Section C优质课教学设计

Unit7 Topic1 SectionC教案

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。

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Ⅴ. Teaching aids

Computer multimedia projector. Ⅵ. Teaching procedures

Interaction Step pattern Student activity Teacher activity

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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 1. Greet students ready attention

for

on the teacher. learning.

2. Students read the

2. Teacher asks the passage they written

students to report the after class and homework. Let the evaluate

students read the passage the passage from they written after class, other

which is about the typical groups.

foods their group

members like to eat.

Then let the students

from other groups evaluate

the passage. 3. Students talk about

3. Teacher asks the different foods to students to talk about review object clauses different foods to review and the names of object clauses and the countries. names of countries.

Example:

A: Where do you think

pizza is from?

B: I think/guess (that)…

4. Students tell more 4. Teacher asks the names of typical students

foods in different to report their last countries. homework. Tell more

names of typical foods in 5. Students know different countries. about

5. Teacher evaluates the more information students’

work. And then about Craig. 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.

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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.

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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 1. Teacher plays the passage

recording sentence by after the recording

sentence. sentence by sentence.

2. Students try to 2. Teacher plays the follow

recording without the speed, paying

stopping. attention to the

pronunciation and

3. Teacher asks the students intonation. to read the whole passage

3. Students read the carefully and complete whole

the tables of 1b.

passage carefully and

4. Teacher asks two or complete the tables of three students to tell the 1b. answers. 4. Students check 5. Teacher asks the their

students to learn in groups answers. to find out the difficult 5. Students discuss in

points in the passage. At groups to find out the last let them sum up the difficult points and main points of the sum up the main passage. points. 6. Teacher makes a

summary to explain the

key points and difficult 6. Students underline points to the students. in

(1) make a change their books and make (2) I regret that + 从句

some notes. Learn (3) instead of (doing) sth. and grasp the new (4) so … that + 从句

words and phrases. (5) twelve-year-old

7. Teacher makes two

students act as the reporter 7. Students make a

and Kangkang and lets conversation with the

the reporter interview help of 1b.

Kangkang about Craig and

Free the Children. Make a conversation with the help of 1b.

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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.

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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.

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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

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