英语教学案例分析：感恩节

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下面是一篇八年级的阅读材料以及教学片断，请用中文从以下方面进行评析：

1.阅读教学模式；2.活动设计。

阅读材料：

Thanksgiving in the United States

Thanksgiving in the United States In most countries, people usually eat traditional food on special holidays.A special day in the United States is Thanksgiving. It is always on the fourth Thursday in November, and is a time to give thanks for food in the autumn.At this time, people also remember the first travelers from England who came to live in America about 400 years ago.These travelers had a long, hard winter, and many of them died. In the next autumn, they gave thanks for life and food in their new home. These days, most Americans still celebrate this idea of giving thanks by having a big meal at home with their family. The main dish of this meal is almost always turkey, a large bird.

Step I. Pre-reading

1. Brainstorming Talk about some traditional food people eat on special holidays in China. (The Spring Festival: dumplings; the Dragon Boat Festival: zongzi; the Mid-autumn Festival: moon cakes. The Lantern Festival: sweet dumplings.?

2. Predicting Read the title and guess what kind of food Americans eat on Thanksgiving Day?

Step IⅡ. While-reading

1. Read the article quickly and find its general idea.

2. Read the article again and answer the following questions.

(1) When is Thanksgiving Day in the United States?

(2) Where do people celebrate Thanksgiving Day?

(3) Why do people celebrate it?

(4) How do people celebrate it now?

(5) What is the main dish of the Thanksgiving meal?

3. Read the article again and make its mind-map.

Step Ill.Post-reading

1.Retell the article with the help of the above mind-map;

2.Work in groups of four and discuss “What do you think is the most special day in China and introduce it to others.”

【参考答案】

1.阅读教学模式

本篇教学案例严格按照读前，读中，读后的顺序进行阅读材料教学，读前启发学生了解和本篇阅读相关的特殊节日对应的特殊饮食，读中通过快速阅读和慢速阅读使学生了解文章内容，通过回答问题使学生构思出思维导图，读后通过复数课文，巩固对课文的掌握，通过问题讨论进一步开拓思维，达到读后的教学目的。

2.活动设计

在第一节读前环节，设计了头脑风暴环节，引导学生了解中国传统节日及其代表事物，开拓学生视野，丰富教学内容。

读中设置了快速阅读活动，可以让学生快速抓住文章中心。然后通过回答问题的活动使学生了解文章细节，思维导图是文章内容得以展现，有利于学生复述文章。

读后环节的复述活动可以使学生彻底掌握本篇阅读，讨论环节开拓学生思维，延伸课文内容，进而达到教学目标。