Lesson 2 Thanksgiving Day.国家获奖教案

川教版小学英语六年级

上册

Lesson 2 Thanksgiving Day 教学设计

（第一学时）

一、教材分析

1.

本课遵循课标“培养学生跨文化意识”的理念，在阅读中渗透英美文化的讲述、理解，并弘扬中华文明，在中西文化交融中培养学生的跨文化意识，提高学生学习兴趣，为进一步学习英语奠定文化基础。

2.

本课是一篇阅读课，在教学中注重学生良好的阅读习惯和阅读技能的培养与训练，如运用思维导图归纳和梳理文本的主要内容，带着问题有针对性的进行快速阅读，学会使用不同的符号勾画出文本的关键信息，通过联系上下文猜测生词意义，能在阅读中初步运用对比、分析等逻辑思维方法，养成按意群阅读的习惯等阅读技巧和技能。

二、学情分析

由于本课内容为六年级上册内容，考虑到当前六年级的学生已经学习过该篇课文，因此参加录课的学生选择了五年级的学生。经过五年级下册的学习，学生已经学习过一些相关的英语节日，如圣诞节、复活节，对英美文化有一定的了解，英语学习也有一定的基础。但对于五年级的孩子来说，六年级的词汇、句型有一定的难度，因此在口语表达方面可能会稍显薄弱。因此在本课教学中，在完成阅读教学的基本任务基础之上，会着重引导和激励学生进行口语方面的表达。

三、教学目标

1.

知识目标：

a.

能掌握并运用词汇：Thanksgiving Day, harvest, turkey, sweet potato, pie, moon cakes, play games, tell jokes,e-mail b.

能理解和认读：lunar calendar, something about...

2.

语言技能目标

a.

能通过阅读理解课文，了解感恩节的一些习俗，理解中西方文化差异；

b.

能掌握和运用思维导图等阅读技能技巧，形成有效的阅读策略；

c.

能在思维导图的帮助下运用目标语言谈论和描述相关节日。

3.

情感态度目标：

a.

能积极参与阅读、主动参与阅读，并通过与他人合作完成阅读任务的过程获得阅读乐趣和学习成就感。

b.

通过用英语讨论和描述感恩节、中秋节等中西方节日，产生对西方节日文化方面的兴趣，进一步了解西方节日文化及中西方文化的异同，拓宽视野，认识到中西方文化都是世界文化遗产中宝贵的财富，都需要互相尊重、继承、发扬，构建正确的世界文化观。

教学环节

Step1 教师活动

学生活动（预设）

1.Ss:It’s Dec. 22. Christmas is coming.

2.Watch the video.

nd设计意图

在正常教学进度下，本课的上课时间正好为12月份，即将迎来圣诞节，教师通过free talk和生动的视频短片引入学生已经熟知的圣诞节这一话题，带领学生谈论圣诞节的相关内容。

1.T:What’s the date today? Lead-in

What festival is coming? 2.

Have pupils enjoy a video, then answer questions, what festival is it? How do you know? When is Christmas?What are the symbols of Christmas? Why do we celebrate Christmas? How do we celebrate Christmas?（Show the thinking map about Christmas.）

3.

T:Do you like Christmas? Why or why not?

3.Talk about Christmas .

通过四个W question问题的设置及回答，引导学生初步建立Christmas的思维导图。

通过设置两个开放性问题，引导学生谈论对圣诞节的看法，激发学生英语思维和真实情感，为后面谈论节日喜好作出铺垫。

Step 2

Listening (过渡语)T:As we know, Christmas is a western

从圣诞节过渡到西方另一重要节日——感恩节，从而引出本课课题。

festival. Today,we’ll talk about another important Festival in America.

1.

Have pupils listen to 1.

Listen to the the

recording and try text with the to get the main idea questions. about the text. 2.

Check the answer.

2.

Answer the question. Step3

Reading ǀ

Thanksgiving Day? Have pupils try to ask

questions by themselves.

2.

Have pupils read the 2.Read the text e-mail and try to find quickly with the

1.

T: What do you want to know about 1.

Try to ask questions by themselves.

学生带着教师所给的问题听课文录音并回答有关文本关键信息的问题，从而了解课文大意。

通过What do you want to know about Thanksgiving Day?这一问题，激发学生对感恩节的好奇心，并培养学生自主提出问题、会问问题的能力，变“让学生读/学什么”为学生自主的“我想知道/获取什么”。同时，在接下来的阅读中，让学生带着自己提出的问题去阅读，增强了学生阅读的自主性。

在阅读过程中，要求学生使用特定的相应符号勾画

out the answers to the answers.Try to questions with different find out the marks.

3.

Have pupils read the questions with different marks. 3. Read the test 出相关问题的答案，培养学生良好的阅读习惯和抓文本关键信息的阅读策略。

让学生在思维导图的提示下逐句精读课文，引导学text carefully and try to intensively, and 生在阅读中学会运用思维导图归complete the thinking try to complete 纳和梳理文本的主要内容、帮助阅map in groups. with the thinking map 读理解的技能技巧。

your partners.

in groups of six.

4.

. Check the answer.

通过思维导图检验学生对文本的理解和掌握程度，带领学生梳理文本内容，并进行输出表达。

通过Do you like Thanksgiving Day?Why or why not?这一开放性问题的设置，引导学生积极表达、激发学生思维，并自然过渡到对中秋节的谈论。

针对“中秋节”这一学生熟知的传统节日，先通过If you were Ting ting, what would you tell Tony about our Mid-autumn Festival?这一话题引导学生进行自Step 4

1.

Talk: Do you like 1.

Talk about their ideas.

Thanksgiving Day? Reading ǁ

Why or why not?What does Tony want to know?If you were Ting ting, what would you tell Tony about our Mid-autumn Festival?

主谈讨论，变学生“被动阅读”为“主动表达”，激发其表达欲望、激活其语言思维。

2.

Have pupils read the 2.

Skim the text

带着问题快速阅读，抓关键信息。

second e-mail quickly by themselves and try to find out the key information with different marks. Then check the answer. quickly，to get

the main information about Mid-autumn Festival.

运用之前思维导图的方法进行思路梳理和口头表达。进一步熟悉和掌握节日相关表达的目标语言，提高对语言和技能的应用能力，训练学生交际、合作能力。

3.

Have pupils read the 3.

Read the text e-mail carefully in groups of six, and try to complete the thinking map. Then check the answer. 4.

Have pupils retell this e-mail according to the thinking map.

intensively, and complete the thinking map in groups

4.Retell the e-mail according to the thinking map. 训练学生运用思维导图进行口语表达的能力。

Step5 Role-play (过渡语)Tony wants to know something about

Mid-Autumn Festival, so Ting ting replies him

an e-mail to him. But I

have another idea,

can act it out and make a video for Tony to

Why don’t we act?We 进一步引导学生运用本课目标语言进行更深入的口语表达和输出，培养学生的团队协作能力、表演能力、英语表达能力，并在此过程中体会和比较中西方文化异同，通过这种感知、体验、参与的过程，帮助学生树立跨文化意识和正确的世界文化观。

show our Mid-autumn

Festival.

1.

Play a video as a model) 2.

Work 2.

Have pupils make groups. their own conversation in groups.

their in 1.

Watch video. the 3.Ask several groups to 3.Show show their role-play in role-play. the front.

Step6 Summary& 1.Have pupils Talk and 引导学生自主talk:What have you summarize. (We 梳理、总结本课learned today?

have learned 主要内容。并通

Emotional education What else Chinese or western traditional Thanksgiving Day Mid-autumn Festival.) 过对中西方传and 统节日的比较、观点讨论，引导学生深入表达观点和喜好，体现语言的运用、festivals do you know?

Which do you like better?Chinese

festivals or western

激发学生真实festivals,why?

3.

Help pupils to

pass on Chinese culture according to Chinese

跨文化意识及对中华传统文化的热爱和传承。

通过对思维导图的梳理，鼓励、引导学生在

map to help us read or tell something. So for

完成家庭作业的过程中对这种学习方法加情感。并通过谈话引导，让学生理解中西方的文化差异，培养understand that we can traditional

festivals

and introduce it to foreigners like Tony.

Homework (过渡语)In this class,

we have also learned how to use a thinking

today’s homework, I

hope you can make your own thinking map

以运用。在作业的设计上考虑了不同层次学to help you finish your homework.

Have pupils choose one of the following as homework: 1.

Recite the text,

生的需求，让学Choose one of 生根据自己的the assignments 情况自主选择，to finish. 增强了作业的针对性和自主性，体现了多元then tell your parents 化和开放性的about Day.

2.

Write an e-mail to Tony, tell him about our Dragon Boat Thanksgiving 作业设计。

Festival.