Section A教案和学案内容

八下Unit 7 Topic 1

Section A教学设计

南安市温成中学

陈贤

一、整体设计思路、指导依据说明

在这节课中,我采用任务型教学法。在听力部分设计一些题目，让学生带着任务听，有目的的训练学生的听力。在学习本课的语言知识要点时，引导他们先找出学习难点，在小组中讨论，再由老师帮助解释，让学生有思考和自主学习的机会。学生也能体会到参与其中的乐趣。

二、教学背景分析

Analysis of the Teaching Material：

这是第七单元第一话题的第一课时。本课通过主要人物Kangkang,Jane,Marria和Michale四人在讨论一个名为Craig Kielburger的加拿大人以及他所创立的“解放儿童”组织，然后他们决定举行一场“美食节”来筹集资金帮助这个组织。这个对话中涉及到了一些关于征求意见的句型，如：Shall we...?When and where shall we...?以及本单元的重点语法宾语从句的陈述句，如:I think we can...I will think about how to ...等重要句型，此外还包括赞扬别人的表达法，如：Good,Great,Good idea等。

Analysis of the students：

这个班大部分学生英语基础较差，他们说英语时会害羞，但是他们对英语还是有一定兴趣的，也是很有爱心的一群中学生。本课在倡导学生在学习的同时，学会关心照顾有需要的人，树立正确的人生观和价值观。

三、教学目标分析

Teaching Aims and Demands: Knowledge Aims: 1.Words：task,poster,touch,get in touch with,try our best,success

imagine,soup,cheese,cookie,pancake,set,set the table,blind

2.Drills:

1)Do you know about... ?

2)Shall we...?

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3)--What will ...be like?

--I imagine(that)...

4)...is from... 3.Grammar：

that引导的宾语从句的陈述句

Ability Aims:Listening, speaking, reading, writing Moral Aims:通过小组的讨论与合作，培养友好互助的精神。

四、教学重难点分析

Teaching Key Points：

学习本课单词、短语以及表示邀请、提供帮助等功能句型。

Teaching Difficulties: 能掌握that引导的宾语从句的陈述句的用法。

五、教学过程设计

Stage1.Greetings and lead-in.（4’) T: Good morning, boys and girls! Please look at the pictures.( A poor granny is begging;A South Africa boy is hungry.) T:What is the old granny doing? Ss:She is begging.How poor she is! T:How is the boy? Ss:…

T: In fact, there are many people who need help in the world.What can we do to help them? Who would like to show us your opinion? T: When you show your opinions, try to use “I think that…”

S1:I think that we can …

S2:I think that we can …

设计目的：设计情景导入，运用并感知that引导的宾语从句，树立帮助他人的意识。

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Stage2.Pre-listening（8’) The teacher praises students’

warmhearted. Then let the students look at the picture of 1a and understand the picture with the help of the information under it.The teacher introduces Craig and Free the Children. T: He is from Nigeria and he was born in a poor village. He took part in the 2000 Sydney Olympic Games. He won the gold medal. He is an Olympic wrestling champion. T: He is a very kind man. He wants to help the poor in Nigeria. 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? Ss:…

Ss: Shall we have a food festival for him? 设计目的：通过介绍

Craig的事迹，引导学生讨论，导入1a。

Stage4

While-listening （15’) T:Kangkang and his classmates plan to hold a food festival.What are they going to do?Let’s listen to 1a.Before listening ,read these questions.(Show the questions on the the screen.Let the students read the questions in class). What will Kangkang do? What will Michael do? What will Maria do? What will Jane do?

1.Listen to 1a for the first time and answer

these

questions. 设计目的：通过这个任务让学生明白了这篇对话的基本信息，同时也让学生有机会进行听力训练，提高他们的听力水平. 2.Let students read 1a by themselves and then finish 1b, mark True and False. If the statement is wrong, let students say out the reason.

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3.Play the tape again,Ss read after the tape,pay attention to the pronunciation and intonation. 4.Let students read 1a in roles.and ask some students who stand for their groups act it out. 5.Let students underline the important words and phrases which they can’t understand.Then let students discuss their questions in their groups. 设计目的：通过两人或者小组合作讨论研究本课的语言点,培养学生的合作探究精神。

6.The teacher makes a summary to explain the key points and difficult points to the students. ①

Start to do sth

②

have /hold/organize a food festival ③

turn to sb/ask sb for help ④

My task is to…

⑤

get in touch with ⑥

try one’s best

Stage 5 Post-listening（15’）

1. Read 1a again match the information in 1c, pay attention to the form of each sentence and check the answers. 2.Learn the basic knowledge of object clauses guide with “

that”. And show two examples. I know that he is a Canadian athlete. I think money must be a problem for him. 3.Encourage the Ss to make more sentences according to 1a. T: Can you make more sentences like this according to 1a? 4.Look at the pictures in1d and let students discuss what will the food festival be like with their partners. Talk about the pictures after the examples. Then learn the new word “

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

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Ss:I imagine (that) a lot of people will come to the food festival. T:Well done! / You did a good job! Ss:…

设计目的：进一步巩固that引导的宾语从，表扬鼓励学生积极回答问题。

5.Finish 3. T: Kangkang and his friends will hold a food festival to help Craig and the children. If we meet some people in need, what can we do to help them? Read 3, You may match them first and then discuss in pairs to think of some other methods to help them.

Stage 6 Summarizing and homework（3’) 1.Ask the Ss to summarize and consolidate this lesson with the help of PPT. 2.(1)Make five sentences about Clause .

(2)Review Section A,Preview Section B. 设计目的：总结本课所学，帮助学生使知识条理化。

六、

板书：

第一课时

(Section A) Words and expressions:

Grammar: that引导的宾语从句

1. have/hold/ organize a food festival

1.I know that he is a Canadianathlete. 2. turn to sb. /ask sb. for help

2. I think money must be a problem for him. 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.

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七、教学反思：

The students admire Craig Kielburger very much. It’s a successful lesson.The students want to learn from him to help the people in trouble. The teacher should introduce more information of Craig Kielburger to the students to encourage them to help others from now on.

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