thanksgivingdayintheunitedstates教案王红梅.doc

Teaching Design for Thanksgiving in the United States
I. An analysis of the teaching material.
This passage is an article which can be easily divided into two parts. The first one is about the main information of Thanksgiving (Why do they have this festival? Who do they remember on that day? When is the festival? How do they celebrate the festival? What do they have on that day?). The second part is about the steps of making a turkey dinner. Some students may not so familiar with Thanksgiving Day or the turkey dinner, but it is not difficult to follow. The article develops smoothly and the few new words will not cause difficulty in understanding. The theme of the article is about festivals and food which is closely related to their daily life, thus I believe they will be interested in the theme of the text and show great interest in reading it. What’s more, I hope by reading this article, the students will not only learn some new words and expressions, but also add to their understanding of different countries’ cultures.
II. Analysis of the students:
The passage is intended for the students in Junior 2, who have mastered the major grammatical rules and the majority of the vocabulary we need in the passage. What’s more, the theme of the passage, festivals and food, is quiet familiar with the students. So it is estimated that they will not have much difficulty in understanding the passage. So after a general understanding of the text, I tend to arrange for them to practice what they have read in class.
III. Theories behind my teaching design.
I intend to guide the students through the reading process and in the process offer chances for students to practice their various reading skills and after a general comprehension of the text, I plan to check their understanding by means of providing situations for them to use what they have learnt. And through applying, discussing and thinking, the students will take in what is prepared for them naturally and smoothly.
IV. Teaching Aims:
1. Knowledge. Students will learn to use the following vocabulary:
Words: traditional, celebrate, traveler, mix, bread piece, pepper, fill, cover, gravy, finally
Phrases: a time to do sth, the idea of doing sth, mix together, fill…with…, cover…with…
Language skills:
Reading:
Offer chances for them to practice their reading skills:
skimming, scanning, guessing from the context.
Also students are expected to read for information and deep understanding of the text.
Speaking: the students will practice their speaking capability by answering questions, and discussing, thus getting prepared for retelling and reporting.
2. Learning strategies:
A combination of independent study and cooperative study.
3. Cultural awareness:
To know the Thanksgiving Day and the main food in the United States. And to discuss the spring festival and the traditional food in China.
4. Affections:
From their discussion and the tips given by the writer, the students will learn to give thanks to others.
V. Teaching difficulties
The difficulties will lie in
1. how to stir up interest in the class.
2. how to arrange the teaching procedures from literal understanding to deep understanding.
3. how to cultivate their reading skill in different stages.
4. how to teach the vocabulary cleverly in the process of reading.
VI Teaching method:
Task-based learning and Communicative Teaching & Learning.
VII Teaching aids:
PowerPoint, music, pictures, blackboard.
VIII. Detailed teaching procedure：
I. Pre-reading:
T: Good morning, everyone. I am so glad to see you. You look smart and friendly. Let’s have this class happily, ok?
Do you know what the date is today?
(Ss: It’s Nov. 27th)
Good! Today is a special day to me, do you know why? You don’t know? Ok, let me give you some hints.
Look, what’s this?
(The teacher draws a birthday cake on the blackboard step by step.)
(Ss: It’s your birthday!)
Yes, it’s my birthday. You are so clever. I will eat a birthday cake on my birthday, and I will also eat some noodles. I eat noodles to celebrate my birthday. (The teacher writes “celebrate” on the blackboard with its phonetic transcriptions, and explain the English meaning of the word” that is to do something special”, also make some phrases of this word like celebrate the new year, celebrate the birthday.) Noodles are the traditional Chinese food on birthdays. (The teacher writes “tradition on the blackboard with its phonetic transcriptions, and explain the English meaning of the word” the old habits people keep for a long time”, then the teacher add “al” to “tradition” and says ”I plus al to make it an adjective”, also make some phrases of this word like traditional building, traditional clothes.)
I think noodles are delicious. Even the travelers from foreign countries like to eat them. Do you know “traveler”? Now, let me show you. (The teacher draws a person with much luggage traveling around the world on the blackboard step by step.) Now you know who traveler is. And we know noodles are the traditional food in China. Can you tell me some other traditional food in China?
(Ss: dumplings, zongzi, moon cakes.)
T: You are so clever. How about the traditional food in the United States? Look, can you guess what it is? (The teacher draws turkey on the blackboard step by step and the Ss find out it’s turkey by guessing.) Clever! It’s turkey, a kind of special chicken. But do you know on what day do Americans have turkey?
(Ss: Thanksgiving Day!)
T: Great! You are so excellent!
[Theoretical background]: The purpose of the conversation is to arrest students’ interest arouse students’ existing knowledge, help them learn the key words of this text by pronunciations, drawing pictures on the blackboard and finding the similar words, set them thinking about the special days in America and lead in the text naturally.
II. While reading.
Step 1: Presentation & Skimming:
T: In China, on Dragon Boat Festival, we eat zongzi to remember Qu Yuan. But on Thanksgiving Day, who do they eat turkey to remember?
Let’s read the first part quickly and find out “who do they remember at this time?”
(After reading the first part quickly, the Ss find out that the Americans have turkey on Thanks Giving Day to remember the first travelers from England who came to live in America about 400 years ago.)
Turkey is the traditional food on Thanksgiving Day. I’m sure the turkey dinner is very delicious. Do you know what we need to make a turkey dinner?
Well, first of all, we need turkey.
Then, some pepper. Do you know what pepper is? Look, this is pepper.
(Show Ss the picture of pepper on screen. And write it on the blackboard.)
And gravy, some onions, too. Look, what’s this? Bread. But we cut bread into pieces, so they’re bread pieces. And some salt.
Now, together let’s read these words twice.
How about the cookers? Look, we need an oven to cook the turkey. A plate to place it.
Now, we know the food we need. Let’s learn some new verbs.
(The teacher take some actions with a cup, a knife, some bread pieces, some honey, some mike, some clothes and a bag to learn the new verbs “cut, mix, cover and fill”)
In making a turkey dinner, we need these verbs. Look, there are some pictures of making turkey. Let’s use the verbs to describe each picture. For example, we can use “cut” to describe this picture. So how about other pictures?
( the Ss can describe the pictures with the verbs easily.)
As you can see, these pictures are disordered. Let’s read the second part quickly and put the pictures in order.
(Invite a student to finish this task.)
[Theoretical background]: this step offers a chance to practice their skimming skill. Meanwhile they will experience the charm of learning new verbs while skimming with the help of teacher’s structures.
Step 2: Scanning
I. T:　Well done, boys and girls. Now let’s scan the article and find out the answers to these questions.
1. Where do people celebrate Thanksgiving?
2. Why do people celebrate it?
3. When do people celebrate it?
4. How do people celebrate it now?
5. What is the main dish of the Thanksgiving meal?
II. Here are the instructions for making a turkey dinner written in a different way. Put them in order. Write First, Next, Then and Finally.
____, serve it to your friends with some vegetables.
____, put this into the bird.
____, cook it at a very high temperature for a long time.
____, put everything you need together in a large bowl.
Allow the students to read the passage and discuss the answers in pairs. Then check the questions with them.
[Theoretical background]: Their scanning skill is strengthened through the first task. What’s more, the step is designed in the similar way to the task-based reading in SAT, which is supposed to improve their performance in exams. And the second task is designed for the same reason.
Step 4. Detailed reading of the passage structure.
Ask the students to read and listen to the tape more carefully and finish the main structure of the article by solving the following problems.

Why? ….
When? …. In the past,….
Thanksgiving Day How to celebrate? These days,….
A …. day What to eat? ….
How to make it? First, ….
Next, ….
Then, ….
When it is ready, ….
Finally, ….
Allow the students to read the passage and discuss the answers in groups. Then check the questions with them.
[Theoretical background]: The students will read carefully for information and solve the difficulties in understanding. And through guided questions from the teacher, they will get the deep understanding of the text’s structure.
III. Post reading
Task 1. Try to retell the text with the help of the structure written on the blackboard.
[Theoretical background]: This task is designed to offer a chance of making a deeper understanding of the text and clearing the structure of the text.
Task 2. Discussion: The Spring Festival is coming.
T:　Excellent, boys and girls. As we know, the spring festival is coming. Let’s discuss these questions in groups.
1. When is the Spring Festival?
2. What are the reasons for the Spring Festival?
3. What’s the traditional food on the Spring Festival?
4. How do people celebrate this day?
T: Now, it’s time for you to make a report and tell us your understanding of the spring festival.
Report:
The Spring Festival is coming. It’s on …. People hope that ……at the beginning of a new year. We always eat … on that day. We think people celebrate it by …….
[Theoretical background]: This task is intended to guide Ss think about our own festival and the traditions of it. To make the class back to our lives.
Task 3. Make dumplings
T: The traditional food on Spring Festival is dumpling. Do you know how to make dumplings? Now let’s try.
Ask Ss to discuss in pairs and complete the process of making dumplings. First, some meat, it with salt, pepper onions. Next, the dumplings with meat mix and roll(卷) it. Then, put the dumplings in a pan(锅) and it for half an hour. After that, the dumplings on a plate. At last, it is time to .
[Theoretical background]: The last task echoes with the conversation at the beginning of the class. The whole task of the Spring Festival is a comprehensive task which enables them to mix up their newly-learnt knowledge and their existing knowledge and paves the way for writing after class.
IV. Summary and Homework
Summary:
T. In today’s lesson, we learn the special day in the United States. And how to make a turkey dinner. What’s more, we discuss about our Spring Festival, and the making of dumplings. receive a very useful message: we can enjoy our life and save for later at the same time. The writer offers many useful tips and I hope you’ll find them useful in your life.
Homework:
1.Try to retell the article after class
2. Thanksgiving Day is coming, try to make a “chicken” dinner on the weekend
Step 10: Reflection教学反思
用对话和简笔画形式引出话题，在对话中呈现部分新单词。我发现，在教学新单词时，用简笔画简单又有效，而且增加了教师对课堂的掌控。对第二个环节presentation的设计，本意是想在进行快速阅读前完成对火鸡制作过程中出现的新动词加以学习，但缺乏适当的活动和环节设计，而且会使引入时间（新单词单独教学时间）过多，阅读时间不够。所以设计在快速阅读中教学新单词，并用读后的排序练习加以巩固，既教学了新单词，又完成了第一遍fast reading，也不显得突兀。