Section A教学设计模板

教案设计unit7. Topic1. sectionA Ⅰ. Material analysis

本节课为话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2。

本话题由Craig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。在本课1a的对话中，为了帮助Craig Kielburger，Kangkang, Michael, Maria和Jane 决定举办一次“国际美食节”。通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。本话题的语法重点是学习that引导的宾语从句。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能正确拼读并运用为美食节做准备的词和短语。

2. 学生能简单地掌握宾语从句的用法。

Skill aims：

1. 能听懂有关筹集资金计划的对话。

2. 能使用英语简单谈论筹集资金的计划。

3. 能连贯流畅地朗读对话。

4. 能写出简单的帮助他人的短文。

Emotional aims：

学习积极参与有益的课外实践活动，关心他人，乐于助人。

Ⅲ. The key points and difficult points Key points：

1. 谈论筹集资金的计划。

2. 初步掌握宾语从句的用法。

Difficult points：

写出关于筹集资金帮助他人的短文。

Ⅳ. Learning strategies

注意发现语言的规律并能运用规律举一反三。

Ⅴ. Teaching aids

Computer multimedia projector, the pictures of Craig Kielburger, a poster, the pictures of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake in Ya’an.

Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity

1. The whole class work. 2. The whole class work.

3. Group work.

4. The whole

Introduction class work. （8 minutes）

5. The whole

class work.

1. Focus their attention

on the teacher. 2. Students read the

passage about the traffic rules they made after class.

3. Students discuss in

groups and answer the questions with the

structure: I think I

will…

4. Students learn and

grasp the new words

and phrases with the

help of the teacher.

5. Students report the

information about

Craig Kielburger

they collected.

1. Greet students ready for

learning.

2. Teacher asks the students to report the homework. Let the students read the passage about the traffic rules they made after class. 3. Teacher asks the students to think about the following questions: If someone is in trouble, what will you do? If someone needs money, what will you do? Then ask the students to answer them with the structure: I think I will…

4. Teacher teaches the new words by summing up the answers above: “Now I see, some students will turn to

their parents, which means they will ask their parents for help. Some students imagine

that they can put on a play to raise money. You can try your best

to help others, I’m so proud of you!”

5. Teacher shows the pictures of Craig Kielburger to the students. Ask the students to report the information about Craig Kielburger they collected.

Presentation (10 minutes) 1. The whole

class work.

2. Individual

work.

3. The whole

class work. 4. Individual

work.

5. The whole

class work. 6. The whole

class work. 7. Individual

work.

8. The whole

class work. 9. Individual

work.

10. The whole

class work.

1. Students look at the

picture of 1a, and

understand the picture with the help of the

information under it.

2. Students watch the

flash, and then mark

the sentences of 1b

with T or F.

3. Students check the

answers. 4. Students read the

conversation and match the information of 1c.

5. Students check the

answers. 6. Students read the

sentences aloud. 7. Students find out the

same structure in the sentences of 1c. 8. Students check the

answers. 9. Students watch the

flash and answer the questions.

10. Students check the

answers. 1. Teacher praises students’

information they collected after class. Encourage them to keep on making a preview before class. Then let the students look at the picture of 1a and understand the picture with the help of the information under it. 2. Teacher plays the flash of 1a. Ask the students to watch the flash, and then mark the sentences of 1b with T or F. 3. Teacher asks two students to tell the answers. 4. Teacher asks the students to read the conversation and match the information of 1c.

5. Teacher asks two students to tell the answers. 6. Teacher asks the students to read the sentences aloud. 7. Teacher asks the students to find out the same structure in the sentences of 1c. 8. Teacher asks two students to tell the answers. 9. Teacher asks the students

to watch the flash again and

answer the following

questions: (1) How many schools did

Free the Children build? (2) What’s Michael’s task?

10. Teacher asks two students to tell the answers. Teach the new word poster

by showing a real poster to them.

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. Group work.

6. The whole

class work.

7. The whole

class work. 1. Students read the

conversation after the recording sentence by

sentence. 2. Students try to follow

the speed, paying attention to the pronunciation

and intonation. 3. Students discuss in groups to find out the difficult points and sum up the main points.

4. Students underline in their books and make some notes. Learn and grasp the new words and phrases.

5. Students discuss in

groups: What will the food festival be like?

6. Volunteers report the

result of the discussion.

7. Students act out the

conversation of 1a. 1. Teacher plays the recording

sentence by sentence.

2. Teacher plays the recording

without stopping.

3. Teacher asks the students

to learn in groups to find out

the difficult points in the

conversation. At last let them

sum up the main points of the

conversation. 4. Teacher makes a summary to explain the key points and difficult points to the students. (1) have/hold/ organize a food festival (2) turn to sb. /ask sb. for help (3) make a poster (4) get in touch with sb. (5) try one’s best to do sth.

(6) make it a success (7) 由that 引导的宾语从句

5. Teacher lets the students read 1a, and then discuss what the food festival will be like with the help of the pictures and the example. Let them practice the usage of the object

clauses. 6. Teacher asks four students

to report the result of the

discussion. Finish 1d. 7. Teacher asks the students to

act out the conversation of 1a.

Practice (10 minutes) 1. The whole

class work.

2. Group work.

3. Individual

work.

4. The whole

class work.

5. Pair work.

6. Individual

work.

7. The whole

class work.

1. Students learn and grasp

the new words with the

help of the teacher.

2. Students discuss what the children should prepare for the food festival in groups. 3. Students write down the conversations.

4. Students evaluate the

conversations, and then check the answers with the teacher.

5. Students act out the

conversations in pairs.

6. Students listen and

match the people with what we can do.

7. Students check the

answers.

1. Teacher teaches the new

words soup, cheese, cookies,

and

pancakes by showing their pictures on the screen. Teach set

and set the table by explaining their Chinese meaning. 2. Teacher asks the students to

discuss what the children should prepare for the food festival. 3. Teacher asks four students

to write down the conversations on the blackboard. The

other students write down

at least two conversations

in their each workbook. 4. Teacher lets two or three students evaluate the

conversations on the

blackboard. Check the

answers. 5. Teacher lets the students

act out the conversations in pairs. 6. Teacher plays the recording of 3 for the students and lets the students listen and match the people with what we can do. 7. Teacher lets two students tell their answers. Teach blind

by showing a picture of a blind person.

Production (7 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work. 1. Students watch the

video and discuss in groups.

2. Students write down

their opinions with the

structure I think…

3. Students share their

opinions with the whole class.

4. Students summarize

Section A with the teacher. 5. Students finish the homework after class.

1. Teacher plays the video of

the Ya’an earthquake.

Lead the students to

discuss in groups: “A terrible earthquake

struck Ya’an in Sichuan

Province at 8: 02 on the

morning of April 20th this

year. Let’s discuss how to

help the people in Ya’an.”

2. Teacher asks the students

to write down their opinions

with the structure I

think…

3. Teacher asks four students

from different groups to

share their opinions. Tell

them that we should try

our best to help the people in trouble.

4. Teacher shows the summary

of this section to the

students. 5. Teacher assigns homework: (1) Review the summary

after class. (2) Write down a passage about how to help the people in Ya’an with the sentences

containing

object clauses. (3) Search some typical

foods in different countries to prepare for Section B.

Teaching Reflection 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.

Ⅶ. Blackboard design

Unit 7 Food Festival

Topic 1 We’re preparing for a food festival. Section A 1. have/hold/ organize a food festival 2. turn to sb. /ask sb. for help 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.

6. make it a success 7. Kangkang knows (that) Graig comes from Canada. 8. set the table