以及如何向他人介绍自己最喜欢的节日。教学目标1、知识技能目标：学生能够听、说、读、写单词Flag Day, Thanksgiving, special, meal, carry flags；能够认读、表达和运用重点句Can you tell me more about American festivals? What do you do on Thanksgiving? We have a special meal.；能够运用所学词汇、句子描述自己喜欢的节日及节日里做的事情或活动；2、过程方法目标：学生通过与教师的自由对话和头脑风暴，对已学知识进行复习，以旧引新，为进入课文奠定一定的语言基础；通过悄悄话引出新的美国节日Flag Day，学生通过看图和听录音的方式来了解这个节日，由此提高学生获取信息的能力；通过回答“Whats Simons favourite festival?”这一问题，学生自主细读短文找出答案，并找出What they do on Thanksgiving，提高学生整理、分析信息的能力，并通过看图片观察、感受中西方文化的差异；学生急于了解教师最喜欢的节日，自主提问有关节日的问题，调动起学生的学习热情，学生在悠扬乐曲的伴奏下同声诵读Christmas，情感达到小高潮；学生在谈论最喜欢的节日中继续巩固本课的重点句型，再到书写，提高学生的语言运用能力及写作能力。3、其他目标：使学生感受中西文化上的差异，体会英语的美，激发学习英语的兴趣。教学准备 录音机、多媒体课件、单词卡片、书写用纸。教学流程与设计意图Step 1: Pre-task1. Warm up（1）渗透新词specialT: Boys and girls. Im from Qingdao. Now I am in Yantai. Its very special for me.(出示词卡special)Today your English lesson is_. Your classroom is_. Your new English teacher is_.Ss: special(学生跟读)（2）Free talk T: What do you do at school/at home/on Sundays/on Childrens Day?Ss: I play football/do homework/watch TV/help my mother/etc.设计意图结合本课内容，导入时通过实际情况引出新词，并在合适的语境中强化使用此词；通过自由对话，与学生迅速拉近距离，也为后面的教学做好铺垫，在情感交流中了解学生基础知识掌握情况。2. Presentation1) Brain storm.T: Childrens Day is a festival. What festivals do you know?Ss: May Day/Mothers Day/FathersDay/Christmas/Spring Festival/etc.T: Is Christmas a Chinese festival? Ss: No.T: Its an American festival. Can you tell me more about American festivals?板书，教读。Can you tell me more about American festivals?设计意图通过头脑风暴，使学生充分回忆以前学过的各种节日，以旧引新，活跃学生思维。Step 2: While-task1). 引出新句型，导入文中第一个提到的American festival.T: Can you? If you cant, you can ask me.Ss: Can you tell me more about American festivals?T: (悄悄告诉一个学生Flag Day) Do you want to know? Ask him, please.学生再问，得到答案Flag Day.板书，教读。Flag DayT: When is it? (出示课件)Ss: Jun.14thT: What do they do on Flag Day? Ask Simon, he lives in America. (出示课件)Ss: What do you do on Flag Day?板书，教读。What do you do on _?设计意图培养学生提问意识，使机械操练富于趣味性，激发学生运用新知识的兴趣。2). 听前三句，找出答案。Ss: We carry flags and sing songs.板书，教读。carry flags, sing songs教师问学生齐答，然后两组之间问答，强化句型。T: Can you tell me more about American festivals? T: Simon is going to tell you.设计意图学生带着问题听录音，加深对课文的理解,掌握重点内容。3). 听完整课文一遍并找出问题答案。T: Whats Simons favourite festival? What do they do on that festival?学生听并找出问题的答案Ss: His favourite festival is Thanksgiving.T: 板书，教读。ThanksgivingT: Do you want to know more about it? Ask me.S1: When is Thanksgiving?T: Its on the 4th Thursday in November.S2: What do you do on Thanksgiving?引导全班齐问这个问题。设计意图学生带着更多问题听课文，有针对性地了解课文内容。分两部分听课文，分散难点；听的任务难度层次分明。4). 分析课文，找出人们在感恩节做的事情。引导学生通过阅读找到答案。Ss: We have a special meal. Its a big family dinner.出示课件，图片展示Thanksgiving dinner的丰盛。板书，教读。have a special mealT: What do they say?Ss: We say “thank-you” for our food, family and friends.板书say “thank-you” for our_our进行拼读拼写T: What do they do after dinner?Ss: We watch a big football game on TV after dinner.出示课件，区别American football与football。板书 watch a football gameT: What do you do on Thanksgiving?Ss: We have a special dinner. We say thank-you for our food, family and friends. We watch a big football game on TV after dinner.设计意图学生通过阅读文本，加深对课文的理解和知识点的掌握。通过课件的演示，向学生渗透文化的差异，开拓学生视野，使学生直观地了解感恩节大餐。向学生展示football与American football的不同，使学生了解更多美国文化的知识。5). 听，读课文并找出I, me, my, we, our。T: Listen, repeat and find ”I, me, my, we, our”.Ss: find “I, me, my, we, our”.Ss: listen and repeat.设计意图学生在跟读的过程中强调模仿语音语调，培养学生良好的语感。6). 使用这I, me, we, my, our填空。T: Fill in the blanks with these five words.Ss: read the passage and fill in the blanks.T: Read by yourselves, please.Ss: read the text in pairs.设计意图通过前面不同教学手段的运用，与学生共同活动、学习，激发起学生的学习兴趣，学生应该可以正确使用这些词，这也证明学生已经掌握它们的用法，体现了“用中学，学中用”的道理。7). 根据课文内容进行快速问答, 关键词填空并复述课文。T: Do you have any questions?Ss: No.T: Now I have got some questions for you.Ss: answer the questions as quickly as they can.T: If you were Simon, what will you say?Ss: read the passage and fill in the blanks, retell the text.设计意图学生快速回忆课文内容并抢答，激发学生的竞争意识，课堂气氛形成小高潮。再一次强化课文内容。Step 3: Post-task1) 针对教师的favourite festival提问并讨论。T: Now we know Simons favourite festival. Do you want to know mine? Ask me questions and youll know.Ss: Whats your favourite festival?T: 演示课件，出示圣诞树的图片。My favourite American festival is Ss: Christmas.Ss: What do you do on Christmas?T: 出示唱歌的图片，引导学生说（课件中出示更多的问题帮助学生提问）Ss: We sing songs.Ss: What do you eat? What do you wear? What do you say? Can you tell me more about Christmas?设计意图“悬念激思、质疑问难”，引导学生对自己感兴趣的话题进行提问，培养学生良好的提问意识。学生根据图片提示即问即答，形成语篇概念。2) 配乐朗读关于Christmas的文章。T: Look, I have got a beautiful passage about Christmas. Lets read it.Ss read the passage along the music.设计意图以问答形式讨论完Christmas紧接着在悠扬的圣诞乐曲中朗读，使学生充分感知完整语篇，在情感上达到高潮，为下面的我最喜欢的节日表达做好铺垫。3) 说一说,写一写自己最喜欢的节日。T: I want to know your favourite festivals too. Whats your favourite festival?S1: My favourite fetival is . I _ on this festival.课件中出示许多问题辅助学生提问。其他学生通过向他/她提问问题帮助他/她完成叙述。T: Now talk about your favourite festivals in pairs.课件中出示叙述框架。Ss talk about their favourite festivals in pairs.T: Now can you write it down on the paper?Ss write about their favourite festivals.设计意图为学生创设真实的交际环境，发展学生用英语获取信息的能力，学生之间存在信息差，不得不运用本课新知识进行交际。同时将新旧知识有机融合，给学生自由会话的空间，不同层次的学生都有所收获。Step 4: Sum upT: We talked about festivals today, especially American festivals, as like_Ss: Flag Day and Thanksgiving.T: When you want to know what people do on these festivals you can ask_Ss: What do you do on _?T: If you want to know more about them you can askSs: Can you tell me more about _?设计意图归纳本课的教学重点并在教学中渗透文化常识。板书设计 Module 4 Unit 1 Happy Thanksgiving!What do you do on _?Flag Day (Jun.14th) Thanksgiving (Nov.)We carry flags. have a special meal.sing songs. We say “thank-you” for our_.watch a football game.Can you tell me more about American festivals?教学反思本课以“趣、动、展”的教学法为指导，教学设计中也渗透着“以趣促学、以动激思、整体发展”的教学理念，教学活动表现为师生间的双边活动，让学生的思维在课堂上充分的动起