Section A优秀教学设计范文

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Unit 7 Food Festival Topic1 We’re preparing for a food festival. 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：Section A-1a, 1b, 1c, 1d, 3 第二课时：Section A-2

Section B-1a,1b,1c,3a,3b 第三课时：Section B-2

Section C-1a,1b,1c 第四课时：Section D-3，Section C-2,3, Section D-2 第五课时：Section D-Grammar and focus, 1a, 1b, Project

第一课时（Section A-1a,1b,1c,1d,3）

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。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. Teaching aims 1.

Knowledge aims：

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（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! 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。

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V. Teaching procedures

Step 1 Review 第一步

导入(时间: 6 分钟)

利用本地特色美食引入新课. learn the new words (出示图片，教学新单词:soup, cheese, biscuit, pancake。并让学生掌握这些单词。)

(师生问答，讨论如何帮助别人。)

T: If someone is in trouble, what will you do?

If someone needs money, what will you do?

(教师引导学生用下面的句式回答这些问题。)

Ss: I think I will ...

2. (在黑板上呈现Craig Kielburger的图片，向学生介绍他的基本情况。)

T:

Look at the picture on the blackboard. Can you tell me something about him?

(学生说出一些他们知道的情况。)

T:

Is he from China?

Ss: No, he isn’t. He is from …

Step 2 Presentation 第二步

呈现(时间: 8 分钟) 呈现

1a。

(教师将

Craig Kielburger写到黑板上，然后帮助学生完成这个句子。)

T:

He is a very kind man. He wants to help the poor in Kenya. He wants to build a new school for the children.

But he doesn’t have enough money. How can we help him to raise money?

(让学生说出自己的观点，预习过的学生可能会说出举办一次美食节。)

Ss: Shall we have a food festival for him?

(板书

have a food festival。)

T:

Good idea. Let’s have a food festival for him and try our best to make it successful.

(板书并解释

try one’s best。)

(板书并让学生理解

organize;掌握

try one’s best。)

have a food festival

举办一次美食节

try one’s best

尽最大努力

(过渡到下一步。)

(将课文中的插图呈现出来，然后放

1a 录音，并让学生回答问题。)

T:

Kangkang, Micheal, Jane and Maria also want to help him. What will they do? Please listen to the tape and answer the questions.

(播放

1a 录音。)

(运用师生问答形式引出关键词。)

T:

What will Jane do?

S 1 :

Think about how to hold a food festival.

T:

What will Maria do?

S 2 :

Turn to her teachers.

T:

What will Kangkang do?

S 3 :

Try to get in touch with Daniel and get more information about him.

T:

What will Michael do?

S 4 :

Make a poster.

(板书关键词并讲解。)

turn to…

get in touch with

make a poster

(让学生读对话提出疑难问题，教师在学生讨论时给予帮助。)

T: Read the conversation by yourselves and find out some difficulties and then discuss in pairs.

(教师板书

1a 的重点句子，观察分析宾语从句的结构和含义。)

(板书)

I know he wants to build a new school for his

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poor village in Nigeria.I think money must be a problem for him.

I think we can have it on our school playground on Sunday.

4. (根据

1a 内容，师生问答，进一步巩固强化

1a。)

T:

Please tell me something about Craig Kielburger.

T:

Good. How do the students want to help him?

Ss: They want to have a food festival.

S 8 : Kangkang says he will …

S 9 : Maria says she will …

S 10 :Michael says he will …

S 11 :

Jane says she will …

T:

Great! I think they will make the food festival successful.

Step 3 Consolidation 第三步

巩固(时间: 9 分钟) 巩固

1a，完成

1b。

(教师播放

1a 录音，学生跟读，注意重音和语调。)

T: Follow 1a and pay attention to the stress and intonation.

(将学生分成四组分角色朗读对话。然后连线，完成

1b。)

T: Read the conversation in roles and then finish 1b.

Step 4 Practice 第四步

练习(时间: 13 分钟) 练习本课

1c 和

2。

Complete the sentences (让学生讨论问题，练习宾语从句

Do you think …?及其肯定、否定回答。完成

2。)

T:

We know the children want to have a food festival. I want to cook some food for the food festival. Now I have some pictures of food. Please look at them.

T:

Just now I prepared some food for the food festival. Do you think the children need them? Now please use the phrases in the box to ask and answer the questions in 2 one by one.

For example:

S 1 : Do you think (that) the children need to write a song?

S 2 : Yes, I think so. / No, I don’t think so. I think they need to make a poster. Do you think (that) the children need to ...?

S 3 : …

(初步探究陈述句的宾语从句的连接词和语序。)

T: The children prepared so much for the food festival. Can you imagine what the food festival will be like?

(板书

imagine 并解释意思，帮助学生回答: I imagine…)

imagine v.

想象I imagine …

T:

What will the food festival be like? Can you imagine it?

S 4 : I imagine (that) a lot of people will come to the food festival.

(板书)

I imagine(that) a lot of people will come to the food festival.(教师带学生朗读黑板上的重点句，解释宾语从句的用法。完成

1c。)

(给学生一些提示，例如: What about the food?

等。)

S 5 : I imagine that the food festival will be interesting.

S 6 : I imagine …

T:

Well done! / You did a good job!

(学生结对活动，教师鼓励发言好的学生做示范。)

T:

Now please ask and answer in pairs.

S 7 : Can you imagine

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what the food festival will be like?

S 8 : I imagine that it will …

Listen to the conversations and match the people with what we can do for them. Step 5 Project 第五步

1.Summary

2. Homework:

(1)(造五个含有宾语从句的句子。)

(2)(预习

Section B。) VI .

Blackboard design 第一课时

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

Grammar: that引导的宾语从句

1. have/hold/ organize a food festival

1. Kangkang knows (that) Craig comes from Canada. 2. turn to sb. /ask sb. for help

2. I imagine that we will prepare many delicious foods. 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.

6. make it a success

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