资源简介

I. Analysis of material
Content overview
This reading material is from Unit 8 of the English textbook for Grade 8 (People's Education Edition). It mainly introduces Thanksgiving in North America, including its date, significance, and traditional food. The text also provides a detailed recipe for making a turkey dinner, which is a typical Thanksgiving dish.
The reading text is divided into two parts. The first part gives a general introduction to Thanksgiving, such as when it is celebrated in the United States and Canada, and what people usually do during this festival. The second part focuses on the process of making a turkey dinner, using a series of sequential adverbs like "First," "Next," "Then," "When," and "Finally" to describe the steps clearly.
Text features
Vocabulary: The text contains some new words and phrases related to festivals and food, such as "Thanksgiving," "turkey," "gravy," "mashed potatoes," "pumpkin pie," etc. These words are essential for students to understand the text and expand their vocabulary.
Sentence structure: The text uses a variety of sentence structures. In the first part, there are simple sentences and compound sentences to describe the festival. In the second part, the text uses a series of imperative sentences with sequential adverbs to describe the cooking process, which is helpful for students to learn how to express procedures.
Cultural background: The text reflects rich Western cultural connotations, enabling students to understand the cultural traditions of Thanksgiving in North America. It is a good material for cross - cultural communication education.
II. Analysis of students
Cognitive level
Grade 8 students have a certain foundation in English learning. They have learned some basic English grammar and vocabulary. They can understand simple English texts and express their ideas in English to some extent. However, for some complex sentence structures and cultural - related knowledge, they may need more guidance.
In terms of reading skills, students at this stage have mastered some basic reading methods, such as skimming and scanning. But they may still have difficulties in understanding long and complex texts, especially texts with rich cultural backgrounds.
Interest and motivation
Students at this age are curious about foreign cultures. They have a certain interest in Western festivals like Thanksgiving. This text can arouse their interest in learning due to its relevant cultural content.
However, some students may lack motivation in English learning because they find it difficult to learn English grammar and remember words. Teachers need to use interesting teaching methods to stimulate their learning motivation.
Learning style
Most Grade 8 students prefer interactive and practical learning methods. They like group work, role - playing, and hands - on activities. They are willing to express their opinions in class and participate in classroom discussions. Teachers should design teaching activities according to their learning styles to improve their learning efficiency.
III. Teaching theory
Constructivism theory
According to constructivism, learning is an active process of constructing knowledge. In this reading class, students will actively construct their understanding of Thanksgiving and related English expressions through reading, discussion, and practical activities. Teachers should provide students with enough opportunities to explore and construct knowledge by themselves.
Communicative language teaching theory
Communicative language teaching emphasizes that language learning should focus on communication. In this class, students will have many opportunities to communicate in English, such as group discussions about Thanksgiving traditions and role - playing of making a turkey dinner. Through these communicative activities, students can improve their English communication skills.
Task - based learning theory
Task - based learning requires students to complete specific tasks. In this reading teaching, students will complete tasks such as reading comprehension, vocabulary learning, and text retelling. By completing these tasks, students can not only master language knowledge but also improve their comprehensive language application ability.
IV. Teaching Objectives
Knowledge objectives
Students will be able to understand and master the new words and phrases in the text, such as "Thanksgiving," "turkey," "gravy," etc.
Students will be able to understand the text structure and the meaning of the text, and know the date, significance, and traditional food of Thanksgiving in North America.
Students will be able to learn and use the sentence patterns with sequential adverbs to describe procedures, such as "First, mix together some bread pieces, onions, salt and pepper."
Skill objectives
Reading skills: Students will improve their reading comprehension skills, including skimming to get the main idea, scanning for specific information, and inferring meaning from context.
Speaking skills: Students will be able to express their understanding of Thanksgiving and the process of making a turkey dinner in English. They will have group discussions and role - playing activities to practice speaking.
Writing skills: Students will be able to write a short passage about a traditional festival or a simple recipe using the sentence patterns and vocabulary they have learned.
Affective objectives
Students will arouse their interest in Western festivals and cross - cultural communication. They will have a positive attitude towards learning English and be willing to explore different cultures.
Students will enhance their awareness of cooperation through group work and learn to respect different cultural traditions.
V. Teaching key and difficult points
Teaching key points
The understanding and mastery of new words and phrases related to Thanksgiving, such as "Thanksgiving," "turkey," "gravy," etc.
The understanding of the text content, including the date, significance, and traditional food of Thanksgiving in North America.
The learning and application of sentence patterns with sequential adverbs to describe procedures.
Teaching difficult points
The understanding of complex sentences in the text and the cultural connotations of Thanksgiving.
The ability to use English to accurately describe the process of making a turkey dinner and express their own ideas about Thanksgiving.
VI. Teaching methods and learning methods
Teaching methods
Situational teaching method: Create a situational context related to Thanksgiving, such as showing pictures or videos of Thanksgiving celebrations, to help students better understand the text.
Task - based teaching method: Design a series of tasks, such as reading comprehension questions, group discussions, and role - playing, to enable students to complete learning tasks in a task - driven manner.
Interactive teaching method: Encourage students to interact with each other through group work and classroom discussions, promoting their active participation in learning.
Learning methods
Cooperative learning: Students will work in groups to discuss Thanksgiving traditions and the process of making a turkey dinner, sharing their knowledge and ideas, and improving their cooperation and communication skills.
Autonomous learning: Students will preview the text before class, look up new words, and try to understand the text content by themselves. After class, they will review the learned knowledge and complete relevant exercises.
Inquiry - based learning: Students will inquire about the cultural differences between Thanksgiving and Chinese festivals through the Internet or other resources, deepening their understanding of cross - cultural communication.
VII. Teaching Procedures
Lead - in
Show some pictures or short videos of Western festivals, and ask students to guess which festival it is. Guide students to think about the topic of festivals.
Ask students some questions, such as "What is your favorite festival Why " to arouse students' interest in the topic.
Then introduce the topic of Thanksgiving by saying, "Today we are going to learn about a very important festival in North America - Thanksgiving."
Pre - reading
Show some key words related to Thanksgiving on the blackboard, such as "turkey," "gravy," "mashed potatoes," "pumpkin pie," etc. Ask students to guess what these words are related to.
Let students predict the content of the text according to the title "Thanksgiving in North America" and the key words.
While - reading
Skimming: Ask students to read the text quickly and find out the main idea of the text. Then ask students to answer the question: "What is the text mainly about "
Scanning: Give students some specific questions, such as "When is Thanksgiving celebrated in the United States " "What is the main dish of Thanksgiving " etc. Let students scan the text to find the answers.
Detailed reading: Ask students to read the text paragraph by paragraph. Explain some difficult sentences and new words while reading. For example, when reading the part about making a turkey dinner, explain the meaning and usage of words like "mix," "fill," "cook," etc. and the sentence patterns with sequential adverbs.
Post - reading
Group discussion: Divide students into groups and ask them to discuss the following questions: "What are the similarities and differences between Thanksgiving and Chinese festivals " "If you were to celebrate Thanksgiving, what would you do " Each group selects a representative to report their discussion results.
Role - playing: Let students role - play the process of making a turkey dinner according to the text. One student acts as the chef, and other students act as assistants. Through role - playing, students can practice using the sentence patterns with sequential adverbs.
Summary: Ask students to summarize what they have learned in this class, including new words, phrases, sentence patterns, and cultural knowledge.
Homework
Ask students to write a short passage about their favorite festival, using the sentence patterns and vocabulary they have learned.
Let students search for more information about Thanksgiving on the Internet and share it with the class next time.
VIII. The analysis of blackboard design
Main layout
On the left side of the blackboard, write the key words and phrases related to Thanksgiving, such as "Thanksgiving," "turkey," "gravy," "mashed potatoes," "pumpkin pie," etc. These words can help students review the text content.
In the middle of the blackboard, write the main sentence patterns with sequential adverbs, such as "First, mix together some bread pieces, onions, salt and pepper." These sentence patterns are the key teaching points.
On the right side of the blackboard, write some questions for group discussion or some cultural differences between Thanksgiving and Chinese festivals to guide students' thinking.
Reasons for design
The blackboard design is clear and organized, which can help students better understand the key points and difficult points of the text. The key words and phrases on the left side are convenient for students to remember and review. The sentence patterns in the middle are the focus of teaching, and students can refer to them during practice. The questions and cultural differences on the right side can stimulate students' thinking and interest in cross - cultural communication.
IX. Teaching Reflection
Successes
The teaching methods used in this class, such as situational teaching, task - based teaching, and interactive teaching, effectively aroused students' interest in learning. Students actively participated in group discussions and role - playing activities, showing high enthusiasm for learning.
The design of teaching procedures is reasonable. From lead - in to pre - reading, while - reading, post - reading, and finally to homework, each step is closely connected, which helps students gradually understand and master the text content.
The blackboard design is clear and practical, which can help students better understand the key knowledge and guide their thinking.
Deficiencies
In the group discussion, some students may be more active, while some students may participate less. In the future, more attention should be paid to guiding and encouraging those students with less participation to ensure that every student can actively participate in the discussion.
In the process of explaining new words and difficult sentences, some explanations may be too simple or too complex, which may lead to some students not fully understanding. In the future, explanations should be more targeted according to students' actual levels.
Improvement measures
For students with less participation in group discussions, teachers can assign specific tasks to them before the discussion, such as being responsible for recording the discussion results or summarizing the group's opinions. This can make them more involved in the discussion.
When explaining new words and difficult sentences, teachers can use more teaching aids, such as pictures, examples, or simple English explanations, to make the explanations more intuitive and easy to understand. At the same time, teachers should pay attention to observing students' reactions and adjust the teaching pace and methods in time.

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