仁爱版八下教案Unit 7 Topic 1 We’re preparing for a food festival 第1课时

Unit7FoodFestivalTopic1We’repreparingforafoodfestival.教学内容分析及课时分配建议：本单元的主要内容围绕美食节展开。第一话题的主要内容是筹备美食节，从讨论筹备原因入手，到了解不同国家的饮食文化，融入功能项目里的“提建议”、“征求意见”、“赞美”和“邀请”等社交语言。倡导学生在学习的同时，学会关心，帮助世界上其他国家需要帮助的人，从而树立正确的人生观和价值观。本话题的语法重点是that引导的宾语从句。本话题建议用5个课时来完成。第一课时：SectionA-1a,1b,1c,1d,3第二课时：SectionA-2SectionB-1a,1b,1c,3a,3b第三课时：SectionB-2SectionC-1a,1b,1c第四课时：SectionD-3，SectionC-2,3,SectionD-2第五课时：SectionD-Grammarandfocus,1a,1b,Project第一课时（SectionA-1a,1b,1c,1d,3）教学设计思路：本节课主要活动为SectionA的1a。在1a的对话中，Kangkang等四人从讨论CraigKielburger及其创办的FreetheChildren开始，决定开办美食节帮助CraigKielburger筹集资金，最后分配筹备任务。在这个对话中，出现了征求意见，赞美等表达法，如：Shallwe…?Whenandwhereshallwe…?Good!Great!Goodidea!等。同时出现了本单元的重点语法宾语从句中that引导的宾语从句。1b的设置既可训练学生听对话获取信息的能力，同时帮助学生理解对话大意和细节信息。1c通过阅读1a匹配信息，帮助学生进一步了解that引导的宾语从句陈述句句型。1d则通过图片讨论美食节将会是什么样的，从而训练宾语从句的陈述句句型。作为1a的相关辅助活动，1b，1c和1d利用不同的活动形式，从各个方面对1a所呈现的知识和技能进行练习和巩固，实现在用中学。3是与本课内容相关的听力练习。本节课将其设计成两个任务：首先利用本节课所学的宾语从句，根据所给信息讨论。然后听对话，搭配并核对答案。本节课将教学主体部分设计成pre-listening,while-listening和post-listening三个阶段，思路清晰，便于教师操作。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇 tryone’sbest,getintouchwith,success,imagine,soup,cheese,biscuit,pancake（2）掌握that引导的宾语从句陈述句Ithink(that)wecanhaveitonourschoolplaygroundonSunday.Iimagine(that)alotofpeoplewillcometothefoodfestival.（3）学会使用征求别人意见和表示赞美的交际用语①—ShallwehaveafoodfestivalandraisemoneytogivetoFreetheChildren?—Goodidea!②—Whenandwhereshallwehavethefoodfestival?—Ithinkwecanhaveit…③—Mytaskistomakeaposter.—Good!/Great!2.Skillaims:（1）能听懂以“美食节”为主题的对话及对话中所涉及到的征求意见和赞美等功能句型。（2）能根据图文提示讨论“美食节”相关话题。3.Emotionalaims:树立帮助他人，关爱他人的意识4.Cultureawareness:了解魁克·柯伯格和他的“解放儿童”组织。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）讨论筹备“美食节”的相关话题。（2）掌握that引导的宾语从句陈述句。2.Difficultpoints：熟练运用that引导的宾语从句Ⅲ.Learningstrategies1.Youwilldobetterinlisteningpracticeifyoureadandpredictbeforelistening.Ⅳ.Teachingaids多媒体课件；CraigKielburger及FreetheChildren的海报或照片；需要帮助的人的照片或图片。V.Teachingprocedures Stage1(5mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetingsandlead-in.T:Goodmorning,boysandgirls!Ihavesomethingtotellyou.WhenIwentshoppingyesterdayafternoonandmetapoorgrannyatthegateofthesupermarket.Sheisbegging.Infact,therearemanypeoplewhoneedhelpintheworld.Ss:Goodmorning,Miss…2(Individualwork)Showsomepicturesofpeopleinneed.T:Whatcanwedotohelpthem?Whowouldliketoshowusyouropinion?T:Whenyoushowyouropinions,trytouse“Ithinkthat…”Trytoanswerthequestionwith“Ithinkthat…”S1:Ithinkthatwecangivethemsomebooksandclothes.S2:IthinkthatIcangivehersomemoney.S3:Ithinkthat…运用并感知that引导的宾语从句。树立帮助他人的意识。Remark：选用学生熟悉的人的照片会引起学生共鸣，如超市门口每天都会出现的乞丐老婆婆。广场上唱歌的残疾女孩等。 Stage2（8mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)ShowsomepicturesorpostersofCraig,teachthenewword:poster.T:Youarekind-heartedchildren.Thankyouforyourkindness.Justlikeyou,therearealargenumberofkind-heartedpeopleintheworld.Theyhavedonealotofthingstohelpothers.Nowlet’sknowaboutaverykindman.Lookatthisposter.Whoishe?Doyouknowhim?Canyousaysomethingabouthim?SomeSsintroduceCraigandFreetheChildren.S1:HeisCraigKielburger.S2:HeisfromCanada.S3:HestartedFreetheChildren.S4:…检查预习情况2(Classactivity)TeacheraddsmoreinformationaboutCraigwhileteachingnewwordsandphraseswiththehelpoftheirChineseexplanationsonthePPT.T:Youdidquitewell.IthinkyouhavepreviewedSectionA.Justasyouknow,Craigisaverykindman.NowheistryinghisbesttobuildanewschoolforthechildreninKenya.Buthedoesn’tTrytolearntheintroductionofCraigaswellasthenewwordsandphrases.利用师生讨论教学词汇，并加以运用。 haveenoughmoney.Hisfirsttaskistoraiseenoughmoney.CanyouunderstandwhatIsaidjustnow?T:Tryone’sbestordoone’sbestmeanstrytodosth.Forexample,youshouldtryyourbesttokeepyourclassroomclean.Canyougiveanotherexample?(Writethenewphraseontheblackboard.)T:Quitewell!DoyouknowtheChinesemeaningofthenewword“task”?T:Good,doyouhaveanyotherquestions?S1:Sorry,Miss…Whatdoes“tryhisbest”mean?S2:WeshouldtryourbesttolearnEnglishwell.Ss:Itmeans“任务”。Ss:No,wedon’t.3(Pairwork)Leadin1a.T:OK,NowyouknowaboutCraig’sproblem.Wouldyouliketohelphim?Let’sdiscussinpairs,andthenwe’llseewhichpairhasthebestandthemostideas.T:Hi,anyvolunteers?Whichpairwouldliketoshowyouropinions?Ssdiscussinpairs.Ss:Letmetry!S1:IthinkthatIcanselloldbooks.S2:IthinkthatIcanputona导入1a的同时引导学生运用宾语从句 shortplay.S3:Icansellflowerstoraisemoney.S4:…Remark：在句子或语段中学习新词汇更容易记忆。尽量做到词不离句，句不离篇。Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)PresentsomequestionsontheBboronthescreen,playtherecordingof1a,andasktheSstoanswerthequestionsafterlistening.T:Goodideas！Kangkangandhisfriendsalsowanttohelphim.Whatwilltheydo?Listento1acarefullyandthenanswerthefollowingquestions.1.WhatwillJanedo?2.WhatwillMariado?3.WhatwillKangkangdo?4.WhatwillMichaeldo?(ShowthequestionsontheBborthescreen)Readthequestionsandthenlistento1a.Ssanswerthefourquestionsabovewiththehelpoftheteacherandlearnthenewphrases:turnto,getintouchwith,makeaposter.S1:Janewill…引导学生听前阅读听力问题并进行答案的预测。培养学生有意识地使用学习策略的能力。 T:YoudidbetterthanIbelieve.Yougotalltherightanswers.Asweknow,Maria’staskistoturntotheteacher.Whatdoes“turnto”mean?T:Verygood,Whocanmakeasentencewith“turnto”?T:Thankyou,youdidquitewell,anyotherquestions?T:Whenyoucallsb.orwritetosb.oremailsb.thatmeansyougetintouchwithsb.Doyouunderstand?T:Youaresosmart.Anyotherquestions?S2:Mariawill…S3:Kangkangwill…S4:Michaelwill…S1:“Turnto”means“asksb.forhelp”.S2:WhenIhavedifficultyinlearningEnglish,IalwaysturntomyEnglishteacher.S3:Whatdoes“getintouchwith”means?S3:Yes,Ido.Forexample,Ihaven’tseenmyoldfriendforalongtime.Imisshimverymuch,soI’llgetintouchwithhim. (Writethenewphrasesontheblackboard)2(Individualwork)Listento1aagainandfinish1b.Checktheanswers.T:Nowyoucanfinish1bbyyourself.Ithinkit’seasyforyou.T:Let’schecktheanswers.Isthefirstonetrueorfalse?…T:Howaboutthelastone?T:Whocancorrectit?Ssreadtheanswersto1b,correctthefalseones.S1:Thefirstoneistrue.…S5:It’sfalse.S6:Thelastoneisfalse.Therightoneis“KangkangwillgetintouchwithCraigontheInternettogetmoreinformationabouthim”.Remark：在学生活动Step1中，若学生不能在只听一遍的情况下回答以上四个问题，可以让学生看一遍1a的Flash，然后请学生回答或者老师与学生一起讨论，找到问题的答案并巩固新词汇。看比听能获取更多信息并留下更多的记忆。Stage5（15mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)AskSstoread1ainrolesingroups.Payattentiontothepronunciationandintonation.T:Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndI’llasksomegroupstoreadandactitlater.Read1ainrolesingroups.Payattentiontothepronunciationandintonation. 2(Pairwork)Finish1c,checktheanswers.T:InthisdialogKangkangandhisfriendstalkabouthowtohelpCraig.Ifyouwanttorepeatothers’wordsinyourownwords,you’llusetheobjectclauses.Inthislesson,thatguidestheobjectclauses,andthatcanbeomitted.1cisagoodideatolearnit.Pleaseread1aandmatchthesentencesin1c.Trytounderstandtheobjectclauses.Youmaydiscusswithyourpartner.Ssread1aandmatchtheinformation.Thenreadthesentencesaloud.S1:Janethinksthatyoungpeoplelikethemraisedmostofthemoney.S2:KangkangknowsthatCraigcomesfromCanada.S3:MichaelsaysthatCraigwas12whenhestartedtohelppoorchildren.S4:Mariasaysthatshewillturntotheirteachers.学习和巩固that引导的宾语从句。 3(Individualwork)EncouragetheSstomakemoresentencesaccordingto1a.T:Canyoumakemoresentenceslikethisaccordingto1a?Ssmakemoresentencesaccordingto1a.S1:JanesaysthattheyaretryingtobuildaschoolinKenya.S2:Michaelsaysthathistaskistomakeaposter.S3:…进一步巩固that引导的宾语从句。4(Groupwork)Finish1d.EncourageSstoimaginemoreandmakemoresentences.T:Foodfestivalissomethingtolookforwardto.Wealllikeit.Doyouthinkwhatitwillbelike?Canyouimagineit?Workingroupsof4andtalkaboutthefoodfestivalwiththehelpofthepicturesin1d.Ssingroupsdiscusswhatthefoodfestivalwillbelikewiththehelpofthepictures.S1:Whatwillthefoodfestivalbelike,canyouimagineit?S2:Iimaginethatwewillpreparemanydeliciousfoods.S3:Iimaginethattherewillbemanyguests.S4:Iimaginethatourteacherswillcometothefoodfestival.展开想象的翅膀，大胆运用英语表达心中的想法，在运用中习得语言。 S1:Iimaginethat…5(Pairwork)Finish3.T:KangkangandhisfriendswillholdafoodfestivaltohelpCraigandthechildren.Ifwemeetsomepeopleinneed,whatcanwedotohelpthem?Read3,Youmaymatchthemfirstandthendiscussinpairstothinkofsomeothermethodstohelpthem.T:Nowlet’slistentotheconversationsandcheckyouranswers.Whocanreadtheanswers?Ssread3andmatchandthenworkinpairstothinkofothermethodstoofferhelp.S1:Whatcanwedotohelpthechildreninpoorareas?S2:Ithinkwecansellnewspaperstoraisemoneyforthem.SslistentotheconversationsandthensomeSsreadthetheanswers.S1:Ithinkwecanhelptheoldpeoplecleanthehouses.S2:Ithinkwecansellnewspaperstoraisemoneyforthechildreninpoorareas.S3:Ithinkthatwecanvisittheblindchildrentocheerthemup.S4:Ithinkwecangive先阅读，讨论之后再听。听力练习中听之前的阅读和推测可以使你更容易听懂听力材料并迅速找到答案。 dollstothechildreninhospitaltomakethemhappy.Remark：Stage6（7mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)AsktheSstosummarizeandconsolidatewhatwehavelearntinthislessonwiththehelpofPPT.T:Goodjob!Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?SsSummarizethislesson.S1:Welearnedsomenewwordsandphrases:tryone’sbest,getintouchwith,success,imagine,soup,cheese,biscuit,pancakeS2:Wecanmakesentenceswiththatguidetheobjectclauses.1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。3.帮助学生再一次巩固本课的知识点。 T:Soundsgreat!Ihopeyoucantrytorememberthem.S3:WeknewaboutCraigandlearnedabouthisFreetheChildren.S4:WetalkedabouthelpingothersandpreparingafoodfestivalS5:…2(Classactivity)AssigntheHMK.T:Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1aand1dwithyourpartner.AndthenyoushouldpreviewSectionA-2&SectionB-1a,1c.FinishtheHMKafterclass.适当的家庭作业有助于巩固课堂所学的知识。Remark：让学生完成总结的过程，必要时可以讨论，补充。VI.Blackboarddesign第一课时(SectionA-1a,1b,2,3)Wordsandexpressions:Grammar:that引导的宾语从句1.have/hold/organizeafoodfestival1.Kangkangknows(that)CraigcomesfromCanada.2.turntosb./asksb.forhelp2.Iimaginethatwewillpreparemanydeliciousfoods.3.makeaposter4.getintouchwithsb.5.tryone’sbesttodosth.6.makeitasuccess