Unit8
How do you make a banana milk shake？
（Section B 2a—2d）
Thanksgiving in the United States
润城中学 冯松枝
Teaching Aims:
1.Knowledge Objects:
⑴ Master new words and some useful phrases： Traditional autumn traveler celebrate fill…with… cover… with…
⑵To be able to follow instructions to number the pictures about making turkey. 2. Ability Object
Train the students’ reading ability by learning about the culture of Thanksgiving in the USA. 3. Moral Object：
You should learn to give thanks to people. Important and difficult points:
Train the students’ reading skills. Teaching Ways:
整体阅读法, 情景导入法。 Teaching Procedures
Step 1 Leading-in
Show the picture of a boat race, and ask students to guess the name of the festival. And then show the picture of Qu Yuan and ask them to guess again. At last, ask them to speak out the name of the traditional food on the festival. Review other traditional food in our country. And then show Turkey and tell them it’s the traditional food in the United States. Step 2 Goals Show the goals.
Step 3 Self-learning(自学):
1.Skip in reading (跳读), and number the pictures in 2b. 2. Read in detail(细读文章), underline the key sentences and answer the questions.
Step4 Communication and Display：
Ask them to discuss the questions in groups. Choose some students to write down their answers on the blackboard.
Ask students ,What can you learn from the passage(We should learn to give thanks to people.)? And ask, Who do you want to give thanks to? Why? Step 5 Explanation：
The teacher explains some important phrases . Step 6 Exercises
Ask the students to do some exercises. Blackboard Design
Thanksgiving in the United States
1.
fill [fɪl] v. (使) 充满；装满
fill…with… 用…装满…
e.g. Please fill the bowl with water.
2.cover [’kʌvə(r)] v. 遮盖；覆盖 n. 覆盖物
cover…with…用…覆盖…
e.g. Please cover the table with clothes.
教后反思
这节课是八年级上册第八单元的阅读课，这一单元主要学习制作一些食品，能正确描述制作步骤并依照指示语完成步骤。 这篇阅读Thanksgiving in the United States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。二是了解Thanksgiving的文化。我从中国的传统食品粽子导入，自然引入美国的传统食品火鸡，导入到火鸡的制作。直观形象的图片使得学生兴致很高。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.
这个班的学生发言很是踊跃，收到了意想不到的效果，这节课的表现非常令人满意。只是我觉得不足的是，没有给学生质疑的机会，
没有给学生提前观看感恩节来历的视频，对学生理解课文造成了一点障碍。在今后的教学中，一定要准备得更充分，更好地为学生服务。
总之，在今后的阅读教学中，还应继续注重对学生英语阅读理解能力的培养。教学设计要挖掘文章内涵和主旨，使各种有用信息渗透到英语教学之中，整个过程始终贯穿培养学生的各方面能力，要全方位开发学生的潜能。让学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥学生的主体作用和教师的主导作用。通过师生，生生的交流，合作、探究，取得很好的教学效果。
