课例名称

lesson 9 thanksgiving

课时

1课时

教学对象

初二学生

设计者

第10小组；1192072016王泽明；1192072008梁嘉岳；1192072015王宇轩

教材版本及单元

北师大版八年级下册unit3 festivals and holidays

学习内容分析

本课是北师大版教材八年级英语下册第三单元第九课，话题为感恩节,主要讲述了主人公一家人发生在感恩节的故事。本课通过口语问答的形式了解学生对感恩节的认识，从而引导到本课的内容。课前让学生预习并了解感恩节的历史，知道感恩的来源，加深对感恩的认识。通过快速阅读和仔细阅读的方式，引导学生获取主人公家庭在感恩节发生的故事的具体信息。在进行输出性活动的同时，注意对学生进行情感教育，要尊重不同节国家节日的风俗习惯，感恩节最重要的不仅仅是吃到什么，而是要懂得感恩，与此同时，家庭成员之间的情感沟通更为重要。

学习者分析

初二学生虽然已经有了一年的基础学习，但学生的英语水平还是参差不齐，大多数学生的英语水平较弱，而且初二的学生具有过渡性和动荡性的心理特点，处于两极分化的突出时间段，学生的个体差异较大，虽然同学们的英语表达能力一般，但是思维较活跃，参与课堂的积极性比较高，而且对英语学习比较有兴趣。

另外本节课是一节阅读课，针对这种情况，在设计上我要考虑学生的层次差距，所以设计题型具有阶梯性，由易到难，让学困生在阅读中重新找回自信，也让较为优秀的学生有机会发挥。作为初二的学生，培养其良好的阅读能力非常重要，所以本节课在内容的设计上注重此点。学生对于教材中要求掌握的基本词汇和简单句型能够较快理解并运用，大部分同学可以通过阅读查找细节信息，但是猜词和归纳、推断等较高一级的阅读技能却很欠缺。

最后，虽然学生们知道感恩节的相关信息，但对于感恩节的历史不是很了解，因此通过观看相关的视频，使学生对感恩节的历史有过了解。懂得感恩的意义。

学习目标

after learning this lesson, students should be able to:

1. master some new words about thanksgiving :

turkey, pumpkin, pie, nearly, expect, oven, heat, voice, failure, worried, pizza, nothing, awful...

2. figure out the meaning of the important phrases:

be proud of, for a good price, be excited about something, heat up, have an idea, be agreed with... spend time with somebody.

3. master some important sentence in the passage.

-it was the turkey that made it the worst thanksgiving ever.

-my mom was proud of herself as she got it for a good price.

-she didn’t want her dinner to be a failure.

-we all agreed with his suggestion to order pizza instead.

4. find key information in the passage and try to retell the story in their own words.

5. understand the customs of thanksgiving in western countries and respect the cultural differences.

教学重难点

1、说出关于度过感恩节的相关词汇，如：turkey, reunion, be proud of and so on.

2. 通过阅读完成相关任务，获取作者一家过感恩节的相关信息。

3、通过板书复述本课故事中的主要信息。

教学资源

一、教学资料

1、课本

2、补充资料

二、支持系统

1、多媒体课件（ppt：文字、图片以及视频）

教学环境

1、初中生与教材和多媒体课件之间的交互方式

2、由初中生与教材和多媒体课件的交互所带来的交流效果

课堂教学流程

1. preparation（warm-up & lead-in）

2. presentation (pre-reading & while-reading & post-reading)

3. practice (exercise)

4. production (free talk)

5. progress (homework)

教学过程（包含教学策略、教学评价）

教学环节

教学活动

设计意图

媒体资源的应用

教师活动

学生活动

step one

(warm-up)

1. the teacher call upon students’ attention and greets the whole class.

2. the teacher reviews what they learnt in the former lessons and ask students to recall the central topic of this unit

3. the teacher emphasizes again on the central term reunion.

1. get ready for the class and respond to the teacher’s greeting.

2. think about the teacher’s question on the topic they have learnt in this unit and answer together.

through normal greetings, the teacher could call upon students’ attention from the rest to the class.

through reviewing what they have learnt and emphasizing again on the central topic of this unit, the teacher could better conduct the course because the students could focus on the core.

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step two

(lead-in)

1. the teacher asks what special day it is this thursday and introduce the festival thanksgiving.

2. the teacher let students say something they know about thanksgiving.

3. the teacher introduces some basic information about thanksgiving, such as time, traditional food, special activities.

4. the teacher displays a video about thanksgiving feast and the tradition of thanksgiving

1. think about what festival it is and something they know about thanksgiving and answer the questions.

2. watch the video and think about why the family would gather together to celebrate this festival.

through the questions, the teacher could basically master how much do students know about thanksgiving, which could offer help to the following teaching process.

through watching the videos, students could directly feel the atmosphere of thanksgiving, which could help them having a more profound understanding of the meaning of gratitude.

ppt

step three

(pre-reading)

the teacher shows some the pictures given on the textbook, and let students guess what’s the text mainly about through the topic, title and the pictures.

guess the main idea of the text through the information and picture given.

this step is to cultivate students’ ability of analyzing and guessing through the given visualized information. after guessing the main idea of the text, the students could read the text along with their previous understanding of the text.

ppt

step four

(while-reading)

1. first reading:

the teacher lets the students read quickly for the first time and simply get the main idea of the passage.

2. second reading:

the teacher lets the students read again carefully to figure out the structure of the passage and fill in the blanks about the timeline.

3. third reading:

the teacher lets the students read again to find the answers of the given questions.

the teacher gives out the correct answers and invite several students sharing their opinions on the thinking question.

1. first reading:

get the main idea of the passage.

2. second reading: figure out the structure of the passage and fill in the blanks about the timeline.

3. third reading: find the answers of the questions on the textbook and give their own opinions on the thinking question.

in the first reading, the students basically get the main idea passage and check with their previous guess.

in the second reading, the students mainly focus on the structure and timeline of the text. since it is a story, it is helpful to understand the text better if the students get clear of the timeline.

in the third reading, the students would focus on the specific details about the text and through trying to answer the question, it could train students’ ability of searching the information and skimming the text.

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step five

(post-reading)

1. the teacher gives the explanations of the new words.

2. the teacher summarizes the text and guides students to retell the story

3. the teacher tells the students that we should respect the differences in customs of different countries.

4. the teacher introduces the terms of gratitude to the students, which is also the core of this lesson.

1. discuss their answers with their partners and guess the meaning of the new words.

2. try to retell the story with the help of timeline to their partners.

3. be aware of the importance of gratitude and show respect to cultural differences.

group work can promote students’ positivity on the class, and through group discussion, the teacher could guide students to pay attention to their own language expression ability, encourage them actively express their views and opinions and deepen their understanding of the text.

through retelling the story, students can practice their ability of integrating information and conducting them out in a manner of logic and completion.

by summarizing the learning content, the teacher can cooperate wit students to reproduce the main points in this lesson. at the same time, the emotional goal of this lesson is to understand the custom of thanksgiving in western countries, to respect the customs of each country, and to be aware of the importance of possessing a grateful heart to what we have now.

ppt

step six

(exercise)

1. the teacher shows an exercise on the slide and ask the students finish them.

2. the teacher let students finish the exercise on the book and correct the answers.

1. link the words and phrases with the given meanings shown on the slide.

2. fill in the blanks on the book.

through the exercises, the teacher can test students’ understanding of key words and phrases in the text.

ppt

step seven

(free talk)

the teacher would invite several students sharing their holiday experiences. they could be either interesting, or sad, or exciting, or else.

1. talk freely about their holiday experiences.

through sharing their holiday experiences, in one aspect, students can cultivate their skills of transductive transfer learning; in another aspect, they can practice their oral english.

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step seven

(homework)

the teacher assigns the homework to the class, one is to read the text after the recorder, the other is to design their own thanksgiving cards.

1. read the text after the recorder after class.

2. design their own thanksgiving cards.

reading the text could help them better comprehending how are the new words used in a context, rather than simply memorizing their meanings, so they could somehow use them in speaking or writing.

since thanksgiving is coming, the students could design their own thanksgiving cards to record down some memorable moments, which in one way can they make use of the knowledge they acquire, in another way can they be aware of cherishing the present wonderful life.

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板书