六年级英语THANKSGIVING IS MY FAVOURITE FESTIVAL观课报告

Module 4 Unit 1 Thanksgiving is my favourite festival.教学设计一、教材分析：本节课是外研版（三起）小学英语六年级上册的Module 4 Unit 1 Thanksgiving is my favourite festival.，主题为“感恩节是我最喜欢的节日”。

通过本单元的学习，学生将了解感恩节的由来和庆祝方式，并学习相关的词汇和表达方式。

教材中包含了听、说、读、写等多种语言技能的训练。

二、教学目标：1. 知识目标：a. 学生能够理解并正确运用与感恩节相关的词汇和表达方式。

b. 学生能够听懂并能够简单描述感恩节的由来和庆祝方式。

c. 学生能够阅读简单的关于感恩节的短文，并回答相关问题。

d. 学生能够写一篇简短的关于感恩节的短文，表达自己对感恩节的喜爱之情。

2. 能力目标：a. 学生能够通过听、说、读、写等多种方式，提高自己的英语综合运用能力。

b. 学生能够培养对感恩节的文化意识和跨文化交流的能力。

3. 情感目标：a. 培养学生感恩的心态，增强他们对家人、朋友和社会的感恩之情。

b. 培养学生尊重和欣赏不同文化的意识。

三、教学重点和难点：教学重点：感恩节的由来和庆祝方式，相关词汇和表达方式的学习。

教学难点：听力理解和口语表达的训练，以及对感恩节文化的理解和欣赏。

四、学情分析：本班学生是六年级学生，已经具备了一定的英语基础。

他们对节日有一定的了解，但对感恩节的文化和庆祝方式可能不太熟悉。

他们的口语表达能力较强，但听力理解和阅读理解能力还需要进一步提高。

因此，在教学过程中需要注重培养学生的听、说、读、写等语言技能，并激发他们对感恩节的兴趣和学习的积极性。

五、教学过程：Step 1: Warm-upa. Greet the students and ask them if they know any festivals.Example: Teacher: Good morning, class! Can you tell me some festivals you know? Raise your hand if you want to share.Student 1: I know Christmas!Student 2: I know Chinese New Year!Student 3: I know Halloween!b. Show pictures of different festivals on the screen and ask students to name them.Example: Teacher: Great! Now, let's look at some pictures. What festival is this? (Show a picture of Christmas)Student 1: Christmas!Teacher: That's right! How about this one? (Show a picture of Chinese New Year)Student 2: Chinese New Year!c. Introduce Thanksgiving and ask students if they know anything about it.Example: Teacher: Very good! Now, let me introduce another festival called Thanksgiving. Have you heard of it before? Raise your hand if you know something about Thanksgiving.Student 3: I think it's a festival in America.Teacher: That's correct! Thanksgiving is indeed a festivalcelebrated in America. We will learn more about it today.Step 2: Presentationa. Show a video or pictures about the history and traditions of Thanksgiving.Example: Teacher: Now, let's watch a short video about Thanksgiving. Pay attention to the history and traditions of this festival.b. Introduce key vocabulary related to Thanksgiving, such as "turkey," "pumpkin," "family," "thankful," etc.Example: Teacher: After watching the video, let's learn some new words related to Thanksgiving. Look at the board. This is a turkey. Can you all say "turkey"?Students: Turkey!c. Use flashcards or real objects to help students understand the meanings of the words.Example: Teacher: Now, I have some flashcards here. I will show you a flashcard, and you tell me what it is. (Show a flashcard of a pumpkin)Student 1: Pumpkin!Teacher: Great job! What about this one? (Show a flashcard of a family)Student 2: Family!d. Model and practice the pronunciation of the vocabulary with the students.Example: Teacher: Now, let's practice saying the words together. Repeat after me. Turkey.Students: Turkey.Teacher: Pumpkin.Students: Pumpkin.Step 3: Listeninga. Play a recording of a conversation about Thanksgiving.Example: Teacher: Now, I will play a conversation about Thanksgiving. Listen carefully and try to answer the questions I will give you later.b. Ask students to listen carefully and answer some questions about the conversation.Example: Teacher: Okay, here are the questions. Listen and choose the correct answer. Question 1: What do people eat on Thanksgiving? A) Pizza B) Turkey C) Ice creamStudents: B) Turkeyc. Check the answers as a whole class and discuss any difficulties the students had.Example: Teacher: Let's check the answers together. Question 1: What do people eat on Thanksgiving? What's thecorrect answer?Students: B) TurkeyTeacher: That's right! Good job, everyone!Step 4: Speakinga. Divide the students into pairs or small groups.Example: Teacher: Now, I want you to work in pairs. Find a partner and sit together.b. Ask them to discuss the following questions: "What do you usually do on Thanksgiving?" "What are you thankful for?"Example: Teacher: In your pairs, please discuss these questions. What do you usually do on Thanksgiving? And what are you thankful for? Take turns asking and answering the questions.c. Encourage students to use the vocabulary and expressions they have learned.Example: Teacher: Remember to use the words we learned today in your conversation. You can say, "On Thanksgiving, my family eats turkey," or "I am thankful for my family."d. Have some groups share their answers with the whole class.Example: Teacher: Now, let's hear from some groups. Who would like to share what they usually do on Thanksgiving or what they are thankful for?Step 5: Readinga. Give students a short passage about Thanksgiving to read.Example: Teacher: Now, I will hand out a reading passage about Thanksgiving. Please read it silently and underline any new words or phrases you find.b. Ask them to read the passage silently and underline any new words or phrases.Example: Teacher: Take a few minutes to read the passage silently and underline any new words or phrases you find.c. Have students take turns reading the passage aloud.Example: Teacher: Now, let's take turns reading the passage aloud. Volunteer, please start.d. Ask comprehension questions to check their understanding of the passage.Example: Teacher: Good job, everyone! Now, I have some questions about the passage. Who can answer this question? "What is the main idea of the passage?"Step 6: Writinga. Ask students to write a short paragraph about why Thanksgiving is their favorite festival.Example: Teacher: It's time to do some writing. Please write a short paragraph about why Thanksgiving is your favoritefestival. You can use the sentence starters or writing frame on the board to help you.b. Provide sentence starters or a writing frame to support their writing.Example: Teacher: Here are some sentence starters you can use: "I like Thanksgiving because..." or "Thanksgiving is my favorite festival because..." You can also use this writing frame: "My favorite festival is Thanksgiving. I like it because..."c. Circulate and provide assistance as needed.Example: Teacher: While you are writing, I will walk around and help if you have any questions or need assistance.d. Ask some students to share their writing with the class if time permits.Example: Teacher: If you would like to share your writing with the class, raise your hand. I would love to hear your thoughts about Thanksgiving.Step 7: Wrap-upa. Review the key vocabulary and expressions learned in the lesson.Example: Teacher: Before we finish, let's review the words we learned today. Who can tell me what "turkey" means?b. Ask students to share one thing they have learned or enjoyed about Thanksgiving.Example: Teacher: Finally, I want each of you to share one thing you have learned or enjoyed about Thanksgiving today. Let's start with you, Student 1.六、板书设计：Title: Unit 1 Thanksgiving is my favourite festival.Key Vocabulary:•Thanksgiving•turkey•pumpkin•family•thankfulSentence Patterns:•Thanksgiving is my favourite festival.•I am thankful for...七、教学反思：本节课通过多种教学方法和活动，使学生在听、说、读、写等方面得到了综合的训练。

六年级上册英语-Module 4 Unit 1 Thanksgiving is myfavourite festival.外研版（三起）主要内容本单元主要探讨感恩节的来历、习俗和意义，让学生了解这个节日的文化内涵和背后的历史背景。

同时，本单元还将让学生表达自己对感恩节的思考和感受，增强其对感恩的意识和行为。

词汇学习本单元的重点词汇为“Thanksgiving”、“favourite”、“autumn”、“harvest”、“corn”、“pumpkin”等。

•Thanksgiving: 感恩节•favourite: 最喜欢的•autumn: 秋天，秋季•harvest: 收获，收成•corn: 玉米•pumpkin: 南瓜语法学习本单元的语法重点为形容词的比较级和最高级的应用，并在此基础上引导学生运用所学表达自己对感恩节的看法和感受。

•比较级：形容词的比较级用于表示两个人或事物间的比较，例如“bigger”、“more interesting”等。

•最高级：形容词的最高级用于表示三个或三个以上的人或事物的比较，例如“biggest”、“most interesting”等。

写作任务本单元的写作任务是让学生撰写一篇短文，介绍自己最喜欢的节日和原因，并在其中运用所学的词汇和语法。

以下是一篇范文：My Favourite FestivalMy favourite festival is Thanksgiving. I love Thanksgiving becauseit is a time for people to get together with family and friends, eat delicious food, and give thanks for all the good things in their lives.Thanksgiving is celebrated in autumn, which is my favourite season.I love the beautiful colours of the leaves on the trees and the cool, crisp air. Autumn is also a time of harvest, when farmers gather their crops, including corn and pumpkins.One of the traditions of Thanksgiving is to have a big feast with turkey, stuffing, mashed potatoes, gravy, cranberry sauce, and pumpkin pie. I always look forward to eating all of these delicious foods with my family and friends.Another reason why I love Thanksgiving is because it reminds me to be grateful for all the good things in my life. I am thankful for my family, my friends, my home, and my health. Without these things, I wouldn’t be who I am or where I am today.In conclusion, Thanksgiving is my favourite festival because it is a time for family, friends, and food, and a time to give thanks for all the good things in life.。

Unit 1Thanksgiving is my favourite festival. 一般说来，“教师”概念之形成经历了十分漫长的历史。

杨士勋（唐初学者，四门博士）《春秋谷梁传疏》曰：“师者教人以不及，故谓师为师资也”。

这儿的“师资”，其实就是先秦而后历代对教师的别称之一。

《韩非子》也有云：“今有不才之子……师长教之弗为变”其“师长”当然也指教师。

这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。

教案唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。

而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。

“教授”和“助教”均原为学官称谓。

前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。

“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。

唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。

至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。

至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。

一、教学内容观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。

随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。

我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。

看得清才能说得正确。

在观察过程中指导。

我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。

Module 4 Unit 1Thanksgiving is my favourite festival.教案一、教学内容Module 4 Unit 1 Thanksgiving is my favourite festival.句型：A. Thanksgiving is my favourite festival.B. We always have a special meal.C. We say “thank you” for our food, family and friends.功能：谈论和描述感恩节等西方节日。

二、教学目标1、语言知识目标能听、说、读、写本课生词：Thanksgiving, flag, special, meal.2、语言技能目标What do you do on…?We always have a special meal.We say “thank you” for our food, family and friends.能用这些句型向同学及朋友介绍节日主要活动。

3、情感态度目标让孩子们了解西方文化，培养跨文化意识。

三、教具准备多媒体课件、单词卡片、节日图片、录音机、磁带四、教学过程1、复习引导学生说出他们了解的西方节日的名称，学生可能会说出一些，例如：Christmas，Halloween 等等。

再引导学生说一说这两个节日的情况，例如：它们分别在什么时间？按照传统，人们在这两个节日里会做些什么？2、任务呈现与课文导入1）老师向学生出示与圣诞节相关的图片，让学生回答问题：When is the Christmas Day?Do you like it? What do people do on Christmas?2）用同样的方式谈论万圣节。

3）出示美国国旗，问学生是否了解美国有一个关于国旗的节日和一个感恩节。

大多数同学可能都不知道。

老师告诉学生，美国有一个传统的“Flag Day”。

Module 4 Unit1 Thanksgiving is my favourite festival（教案）一、教学目标1.能听懂、会说、会读单词和短语：Thanksgiving, favourite, festival, turkey, pie, family, feast, autumn, harvest, celebrate.2.能理解并能运用所学句型：What is your favourite festival? My favourite festival is Thanksgiving. We celebrate Thanksgiving in autumn. We have turkey and pie at the Thanksgiving feast.3.能够描述Thanksgiving节日的由来、时间和传统食品。

4.能够运用所学知识，自己编写一份Thanksgiving的贺卡。

二、教学内容1.复习单词和短语：Thanksgiving, favourite, festival, turkey, pie, family, feast, autumn, harvest, celebrate.2.谈论自己喜欢的节日及理由。

3.学习Thanksgiving的来历和庆祝方式。

4.掌握运用所学知识，自己编写一份Thanksgiving贺卡。

三、教学重难点1.掌握运用所学知识描述Thanksgiving节日的由来、时间和传统食品。

2.掌握运用所学知识编写一份Thanksgiving的贺卡。

四、教学准备1.纸张、彩笔。

2.PPT、图片、视频。

五、教学过程1. Warming up通过视频、图片、幻灯片等方式，让学生了解Thanksgiving节日的起源和庆祝方式。

2. Presentation教师出示PPT，引导学生掌握与Thanksgiving有关的单词和短语，并复习熟练之前学习的单词和短语。

Module 4Unit 1 Thanksgiving is my favourite festival.一、教学目标（一）语言知识：能理解、认读生词：Thanksgiving, flag, fly, special, meal, sound, football能理解和认读句子：(1)Thanksgiving is my favourite festival.(2)We always have a special meal.(3)We say‘thank-you’ for our food, family and friends.(4)After Thanksgiving dinner, we watch a big football game on TV.（二）学习能力全体学生能用”Thanksgiving is my favourite festival”这类语句来谈论重要节日。

（三）思维能力能谈论和描述课文所介绍的节日，进而用学过的句型尝试说说中国的传统节日的习俗。

（四）文化品格1.通过对感恩节的学习，让学生对身边的人和物怀有感恩之心，珍惜现在的生活。

2.能在积极与他人合作完成任务的过程中获得学习的乐趣和学习成就感。

二、教学重点1. 听说读中单词和短语：Thanksgiving, flag, fly, special, meal, sound, football2. 学习句型：Thanksgiving is my favourite festival. We always have a special meal. We say “thank you” for our food, family and friends. After Thanksgiving dinner, we watch a big football game on TV.三、教学难点1. 用句型：Thanksgiving is my favourite festival. We always have a special meal. We say “thank you” for our food, family and friends. After Thanksgiving dinner, we watcha big football game on TV.谈论感恩节。

Unit 1 Thanksgiving is my favourite festival.第二课时课时内容3.Listen and say.&4.Practise.课时分析本课时是外研版六年级上册第四模块第一单元第二课时，本教学知识点围绕“国旗日、感恩节”展开教学的。

学习“festival, special, meal, sound”等单词及“We always have a special meal. We say ‘thank-you’for our food, family and friends.”重点句型展开教学，使学生在情景中掌握教学内容，培养学生自主学习英语的能力和运用英语分析、解决问题的能力，以及交流和合作的能力。

本课时包括Listen and say.和Listen, read and act out.两个板块。

Listen and say.呈现了关于节日的活动，然后结合practise一起，更能激发学生学习英语的兴趣。

Practise.板块是一个综合性的语用活动。

学生可以通过这个活动将前3部分所学的词汇和句型描述自己喜欢的节日，做到学以致用。

课时目标（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：Thanksgiving is my favourite festival.We always have a special meal.We say “thank-you”for our food, family and friends.（3）能阅读、理解、朗读课文；（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。

（5）能谈论和描述课文所介绍的节日，并产生对其他的西方节日的兴趣。