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Task-based approach教学媒介textbook, blackboard, PPT slides教学过程Step 1: Pre-reading
Lead-in
Greet the students;
Teacher present students the topic of today’s class and ask them what they know about the festival.
设计意图：激发学生的背景知识及对新课的学习兴趣。2. Check your prevision
Teacher ask ss how many parts we can divide the passage into and then match the main idea with each part.
设计意图：本节课容量大，如果让学生略读全文后再完成上面的连线任务，所耗时间会较长。为了节省时间，同时由于此连线任务比较简单，教师直接把它设计成pre-reading之前的任务，旨在检测学生的预习情况。既节省时间，又能督促学养成课前认真预习的好习惯。
Step 2. While-reading
PART ONE
Skimming
Students read part one carefully and draw a mind map about Thanksgiving. (Before they drawing the mind map, teacher guide ss to review some mind maps they drew before in class.)
Then teacher invite 2 students to draw the mind map of their groups on the blackboard at the same time and give comments on their works. Then teacher share her own mind map .
设计意图：此处教师要求学生简单地画出思维导图，而非给出学生思维导图，这有利于培养学生的思维能力, 也有利于培养学生阅读时的全局观念。由于之前阅读课上学生画过几次思维导图，所以这个任务对于很多学生来说并不难，小组合作更是降低了这个任务的难度性。
Scanning
The teacher’s mind map is presented below. Then students read part one again carefully and complete the information about Where, When, How, Why.
设计意图：通过思维导图引导学生阅读寻找感恩节的相关知识：Where, When, How, Why。关于Why文本简单阐述了节日背后的历史故事，但教师针对这点只是简单提及，引导学生关注重要信息，减轻课堂压力。
Game: Lucky number
Students read the four sentences about Where, When, How and Why aloud in the mind map and memorize them in two minutes. Then students play a game called Lucky Number to check their memorizing. After the game, teacher emphasize that when we talk about a festival, we can talk about it from the four aspects: When, Where, How, Why.
设计意图：引导学生对文章重点句子进行记忆和复述，通过游戏方式检测，活跃课堂气氛，激发学生学习的兴趣。
4. Extra reading
Students read the reading material about the Spring Festival and find out: Where, when, how and why do people celebrate the festival? Students underline the related sentences and share their answers in groups.
设计意图：从西方节日过渡到东方节日，进行文化迁移，同时丰富课堂阅读内容。更重要的是，通过此任务让学生介绍节日的方法有更深刻的认识，学会从where, when, how, why几个基本方面介绍节日。
PART TWO
1.Skimming
Students read part two about how to make a turkey dinner quickly and number the pictures [1-5] in the book.
2.Scanning
Students read it again and complete the process below. Then teacher invite students to share the answers. In between, teacher write down the linking words (First, Next, Then, After that) and the verb phrases
(mix together, fill...with...put...in/into...eat...with...cut...into pieces) we usually used in describing a process of making food.
设计意图：引导学生通过skimming及scanning对制作烤鸡的方法进行理解,重点强调里面的短语和描述过程的连词。
3.Train game