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1、 Teaching Plans for Unit 8 Section B 2a-2e Learning aims:* Key words and phrases:Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature , at this time，give thanks to sb for sth，cut.into，cover.with， fill.with, serve to, celebr
2、ateby,mix together,Target language:It is always on the fourth Thursday in November.It is a time to give thanks for food in the autumn.Most Americans still celebrate this idea of giving thanks by having a big meal at home with their family.The main dish of this meal is almost always turkey, a large b
3、irdFill the turkey with this bread mix.Cover it with gravy.Cut the turkey into thin pieces.* Improve students integrating skills: reading skillsTeaching procedure:1. Warming up: Watch the video about the history of Thanksgiving in the United States (6 mins) T: Whats the date today? S: Its December 1
4、0th. T: December 20th is a special day for me because it is my mothers birthday. We usually celebrate it by having a big meal together. Its a special day for me. When is your special day? How do you usually celebrate it? Ss try to say it like this: _ is a special day for me because_. I celebrate it
5、by_.T: Are there any special holidays in China? Ss try to answer: The Spring Festival, The Lantern Festival, Dragon Boat Festival, Mid-autumn Festival T: These are traditional holidays in China. What traditional food do Chinese eat on these holidays? How do they celebrate these holidays? Ss try to s
6、ay: We celebrate_ by _.2. Lead in: T: How about Americans? Are there any special holidays in America? Heres a picture. What is it? Predict: What are we going to read? S: We are going to read about Thanksgiving Day. T: What do you know about Thanksgiving? Its a traditional holiday for Americans. How
7、do Americans celebrate Thanksgiving? Americans celebrate Thanksgiving by having a big dinner at home with family.3. Reading:1) T: Fast reading: Read quickly and find the main idea of each paragraph. (1 min) Para 1 : The introduction of Thanksgiving Para 2: Making a turkey dinner2) T: Careful reading
8、(Para. 1) : Read slowly and answer T or F: Find the sentences have to do with the statements in the passage. 1. All countries usually have traditional food on special holidays. ( ) 2. Thanksgiving Day is to remember the first travelers. ( )3. On Thanksgiving Day, American people get together on a bi
9、g square (广场) to give thanks. ( )4. A turkey is almost always the main dish on American Thanksgiving.（ ）Answer the questions about ThanksgivingWhyWhen?Where ThanksgivingWhat/eatHowWhat/eatWhat/eat3) Careful reading (Para. 2) T: What do we need to make a turkey dinner? Ss give answers: turkey, bread
10、pieces, onions, salt, pepper, gravy, plate, ,knife, ovenT: Number the pictures Ss give the answers by saying the phrasal verbs: 1. mix together 2. fillwith 3. putinand cook 4. placeonand coverwith 5. cutinto Ask students to say the instructions for making a turkey dinner, according to the pictures,
11、with First,. Then, Next, When it is, . Finally,First , mix together2Next , fillwith3Then , put in and cook4When, place on and cover5Finally,cut intoand eat4) Finish 2d. Here are the instructions for making a turkey dinner written in a different way. Put them in order. Write First, Next, Then and Fin
12、ally.5) Retell the whole passage according to the mind map.4. Groupwork: Introduce one of the traditional holidays in China, using the mind map. When?When? ThanksgivingWhat/eatHowWhat/eatWhat/eat5. Homework: Write a short passage about a special festival. (Dragon Boat Festival, the Spring Festival,
13、Mid-autumn Festival)Thanksgiving in the United States教学反思温岭市实验学校 杨丹蕴这节课的教学重点设计符合学生认知水平，学生学习中把握重点准确及时，针对重点训练能够及时达标。这节课是八年级上册第八单元的阅读课，这篇阅读Thanksgiving in the United States是关于美国的感恩节以及感恩节的传统实物火鸡制作的内容，阅读材料内容丰富，包含了历史文化知识并涉及到有关实物制步骤的拓展。我设计了两个重点，一是How to make Thanksgiving turkey. 学生通过阅读，将图片编号是针对这一重点的任务之一，2d
14、,在简略做法前加First, Next, Then, Finally是针对性的又一任务。二是了解Thanks-giving的文化习俗，这里我只引导学生对中国传统节日和传统食品，与西方传统节日和食品对比配对，在感恩节的话题上，我引导学生了解了美国人感恩节的感恩对象，感恩理由，同时很自然地联想到To give thanks to the people who you love or who love you. 这个班的学生发言不是很踊跃，这节课的表现基本令人满意。在学习这一单元时，学生对这一单元内容掌握比较好，兴趣也还浓厚，学生对中外节日兴趣浓厚，对感恩节了解不是很多，这节课在感恩节的习俗和文化方
15、面，学生能够通过学习这节课的内容，了解这方面的内容。基于以上学情分析，我确定了这节课的教法，以学生阅读任务驱动为主，学生阅读感悟，对比中外传统习俗，进一步增强对民族文化的认同感和自豪感。教学过程第三步生词学习，在教学实际中没有时间，鉴于学生预习在先，学生在学习中没有障碍。但是在最后拓展部分，由于时间关系，没有能给学生在谈论传统节日及制作实物方面留足时间，关于端午节粽子的制作没有学习和了解，非常遗憾。我反思Careful reading（Para. 1）的回答问题环节应该作适当取舍，因为这个练习有点难度，超过了下一步的回答有关Thanksgiving 的5个questions。还有课后的2d练习本来可以选择本节课不做，这样给学生拓展练习会留出更多的时间。