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3、情感目标：学生通过学习了解美国特定节日的传统食物，联想中国节日以及家乡的风味小吃。从而激发学生对家乡的热爱之情。
四、教学要点分析
1、重点：单词短语的灵活运用
2、难点：听、说、读、写能力的培养。
五、教学过程
Step1 lead in
1、 Free talk : Do you like delicious food? What’s your favorite food? Do you know how to make it?
2.On different festivals, people can eat different traditional food. What do people eat on Chinese Spring Festival? What do people eat on Dragon Boat Day? What do people eat on Mid-autumn Day?
3. In foreign countries, people also eat traditional food on special holidays. there is a festival that is like Mid-autumn Day in the US. That is ----
★设计意图：由 春节 饺子等传统节日，引出不同的国家有不同的节日食品。层层递进，引导学生进入本课的中心话题，传统饮食.从而引出本课的学习目标。
Step 2 Pre-reading
An article about myself :”Last autumn, I went to Beijing as a traveler.
I tasted the traditional food—Beijing duck.”Teach the new words:秋天，游客，传统的。
自然引入：When we make Beijing ducks, what should we need? 继续练习生词：辣椒，肉汁，装满，遮盖
★设计意图：通过自己编写的小文章来复习一下本课的词汇，让学生赶快进入学习状态。
Step 3 While-reading
1.Skimming
Read the passage quickly and answer the questions.
What festival is mentioned (提到) in the passage?
What food do people eat to celebrate the festival?
2.Scanning
Read the article and number the pictures [1-5].
3.Close reading
Read the article again answer the following questions:
1. Where do people celebrate Thanksgiving?
2. When do people celebrate it?
3. Why do people celebrate it?
4. How do people celebrate it now?
5. What is the main dish of the Thanksgiving meal?
★设计意图：老师先出示两个与阅读内容相关的概括性的问题，让学生带着问题快速阅读短文。激发了学生的阅读兴趣，让学生通过有目的地对阅读材料的浏览，既初步了解了材料的内容，又培养的学生快速搜集，处理信息的能力。通过略读，跳读，研读让学生带着阅读任务进行阅读，使学生在知识方面进行了拓展深化，在阅读技巧方面得到熟练巩固，从而实现了“在用中学，在学中用”的学习语言的目标。