Thanksgiving

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The Thanksgiving Story

In the year 1620, 102 men, women, and children from England sailed to America. They arrived in northeastern America in December and didn't have enough food or warm clothes to live through the cold winter. They also didn't know how to farm local plants, such as corn and pumpkin1. By the spring of 1621, only 46 people were still alive. Fortunately, Native Americans2 helped them. That spring, the Native Americans taught the  people from England how to grow local plants. All summer, the Native Americans and Englishmen worked together. In the fall3, there was a huge harvest4! Without the Native Americans' help, the Englishmen would have all died. The Englishmen were thankful for5 the help, and so together with the  Native Americans they celebrated6 the harvest with a feast7. They feasted on corn, pumpkins, and turkey8 for three days!  Now,  Now, Thanksgiving is one of the most important holidays in America. We We celebrate by b y getting 9 together with our families and still eat turkey, turkey, corn, and pumpkin pies. We think of important things we are thankful for, such as health and family, family, and give thanks10. Vocabulary 1. pumpkin: 2. Nati Native ve Amer Americ ican ans: s: 3. fall: 4. harvest: 5. am/w am/wer eree tha thank nkfu full ffor or:: 6. cel celebrate: te: 7. feast: 8. turkey: 9. get get tog toget ethe herr wit with: h: 10. give give thanks: thanks:

Dialogue A: How do Americans celebrate Thanksgiving? B: ______________________________________. How do Chinese people celebrate fall? A: ______________________________________.

Teaching Plan for Worksheet: Introduction:

Today (next week, tomorrow, tomorrow, etc…) is a special day! What day is it? Thanksgiving! Than ksgiving! Establish that Thanksgiving is a) a holiday and b) ce lebrated in America Then, ask students with partners to come up with any question about Thanksgiving. It helps to give them quick examples, like “What do you eat on Thanksgiving?” Poll several students after a minute or so for questions. Then, you ca n slickly transfer and break out handouts and say “here I have the answers!” Learning Content:

Give the handouts to half of o f the class, one half of each partner group. Make it clear that they the y shouldn’t show the other person. They then should read the story out loud to their partner, who will practice listening skills. They don’t know some of the words, but it’s good practice for listening to context and figuring out meaning. Also it should get them curious about what these n ew words mean. Give them time to finish but try to catch them before they start showing the other person. Ask the partner with the  paper to ask the listening partner some basic questions to test their understanding. If you stress that they can test their friend, they’ll get excited about the challenge both ways. A good example question is “how many Englishmen sailed from England to America?” When students are finished, poll them to stand up and publicly present their questions and answers. Their questions and answers will provide an easy means to go over the basics of the story. You You can keep going until you get questions that cover all the major parts of the story. Vocab:

Give the other half of the students the sheets. The pictures are very handy for vocabulary. They’ll all know what a turkey is. I found they’re really interested in basic details: how big they are, how ma ny  people can eat them. Then I tell them about leftovers, turkey sandwiches and turkey soup (day 3—3 days of food ties back to story). I also tell them a little bit about my family, family, how there are 40 people at thanksgiving and we get 2 turkeys. A good anecdote is about turkeys themselves. For one, they can’t really fly much, and also, my favorite fact, the d omestic ones are so stupid you can’t leave them alone out in the rain. They’ll look up at the sky to see where the rain comes from, and let it fill their mouths and they drown. Students get a kick out of this. Then you can move on, depending on the level of the class. For the better classes, I asked them to carefully look at the Pilgrims. Why are they wearing such funny clothes? What type of people usually wear only black and white and cover all of their bodies? They should be able to deduce the religion aspect and you can get as complicated as you like as far as Puritanism. For lower classes, I skip that and go right to the lots of food picture, asking them the m what it is and then offering it as the definition of feast. The picture of pumpkin pie is also useful, in a format of “guess what the picture is!” I teach local and native in the context of the area—what are local specialties, what are native plants and animals. Our students have a lot of local pride and love the chance to tell me about the local dishes, etc… If your students are high level, you can point out that Native Americans look similar to Chinese people  because of the Bering Land Bridge, they should already know this but it’s good to talk about in English.

Finally, Finally, I teach “celebrate.” I use the example of “I celebrate my birthday b y _______” and have students make sentences (they’re getting a little restless by this point). Then the other construction is “I celebrate my birthday on _______” and do the same. You You could also do the with_____ and string them all together.

Content Review

With vocab taught, have the other partner read the story while the original reader listens. This time they can ask more difficult questions. Poll for a couple of q uestions. Independent Practice

Ask them which holiday in China is similar—celebrated in fall, celebrates a harvest, has a feast, and get them to figure out it’s mid-autumn festival. Tell Tell each partner set to choose to be Chinese or American and they can explain their holidays to each other and ask questions using the new words. Jiaoliu!

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