大学英语第三册第五课说课稿
《大学英语（全新版）综合教程》上海外语教育出版社2001（普通高等教育国家级“十五”规划教材）
第三册第五课
Text A: Writing Three Thank-you Letters
这篇文章写的是作者Alex Haley于二战期间在海岸警卫队服役时恰逢感恩节，于是他决定写三封感谢信来体味感恩的真正含义的故事。
笔者在进行这一课的教案设计时，充分考虑到了这一单元的主题-How to celebrate holidays，因此觉得应该把教学重点从感恩节、学会感恩延伸到中外各种节日，可以介绍各种节日的由来，可以讲述中国人庆贺传统节日的方式，可以对中外节日进行多角度的比较，甚至可以就中国的年轻人越来越热衷于过“洋节”这一现象展开思考与讨论。听、说、读、写各种形式的教学活动围绕这些专题展开。
Objectives of the unit: Students will be able to:
1) Develop reading skills-understand the main idea (the significance of a holiday-a time to say how much we value others)，structure of the text，and the skills of reading for specific information-scanning;
2) be aware of cross-culture-similarities and differences in the way how people celebrate holidays and how they express their gratitude in the West and East;
3) Develop writing skills-learn to write thank-you letters; 4) Learn the language-master the key language points and grammatical structures in the text; learn some effective and efficient way to expand English vocabulary-to memorize English words and phrases through association maps;
5) Integrate the four skills-conduct a series of reading，listening，speaking and writing activities related to the theme of
the unit.
Classroom Activities (for the first 2 periods): 1) Warm-up activities:
Guessing game—T shows some pictures and plays some music. Then Ss guess the relevant holidays.
(Pictures and music can quickly hold the interests of the students to come to the key word of the unit—holiday.)
Follow-up exercise—Ss match the names with the date of the holidays.
Or T shows the names of the holidays，and Ss answer the question “when are they?”
(This is a common sense question to check if Ss have a global idea about
both the Chinese and Western holidays.)
2) Ss’ presentation on How do people celebrate the holidays (choose one that you know best)? (an involving， extending question)
T makes a list of holidays → Ss’ group discussion → individual presentation
(classroom activity organization from group to individual) T sums up by saying: People celebrate different holidays in different ways. Sometimes， when we are away from the holiday rush， we are able to recall the true significance of a holiday—a time to say how much we value others. For example，Thanksgiving Day is a good time you can express gratitude to anyone who once helped you or who you got benefit from. Ok，let’s then take a look at Thanksgiving Day.
3) Background information of Thanksgiving Day:
Ss listen to the VOA special program to learn the brief introduction，celebration，history and nicknames of the holiday.
While listening，T shows some key words and pictures that might be helpful for Ss to understand the listening materials.
(Ss learn not by T’s introduction but authentic radio program)
Afterwards， Ss do some check-up exercises including multiple choices and gap filling.
(T designs some associative exercises to consolidate Ss’ listening achievements and Ss can get a deep understanding of the special holiday.)
4) T’s leading in to the text:
(to move Ss into the context of the author’s experience) In our text， the author， Alex Haley， served in the Coast Guard during World War II. On an especially lonely day to be at sea－Thanksgiving Day－he began to give serious thought to a holiday that has become， for many Americans， a day of overeating and watching endless games of football. Haley decided to celebrate the true meaning of Thanksgiving by writing three very special letters.
5) Global reading of Text A:
—Some comprehension questions：
(several connecting questions concerning the text)
Where did the writer spend that Thanksgiving? Where was he going?
Why do you think they were sailing there?
What made him as a cook extremely busy on that Thanksgiving Day?
What was he thinking about on the deck after the day’s hard work?
To whom did the author write three thank-you letters? —Fill in the following table with the main contents of the
letters:
(inductive questions of the story)
Receivers Content of letters sent Content of letters received
6) Show time: Ss enjoy the video clip Thanksgiving Day from American Album.
(to make a visual， vivid and authentic impression on the Ss with the typically warm atmosphere in the family and at the same time foreshadow the oral assignment)
7) Home assignments: (1) Topics of the oral practice:
A. What do you think is the important significance of Thanksgiving Day to Americans?
(a thought-provoking question followed by the video watching)
B. If there were a Thanksgiving Day in China， to whom would you want to express your gratitude? And for what?
(an involving， extending and stimulating question and afterwards it can be designed as the topic of the writing practice)
C. Compare Thanksgiving Day with the Mid-autumn Festival and Christmas with the Spring Festival. (similarities: the season，the purpose.../differences: historical origin， the way people celebrate...) With regard to the third question， Ss can collect information in groups and then work out their own PPT (verbal，visual and/or audio) so as to make presentations in class.
(This is a challenging task and needs collective wisdom. Successful or not， it also depends on Ss’ computer skills in
PowerPoint.)
(2) Finish the fast-reading passage Alex Haley.
(The author plays an important part in the history of American literature and his most famous work Roots stimulated interest in Africa and in black genealogy，which is worth mentioning. Here a fast-reading exercise is a
good substitute for the introduction of the author.)
这份教案最大的特色就是授课内容的多媒体化以及课堂活动的任务化。教师在设计教案时充分利用计算机、网络这些超文本的载体，选择与课文主题相关的真实的音频、视频资料，为学生了解感恩节这一西方最重要的节日提供了丰富的资源，也为进一步设计课堂活动做好了铺垫。这两课时的课堂活动围绕听、说、读三种技能的训练展开，特别强化了听说能力的培养，在完成听广播、看短片的过程后往往设计有相关的任务有待学生进一步的完成，以检测学习效果，同时也是巩固学习成果。课外任务设计了调动全班同学来参与PPT的制作，从前期资料的搜集，到幻灯片的制作，再到最后的演示讲解，保证了每个小组的每位成员都有最大的参与量，较好地实现了学生之间的“协作性学习”.
