Module4Unit1HappyThanksgiving!教学设计1

(外研版英语三年级起点六年级上册）Module 4 Unit 1 Happy Thanksgiving!教学设计教学目标（一）语言知识1 能理解、认读生词：festival, special, meal, sound。2. 能理解和认读下面三个句子： (1)Thanksgiving is my favorite festival. (2)We always have a special meal. (3)We say thank-you for our food, family and friends. （二）语言技能目标 1. 能阅读理解课文；2. 能模仿朗读课文。 3. 能努力猜测festival, special, meal, sound等生词和句子We always have a special meal. We say thank-you for your food, family and friends.”的语义； 4. 能用口头运用”We always have a special meal. We say thank-you for our food, family and friends.”这些句子介绍相关节日的活动。能书写单词”thank”.（三）情感态度目标： 1. 能谈论和描述课文所介绍的节日，并感受中西方节日文化差异。 2培养孩子的感恩之心，让他们在生活中学会感恩自己的父母。教学重点1基本能听懂、会读festival, special, meal, sound。 2. 能理解和认读句子”We always have a special meal.” ”We say thank-you for your food, family and friends.”教学难点1.各词汇的发音及理解。 2.运用本课的句子描述相关的节日的主要活动。 3.通过对节日的谈论，掌握人称代词（主格，宾格）和物主代词。教具学具准备:磁带、相应的单词卡片：festival, special, meal, sound.教法设计(1) 情景教学法：在课堂中创设真实或模拟的情景，帮助学生在猜测、模仿、等过程中理解、模仿和运用生词和新句子。 (2) 任务型语言教学：设计任务型活动，让学生在完成任务的过程中学会运用Thanksgiving is my favourite festival. / We always have a special meal./We say thank-you for your food, family and friends. 来描述节日的活动。 (3)直观教学法、提问法:精讲多练，充分发挥学生的主体作用，在活动中，通过合作学习，建立团队意识和集体责任感。 学法指导在教师的引导下，猜测、模仿、等过程中理解、模仿和运用生词和新句子。小组合作运用本课所学句型来描述节日的活动。Teaching steps： Step 1 Warming-up 1. Greeting . T: Class begins. Stand up, please. Good morning, boys and girls. Ss: Good morning, Miss Zhou. T: Sit down, please 2. Sing a song We wish you a Merry Christmas” T: This time ,please look here, lets listen to the music and follow it.(播放音乐，齐唱歌曲“We wish you a Merry Christmas”) 3.Teaching the new words : （1）T: Great! On New Year, we can sing and dance; we can have some delicious food .We can do a lot of special things. Its special for us. (出示单词卡片special并教学,注意读音)(由解释新年所做的事情自然引入special 生词。) （2）T:Well done .You know, “New Year” is a festival ,a special festival. (出示单词卡片festival并教学,注意读音)（3）T:You are right. At new year, We always have a big meal with our family.（作吃饭状，帮助学生理解meal的含义并教授该单词）（4）T:Lets learn another new word.(出示单词卡片sound)（5）T:Excellent! There are two special festivals in America: ”Flag Day” and “Thanksgiving Day”. Now, please look here, and follow me. (教师板书并领读单词Thanksgiving Day和课题。)（设计意图：学习课文前先学习一些新词，便于学生在听课文时的理解）Step 2 Presentation 1.认识了解Flag Day和Thanksgiving Day这两个单词（1）Flag Day T: Look, whats this?(出示美国的国旗) Ss: Its American flag. T: Yes, its American flag. Do you know ”Flag Day” Ss:.（教学生多读几遍这个节日的单词。） 板书： Flag Day 美国国旗日（很多学生可能不是很了解这个节日，可以用中文介绍这个节日的由来，让学生对这个节日有一个大概的了解。） (国旗日是纪念美国大陆会议1777年6月14日通过了美国第一面正式国旗。每年的6月14日是美国的Flag Day，也就是国旗日。每到这一天，美国的各公共场所、大型建筑、家里都挂国旗，各州还举行各种纪念仪式。其最重要的仪式就是在国旗下进行忠诚宣誓。) （2）Thanksgiving T: Do you know Thanksgiving Day? When is the Thanksgiving Day? Ss：(如果学生答不出来就先说一下这个节日的由来，让学生多这个节日有一个了解。每年的11月第四个星期四（the last Thursday in November）就是美国的Thanksgiving Day，就是感恩节。几百年前，远渡重洋来到美洲的英国移民，为了感谢上帝赐予的丰收，进行了狂欢活动，从此习俗延续下来了，并逐渐风行各地。林肯总统正式定感恩节为国定假日，届时，举国同庆,家家团圆。（设计意图：用中文具体介绍这两个节日，使学生更好的深入理解课文，了解西方的节日文化。） T: Today, were going to learn the Flag Day and the Thanksgiving Day . T: Now. Please look here，Lets listen and get a main idea of the text. （呈现SB活动1的内容。学生听第一遍录音。）(课文播放三遍，第一遍：了解故事大意，明确主题，形成整体印象。第二遍：弄懂比较容易理解和掌握的句子，大致明确难点在哪里，试着猜测生词的意思。尝试概括全文的大意。第三遍：尝试理解较难的句子，结合上下文和插图理解句意，逐渐把握全文并找出问题的答案。) （设计意图：试着猜测生词的意思，提高学生猜词的能力和阅读的能力。） 2、Look, listen again, lets point and find “I，me, my, we, our”（ 课件播放课文录音第二遍）3、T: Boys and girls, please listen the3rd time and follow the tape and answer my questions. (课件出示问题) What are the two American festivals in the story? What is Simons favorite festival? What do people do on Flag Day? What do people do on Thanksgiving Day? Answers: They are Flag Day and Thanksgiving Day. They carry flags and sing songs. They always have a special meal on Thanksgiving .Before the dinner, they say Thank you for the foods, family and friends. After Thanksgiving dinner, they watch a big football game. ） (在第一遍是认真的听，并且加深对刚才所学单词的读音。在听第二遍后回答黑板上的问题。在第三次放录音的时候，让学生跟读课文中的句子，每句之后停顿，让学生重点模仿句子的语音语调。) 3、T: Repeat these sentences “Thanksgiving is my favorite festival. We always have a special meal. We say thank-you for our food, family and friends.” (教师板书以上几个句子。) Ss: We always have a special meal. We say thank-you for our food, family and friends. T:Read these sentences，please. （设计意图：反复练习句子，让学生能更好的掌握本课的主要句子，以便学生在接下来的角色扮演中能够自由的表达。） Step 3 Practice 1.请学生分饰对话中的角色，表演课文对话。 T: Boys and girls,group1and group2 are Simon, group3 and group 4 are Daming. Read the text. One two go. Ss: T: Now, you can practice this dialogue with your partner. 2、Finish the part2:Listen and say.（1）教师录音机播放录音，学生仔细听并跟读句子。（2）Ss :work in pairs.3、Talk about Christmas.(1). Boys and girls, Let Sing the song ”we wish you a happy Christmas.” together, OK?（播放歌曲）T: Do you know Christmas? What do you do on Christmas? Who can tell me about it? Who can try? (教师出示与圣诞节相关的一些图片)Ss：We always . T: Open the book, turn to page 15.Look at the pictures, what do they do on Christmas? Practice in pairs. T: Can you tell me something about Christmas?Ss: Well, Christmas is my favorite festival. There is Father Christmas. He gives presents to the children.T: Can you tell me more about?Ss: People have special dinners and they have Christmas tree, and they sing songs. 4、Talk about Spring festival.(若时间不允许，就布置成家庭作业)T: Now, lets talk about Spring festival. 参考答语：At Spring festival, we have a big family dinner, Family members get together. They talk to each other, we eat peanuts and sweets, we watch TV tighter, we sing and dance; we can play fire-works. we wear new clothes (设计意图：分角色朗读有助于学生加深对文章的理解，对于口语跟不上的同学也很有帮助，进行任务型语言教学可以让学生提高听说写的能力，提高学生的合作意识。) Step 4 Homework 1. 让学生给父母做一张英文的