Section A教学目标

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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

第二课时（Section A-2

Section B-1a,1b,1c,3a,3b）

教学设计思路：

本节课主要活动为SectionA-2与SectionB-1c及Section B -1a。

SectionA-2与SectionB-1c分别练习that引导的宾语从句的一般疑问句和特殊疑问句，句型较简单易学，所以将两部分结合在一起。首先完成SectionB-1c新词汇的学习，同时操练that引导的宾语从句的特殊疑问句，然后将两部分的素材结合在一起操练that引导的宾语从句的一般疑问句。目的是简化任务，同时为接下来的学习扫清词汇方面的障碍。

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：

（1）学习并掌握新词汇

soup, cheese, cookie, set the table, pancake, western, Indian, fry, sushi, curry, Russian, Italian, African （2）掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语。

①—Do you think…?

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—Yes, I think so. / No, I don’t think so.

②—Where do you think that…?

—I think (that)…

（3）语音：

①在单词中区别/ aK /和/ ʌ

/的发音。

②在宾语从句中注意that的弱读以及一些句子成分的重读，并进行听和跟读模仿练习。

2.

Skill aims:

能根据图文就“美食节”举办筹划，食物准备，食物和所属国家搭配跟同学进行口语交流。

3.

Emotional aims: 通过小组间良性的竞争与合作，培养友好互助的精神。

4.

Culture awareness: 了解各国饮食习惯以及各国代表性食物。

Ⅱ. The key points and difficult points 1. Key points: （1）讨论食物准备相关话题。

（2）掌握that引导的宾语从句的一般疑问句和特殊疑问句。

2. Difficult points：

利用宾语从句的特殊疑问句讨论食物和所属国家搭配的话题。

Ⅲ. Learning strategies 学会用归类的方式来记忆单词。

Ⅳ. Teaching aids 录音机/多媒体课件/图片

V. Teaching procedures

Stage 1(2mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose

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T: Hi, class! Nice to meet you Make a duty report as usual again. Who’s on duty today?

1(Class activity)

T: Thank you for your report. Don’t worry, xxx just has a cold and I think he will be better and come back to school tomorrow. home and have a rest. I hope he will get better and return to school soon. Thanks.

S1: I’m on duty today. It’s Tuesday, May 12th, 2015 today. Everyone is here except xxx. He is ill and the doctor told him to stay at

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论、头脑风暴等。

Stage 2（3mins)：Revision

Designing Step Teacher activity Preview the key phrases and sentences learned in Section A. T: Hi, boys and girls. Do you Student activity purpose Revise the phrases learned in 回顾Section A的Section A.

内容，复习学过的短语。

remember what Kangkang and his

friends will do to help Craig 1(Class activity) Kielburger?

T: Yes. And in order to hold the

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Ss: They will hold a food festival to raise money for him.

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festival, what will Kangkang do?

Ss: Kangkang will get in touch with Craig Kielburger to get more information about him. T:If they need help, what will they

do?

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

Ss: They will turn to their teachers.

S1: I imagine that they will prepare many delicious food. S2: I imagine that there will be many guests in the food festival. …

Remark：为了节省时间，也可以直接把学过的词汇和句型利用PPT呈现在白板上，让学生英汉互译或者用短语造句。

Stage 3（15mins)：

Pre-listening

Designing Step Teacher activity Student activity purpose Show the pictures and the Learn the new words and 通过师生讨论的example in SectionB-1c on the practice object clauses by 方式理解和掌握screen. Discuss with the students discussing. to learn the news words in

1(Pair work) SectionB-1c, and then practice the

object clauses.

国家名词和相应的形容词。两人一组模仿所给例句编对话，练习宾语从句的特殊疑问句。

T: I also believe that they will

prepare many delicious foods.

Well, Do you love delicious food?

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Ss: Sure! T: What kind of food is your

favorite? S1: I like eating chocolates. T: S1, you mean you have a sweet

tooth.

S1: Sorry, Miss… What does “have a sweet tooth” mean? T: That means you like eating

sweet food.

What about you?

S2: I like Sushi. S3: Hamburgers.

S4: I like Pizza best. T: OK, S4, Where do you think …

pizza is from?

S1: It’s from Italy. T: Yes, you’re right. Pizza is from

Italy, so we call it Italian pizza. In

this lesson I want to introduce

some typical foods from different

countries. Look at these pictures.

What are they?(pointing at a

picture of Indian curries)

Ss: They are Indian curries. T: That’s

right. Since you call

them Indian curries, where do you

think they are from?

Ss: They’re from India. T: Good! It seems that you know a

lot about foreign food. Let’s

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discuss some other foreign foods

in pairs. You can guess where

they are from. Just ask and

answer like this:

What’s this / are they?

I think it’s… / they’re…

Where do you think it’s/ they’re

from?

I think it’s / they’re from…

Ss: …

T: Well done! You all had a warm

discussion and I think you know

more about the typical foods from

different countries. Now I’d like

you to show your guessing result.

For the first picture, which pair

would like to say something about

it?

T: Do you think so?

P1:

A: What are they? B:I think they’re cheese pies A: Where do you think they’re from? B: I think they’re from America.

S3: No, I don’t think so. I think they’re from Greece. T: I agree with you. who would

like to say something about the

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second one?

P2: …

T: Just as you said, the Greek

cheese pies are from Greece.

Greek is an adjective and it’s

used before the noun “cheese

pies”

to modify it. Greece is a

name of a country. So can you

match the adj. with the names of

the countries? You may match

them with a sentence. For

example: Greek cheese pies are

from Greece.

2(Pair work)

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S1: Indian curries are from India. S2: …

将SectionB-1c与SectionA-2结合起来，利用这两个部分所提供的短语和图片，两人一组模仿所给例句编对话，练习宾语从句的一般疑问句。

Show the example in SectionA-2

and the pictures in SectionB-1c on

the screen.

T: Good. Do you think that the

children need to make Greek

cheese pies?

S3: Yes, I think so.

T: And what else do they need to

do? Do they need to set the table? S4: Sorry, Miss…, what does

“set the table” mean?

T: It means “to lay the tableware

before meals”. For example, you

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should help to set the table before

dinners.

S4: Thank you. And I think they need to set the table.

T: Well, let’s work in pairs and

discuss what else they need to do.

You may follow the example. Of

course, the phrases and pictures

may help you.

P3: A: Do you think that the children need to cook fried rice? B: No I don’t think so. I think they need cook black bread. P4: …

Remark：1c中国家名称与相应的形容词的区别与巩固可以设计成连线题。让学生对比并总结国家名称与相应的形容词有助于学生分类和记忆。

Stage4（5mins)：

While - listening

Designing Step Teacher activity Student activity purpose:

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Play the video of 1a. Show the Watch the video and match.

table on the screen.

A. chocolate cookies 由易到难完成1a。

1(Individual work)

B. cheese pies

C. curries Kangkang

D. beef curry Maria

E. black board Jane

F. fried rice Michael

G. sushi

H. pizza

I. dumplings T: Let’s see what kind of food

Kangkang, Jane, Maria and

Michael are going to prepare for

the food festival. Please listen to

the conversation and match the

names with the food they will

cook.

T: Let’s check your answers.

What food is Kangkang going to

prepare to cook?

S1: Fried rice and Japanese

sushi.

T: How about Michael, Jane and

Maria?

Ss: …

Listen to 1a and complete

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Play the tape recorder. Check the the passage in 1b. answers to 1b.

T: You did quite well. Now let’s

2(Individual work)

listen again. Fill in the blanks and

complete the passage in 1b.

T: Have you got the answers?

Who would like to read the

passage for us?

S1: Let me try. Jane, Michael, Kangkang and Maria are talking…

Remark：教师也可自行设计几道first-listening的题目，然后再听时完成1b. Stage 5（8mins)：

Post-listening Designing Step Teacher activity Student activity purpose Ask Ss to act out 1a in roles in Read 1a in roles in groups. 鼓励学生大声开groups. Pay attention to the Pay pronunciation and intonation. attention to the 口说英语。

and pronunciation T: Now let’s work in groups and intonation. read the dialog in roles. Pay

attention to the pronunciation and

intonation. And then I’ll ask some

1(Group work)

groups to read and act it out later.

T: Which group would like to be

the first to act the dialog out!

T: You did quite well! And I think you will do better in the next task.

Ss: …

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Go over the conversation and deal Learn the language points

with the language points in 1a. in 1a. T: OK, everyone. Now please read

through the conversation and let’s

deal with the language points. 2(Class activity )

Ss: …

Remark

Stage 5（7mins)：Pronunciation

Play the recording of 3a.

Read the pairs of words 认真听录音，大单

T: Your spoken English is almost and phrases aloud, paying 开口，反复模仿。

good, but just as you know, a attention to the sounds of good English learner should the underlined letters. Then always pay attention to his listen and try to imitate. pronunciation. So let’s learn more

about it. First, listen to the tape

and find how the letters or

3(class activity)

combined letters pronounce.

T: Can you tell me the difference

between “ow”

and “ou”

in

pronunciation?

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S1: The combined letters “ow”

and “ou”

can pronounce / au /. S2: “ou”

also pronounces /ʌ

/.

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T: Great! You did better than I believe. Can you find the difference sounds?

T: Good job! Now read the words loudly after the tape. Please try to imitate.

T: You know, the stress and weak form are also important in your pronunciation. Look at the three sentences in 3b. The semicolon

“’”is the sign of stress and “-”is the sign of weak form. First you can read by yourselves and pay attention to the stress and weak form in object clauses. T: OK, now let’s listen to the tape and try to imitate. between the two S3: The letters “o”

and “u” can pronounce /ʌ

/.

S4: When we pronoun / au /, we should open our mouths widely. But there’s no need to do so when we pronounce /ʌ

/.

Ss: …

Ss: …

Ss: …

Remark：让学生通过跟读，体会并自己总结英语字母及字母组合发音的规律，感受英文连读及节奏的美感。

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Stage 6（5mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose: Encourage the Ss to summarize the Summarize the key points. key points

归纳总结本课的知识点。

T: Class will be over soon. We S1:set the table should summarize the key points S2: have a sweet tooth now. Let’s begin!

1（Class activity)

T: Sounds great! I hope you will remember them.

Assign HMK. Practice the object clauses 适当的家庭作业有助于巩固课堂所学的知识。

the children need to make tea? And the answers: Yes, I think so. No, I don’t think so. S4: Where do you think cheese pies are from? I think they are from Greece.

S3: Greek and Greece, Italian and Italy, Indian and India. S3: We have learned some key sentences. For example, Do you think that T: For today’s HMK, I’d like you to with their partners.

remember the new words and 2 (Class activity)

phrases. Please practice SectionB-1a, 1c and SectionA-2 with your partner.

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And then you should preview Section B-2 & Section C-1a.

Remark：

VI. Blackboard design

第二课时（Section A-2

Section B-1a,1b,1c,3a,3b）

Words and expressions:

Grammar: Object clauses

set the table

(1)Do you think (that) the children need to make tea? have a sweet tooth

Yes, I think so. / No, I don’t think so. Greece-Greek cheese pies

(2)Where do you think cheese pies are from? India-Indian curries

I think / guess (that) they are from Greece. Italy-Italian pizza

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