Section A多媒体教学设计及其点评

U7T1P1

Unit 7 Food Festival Topic 1 We’re preparing for a food festival. Section A 鲁山二中

杨坤芳

教学设计思路：

本节课主要活动为Section A 的1a。

在1a的对话中，Kangkang等四人从讨论Craig Kielburger及其创办的Free the Children开始，决定开办美食节帮助Craig Kielburger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：Shall we…? When and where shall we…? Good! Great! Good idea! 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。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。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

try one’s best, get in touch with, success, imagine, soup, cheese, biscuit, pancake

（2）掌握that引导的宾语从句陈述句

I think (that) we can have it on our school playground on Sunday. I imagine (that) a lot of people will come to the food festival. （3）学会使用征求别人意见和表示赞美的交际用语

①—Shall we have a food festival and raise money to give to Free the Children?

—Good idea!

②—When and where shall we have the food festival?

—I think we can have it…

③—My task is to make a poster.

—Good!/Great!

1 / 3

U7T1P1

2.

Skill aims:

（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.

Emotional aims: 树立帮助他人，关爱他人的意识

4.

Culture awareness: 了解魁克·柯伯格和他的“解放儿童”组织。

Ⅱ. The key points and difficult points 1. Key points: （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. Difficult points：

熟练运用that引导的宾语从句

Ⅲ. Learning strategies 1. You will do better in listening practice if you read and predict before listening. Ⅳ. Teaching aids 多媒体课件；Craig Kielburger及

Free the Children 的海报或照片；需要帮助的人的照片或图片。

V. Teaching procedures 1 课前问候语，与学生拉近距离。

2 向学生展示学习目标

3 通过一个问题，引入课堂。What did you do when you were 12 years old? 4 引入3幅需要帮助的人的图片，导入新课。

5 引入Craig Kielburger 的图片，并给学生介绍这个人物。

Craig is a very kind man. Now he is trying his best to build a new school for the children in Kenya. But he doesn’t have enough money. His first task is to raise enough money.

He started Free the Children. 6 通过看1a Flash ，了解1a中Kangkang and his friends also want to help him. What will they do? Listen to 1a carefully and then answer the following questions. 1. What will Jane do?

2. What will Maria do?

2 / 3

U7T1P1

3. What will Kangkang do?

4. What will Michael do? (Show the questions on the screen) 7 通过谈论以上问题，导入新词和短语。再听1a然后判断1b的句子T or F 。并引导学生改错。让学生再读1a，并找出文中所出现的短语及表达。然后出示中英文，让学生来连线。

8 给出相关题目，复习文中所学短语。让学生一一作答。让学生完成1c连线题，并引导学生理解。通过观察句子形式，引出that引导的宾语从句。给出that引导的宾语从句定义，及注意事项。给出例句，继续学习，会说由that引导的宾语从句。

9 通过美食图片引出关于美食的英语表达，让学生想象美食节的样子，练习说句子。

Ss in groups discuss what the food festival will be like with the help of the pictures.

S1: What will the food festival be like, can you imagine it? S2: I imagine that we will prepare many delicious foods. S3: I imagine that there will be many guests.

S4: I imagine that our teachers will come to the food festival. 10 让学生根据2中所出现的短语及Example，继续练习宾语从句。给出相关的题目，练习本节所学内容。

11 引导学生总结本节所学单词短语句型及表达。给学生布置作业。

VI .

Blackboard design 第一课时

(Section A-1a,1b,2,3) Words and expressions:

1. have/hold a food festival

2. turn to sb. /ask sb. for help

3. make a poster

4. get in touch with sb.

5. try one’s best to do sth.

6. make it a success Grammar: that引导的宾语从句

1. Kangkang knows (that) Craig comes from Canada.

2. I imagine that we will prepare many delicious foods.

3 / 3