M4Unit3Happy Thanksgiving
2020小学英语《Happy Thanksgiving》试讲稿
2020小学英语《Happy Thanksgiving》试讲稿Good morning, my class. How was your day? You seem to be a little blue? Yes, of course. We’ve just finished a three-day holiday for the Dragon boat festival. And it’s time to go back here and have classes. But you can expect for the next holiday. What is it? Yes, it’s the National holiday.We know so many about Chinese festivals. But do you know about some foreign festivals? Mike? You know about Easter. Good. The symbols of Easter are eggs and rabbits. Others? Iris? You know about Christmas? Yes, a very big holiday during which we can see many Christmas trees, presents and maybe the Santa Claus.Ok, you know so much about foreign holidays too. Today we have someone here also celebrating holiday. Let’s open our book, tu rn to page 40. Look at the picture. Can you guess what the holiday is. Someone says Thanksgiving. Is he right? But some students are not sure. Ok, let’s read this passage quickly for 3 minutes and find out.Finished? What’s the main idea of this passage, Joy? You said that it isabout Thanksgiving. Is she right? Yes. Nicely done. Sit down please. Then where did the family go? Linda? You said that Jenny and her family went to grandparents’ home and have a family get together. Is Linda right? Yes. Very good. Sit down please.During your first time reading, have you notice “What were everyone doing? No? That’s all right. Now read this passage again to find out the answers. I have a form here for you to fill. 4 students as a group to have a discussion about these questions. 10 minutes for you. Start! Now, group 1 would you like to send someone to come to the front and share your answers? Ok, they send Tina here. Ok she finished. Let’s check the answers. Tina wrote that “when they arrived, her grandfather opened the door.” “Their grandma was cooking.” Her cousins will come tonight.” Is Group one right? Ok, the first one and the second are right. But the third one is not. Group 1 could you think it over. Find again. You said the answer should be “her cousins are here now!” This time, the answer is right. Very good. See? That’s the power of group wisdom. Let’s applaud for them. Tina. Please go back to your seat. Thank you.I still have a question can you answer me? Peter. When Brian first came here, what did he feel? You said he felt that everything was different. Where is the answer? Yes. It’s in the second paragraph from the bottom.Ok, now let’s look at this sentence and the one from the form. That is, “When they arrived, her grandfather opened the door.” “When I first came here, everything was different.” What are these two sentences? Yes. Adverbial clause of time. So what is the rule of it? Let’s read these two sentences carefully. Who can tell me? Woody. You said that the verb tense of both the main clause and subordinate clause is the same. So what are they? They are all simple past tense. Is he right? Yes, you have read it very carefully. Sit down please.Now I have a task for you. Let’s do a survey. Each group makes a survey about how each group member’s fam ily celebrates their festivals. Ten minutes for you. Let’s get started. Time is up. Which group wants to share your survey? Group 3. Ok, Manny represents group 3. You can start. Manny said one of his group member’s family will go on a vacation if there’s a holiday coming. Good. And another member’s family will stay at home to have a big celebration by inviting relatives and friends to come. Nice. Ok sit down please. We can see that different families have different ways to celebrate holidays. But no matter in what way, they are doing this together. Right? Because family is important.Now Jason, would you please conclude what we have learnt today. Thank you, very good. We know something about Thanksgiving Day. Andwe also review adverbial clause.After class, how about finding more foreign holidays and making a report about it. And next class I would like you to share with us.That’ all for today. See you next time.This is my presentation. Thanks for listening.。
教育部参赛外研版英语第七册M4Happy Thanksgiving
Book7M4《Happy Thanksgiving!》山东省潍坊市潍城区实验小学齐海霞一、教材分析本单元是以谈论和描述感恩节和国旗日为题的对话，具体内容是：Daming 和Simon在看日历时，引发的一段对话。
文中Simon告诉Daming，明天是Flag Day，因此Daming好奇的问What do you do on Flag Day? Simon认真的回答。
然后，他们又谈论了更多关于American festivals的事情，主要介绍的是Simon喜欢的感恩节。
本单元的语言结构学习内容是如何让运用What do you do on …?询问在某个节日，人们都做些什么，并来准确回答。
Flag Day和Thanksgiving Day作为两个比较重要的西方节日，是首次出现在教材中，以前我们学过了Christmas Day和Halloween，可以结合这两个节日来学习新的知识。
美国作为重要的英语国家，是每位英语学习者都应了解的，也是符合课程标准中二级的要求，即学生乐于了解异国文化、习俗。
所以本课的重点是：在理解对话内容、学习本课重点语句的同时，帮助学生初步了解美国等西方国家的传统节日，并能亲身感受一下那种文化习俗。
本单元的功能是谈论和描述Thanksgiving Day等西方节日。
本单元的学习任务是：1．学习目标：A: 学生能听懂、读出、说出新单词festival, special, meal, sound，并能准确应用。
重点句型：What do you do on Flag Day/ Thanksgiving Day? We carry flags and we sing songs./ 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. 合作小组内能力较强的学生能够当堂记忆新单词与句子，并在复述课文环节默写出单词。
六年级上英语教案-Module4Unit1HappyThanksgiving!外研社(三起)
六年级上英语教案Module 4 Unit 1 Happy Thanksgiving!外研社（三起）教学内容本单元选自外研社（三起）六年级上册英语教材，主题为“Happy Thanksgiving!”。
教学内容主要包括词汇学习（如“Thanksgiving”, “turkey”, “pumpkin pie”等）、语法点（一般过去时态的使用）、以及相关文化背景介绍。
还包括听力、口语、阅读和写作技能的综合训练。
教学目标1. 知识目标：学生能够掌握与感恩节相关的词汇和短语，理解并运用一般过去时态描述过去发生的事件。
2. 能力目标：通过听力练习，提高学生的听力理解能力；通过口语练习，提升学生的英语交流能力；通过阅读和写作活动，增强学生的阅读理解和写作表达能力。
3. 情感目标：培养学生对多元文化的理解和尊重，增强学生的感恩意识。
教学难点1. 词汇记忆：本单元涉及多个与感恩节相关的词汇，学生需要准确记忆并理解其含义。
2. 时态运用：一般过去时态的运用是本单元的语法难点，学生需要学会正确使用该时态描述过去的事件。
3. 文化差异理解：学生对感恩节的了解可能有限，理解其文化背景和意义是教学的一个难点。
教具学具准备1. 教材：外研社（三起）六年级上册英语教材。
2. 多媒体设备：用于播放听力材料和展示PPT。
3. 实物教具：感恩节相关的图片或实物，如火鸡、南瓜派模型等。
4. 练习材料：词汇和语法练习工作纸。
教学过程1. 导入：通过展示感恩节的图片或播放相关视频，引起学生对本单元主题的兴趣。
2. 词汇教学：通过实物展示、图片和语境创设等方式，教授新词汇。
3. 语法教学：通过例句和练习，讲解一般过去时态的构成和用法。
4. 听力训练：播放教材中的听力材料，进行听力理解练习。
5. 口语练习：组织学生进行角色扮演或小组讨论，练习使用新词汇和语法表达。
6. 阅读理解：阅读教材中的相关文章，进行阅读理解练习。
板书设计1. 中心区域：展示本单元的关键词汇和语法点。
Happy_Thanksgiving教学反思
Happy Thanksgiving教学设计二、设计思想1、指导思想：新课程标准理念要求教师注重对学生学习能力的培养，而不是单一的知识本身的教授；要注重引导、帮助学生去研究；要注意尊重和赞赏学生，保护好学生学习的积极性；在教学过程中要注重培养学生间的合作；组织教学后，要对学生的学习情况做出合理有效的评价。
2、设计理念：以听说训练为主线，通过听、说、小组合作讨论，对比等一系列教学活动，使学生获得最基本的英语听说读写能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。
3、教材分析：本单元的核心教学项目是“Celebrate Festivals”，与该项目相结合的内容是购物。
节日是学生感兴趣的话题，通过展现谈论中西方国家的不同文化背景，让学生感受中西方文化的差异。
本课通过Jenny一家人在感恩节见面相聚,让学生谈论西方人如何过感恩节。
Project部分让学生讨论中国人和加拿大人过节日的异同。
4、学情分析：我所教的是初二实验班的学生，大部分学生基础较好，有一定的语言运用能力，学习热情高涨，有较强的自信心，参与意识强，四人小组间能互相帮助，配合较默契。
八、教学反思本节课环节设计得当，衔接紧凑，尤其是Presentation和Talking两个环节效果明显，激发了学生学习英语的兴趣。
整节课我遵循“以学生为中心”的原则，从听说读写全方位地让学生参与了练习，我只起引导、帮助、指挥作用，让学生用英语想、用英语说，真正在“使用英语”。
好几个环节采用“任务型”的教学方式，让学生在课堂上积极思考，交流合作，做到了“为用而学、在学中用、学以致用”，真正使课堂活动交际化，培养了学生们独立思考和合作探究的创新精神和实践能力，训练提高了学生的语言学习能力。
不足之处是Talking环节学生谈论热烈，我不忍打击学生的积极性，结果超时，导致Project 环节时间显紧张，学生谈论的不够透彻，如果提前布置成预习作业，效果会更好。
六年级英语Module4
Master some festivals
Can remember those festivals
教学准备
tape, cards, pictures
教
学
环
节
step1. Warming –up
1. Read the words and dialogue in unit1.
2. Revise the festivals
把中国的春节和外国的圣诞节做比较，可以让学生对他们的相同点和不同点一目了然，也可以让学生更好的了解外国的风土人情。
板
书
设
计
Module 4 unit 2
Festival What’s your favorite festival?
sound My favorite festival is...
race
T: Which festival is veryimportant inChina?
Ss: Spring Festival.
T:So now we’ll talk something about the Spring Festival and fill in the blanks.
festivals Items
5. Sing the song together.
6. Have some student stand up and sing the song.
Step5. Game:Guessthe festival.
1. Have the students divide into two groups have them contest.
Step3. Listenpoint and find four questions.
六年级英语上册Module 4unit1 Happy Thanksgiving导学案
六年级英语上册 Module 4 Unit 1 Happy Thanksgiving 导学案一、教学目标1.掌握本单元的核心词汇和常用表达；2.能够运用所学目标语言进行简单对话和日常交流；3.通过学习感恩节的相关知识，培养学生的感恩意识和社交能力；4.培养学生的听、说、读、写能力。
二、教学重点1.本单元的核心词汇和常用表达；2.运用目标语言进行简单对话和日常交流；3.对感恩节有一定的了解。
三、教学内容1.学习并掌握本单元的核心词汇和常用表达；2.听、说、读、写训练；3.感恩节相关知识的学习。
四、教学过程1. 导入新课 (5分钟)•引导学生谈论感恩的重要性，激发学生的学习兴趣；•呈现感恩节的图片或道具，给学生带来感受。
2. 学习新课 (25分钟)•呈现核心词汇和常用表达，教授发音和词义；•运用示意图或示范动作进行词汇教学；•通过情境对话及练习，巩固词汇的使用。
3. 感恩节知识学习 (20分钟)•通过图片或小故事的形式，给学生呈现感恩节的由来及传统习俗；•学习常用的感恩节表达方式，并进行模仿和练习；•结合试题，进行小组讨论和互动。
4. 回答问题 (10分钟)•针对学生对新课和感恩节知识的理解，进行问答；•鼓励学生积极回答问题，锻炼口语表达能力；•纠正学生的错误答案，帮助他们理解。
5. 练习与巩固 (15分钟)•使用小练习册或教材中的练习题进行课堂练习；•鼓励学生互相交流答题思路，培养合作学习的能力；•对学生的答题情况进行点评和总结。
6. 作业布置 (5分钟)•布置相关书面作业，巩固所学知识；•鼓励学生利用课余时间进行口语练习；•督促学生按时完成作业。
五、教学反思通过本节课的教学设计，学生能够了解并运用感恩节相关的知识，掌握本单元的核心词汇和常用表达。
教学过程中，通过多样化的教学方法，如图片呈现、情境对话、练习巩固等，激发了学生的学习兴趣，并培养了他们的听、说、读、写能力。
同时，通过小组讨论和互动等活动，促进了学生之间的合作学习和思维交流。
初中英语Happy Thanksgiving教案
初中英语Happy Thanksgiving教案Unit 3 Families Celebrate TogetherLesson 21 Happy ThanksgivingTeaching ContentMastery words and expressions: grandparent, kitchenKnown words and expressions: hug, give…a big hug, Thanksgiving dinnerTeaching AimsKnow about Thanksgiving in Canada. It engages students in comparing Chinese celebrations with Western celebrations.Teaching Important PointsPossessive CaseWords and expressions used on Thanksgiving.Students can write passages according to the pictures.Teaching Difficult Pointsthe similarities and differences between the two countries.Teaching PreparedSome Flashcards about ThanksgivingTeaching AidsAudiotape, FlashcardsTeachi ng ProcedureStep1.Let’s sing the song of Lesson20. Listen to the tape again. Then lead in the next lesson.St ep2. Come to “THINK ABOUT IT”. Discuss the questions and share the opinions with the others.Step3. Look at the pictures and guess what they are doing. According to their imagination, write a short passage.Then divide the class into several groups and discuss their passages. Then choose a best one to read in front of the class.Step4.Listen to the tape and answer the questions:On Thanksgiving Day, where did Jenny and her mother go?Have Jenny’s cousins come?Step5. Come to “Learning Tips”. Let the students know the meaning of Thanksgiving. Discuss h next questions.How many festivals are there in China?Which one do you like best?Do you know what they stand for?Step6. Come to “Project 2”. Ask, “Are festivals in Canada the same as festivals in China?” Let the class discuss the questions. Get them to write down the similarities and differences.This part is hard for students to understand. Make sure the students clearly understand what they are to do.Point to the different parts and explain what the students should write.In the green circle, write the things that families do in China. In the red circle, write the things that families do in China. In the yellow circle, write the things that families do in both countries.The chart is also called a Venn diagram. In their groups, the students each make a Venn diagram of similarities and differences between family celebrations in China and Canada. They may use heir notes from the previous lesson.Step7. Finish off the activity book.Go on the next reading in the student book if you have time.SummaryLet the students to act out what they arranged in front of the class.Ask them to search some information about the festiv als in China and Western countries.Lesson 22 Presents from Canada!Teaching ContentMastery words and expressions: box, tape, address, post, post office, mailKnown words and expressions: cardboard, wait, send…to…, on the top of, all readyTeaching AimsAll of the people around the world are in a big family. We should love each other. Cultivate the feelings of loving one’s own countries.Teaching Important PointsLearn how to make birthday cards and what to write on them.“Mail” and “post” mean the same thing.Teaching Difficult PointsMake a birthday cardTeaching PreparedThe things that used to make birthday cardsTeaching AidsAudi otape, Flashcards, ObjectsType of lessonTeaching ProcedureStep 1. Review the last lesson. Remind the students a family members birthday is also a big f estival.Sending different presents is important to link the relations of the whole family. Ask the students:Did you have a party for your parent?What did you send them?Did you express your thanks to our parents?Step 2. Come to ‘THINK ABOUT IT”Discuss the first question. “What do you write in your card?” Write their answers down and change their ideas with the others.Step 3. Play the tape. Ask the students to listen to it with the questions: What presents are Jenny and Danny going to post to Li Ming?Step 4. Read the text silently. Then discuss the text in details.St ep 5. Take out what you prepared before class. Make cards for your friends in groups and then write the addresses on them.Remind the students not to forget the best wishes in English.Show every group’s cards to the class and let them see if they forget something.Step 6. Ask the students to work in pairs to make up a dialogue according to the story. Act the dialogue out in front of the class.e to “LET’S DO IT”.This is the comprehension of the whole text. The teacher asks them to speak English in the process.Step 8. Finish the remai ning activities in the activity book. Go on the next reading in the studentbook.SummaryThe teacher brings several boxes and presents to the class. The students bring some, too. Now the teacher and the students can arrange and act the dialogues out together.Lesson 23 Li Ming’s Happy BirthdayTeaching Content:Mastery words and expressions: cap, fit…wellKnown words and expressions: fashion, in fashion, turn offTeaching Aims:1. Children all of he world should love each other.2. Cultivate the feelings of loving one’s own country.Teaching Important Points:1. When you got presents from friends, how do you express your thanks.2. The style and content of the letter, to show thanks.Teaching Difficult Points:How to show thanks in English in the letter.Teaching Preparation:Students can prepare their birthday presents from the others.Teaching Aids:Audiotape, Flashcards, PresentsType of Lesson: New lessonTeaching Procedure:Step1.The teacher takes out a present from friends and shows it to the class. You can say: “This is a present from my friend from Canada or other countries.” Do the students believe you? They will look at the label. If it is not true, they will laugh.Step2. Listen to the tape and answer the following questions.1. What presents did Li Ming receive?2. Who got the presents from the post office?3. Who went to Li Ming’s party?Step3.Read the text silently . Check the answers and let the students discuss the text in details.Step 4. Read the te xt again. Then ask the students to retell the story in a third person.Step 5. Write what your birthday will be like this year in groups. Discuss the passage in details and choose the best one to read in the class.Step 6. Come to “LET’S DO IT”Write a thank-you note/card/letter to thank your parents and friends for their presents.The thank-you note is not long, but it can express your thanks feeling exactly.Step 7. Finish off the activity book.Read the next lesson in the students’ book.Summary1. Look at the pictures of Lesson 22. Le t the students guess the presents Li Ming will receive.2. Li Ming celebrates his birthday with his family. This is very popular. If time allows, the t eacher and the students have a short play about it.。
冀教版八年级英语上册Unit3Lesson16HappyThanksgiving教学设计
（2）选取一篇阅读材料，进行朗读练习，注意语音、语调的准确性，提高英语口语表达能力。
5.观察与思考：
（1）观察身边的人和事，思考如何用英语表达自己的感激之情，将所学知识运用到实际生活中。
（2）与同学交流，分享彼此的作业成果，互相学习、互相鼓励。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，总结一般现在时态的用法、动词第三人称单数形式的变换规则以及表达感恩、祝福和分享的句型。
2.教师强调本节课的文化背景，让学生了解并尊重不同的文化习俗。
3.教师布置课后作业，要求学生在课后进行口语练习和书面作业，巩固所学知识。
4.教师鼓励学生将所学英语知识运用到实际生活中，学会感恩、分享和关爱他人，使英语学习真正为生活所用。
5.提高英语听力水平，能够理解并获取课文中的关键信息。
（二）过程与方法
1.通过小组合作、讨论等形式，培养学生主动探究、合作学习的能力。
2.运用多媒体教学资源，创设真实的语言环境，激发学生的学习兴趣，提高学生的英语实践能力。
3.结合课本内，设计丰富的课堂活动，如角色扮演、复述故事等，帮助学生巩固所学知识，提高英语口语表达能力。
（4）鼓励学生进行口语表达，为学生提供展示自己的机会，如课堂报告、小组讨论等，帮助学生克服心理障碍，提高英语口语表达能力。
2.创设真实的语言环境，让学生在实际交流中掌握所学知识。
（1）组织学生进行角色扮演，模拟感恩节家庭聚会的场景，让学生在互动中运用所学词汇和句型。
（2）开展课堂讨论，让学生分享自己对感恩节的认识和体验，提高学生的跨文化交际意识。
难点：在实际语境中灵活运用一般现在时态；正确使用动词第三人称单数形式；听力练习中捕捉关键信息。
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1: What do we do on Flag Day?
2:What do we do on Thanksgiving Day?
Thank you
1:Can you tell ___ more about me American festivals? 2: ___like Thanksgiving, too. I
Flag Day 国旗制定纪念日 6月14日，美国 为纪念1777年正 式通过了美国国 旗而定的纪念日。
Thanksgiving Day 感恩节十一月的第 四个星期四，在美 国是法定节日，用 以纪念1621年在普 里茅斯虔诚的殖民 者和维邦抑哥人的 节日，以感谢上帝 赐予丰收和健康为 特征.
Read and answer: 1: What do we do on Flag Day?
I we me us my our
my 3: Children’s Day is ___favourite festival. We our 4: ___say “thank you” for ___ family.
2 What do we do on Thanksgiving Day A.We have a big family dinner. B: We say “thank-you” for our food, family and friends. C: We watch a big football game onTV D: We carry flags and they sing songs
Module4 Unit 1
carry flags
sing a special meal a big family dinner
一顿家庭大餐
a big football game
Flag Day
Spring
MidThanks Autumn
Festival Festival giving
Dragon
Halloween
Lantern Festival
Christmas
Boat Festival
Children Teacher’s Day ’s Day
Women’ s Day
my favourite festival
我最喜欢的节日
--What’s your favourite festival? Flag Day --______ is my favourite festival.
2:What do we do on Thanksgiving Day?
1: What do we do on Flag Day? A. We carry flags. B. We carry flags and sing songs. C. We have a special meal. D. We watch a big football game on TV.
Flag Day Spring Festival Teacher’s Da Christmas Lantern Festival Children’s Da Halloween Dragon Boat Festival Thanksgiving Mid-Autumn Festival
American festival