Section A教学设计与反思

unit7 Topic1 Section A教案设计

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,1b,1c,1d和3。

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, ppt Ⅵ. Teaching procedures Stage 1 Getting students ready for learning 设计目的：一方面让老师和学生有一个简短的交流，另一方面调动学生的兴趣和积极性。

Step1. (在白板上呈现贫困山区的孩子的照片，并提问) T: Look at the pictures. How do you feel when you see the pictures？

Ss：I feel so sad/ sorry for them. I want to help them.

Step2. 展示一些慈善基金会的图标并引出free the children T：Do you know anything about Free the Children？

Ss: No。

Step3. 放映Free the Children的宣传片，让学生对这个组织有个初步的了解。

Stage2 Pre-listening 该部分的主要目的在于引入本节课要学习和了解的人物Kiel burger和他所创立的解放儿童组织。同时导入单词task、Kenya和短语try one’s best，此外引出话题food festival为接下来

的听力活动做准备，起到导入话题和词汇展示的作业。

Step1.在PPT上面展示kielburg的图片和肯尼亚的地图从而引出task和kenya这两个单词. Step2. 让学生回答who is he? Where is he from?从而引出短语be from以及关于kielburg的背景知识介绍. Step3.根据图片然后问学生当你们看到这些因贫困而被迫辍学的儿童的时候你想帮助他们吗?如何帮助呢?How? 预习了同学就会回答hold a food festival,然后导入SectionA 内容。

Stage3 While-listening 设计目的：理解对话大意，训练学生从听力材料中获取有关征求意见、询问信息的表达法。

Step1. Kangkang，Michael，Jane and Maria want to help him to raise money. What will they do？Please listen to the recording and answer the questions.

What will Jane do？

What will Maria do？

What will Kangkang do？

What will Michael do？

Step2. 播放1a录音，回答问题。

Step3. Listening to the recording again and read the dialogue group by group. Step4 Read 1a again and finish 1b, then check answers。

Step 5 Students try to act the conversation out by the key words on the blackboard。

Stage4 Post-listening 设计目的：进一步了解宾语从句巩固所学知识。

Step1 完成1c，并进行练习，注意宾语从句的运用。

T：What does Jane think？

S: She thinks that young people like them raised most of the money。

T：

What does Kangkang know？

S: He knows that Craig comes from Canada。

T：What does Michael say？

S：He says Craig was 12 when he started to help poor children. T:

What does Maria say？

S：

She says she will turn to their teachers. T: I think they will make the food festival successful. Step2 1d T: Suppose we want to have a food festival, can you imagine what the food festival will be like? (板书imagine并解释意思，帮助学生回答: I imagine…)

imagine 想像

I imagine…

T: Can you imagine what the food festival will be like? S1: I imagine a lot of people will come to the food festival. (板书) Can you imagine what the food festival will be like? I imagine a lot of people will come to the food festival. (教师带学生朗读白板上的重点句，完成1d。)

(给学生们一些提示，比如: What about the food? 等。) S2: I imagine that the food festival will be interesting. S3: I imagine…

T: Well done! / You did a good job! (学生两两对话，教师鼓励发言好的学生。) T: Now please use the expressions to ask and answer in pairs. S1: Can you imagine what the food festival will be like? S2: I imagine that it will…

S3: …

Step3. T: Everyone could be in trouble someday. Then what will we do to help other people? Listen to part3 then answer the questions。

T: What will you do to help the children in poor areas？

S: T: What will you do to help the blind children？

S: T: What will you do to help the children in hospital？

S: T: What will you do to help the Old？

S：

T: Pretty good! / Well done! There are so many kind people around us. I think our world will be full of kindness. 3. Homework:

(1) recite the new words and phrases。

(2)(造五个含有宾语从句的句子。)