外研社小學英語六年級上冊Module 4《Unit 1 Thanksgiving is very im

外研社小學英語六年級上冊Module 4《Unit 1 Thanksgiving is

very important in the US》

《新標準英語》第十一冊

教學內容：

M4U1重點講述的就是美國的節日--感恩節。雖然六年級的學生隨著英語學

習的深入，已經初步了解了圣誕節、萬圣節、復活節等節日，也非常樂于實踐和

探究，但對于美國的感恩節他們知之甚少。課前我讓學生自主學習教師自己錄制

的一段有關感恩節的“微視頻”進行預學，讓學生能夠更多地了解感恩節的文化背

景，拓寬視野，加深理解，以期培養學生的自我學習能力和英語思維能力，也為

他們在課堂上能夠更加靈活自如的表達提供足夠的語料。

教學目標：

Knowledge aims：（知識目標）

1. All the students should be able to answer the questions about the

dialogue.所有學生應當學會根據對話內容回答問題。

2. All the students should be able to say the key words (

poem, amazing,

nearly

) and ntences and try to talk about: They say “thank you”for

the food, family and friends. They always have a big, special dinner. They

have a lot of fun.所有學生學會說重點詞匯、句型并會運用這些句型進行談論。

Ability aims:（能力目標）

3. Most of the students should be able to imitate the dialogue. 大部

分的學生能夠學會模仿對話。

4. Most of the students should be able to know and express what people

do and eat on Thanksgiving.大部分的學生能夠表達人們在感恩節這天做什么

和吃什么。

5. Some of the students should be able to talk more about Thanksgiving.

一部分學生能運用所給句型，結合生活經驗，描述更多有關感恩節的事情。

Emotion aims：（情感目標）

6. All the students are able to express their “thanks” to others

according to the words or actions. 所有學生都能夠通過語言或是行動表達

自己對他人的感謝。

7． All the students should be helpful and friendly.所有的學生都應該是

有好的和樂于助人的。

教學重點：

1. All the students should be able to answer the questions about the

dialogue.所有學生應當學會根據對話內容回答問題。

2. All the students should be able to say the key words (

poem, amazing,

nearly

) and ntences and try to talk about: They say “thank you”for

the food, family and friends. They always have a big, special dinner. They

have a lot of fun.所有學生學會說重點詞匯、句型并會運用這些句型進行談論。

教學難點：

1． Most of the students should be able to know and express what people

do and eat on Thanksgiving. 大部分的學生能夠表達人們在感恩節這天做什么

和吃什么。

課前準備：

A CD-ROM, a PPT, some word cards.

教學過程：

一、Warming up.

1. Free talk.

T: What date is it today? What festival is coming in October?

Do you like Hallow? Why?

Let the students talk about Halloween with the three questions.

(1)When is it?

(2)What do people(children) do?

(3)What do people(children) eat?

2. Lead-in.

T: What festival is coming after Halloween?

板書課題：Thanksgiving

【設計意圖】

通過復習萬圣節，給學生搭建一個討論節日的“支架”，讓學生能夠帶著同

樣的問題學習新的節日。

二、Prentation.

1. Let the students talk about Thanksgiving with the three questions.

(PPT)

(1)When is it?

(2)What do people(children) do?

(3)What do people(children) eat?

2. Question 1: When is it?

Ss: It’s on the fourth Thursday of November.

Show a calendar: What date is Thanksgiving this year?

【設計意圖】

學生帶著預學進入課堂，能夠說出感恩節的時間，此時教師呈現今年的日歷，

讓學生找到今年11月的第四個星期四，加深理解，效果會更好。

4. Question 3: What do people(children) eat?

Enjoy some pictures with the help of the computer.

T: What is the traditional food?

Ss: Turkey is the traditional food.

5. Summary: What do you think of Thanksgiving?

It’s special. It’s important. It’s interesting. …

6. Watch the CD-ROM with the questions.

Does Simon like Thanksgiving? Why?

What does Simon say? Find it on the book.

7. Learn the poem.

T: What did Simon do about Thanksgiving?

Learn “poem”.

Do you want to hear Simon’s poem?

Watch the CD-ROM again and read together.

Learn “nearly”.

單詞卡片依次出現：ear dear hear near nearly.

Pay attention: “here” is different from “hear”.

T: What does Daming think of Simon’s poem?

Learn “amazing”.

What do you think of it?

Can you write a poem? Have a try!

【設計意圖】

錄制的微視頻幫助學生課前進行了一個很好的預習，給了學生一個很好的學

習支持，雖然有關感恩節的學習資料網上、書籍上有很多，但對于小學生來說，

主動建構知識，系統地掌握知識難度還是很大，目標性也不夠強。有了這個微視

頻的幫助，學生能很快進入學習情境，根據自己的喜好和能力掌握一些知識，然

后帶到課堂中來，相互討論，互相學習。從課堂的容量來看，學生學到的內容和

受到的文化熏陶已遠遠高于文本。

三、Consolidation.

1. Read the dialogue.

(1)Listen and imitate.

(2)Read together.

(3) Read in rolls.

2. Read, judge and correct.

3. Read and choo on Activity book.

【設計意圖】

這是對文本的鞏固，通過不同形式的讀幫助學生熟悉課文內容；通過簡單的

練習檢查反饋學生對文本的理解和掌握程度。

四、Extension.

1. What el do you want to say about Thanksgiving?

教師引導性提問：How did Indians help them?

2．Talk about the questions.

What did you do to show your thanks to others before?

What should you do in your daily life?

【設計意圖】

微視頻中提出的這兩個問題放到學完文本之后再拿出來討論，學生帶著對這

一節課更加深刻的領悟和認識，通過表達“I helped my mum tidy up. I made a

card for my dad. I helped the teacher clean the blackboard. I kisd my

mum. I hugged my little brother. …”以及 “I should help my mum every

day. I should be helpful. I should study hard. …”，寓知識與應用于文

化意識當中, 點明了主題。

3. Enjoy a song.

分享歌曲中的一句話：Let’s make every day Thanksgiving.

【設計意圖】

最后通過欣賞一首英文歌曲，感受節日氛圍的同時，用歌曲中的一句話告訴

學生“Let’s make every day Thanksgiving.”渲染生活情境，引導學生知道

感恩，懂得感恩節最主要的意義是要告訴我們人性的美好，從任何事上都可以體

現出感恩，如問候一下你的父母，朋友，幫助需要幫助的人，都是感恩的表現。

整節課營造了一種濃濃的感恩文化氛圍，從課前到課上再到課外，主題文化一氣

呵成。

四、Homework.

1. Listen and read the dialogue.

2. Talk about your favourite festival. (圍繞著三個主要問題)

板書設計：

Module 4 Unit 1 Thanksgiving is very important in the US.

They say “thank you”for the food,

family， everyone

and friends. everything

They always have a big, special dinner. turkey

stuffing

……

They have a lot of fun.

教學反思：

今年由于教材有了變動，這篇課文的題目已改成了《Thanksgiving is very

important in the US.》，學生有了預學，因此不是零起點走入課堂，學習的氛

圍非常濃厚，以知識引領知識，以智慧碰撞智慧，以情感激發情感，學習的效果

非常好。

比如在談論What do people do on Thanksgiving?這個問題時，學生不僅

僅局限在文本中的認識，They always have a big, special dinner. They say

“thank you”for the food, family and friends.甚至還能說出They get

together for dinner. They have a parade in the street.等。在討論What do

people eat?這個問題時，學生能根據課前對微視頻的預學和對圖片的認真觀察

說出了turkey, vegetables，cornbread, Indian pudding等,并且認識了

stuffing，真真切切地明白了The food is special. 感恩節最主要的意義是要

告訴我們人性的美好，從任何事上都可以體現出感恩，在筆者的引導下，學生說

出了Food is important and delicious. Families and friends are very

important and they are friendly and helpful.因此，We should say thank you

for everything and everyone.接著在談到感恩節的由來時，學生了解了The

Indians helped the Pilgrims plant, fish and hunt. The Indians were very

friendly and helpful.又進一步深化了之前的理解，更加清晰了為什么美國人

認為感恩節對他們很重要，認識到美國人人格中的優點，飲水思源，這時候對于

課文題目中的important 的認識和理解就能水到渠成、更加深入。

這節課的教學設計非常簡單，緊緊圍繞著三個問題展開討論，“When is it?

What do people do? What do people eat?”但課堂上教師讓學生打開了話匣子，

抒發了自己的生活情懷。筆者認為這種主題設計方式同樣適合其他的節日，有助

于學生掌握一種學習的方法，思考的方式，為后面的閱讀和寫作練習搭好了支架，

做好了鋪墊。

總的來說，這節課給筆者的感受就是，課堂因為學生的主體參與，因為學生

的現場生成而豐富多彩，教師也因為課堂的千變萬化而隨機應變，因為課堂的生

疑解惑而妙語連珠，在這個師生共同參與的過程中，教師的教學藝術和風格得以

充分地展示。