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视频课题：人教版新目标英语八年级上册Unit 8 How do you make a banana milk shake Section B（2a-2e）Reading Thanksgiving in the United States新疆
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人教版新目标英语八年级上册Unit 8 How do you make a banana milk shake Section B（2a-2e）Reading Thanksgiving in the United States新疆
教学设计
人教版新目标英语 八年级上册
Unit 8 How do you make a banana milk
shake?
Section B（2a-2e）Reading Thanksgiving in the United States
一、教学目标： 1. 知识与技能：
1) Master the key words and expressions：
① Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature
② It’s a time to give thanks for food in the autumn. Cut the turkey into thin pieces.
2) Be able to understand the reading material about Thanksgiving. 2. 过程与方法：
1) Learn to use mind map to describe a process and follow instructions. 2) Be able to talk about a special day in China by using mind map. 3. 情感态度价值观目标：
1) Understand the way of making turkey, and learn about the differences between Chinese and Western food culture.
2) Lead the students to treasure food and learn to show thanks to others.
二、教学重点
1. Improve students’ comprehensive abilities by using mind map. 2. To describe a process and follow instructions by using mind map.
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三、教学难点
1. Improve students’ comprehensive abilities by using mind map. 2. To describe a process and follow instructions by using mind map.
四、教法和学法：
1. Audio-visual teaching method and task-based teaching method.
2. Autonomous learning method, inquiry learning method and group cooperative learning method.
五、教具准备：
The multimedia and other normal teaching tools.
六、教学过程
Step 1 Lead-in (2 mins)
1.1 Greetings
T: Good morning, my dear students. Ss: Good morning, teacher.
1.2 Free talk with students about Chinese special holidays. T: Do you know some Chinese special holidays? Ss: Yes.
T: What are they?
Ss: The Spring Festival, The Lantern Festival, Qingming Festival, The Dragon Boat Festival and Mid-Autumn Festival.
T: Yes.
(Show the mind map on the blackboard.)
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1.3 Free talk with students about Chinese traditional food.
T: What kind of traditional food do people eat on special holidays in China? S1: People eat Yuan Xiao on Spring Festival. S2: People eat Zong zi on Dragon Boat Festival. S3: People eat mooncakes on Mid-Autumn Festival. (Show the mind map on the screen.)
设计目的：
1.通过热身和打招呼来吸引学生注意力、拉近老师和学生之间的距离。 2.通过图片展示和思维导图，有效地帮助学生迅速提取信息点。
3.通过询问学生中国传统节日和饮食等生活情境的创设，为下一步引出感恩节做好铺垫。
Step 2 Pre-reading (4 mins)
2.1 Background information providing Task setting
T: Look at this picture. What festival do you know? (The teacher shows a picture about Thanksgiving Day.)
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Ss: Thanksgiving Day.
T: Yes, Do you want to learn about Thanksgiving Day? Ss: Yes.
T: OK. Now let’s enjoy a video about Thanksgiving Day.
(Teacher presents a video about Thanksgiving Day and the students only watch and listen.)
2.2 Summarizing some key words and phrases from the video (1)Task setting
T: What do you know about Thanksgiving Day from the video? (2) Answers presenting S1: ... S2: ... S3: ...
T: Let’s look at the mind map. It’s about turkey, the 4th Tuesday in Nov. travelers from England, give thanks for food， 400 years ago, United States and.....
(Show the mind map on the screen.)
(The teacher draws a mind map on the blackboard to lead the students to speak out some key words and phrases from the video)
设计目的：
1.通过观看视频，让学生了解感恩节的背景知识，为下一步的学习做好铺垫。
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2.通过教师引导绘制思维导图，培养学生绘制思维导图的意识和使用思维导图提炼信息点的能力。图片和思维导图的展示可以自动地吸引学生的眼睛和大脑的注意力，它可以激发无限的联想和想象，形象、生动地导出了文章的主题。
Step 3 While-reading (10 mins)
3.1 Tape listening and discussing in groups (1)Task setting
T: Now let’s listen to a tape. What’s the main idea of this passage? (Let students think and have a discussion in groups for a while.) (2) Answers presenting
S1: It’s about Thanksgiving Day. S2: And how to make turkey. S3: ...
T: Good! Thank you. It’s about Thanksgiving Day and how to make turkey. 3.2 Skimming para.1 (1)Task setting
T: let’s read para.1 now. After reading, let’s answer these questions and then finish this mind map.
Q: ① Where do people celebrate Thanksgiving? ② When do people celebrate it? ③ Why do people celebrate it? ④ How do people celebrate it now?
⑤ What is the main dish of the Thanksgiving meal? (Show the mind map on the screen.)
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(2) Discussing in groups
(Students read and think about questions for a while.) S1: ... S2: ... S3: ... S4: ... S5: ...
(3) Answers presenting and retelling the story T: Let’s check the answers. (Show the mind map on the screen.)
(Teacher asks 5 students to answer 5 questions, such as, where, when, why, how and what.)
T: Now let’s retell the para.1 by using this mind map.
Thanksgiving is a special holiday in the United States. It is always on the 4th Thursday in November. For some people, it is a time to give thanks for food in autumn. These days, most Americans still have a big meal at home with their family to celebrate it. The main dish of this meal is almost always turkey.
(Students have 2 mins to talk with their partners in groups) S1: ... S2: ...
3.3 Scanning para.2
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(1)Task setting
T: let’s read para.2 now. Then number the pictures [1-5]. (Students read and think about questions for a while.)
(2) Answers presenting and retelling the story T: Are you ready? Let’s check the answers. Ss:. 3, 2, 4, 1, 5
T: Yes. You are right. The answers are 3, 2, 4, 1, 5.
T: Now let’s retell the para.2 by using the following mind map. (In this period, teacher guides the students to retell the way of making turkey by using the mind map at a low speed.)
(Show the mind map on the screen.)
5
4
1
3
2
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Here is one way to make turkey for Thanksgiving dinner.
First, mix together some bread pieces, onions, salt and pepper. Next, fill the turkey with this bread mix.
Then, put the turkey in a hot oven and cook it for a few hours. When it is ready, place the turkey on a large plate and cover it with gravy.
Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and potatoes.
(Students have 2 mins to talk with their partners in groups) S1: ... S2: ... 设计目的：
1. 通过小组合作学习，培养学生团队合作意识。
2. 通过运用思维导图的形式帮助学生更好的理解、归纳和概括语义和篇章。 3. 通过运用skimming 和scanning 等阅读策略提高和培养学生的阅读理解的能力。任务的设计从易到难，呈阶梯式层层深入，让学生明白要了解文章大意时可采用略读，要快速识别事实时可采用跳读，要进行理解、推理和评价时可进行细读，有时需要几种策略结合使用。
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