六年级英语THANKSGIVING IS MY FAVOURITE FESTIVAL观课报告
Unit 1 Thanksgiving is my favourite festival
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。
六上Module4 Unit1 Thanksgiving is my favourite festival
Listen and tick. True False
1.People always have a special meal on Flag Day. 2.Flag Day is Simon’s favourite festival. 3.On Thanksgiving Day,they have a big family dinner. 4.People say “thank-you”for their food family and friends. 5.People sing songs after Thanksgiving dinner.
Santa Claus
Christmas trees
presents
Homework
• 1. Listen and read the story twice. • 2. Write a passage about Thanksgiving.
作业
Let’s
sing
• We wish you a merry Christmas. • We wish you a merry Christmas. • We wish you a merry Christmas and a happy new year. • We wish you a merry Christmas and a happy new year.
6月14日 June 14th
Thanksgiving Day
Read and answer
What do they do on Flag Day? What do they do on Thanksgiving Day?
What do they do on Flag Day?
六年级上册Module4Unit1 Thanksgiving is my favourite festival
Corn 玉米
Different kinds of activities on Thanksgiving Day:
Family gathering
Holiday meal
Turkey meal
Activities for celebration
Holiday parades（游行） and giant balloon
II.Choose
me ( me/ I ) help＿＿＿ you ( you/ your). 1.Let＿＿＿
2.Let＿＿＿ us (we/ us ) go to school. 3. Our ＿＿＿(Our/ We) school is very beautiful.
4.She is＿＿＿ my (me/ my ) sister.
• • • • •
the Dragon Boat Festival 端午节 race /reis/比赛 lantern /’lætən/ 灯笼 the Lantern Festival 元宵节 hang/hæŋ/ 悬挂，叼
The Thanksgiving food
感恩节是北美洲国家的传统节日 (traditional festival)，届时放假三天， 合家团聚(All the family members get together)。感恩节的食品富有传统 特色。在节日宴会上，有一道必不可少的 特色名菜(specialty)——“烤火 鸡”(turkey)。火鸡是感恩节 的传统主 菜，通常是把火鸡肚子里塞上各种调料和 拌好的食品，然后整只烤出，由男主人用 刀切成薄片分给大家。此外，感恩节的传 统食品还有甜山芋(sweet potato )、玉 蜀黍(maize )、南 瓜饼(pumpkin cake)、红莓苔子果酱(cranberry jam) 等。
【外研版】六年级英语上册--Module4-Unit1-Thanksgiving-is-my-favourite-festival
Unit 1Thanksgiving is my favourite festival .
Thanksgiving Day
What do you say on Thanksgiving Day?
Task 任务呈现
After the new lesson ,you can talk about your favourite festivals.
superstar
Thanksgiving,thanksgiving,I like thanksgiving. Festival,festival,it is my favourite festival. Special,special, we always have a special meal. Nice,nice ,that sounds nice.
6月14日 June 14th
American Flag
Can you tell me more about American festivals?
感恩节是美国和加拿大共有的节日，由美国人民独创，原意是 为了感谢上天赐予的好收成。在美国，自1941年起，感恩节是 在每年11月的第四个星期四，并从这一天起将休假两天；而加 拿大与美国的感恩节时间不同，10月第二个星期一。像中国的 春节一样，在这一天，成千上万的人们不管多忙，都要和自己 的家人团聚。
have… buy…
have…
eat… say..
1.Summary.
• What have we learnt today?(我们学到了 什么？) •2. Which group is the winner?
Learn to thank.
Learn to give. Learn to love.
小学英语六年级上册《4Unit 1 Thanksgiving is my favourite festival. (2)》课件
Thanksgiving
• 1620年，英国一批主张改革的清教徒，因理想 和抱负不能实现而退出国教，自立新教，此举激 起了英国当政者的仇恨。他们不得不乘船远渡重 洋，流亡美国。时值寒冬，来到陌生的地方，缺 衣少食，恶劣的环境正在威胁着他们的生命。在 这生死攸关的时刻，当地的印第安人为他们送去 了食物、生活用品和生产工具，帮助他们建立了 新家园。为感谢在危难之时帮助、支援过他们的 印第安人，同时也感谢上帝对他们的“恩赐”， 他们将猎获的火鸡制成美味佳肴，盛情款待印第 安人。
Review 复习
• Let’s read the words of Module 4.
Flag day
• 国旗制定纪念日6月14日。 • 美国为纪念1777年正式通过 • 美国国旗而制定的节日。
What do you do on Flag Day?
• We fly the flag and we sing songs.
And after Thanksgiving dinner ,we watch a big football game on TV.
Halloween
The Dragon Boat Festival
The Mid-Autumn Festival
Flag day
Thanksgiving
Listen and answer 1. What are the two American festivals in the
Emotion
• When we put a small piece of alum into muddy water, we can see the alum can soon make the water clear. If each of us has an attitude of being grateful, we’ll be able to get rid of impulse, upset, dissatisfaction and misfortune. Being grateful can bring us a better and more beautiful life. 把一小块明矾放入混沌的水中，我们发现， 水很快就澄清了。如果人人都有一颗感恩 的心，就能沉淀许多的浮躁和不安，消融 许多的不满和不幸。感恩能让我们的生活 变得更加美好。
六上Thanksgiving is my favourite festival 课件
Daming: That’s great!
Can you tell me more about American festivals?
Halloween
Christmas Day
Father Christmas
Christmas trees
presents
They fly the flag and sing songs.
Thanksgiving
感恩节的食品富有传统特色。在节日宴会 上，有一道必不可少的特色名菜 (special)——“烤火鸡”(turkey)。火鸡 是感恩节 的传统主菜，通常是把火鸡肚 子里塞上各种调料和拌好的食品，然后整 只烤出，由男主人用刀切成薄片分给大家 。此外，感恩节的传统食品还有甜山芋 (sweet potato )、玉米(maize )、南 瓜饼 (pumpkin cake)、红莓苔子果酱 (cranberry jam)等。
turkey
pumpkin pie
a spcial meal
It’s a big family dinner.
What do they do on Thanksgiving Day?
They have a special meal. It’s a big family dinner.
They say “thank-you” for food, family and friends.
Thanksgiving 感恩节 festival 节日 special 特殊的，特别的 meal 一餐，一顿饭 sound 听起来
6月14日 June 14th
国旗制定纪念日 6月14日，美国 为纪念1977年正 式通过了美国国 旗而定的纪念日 。
What do they do on Flag Day?
六年级上册英语-Module 4 Unit 1 Thanksgiving is my favouri
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.。
六年级上册英语教案Module 4Unit 1 Thanksgiving is my favourite festival∣外研版(三起)
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。
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六年级英语Thanksgiving is my favourite festival观课报告
张庄中心小学周言言 10月15日我有幸聆听了李玉红老师讲的一节生动活泼的英语课，听后收获很大，受益匪浅。
本节英语课充分体现了课改的新理念，重点突出了对学生学习主动性积极性的培养。
这节课有很多值得我学习借鉴的东西，下面就谈谈我的一点感受。
一、话题导入，温故知新
在课的开始，李老师通过我们刚刚度过的十一假期引入中国的节日,通过中国的节日再到外国的节日，合情合理，水到渠成。
通过句子的转化复习旧知，重点掌握形容词性物主代词和名词性物主代词。
在情景中理解语言知识和内容能使难点化易，在情景中讲解语言知识能突出重点难点；在情景中进行操练能提高学生实践的量和质。
课文内容通过导读，清晰易记，能加速理解、记忆和交际的进程。
在情景中对话交际能促进思维的条理化、逻辑顺序化，有利于提高口头理解和表达的正确性和流利性。
二、授课过程中以学生为主体
在授课过程中，李老师以学生为主体，充分调动了学生的积极性，保护起学生学习英语的兴趣。
同学们热情高涨，争先恐后的回答问题，使他们的英语学习具有活泼性，生动性和主动性，培养良好的学习习惯，为今后的学习打下坚实基础。
三、激励方式
听课时我特别注意了李老师不同的调动孩子的方式。
我发现以下几个问题非常重要：1、只要孩子积极回答了问题，应对其进行鼓励。
OK, Very good, Wonderful, Well done, 这些表扬鼓励的话语在课堂上要随处可见，并且多数老师对回答对问题的学生都有或多或少的奖励，这也极大的调动了孩子的积极性。
2、积极性调动起来以后，怎样保持下去也很重要。
老师在每个教学环节中对孩子的要求一定要清楚明确，难易适中。
只有孩子清楚的知道自己应该干什么时，才有可能干好这件事；而问题太难孩子会无从下手，太易又不用思考，这都会打击孩子的积极性。
总的来说李老师的这节课，安排的教学活动内容丰富，对课文中的重要词汇和主句型都进行了着重教学操练。
在教学过程中，李老师频繁使用ppt、辅助教学，教学效果良好。
从学生参与课堂回答问题以及做活动情况来看，学生对于知识点的掌握扎实，学习热情高涨。
本课中，李老师能够熟练运用PPT进行教学，目标明确，教学辅助应用恰当，学生学习热情高涨，学习效果良好，师生互动频繁，教学效果好。
通过这次听课活动我对新课改有了更深的认识。
教学改革就要创新，观念的更新是教育生存和发展的前提。
在以后的教学中我要努力做到以下几点：
1 、认真学习教育理论和当前的教育教学先进经验，以指导自己的教学，使自己的教学再上一个新的台阶。