Section A教学创新设计

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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

Stage1(5mins)：Getting students ready for learning

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

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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 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

2(Class activity) the PPT.

用。

something about him?

T: You did quite well. I think you

have previewed Section A. Just as

you know, Craig is a very kind

man. Now he is trying his best to

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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?

S1: Sorry, Miss… What does “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.

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

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(Class activity) 1. What will Jane do?

2. What will Maria do?

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.

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S1: Jane will…

S2: Maria will…

S3: Kangkang will…

S4: Michael will…

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

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questions? (Write the new phrases on the blackboard) Listen to 1a again and finish 1b. Ss read the answers to 1b,

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? 2(Individual work) T: How about the last one? T: Who can correct it?

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”. Remark：在学生活动Step1中，若学生不能在只听一遍的情况下回答以上四个问题，可以让学生看一遍1a的Flash，然后请学生回答或者老师与学生一起讨论，找到问题的答案并巩固新词汇。看比听能获取更多信息并留下更多的记忆。

Stage 5（15mins)：

Post-listening Designing Step Teacher activity Student activity purpose Ask Ss to read 1a in roles in Read 1a in roles in groups. groups. Pay attention to the Pay pronunciation and intonation. 1(Group work) attention to the and

…

S1: The first one is true. …

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

attention to the pronunciation and

intonation. And I’ll ask some

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groups to read and act it later.

Finish1c, check the answers. Ss read 1a and match the 学习和巩固thatT: In this dialog Kangkang and information. Then read the 引导的宾语从句。

his friends talk about how to help sentences aloud. Craig. If you want to repeat

others’ words in your own words,

you’ll use the object clauses. In

this lesson, that guides the object

clauses, and that can be omitted.

1c is a good idea to learn it.

Please read 1a and match the

sentences in 1c. Try to understand

2(Pair work)

the object clauses. You may

discuss with your partner.

S1: Jane thinks that young people like them raised most of the money. S2: Kangkang knows that Craig comes from Canada. S3: Michael says that Craig was 12 when he started to help poor children.

S4: Maria says that she will turn to their teachers.

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Encourage the Ss to make more Ss make more sentences 进一步巩固thatsentences according to 1a. according to 1a. 引导的宾语从句。

T: Can you make more sentences

3(Individual work) like this according to 1a?

S1: Jane says that they are trying to build a school in Kenya. S2: Michael says that his task is to make a poster.

S3:…

Finish 1d. Encourage Ss to Ss in groups discuss what 展开想象的翅膀，imagine more and make more the food festival will be 大胆运用英语表sentences. like with the help of the 达心中的想法，在运用中习得语言。

T: Food festival is something to pictures.

look forward to. We all like it. Do

you think what it will be like? Can

you imagine it? Work in groups of

4 and talk about the food festival

with the help of the pictures in 1d. 4(Group work)

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.

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S1: I imagine that…

Finish 3. Ss read 3 and match and 先阅读，讨论之后T: Kangkang and his friends will then work in pairs to think 再听。听力练习中hold a food festival to help Craig of other methods to offer 听之前的阅读和and the children. If we meet some help. 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.

5(Pair work) conversations and check your conversations and then answers. Who can read the some Ss read the the answers?

answers. S1: I think we can help the old people clean the houses. S2: I think we can sell newspapers to raise money for the children in poor areas. S3: I think that we can visit the blind children to cheer them up. S4: I think we can give

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推测可以使你更容易听懂听力材料并迅速找到答案。

S1: What can we do to help the children in poor areas? S2: I think we can sell newspapers to raise money for them. listen to the T: Now let’s listen to the Ss

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dolls to the children in hospital to make them happy.

Remark：

Stage 6（7mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Ask the Ss to summarize and Ss Summarize this lesson. consolidate what we have learnt in

this lesson with the help of PPT.

1.总结本课所学，帮助学生使知识条理化。

2.了解学生的掌握情况。

3.帮助学生再一T: Good job! Class will be over

soon, Now let’s summarize what we

have learnt in this lesson. What do

we learned and what can you do S1: We learned some new 次巩固本课的知1（Class activity)

after this lesson?

words and phrases:

识点。

try

one’s best, get in touch

with, success, imagine, soup, cheese, biscuit, pancake

S2: We can make sentences with that guide the object clauses.

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S3: We knew about Craig and learned about his Free the Children. S4: We talked about helping others and preparing a food festival T: Sounds great! I hope you can try S5:…

to remember them.

Assign the HMK. T: For today’s homework, I’d like you to remember the new words and 2 (Class activity)

phrases. Please practice 1a and 1d with your partner. And then you should preview Section A-2 & Section B-1a,1c.

Remark：让学生完成总结的过程，必要时可以讨论，补充。

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

Finish the HMK after class.

适当的家庭作业有助于巩固课堂所学的知识。

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