Thanksgiving Day

thanks%ef%bc%8dgiving-013“–Do you have the Thanksgiving Day in China?

–No. This lesson just for you.”

——“中国也过感恩节吗?”

——“不,我们不过,这节课只为你们的节日。”

Last  two weeks,when we had the Thanksgiving Day lesson for students,they would always ask this question.

前两周,在感恩节放假之前,我们给孩子们上了一节感恩节课,他们便总是好奇地问到上面的问题。

It’s wild for us to have this lesson,but it’s very interesting . As we all know that the Thanksgiving  Day is important in American  life .The use of close student life teaching situation,so that they learn better in life exchange.

或许,我们中国不过感恩节给他们上感恩节的课有点奇怪,但是这却很有趣。我们都知道感恩节是美国很重要的一个节日。利用学生的生活情景来教学,有助于他们更好的应用。

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We teach the Chinese for all the students in school, from first grade to fifth grade. They all have got the chance to have the Thanksgiving class. We picked out a simple song to teach some sentences.”Thanksgiving day is coming, I eat the turkey. I eat the pumpkin pie. I thank you, dad. I thank you, mom. I thank you,grandpa. I thank you., grandma.”

我们教全校所有的年纪,一到五年级。他们都有机会上感恩节课。我们选择了一首简单的曲调来讲述感恩节。“感恩节来了,我吃火鸡,我吃南瓜糕。我谢谢爸爸,我谢谢妈妈,我谢谢爷爷,我谢谢奶奶。”

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In order to help the children to understand the meaning of the sentences. We think that TPR (Total Physical Responding) is a effective  weapon to help the children to understand.So we design the corresponding action. Let’s make a heart to represent the “the Thanksgiving Day” and the put this action forward to represent the “Thanksgiving Day is coming. Point in myself represents “me/ I”. We can make a eat sign by way of eating. a sign of opening arms represents “turkey” . Making a circle to represent “pumpkin”. We bow our thanks….

为了帮助孩子们理解语句的意思,我们认为TPR(全身反应法)是一个辅助理解的利器。于是我们设计了相应的动作。做一个心来表示“感恩节”,然后向前推的动作表示动词“来了”。指向自己表示“我”,做出吃的动作表示“吃”,“火鸡”是张开双臂,“南瓜”是画一个大圆圈。“谢谢”是鞠躬……。

孩子们做的不亦乐乎,不一会就可以做下这七个句子。然后是游戏环节:我们做了一些纸条,纸条上分别有一个句子。叫上一些学生看着纸条做出动作,然后剩下的人来猜是什么句子。

The children have fun making such actions.They can make all the seven sentences  soon. Then is the “Game Loop”.We wrote the a sentence on the a note. We asked some students to open the note and make the corresponding action according to the clue. And rest of us guess what’s the sentence.

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考虑到这么可爱的动作,稍微大点的孩子会觉得难为情,在四年级的的一个班里,我试验了一句,发现他们果然不爱做,于是马上切换模式,换成原来准备好的B方案,让他们在心型卡片上写下这些句子,回去讲给爸爸妈妈听。

这件事也再次告诉我,我们应该随时准备好B 计划,也就是在最佳行动方案无法完成时的第二个计划“

Cute action maybe not developed into attraction for slightly older children. I tried to make a action for the fourth children. I found that they weren’t interested in these actions as I expected. Therefor we switched to another mode soon. I think option B is the best alternative. The Plan B is write these sentences on the heart-shaped card. They can tell these content to their parents when they go home.

We should always have a “Plan B” ready, that is , a second plan in case our best course of action cannot be realized.

A sentence of “Happy Thanksgiving Day” in the end. But we found that after the more interesting task , we asked the kids to read after me is make the kids feel boring. When I heard the kids ‘ reading in a faint voice, I realized  It’s not good. So in a next class, We said say the “happy thanksgiving day ” to your neighbor, one time to your left neighbor, another time to your right neighbor.And with action one more time.The kids become actively  again when this interaction is added.

最后是祝福“感恩节快乐”,课堂教学的时候发现,经过前面有意思的环节,到最后这一句的时候,我们只是单纯的领读,让学生感到很乏味。听到他们有气无力的声音,我马上意识到这里的问题。于是下一个班的课换成了祝福你的同伴“感恩节快乐”,给左边的同伴,给右边的同伴,加上动作再来两遍。这样的互动掺进去之后,学生又变得相当活跃了。

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