Section C精品学案

八年级下册教案设计

Unit 7 Food Festival Topic 1 We’re preparing for a food festival.

Section C Ⅰ. Material analysis

本节课建议用1课时完成。主要活动为Section C的1a和3。

本课通过介绍Craig Kielburger和他成立的组织Free the Children的事迹展开学习活动，继续学习that 引导的宾语从句，复习发出邀请的功能用语，学习邀请函的写作。要求学生掌握黑体词汇和短语的用法，理解白体词汇的含义，进一步学习并运用宾语从句，

学会如何写邀请函。鼓励他们学习Craig Kielburger 关心他人，乐于助人的精神，并向Craig Kielburger学习从小立下远大志向，并为之努力奋斗。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能进一步掌握宾语从句的用法。

2. 学生能正确掌握邀请函的写作。

Skill aims：

1. 能听懂有关邀请他人参加美食节的对话。

2. 能就邀请他人参加美食节的话题进行交谈。

3. 能从所给语言材料中找出有关信息。

4. 能写出简单的邀请函。

Emotional aims：

向Craig Kielburger学习，从小立下远大志向，并为之努力奋斗。

Ⅲ. The key points and difficult points Key points：

1. 能向别人简单介绍Craig Kielburger的事迹。

2. 进一步掌握宾语从句的用法。

Difficult points：

写出简单的邀请函。

Ⅳ. Learning strategies

1. 阅读时学会运用学过的知识和文段的关键词及大意进行预测。

2. 写出邀请函一类的应用文之前首先要明确格式和写作的内容。

Ⅴ. Teaching aids

Computer multimedia projector.

Ⅵ. Teaching procedures Step Interaction pattern Student activity 1. Focus their attention

on the teacher. 2. Students read the

passage they written

after class and evaluate

the passage from other

groups.

3. Students talk about

different foods to review object clauses and the names of countries.

4. Students tell more names of typical foods in different countries.

5. Students know about

more information about Craig.

Teacher activity 1. Greet students ready for

learning.

2. Teacher asks the students to report the homework. Let the students read the passage they written after class, which is about the typical foods their group members like to eat. Then let the students from other groups evaluate the passage. 3. Teacher asks the students to talk about different foods to review object clauses and the names of countries. Example: A: Where do you think

pizza is from? B: I think/guess (that)…

4. Teacher asks the students

to report their last homework. Tell more names of typical foods in different countries. 5. Teacher evaluates the students’

work. And then lead to the food festival. Introduce more information about Craig:

Craig has built 15 schools in China. He said, “Change the world without me grow up.” Let’s know about more information of him by reading the passage of 1a.

1. The whole

class work. 2. The whole

class work.

3. Group work.

Introduction

（8 minutes）

4. The whole

class work.

5. The whole

class work.

Presentation (10minutes) 1. Individual

work.

2. The whole

class work.

3. The whole

class work. 4. Individual

work.

5. The whole

class work.

6. Individual

work.

7. The whole

class work.

1. Students look at the

pictures of 1a and decide whether the following statements are true or false before reading.

2. Students read 1a to check the answers.

3. Students check the

answers. 4. Students read paragraph 1 and 2, and then answer the question.

5. Students check the

answers and guess the meaning of the new word regret.

6. Students read paragraph 3, guess the meanings of the new words, and then answer the questions.

7. Students check the

answers and learn to

predict the new words.

1. Teacher asks the students to look at the pictures of 1a and decide whether the following statements are true or false before reading.

2. Teacher ask the students

to read 1a to check the answers.

3. Teacher asks the students

to tell the answers.

4. Teacher asks the students

to read paragraph 1 and 2, and then answer the question: What’s Craig’s favorite food? 5. Teacher asks two students to tell the answers. Ask the students to guess the meaning of the new word regret. Then teach the word to them. 6. Teacher asks the students to read paragraph 3, guess the meanings of the new words, and then answer the following questions: (1) How many children were

there in Free the Children at the beginning? (2) What’s the motto of Free

the Children? 7. Teacher asks two students to tell the answers. Tell them learn to predict the new words, using their knowledge to find key words and ideas while reading. And then teach the new words and phrases.

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. Pair work. 1. Students read the passage

after the recording

sentence by sentence. 2. Students try to follow

the speed, paying

attention to the

pronunciation and

intonation. 3. Students read the whole

passage carefully and

complete the tables of 1b. 4. Students check their

answers. 5. Students discuss in

groups to find out the difficult points and sum up the main points.

6. Students underline in

their books and make some notes. Learn and grasp the new words and phrases.

7. Students make a

conversation with the

help of 1b.

1. Teacher plays the recording

sentence by sentence.

2. Teacher plays the recording

without stopping.

3. Teacher asks the students to

read the whole passage

carefully and complete the tables of 1b.

4. Teacher asks two or three

students to tell the answers. 5. Teacher asks the students

to learn in groups to find out

the difficult points in the

passage. At last let them sum

up the main points of the

passage. 6. Teacher makes a summary to explain the key points and difficult points to the students. (1) make a change (2) I regret that + 从句

(3) instead of (doing) sth. (4) so … that + 从句

(5) twelve-year-old 7. Teacher makes two students act as the reporter and Kangkang and lets the reporter interview Kangkang about Craig and Free the Children. Make a conversation with the help of 1b.

Practice (10 minutes) 1. Pair work.

2. The whole

class work.

3. The whole

class work.

4. Group work.

5. The whole

class work.

6. The whole

class work.

7. Individual

work.

8. Individual

work.

9. The whole

class work. 10. The whole

class work. 1. Students discuss with

their partner what they will do for Free the Children. 2. Students report their

results with the structure: I think we can…

3. Students grasp the

object clauses.

4. Students observe the

invitation of 3 in groups and sum up the form of the invitation. 5. Students tell the form

of the invitation.

6. Students grasp the

form of the invitation.

7. Students read the

invitation to get the

general ideas. 8. Students read again,

and then complete the invitation.

9. Students check the

answers. 10. Students read through

the whole invitation. 1. Teacher asks the students to discuss with their partner what they will do for Free the Children. 2. Teacher asks the students

from different groups to report their results with the structure: I think we can…

3. Teacher evaluates the students’

reports and encourages

their good ideas. 4. Teacher asks the students

to observe the invitation of 3 in groups and sum up the form of the invitation. 5. Teacher asks the students

to tell the form of the

invitation. 6. Teacher evaluates the

summaries of the

students’. Add more

points if necessary.

7. Teacher asks the students

to read the invitation to get the general ideas. 8. Teacher stresses the usage of in order to and lets the students read again and then complete the invitation. 9. Teacher lets the students tell the answers.

10. Teacher lets the students

read the whole invitation together.

Production (7 minutes) 1. Group work.

2. Group work.

3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work. 1. Students work in

groups talking about

the content of the

invitation.

2. Students list the useful

words and phrases in

groups. 3. Students write down

the invitation according to the useful words and phrases alone.

4. Students evaluate the

invitations on the

blackboard.

5. Students summarize

Section C with the

teacher. 6. Students finish the

homework after class.

1. Teacher asks the students

to work in groups:

Suppose next Sunday is

your birthday. Your parents

will have a birthday party

for you at home. You want

to invite some good friends

to your party. Talk about

the content of the invitation. 2. Teacher asks the students

to list the useful words

and phrases in groups. 3. Teacher asks the students

to write down the invitation

according to the useful

words and phrases alone.

Ask two students to write

down the invitation on the

blackboard. 4. Teacher asks three students

to evaluate the invitations

on the blackboard. At last

the teacher makes a summary. 5. Teacher shows the summary

of this section to the

students. 6. Teacher assigns homework: (1) Review the summary

after class. (2) Write an invitation to

your teacher to invite him or her to the

international food

festival. (3) Collect some posters

and observe their

content contained.

Teaching Reflection The students understand the passage of 1a well. They do well in predicting some new words, using their known knowledge. They grasp the usage of object clauses better. And they can write a simple invitation alone.

Ⅶ. Blackboard design

Unit 7 Food Festival

Topic 1 We’re preparing for a food festival. Section C 1. make a change 2. I regret that

+ 从句

3. instead of (doing) sth. 4. so … that

+ 从句

5. twelve-year-old 6. in order to