外研社小学英语六年级上册Module 4《Unit 1 Thanksgiving is very im

外研社小学英语六年级上册Module 4《Unit 1 Thanksgiving is

very important in the US》

《新标准英语》第十一册

教学内容：

M4U1重点讲述的就是美国的节日--感恩节。虽然六年级的学生随着英语学

习的深入，已经初步了解了圣诞节、万圣节、复活节等节日，也非常乐于实践和

探究，但对于美国的感恩节他们知之甚少。课前我让学生自主学习教师自己录制

的一段有关感恩节的“微视频”进行预学，让学生能够更多地了解感恩节的文化背

景，拓宽视野，加深理解，以期培养学生的自我学习能力和英语思维能力，也为

他们在课堂上能够更加灵活自如的表达提供足够的语料。

教学目标：

Knowledge aims：（知识目标）

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

dialogue.所有学生应当学会根据对话内容回答问题。

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.所有学生学会说重点词汇、句型并会运用这些句型进行谈论。

Ability aims:（能力目标）

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

分的学生能够学会模仿对话。

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

do and eat on Thanksgiving.大部分的学生能够表达人们在感恩节这天做什么

和吃什么。

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

一部分学生能运用所给句型，结合生活经验，描述更多有关感恩节的事情。

Emotion aims：（情感目标）

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

according to the words or actions. 所有学生都能够通过语言或是行动表达

自己对他人的感谢。

7． All the students should be helpful and friendly.所有的学生都应该是

有好的和乐于助人的。

教学重点：

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

dialogue.所有学生应当学会根据对话内容回答问题。

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.所有学生学会说重点词汇、句型并会运用这些句型进行谈论。

教学难点：

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

do and eat on Thanksgiving. 大部分的学生能够表达人们在感恩节这天做什么

和吃什么。

课前准备：

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

教学过程：

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?

板书课题：Thanksgiving

【设计意图】

通过复习万圣节，给学生搭建一个讨论节日的“支架”，让学生能够带着同

样的问题学习新的节日。

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?

【设计意图】

学生带着预学进入课堂，能够说出感恩节的时间，此时教师呈现今年的日历，

让学生找到今年11月的第四个星期四，加深理解，效果会更好。

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”.

单词卡片依次出现：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!

【设计意图】

录制的微视频帮助学生课前进行了一个很好的预习，给了学生一个很好的学

习支持，虽然有关感恩节的学习资料网上、书籍上有很多，但对于小学生来说，

主动建构知识，系统地掌握知识难度还是很大，目标性也不够强。有了这个微视

频的帮助，学生能很快进入学习情境，根据自己的喜好和能力掌握一些知识，然

后带到课堂中来，相互讨论，互相学习。从课堂的容量来看，学生学到的内容和

受到的文化熏陶已远远高于文本。

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.

【设计意图】

这是对文本的巩固，通过不同形式的读帮助学生熟悉课文内容；通过简单的

练习检查反馈学生对文本的理解和掌握程度。

四、Extension.

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

教师引导性提问：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?

【设计意图】

微视频中提出的这两个问题放到学完文本之后再拿出来讨论，学生带着对这

一节课更加深刻的领悟和认识，通过表达“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. …”，寓知识与应用于文

化意识当中, 点明了主题。

3. Enjoy a song.

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

【设计意图】

最后通过欣赏一首英文歌曲，感受节日氛围的同时，用歌曲中的一句话告诉

学生“Let’s make every day Thanksgiving.”渲染生活情境，引导学生知道

感恩，懂得感恩节最主要的意义是要告诉我们人性的美好，从任何事上都可以体

现出感恩，如问候一下你的父母，朋友，帮助需要帮助的人，都是感恩的表现。

整节课营造了一种浓浓的感恩文化氛围，从课前到课上再到课外，主题文化一气

呵成。

四、Homework.

1. Listen and read the dialogue.

2. Talk about your favourite festival. (围绕着三个主要问题)

板书设计：

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.

教学反思：

今年由于教材有了变动，这篇课文的题目已改成了《Thanksgiving is very

important in the US.》，学生有了预学，因此不是零起点走入课堂，学习的氛

围非常浓厚，以知识引领知识，以智慧碰撞智慧，以情感激发情感，学习的效果

非常好。

比如在谈论What do people do on Thanksgiving?这个问题时，学生不仅

仅局限在文本中的认识，They always have a big, special dinner. They say

“thank you”for the food, family and friends.甚至还能说出They get

together for dinner. They have a parade in the street.等。在讨论What do

people eat?这个问题时，学生能根据课前对微视频的预学和对图片的认真观察

说出了turkey, vegetables，cornbread, Indian pudding等,并且认识了

stuffing，真真切切地明白了The food is special. 感恩节最主要的意义是要

告诉我们人性的美好，从任何事上都可以体现出感恩，在笔者的引导下，学生说

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.接着在谈到感恩节的由来时，学生了解了The

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

friendly and helpful.又进一步深化了之前的理解，更加清晰了为什么美国人

认为感恩节对他们很重要，认识到美国人人格中的优点，饮水思源，这时候对于

课文题目中的important 的认识和理解就能水到渠成、更加深入。

这节课的教学设计非常简单，紧紧围绕着三个问题展开讨论，“When is it?

What do people do? What do people eat?”但课堂上教师让学生打开了话匣子，

抒发了自己的生活情怀。笔者认为这种主题设计方式同样适合其他的节日，有助

于学生掌握一种学习的方法，思考的方式，为后面的阅读和写作练习搭好了支架，

做好了铺垫。

总的来说，这节课给笔者的感受就是，课堂因为学生的主体参与，因为学生

的现场生成而丰富多彩，教师也因为课堂的千变万化而随机应变，因为课堂的生

疑解惑而妙语连珠，在这个师生共同参与的过程中，教师的教学艺术和风格得以

充分地展示。