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 Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. The whole class work. 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. 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.
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 tocheck 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 completethe 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-old7. 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 C1. make a change2. I regret that + 从句3. instead of (doing) sth.4. so … that + 从句5. twelve-year-old6. in order to八年级下册教案设计
Unit 7 Food Festival
Topic 1 We’re preparing for a food festival.
Section D
Ⅰ. Material analysis
本节课建议用1课时完成。主要活动为Section D的1a和2。
本课学习活动通过呈现Kangkang和小伙伴们为美食节制作的海报来展开，要求学生能读懂并解释海报提供的信息，复习有关邀请的句型，复习邀请函的写法，并能为身边的活动写出简单的邀请函。本课是本话题的最后一课，要求学生通过本课的学习活动，复习本话题的重点词汇、短语和有用的表达方式，对that引导的宾语从句的用法作以总结。鼓励学生要有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
Ⅱ. Teaching aims
Knowledge aims：
1. 总结that引导的宾语从句的用法。
2. 复习有关邀请的句型。
3. 复习邀请函的写法。
Skill aims：
1. 能听懂接近正常语速的有关美食和美食节话题的语段，识别主题，并获取主要信息。
2. 能就邀请他人参加美食节的话题进行交谈。
3. 能从所给海报中找出有关信息。
4. 能写出简单的邀请函。
Emotional aims：
有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
Ⅲ. The key points and difficult points
Key points：
1. 总结that引导的宾语从句的用法。
2. 复习有关邀请的句型。
3. 复习邀请函的写法。
Difficult points：
从所给海报中找出有关信息，并用含有宾语从句的句子进行讨论。
Ⅳ. Learning strategies
在学习中善于结合图文信息深入理解主题。
Ⅴ. Teaching aids
Computer multimedia projector, two or three posters.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. The whole class work.4. Group work.5. The whole class work.6. The whole class work. 1. Focus their attention on the teacher.2. Students report the invitations they written after class, and invite their teachers to the international food festival.3. Students learn how to write the invitation better.4. Students play the game: Brainstorming and say the sentence patterns about invitation.5. Students tell the names of the typical foods and introduce which countries the each flag belongs to.6. Students tell the answers. 1. Greet students ready for learning. 2. Teacher asks the students to report the invitations they written after class, which invite their teachers to the international food festival.3. Teacher evaluates the students’ productions. Encourage them to write better next time.4. Teacher asks the students to play the game: Brainstorming. Let students say the sentence patterns about invitation, and the teacher write down them on the blackboard.Example:(1) Would you like … (2) What/How about… (3) May I invite you to… 5. Teacher asks the students to tell the names of the typical foods in the poster of 1a and introduce which countries the each flag belongs to.6. Teacher asks the students to tell the answers. Encourage them to add more words about the foods.
Presentation(10 minutes) 1. Individual work.2. The whole class work.3. The whole class work.4. Individual work.5. The whole class work.6. The whole class work. 7. Individual work. 1. Students show the posters they prepared. Discuss the information the posters contained. 2. Students report their results of discussing.3. Students look at the picture of Craig in the poster and tell something about Craig.4. Students read the poster and know about the general idea of it.5. Students read the poster again and answer the questions.6. Students check the answers.7. Students find out the answers to wh-questions from the poster. 1. Teacher shows two or three posters to the students and asks the students to show the posters they prepared. Discuss the information the posters contained. 2. Teacher asks the students to report their results of discussing. Teacher helps them to make a summary: A poster usually gives answers to wh-questions, i.e. what, when, where, why, who, etc.3. Teacher asks the students to look at the picture of Craig in the poster and lets the students to tell something about Craig.4. Teacher asks the students to read the poster and know about the general idea of it.5. Teacher asks the students to read the poster again and answer the questions:(1) When and where will Kangkang and his classmates have the food festival (2) Why will they have the food festival 6. Teacher asks two students to tell the answers.7. Teacher asks students to find out the answers to wh-questions, what, when, where, why and who. Check the answers.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Group work. 4. Group work. 5. The whole class work.6. Group work.7. Pair work.8. The whole class work. 1. Students read the poster after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students talk with their partners about the poster in 1a, using the object clause.4. Students discuss in groups to find out the difficult points and sum up the main points.5. Students underline in their books and make some notes. Learn and grasp the new words and phrases.6. Students make a conversation about inviting somebody to the food festival based on the content of the poster.7. Students act out their conversations.8. Students grasp the content the poster contained. 1. Teacher plays the recording sentence by sentence.2. Teacher plays the recording without stopping.3. Teacher asks the students to talk with their partners about the poster in 1a, using the object clauses.Example:I know that …I think that…I imagine that… 4. Teacher asks the students to learn in groups to find out the difficult points in the poster. At last let them sum up the main points of the poster.5. Teacher makes a summary to explain the key points and difficult points to the students.(1) the rights of …(2) come true6. Teacher asks the students to work in groups. Let them make a conversation about inviting somebody to the food festival based on the content of the poster.7. Teacher lets the students from different groups act out their conversations.8. Teacher evaluates students’ performances.
Practice(10 minutes) 1. Individual work.2. The whole class work.3. Individual work.4. The whole class work.5. Individual work.6. The whole class work.7. Group work.8. Individual work.9. The whole class work.10. The whole class work. 1. Students fill in the blanks of the grammar table with the correct words. 2. Students check the answers.3. Students find out more object clauses from Sections A-C.4. Students read the sentences aloud.5. Students fill in the blanks of the functions table with the correct words. 6. Students check the answers.7. Students discuss in groups. 8. Students write the invitation based on the given information, payingattention to the form of the invitation.9. Students share their invitations to the whole class.10. Students grasp the ways of writing invitations further. 1. Teacher asks the students to read through Sections A-C and fill in the blanks of the grammar table with the correct words. 2. Teacher asks two students to tell the answers. 3 Teacher lets the students find out more object clauses from Sections A-C.4. Teacher lets the students read the sentences aloud.5. Teacher ask the students to read through Sections A-C and fill in the blanks of the functions table with the correct words. 6. Teacher asks two students to tell the answers.7. Teacher asks the students to discuss in groups and finish 2: There will be a parents’ meeting in your class next Sunday. Please help your teacher write invitations to your parents. Read the given information first.8. Teacher asks the students to write the invitation based on the given information. Ask them to pay attention to the form of the invitation.9. Teacher asks the students to read their invitations.10. Teacher evaluates the students’ productions and encourages them to do better next time.
Production(7 minutes) 1. Group work.2. The whole class work.3. The whole class work.4. Group work.5. Pair work.6. The whole class work.7. The whole class work.8. Individual work 1. Students read and understand the proverbs, and discuss their real meanings.2. Students share their answers with the whole class.3. Students grasp the real meanings of the proverbs.4. Students make a telephone call conversation.5. Students act out the conversations in pairs.6. Students grasp the expressions about how to make the telephone call.7. Students summarize Section D with the teacher.8. Students finish the homework after class. 1. Teacher asks the students to read and understand the proverbs, and discuss their real meanings.2. Teacher asks two students to share their answers with the whole class.3. Teacher evaluates the students’ answers and shows the real meanings of the proverbs.4. Teacher asks the students to make a telephone call conversation: Suppose we will hold a class party. Please make a telephone call to invite your good friends.5. Teacher asks two or three pairs of students to act out their telephone conversations.6. Teacher evaluates the students’ conversations.7. Teacher shows the summary of this section to the students.8. Teacher assigns homework:(1) Review the summary after class.(2) Write an invitation to invite your good friends to your class party.(3) Collect some proverbs about the food. Share them with the classmates next time.
Teaching Reflection The students grasp the expressions and the usage of object clauses better. And they can write a simple invitation alone easily now. They become interested in taking an active part in the class activities.
Ⅶ. Blackboard design
Unit 7 Food Festival Topic 1 We’re preparing for a food festival.Section D1. the rights of …2. come true3. Would you like … What/How about… May I invite you to… 八年级下册教案设计
Unit 7 Food Festival
Topic 1 We’re preparing for a food festival.
Section B
Ⅰ. Material analysis
本节课建议用1课时完成。主要活动为Section B的1a和2。
本课通过Kangkang, Michael, Maria和Jane 谈论为“国际美食节”做准备的话题，继续学习that 引导的宾语从句，复习发出和接受邀请的功能用语，了解不同国家的代表性食物，并通过网上聊天继续了解Craig Kielburger的情况。鼓励学生积极参与有益的课外实践活动，乐于接触并了解异国的美食文化，培养关心他人，乐于助人的态度。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能区分元音音素/ au/和/Λ/, 并能正确拼读单词。
2. 学生能在朗读句子时正确处理重读和弱读。
3. 学生能正确掌握有关各国美食的词。
4. 学生能进一步运用宾语从句进行交流。
Skill aims：
1. 能听懂有关谈论各国美食的对话和邀请他人参加美食节的对话。
2. 能引出有关各国美食的话题并进行几个回合的交谈。
3. 能从所给语言材料中找出有关信息，并理解大意。
4. 能写出简单的有关各国美食的短文。
Emotional aims：
学习积极参与有益的课外实践活动，乐于接触并了解异国的美食文化，关心他人，乐于
助人。
Ⅲ. The key points and difficult points
Key points：
1. 谈论各国有代表性的美食。
2. 进一步掌握宾语从句的用法。
Difficult points：
运用有代表性的美食词汇，写出关于小组成员对各国美食喜好的短文。
Ⅳ. Learning strategies
1. 学生能在朗读句子时注意结构词通常不需要重读。
2. 在学习有关国家名字和各国人的相关词汇时，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 some typical foods of different countries, the
pictures of the flag of different countries, the pictures of Craig Kielburger.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. The whole class work. 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 play the game: Brainstorming. 4. Students report the information about the names of typical foods in different countries they collected. 5. Students learn and grasp the new words with the help of the teacher. 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. Then let the students from other groups evaluate the passage.3. Teacher asks the students to review the names of typical foods of China. Play the game: Brainstorming. Then ask them to review the names of countries and their people.4. Teacher asks the students to report their last homework. Tell the names of typical foods in different countries they searched after class.5. Teacher evaluates the students’ work. Then teach the new words, and show the pictures of typical foods in different countries. Know about curry, fried rice, and sushi. Show the pictures of the flags of Greece, India, Italy, South Africa and Russia. Let the students grasp the new words Greek, Indian, Italian, African and Russian. Teach the new word western based on the word west.
Presentation(10minutes) 1. The whole class work.2. Pair work.3. Individual work.4. The whole class work.5. Pair work. 6. Individual work.7. Individual work.8. The whole class work. 1. Students speak out the names of typical foods shown on the screen.2. Students read the names of countries and their special foods.3. Students listen and match the food with the countries these foods come from. 4. Students check the answers.5. Students make similar conversations after the example.6. Students watch the flash of 1a, and then underline the new words.7. Students read the conversation silently and complete the passage of 1b. 8. Students check the answers. 1. Teacher shows the pictures of typical foods in different countries on the screen. Ask the students to speak out their names.2. Teacher shows the names of countries and their special foods on the screen. Ask the students to read them in pairs.3. Teacher plays the recording of 1a and asks the students to listen and match the food with the countries these foods come from. 4. Teacher asks two students to tell the answers. 5. Teacher lets students make similar conversations after the example.6. Teacher asks the students to watch the flash of 1a, and then underline the new words.7. Teacher lets the students read the conversation silently and complete the passage of 1b. 8. Teacher asks two students to tell their answers.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Group work. 4. The whole class work. 5. Individual 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 read 1a, and then find out the sentences containing object clauses.6. Volunteers tell the sentences.7. Students act out the conversation of 1a. 1. Teacher plays the recording sentence by sentence.2. Teacher plays the recordingwithout 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 a sweet tooth(2) west → western (3) America → American Greece → Greek India →Indian China →Chinese Japan → Japanese Italy → Italian South Africa→South African Russia → Russian 5. Teacher lets the students read 1a, and then find out the sentences containing object clauses.6. Teacher asks two students to tell the sentences.7. Teacher ask the students to act out the conversation of 1a.
Practice(10 minutes) 1. Pair work.2. Pair work. 3. The whole class work.4. Individual work.5. Individual work.6. The whole class work.7. Individual work.8. Individual work.9. Pair work. 1. Students make similar conversations after the example of 1c to practice the usage of object clauses.2. Students ask and answer in pairs. 3. Students learn the usage of object clauses further.4. Students read the recorder of 2 and understand the general meaning. 5. Students listen and fill in the blanks.6. Students check the answers.7. Students listen again and read after the recording, paying attention to the pronunciation and intonation.8. Students find out the sentences which express the invitation. 9. Students read the conversation with their partners. 1. Teacher asks the students to make similar conversations after the example of 1c to practice the usage of object clauses.2. Teacher asks the students to ask and answer in pairs. 3. Teacher evaluates the conversations and stresses the usage of object clauses. 4. Teacher shows the picture of Craig Kielburger. Tell the students he is chatting online with Kangkang. Let the students read the recorder of 2 and understand the general meaning. Teach the new word address by showing the e-mail address of himself or herself.5. Teacher plays the recording of 2 and lets the students listen and fill in the blanks.6. Teacher lets two students tell their answers. 7. Teacher asks the students to listen again and read after the recording, paying attention to the pronunciation and intonation. 8. Teacher lets the students find out the sentences which express the invitation. 9. Teacher lets the students read the conversation with their partners.
Production(7minutes) 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. The whole class work.7. The whole class work.8. The whole class work.9. Individual Work. 1. Students try reading the phonetics /au/ and / / and the words on the screen. 2. Students listen to the recording of 3a.3. Students listen and try to imitate.4. Students try to read the words correctly.5. Students read the sentences of 3b by themselves, paying attention to the stress and weak form.6. Students listen and check their reading.7. Students listen and try to imitate.8. Students summarize Section B with the teacher.9. Students finish the homework after class. 1. Teacher shows the phonetics /au/ and / / and the words on the screen. Let the students try reading them.2. Teacher plays the recording of 3a. Let students just listen.3. Teacher plays the recording of 3a again and lets the students listen and try to imitate.4. Teacher shows more words on the screen. Ask the students to read them correctly.5. Teacher asks the students to read the sentences of 3b by themselves, paying attention to the stress and weak form. 6. Teacher plays the recordingof 3b. Let students listen and check their reading.7. Teacher plays the recording of 3b again and lets the students listen and try to imitate.8. Teacher shows the summary of this section to the students.9. Teacher assigns homework:(1) Review the summary after class.(2) Write down a passage about the typical foods which their groupmates like to eat.(3) Search more typical foods in different countries.
Teaching Reflection The students are interested in the typical foods in different countries.Interest is the best teacher. They take an active part in the activities of this section. They remember the new words quickly by comparing with the words they learned before.
Ⅶ. Blackboard design
Unit 7 Food Festival Topic 1 We’re preparing for a food festival.Section B1. have a sweet tooth2. west → western 3. America → American Greece → Greek India → Indian China → Chinese Japan → Japanese Italy → Italian South Africa → South African Russia → Russian八年级下册教案设计
Unit 7 Food Festival
Topic 1 We’re preparing for a food festival.
Section A
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
Introduction（8 minutes） 1. The wholeclass work.2. The wholeclass work.3. Group work.4. The whole class work.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 matchthe 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 therecording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students discuss ingroups 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 peoplein 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 A1. have/hold/ organize a food festival2. turn to sb. /ask sb. for help3. make a poster4. get in touch with sb.5. try one’s best to do sth.6. make it a success7. Kangkang knows (that) Graig comes from Canada.8. set the table
