六年级上册《Lesson 1》最新教案下载-攀枝花市优质课

(2)understand the text and get to know something about the two festivals;

2.Ability aims

(1) learn some reading strategies, such as underling the key words or sentences, guessing the meaning of new words with pictures;

(2) improve international thinking skills by comparison of the Mid-autumn Festival in China and Thanksgiving in the USA;

3.Emotional aims

deepen their cultural understanding and the inheritage of the traditional festivals.

三、教学重难点

Focus of the lesson:

1. Understanding the text ;

2. Understanding and experiencing the cultural difference.

Predicted area of difficulty:

1. Meaning of “lunar”;

2. Finish the chart about the two festivals.

四、教学过程

Teaching procedures:

StepⅠ. Lead-in

1.The teacher presents a video of Qingming festival.

2.Students name some other festivals by brainstorming.

【设计意图】由清明节导入新课，激活学生对其他节日已有的印象，同时解决节日所在日期的表达方式及‘lunar’这一难点,为阅读文章做好铺垫。

StepⅡ. Understanding and learning

1. The teacher presents the chart and asks students to read quickly and number .

2. Students read the text carefully and fill in the blanks.

3.The teacher checks answers on the PPT and students experience the cultural difference .

4.Listen and repeat.

5.Read in groups.

6.Students discuss in groups, find out the difference and the same between Mid-autumn Festival and Thanksgiving .

7.The teacher shares more information about Mid-autumn Festival and Thanksgiving with students.

8.Students discuss in groups, find out the different aspects about festivals and construct the thinking map.

【设计意图】把Jigsaw 的理念和做法与英语阅读相结合，把完整的文本进行分割成六部分，分发给不同的小组进行初次阅读，找出自己的序号，然后把原有小组成员拆散，重新分组，新组中成员包括每个段落的专家，组员之间相互交流，交换信息，从而完成表格，并将段落进行整合，还原文章，加深理解。Jigsaw reading过程中 ：1、学生充分参与，充分发挥主观能动性2、互补式阅读，培养学生互相帮助的良好品质3、锻炼了学生的交际沟通能力，在做中学，将英语运用于实际。4、教师和学生之间、学生和学生之间更加配合，更加默契，养成合作的习惯，逐渐培养团队、集体意识5、趣味性较强。

在引领学生体验中西方不同节日的同时，提供学生自主对比的机会，培养学生的thinking quality,帮助学生更好了解中西方不同节日，促进学生综合语用的能力，培养学生的international thinking。在逐步了解中秋节和感恩节有关知识的阅读过程中，一步一步构建出以 Festival为中心词的清晰的思维导图。