Section A教学设计(第一课时)

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Unit 7 Food Festival

广南县珠街镇初级中学校 张梅

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：

（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

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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。

V. Teaching procedures

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Stage1(5mins)：Getting students ready for learning

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Designing Step Teacher activity Greetings and lead-in.

Student activity purpose

T:

Good morning, boys and girls! Ss: Good morning, Miss…

I have something to tell you.

When I went shopping yesterday

afternoon and met a poor granny

1(Class activity) at the gate of the supermarket.

She is begging. In fact, there are

many people who need help in the

world.

Show some pictures of people in Try to answer the question 运用并感知thatneed.

with “I think that …”

引导的宾语从句。树立帮助他人的意识。

T: What can we do to help them?

Who would like to show us your

opinion? 2(Individual T: When you show your opinions,

work) try to use “I think that…”

them some books and clothes. S2: I think that I can give her some money. S3: I think that …

S1: I think that we can give

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-listening

Designing Step Teacher activity Student activity purpose

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Show some pictures or posters of Some Ss introduce Craig and 检查预习情况

Craig, teach the new word: poster. Free the Children. T: You are kind-hearted children.

Thank you for your kindness. Just

like you, there are a large number

of kind-hearted people in the

world. They have done a lot of

1(Class activity) things to help others. Now let’s

know about a very kind man. Look

at this poster. Who is he? Do you

know him? Can you say S1: He is Craig Kielburger. S2: He is from Canada.

S3: He started Free the Children. S4:…

Teacher adds more information Try to learn the introduction 利用师生讨论教about Craig while teaching new of Craig as well as the new 学词汇，并加以运words and phrases with the help words and phrases. of their Chinese explanations on

the PPT.

用。

something about him?

T: You did quite well. I think you

have previewed Section A. Just as

2(Class activity) you know, 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. Can you

understand what I said just now?

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S1: Sorry, Miss… What does

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“try his best” mean? T: Try one’s best or do one’s best

means try to do sth. For example,

you should try your best to keep

your classroom clean. Can you

give another example?(Write the

new phrase on the blackboard.)

S2: We should try our best to learn English well. T: Quite well! Do you know the

Chinese meaning of the new word

“task”?

Ss: It means “任务”。

T: Good, do you have any other Ss: No, we don’t. questions?

3 (Pair work)

Lead in 1a. Ss discuss in pairs. 导入1a的同时引导学生运用宾语从句

T: OK, Now you know about

Craig’s problem. Would you like

to help him? Let’s discuss in

pairs, and then we’ll see which

pair has the best and the most

ideas.

T: Hi, any volunteers? Which pair Ss: Let me try! would like to show your opinions? S1: I think that I can sell old

books. S2: I think that I can put on a short play. S3: I can sell flowers to raise money. S4:…

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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-listening

Designing Step Teacher activity Student activity purpose Present some questions on the Bb Read the questions and then 引导学生听前阅or on the screen, play the listen to 1a. recording of 1a, and ask the Ss to

answer

listening.

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? 1(Class activity) 3. What will Kangkang do?

4. What will Michael do?

(Show the questions on the Bb or above with the help of the

the screen)

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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。

the questions after

T: Good ideas！Kangkang and his

Ss answer the four questions teacher and learn the new phrases: turn to, get in touch with, make a poster. S1: Jane will…

S2: Maria will…

S3: Kangkang will…

S4: Michael will…

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T: You did better than I believe.

You got all the right answers. As

we know, Maria’s task is to turn to

the teacher. What does“turn to”

S1: “Turn to”

means “ask mean?

sb. for help”.

T: Very good, Who can make a S2: When I have difficulty in sentence with “turn to”?

learning English, I always turn to my English teacher.

S3: What does “get in touch with” means? T: Thank you, you did quite well,

any other questions?

T: When you call sb. or write to S3: Yes, I do. For example, I sb. or email sb. that means you haven’t seen my old friend get in touch with sb. Do you for a long time. I miss him understand?

T: You are so smart. Any other questions? (Write the new phrases on the blackboard) 2(Individual

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very much, so I’ll get in touch with him.

Listen to 1a again and finish 1b. Ss read the answers to 1b,

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work) Check the answers. correct the false ones. T: Now you can finish 1b by

yourself. I think it’s easy for you.

T: Let’s check the answers. Is the

first one true or false? …

T: How about the last one? T: Who can correct it?

S1: The first one is true. …

S5:It’s false. S6: The last one is false. The right one is “Kangkang will get in touch with Craig on the Internet to get more information about him”. 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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