单元备课--仁爱八下Topic 1 We’re preparing for a food festival.（表格式）

初中英语单元备课教学设计模板
一、教学设计基本信息
作者姓名 ** 性别
教龄 * 工作单位 ***学校
联系电话 通讯地址
教材版本 仁爱科普版
所教年级 初二 单元、课时 Unit7 Topoic1 4课时
课题名称
授课内容电子文档
二、单元(Topic)整体设计思路、目标、课时
单元标题 Bycycle riding is good exercise.
单元主题 该主题属于“人与社会”范畴，涉及子主题“跨文化沟通与交流，语言与文化”
单元内容分析 本单元围绕“美食节”展开，由5个语篇组成。语篇一是日常对话，四个主人公Kangkang, Michael, Maria和Jane在讨论一个名为Craig Kielburger的加拿大以及他所创立的“解放儿童”组织，然后他们决定举行一场“美食节”筹集资金帮助该组织。语篇二也是日常对话，四个孩子聚在一起讨论为“美食节”做准备，其中提到了多个国家以及该国家的美食。语篇三是一篇应用文是Craig Kielburger给Kangkang的一封私人信件。信中说明了自己不能来出席“美食节”的原因，介绍了Craig Kielburger自己以及“解放儿童”组织的一些基本情况。语篇四是一篇应用文，通过呈现Kangkang和小伙伴们为美食节制作的海报来展开，海报上面呈现了“美食节”举办的时间地点目的等。
课时内容划分及教学目标设计 第一课时：Section A
目标分析：1. 获取四个主人公在对话中谈到的关于“解放儿童的信息。2. 基于对话，能获取并运用为美食节做准备的词和短语。3. 运用相关的语言表达方式，与小组成员对话，谈论筹集资金的计划。
第二课时：Section B
目标分析：1. 通过简、康康、玛丽亚和迈克尔的对话获取各国美食词汇，征求意见的表达。2. 正确找出对话中哪些是宾语从句，并且进一步用that引导宾语从句交流。3. 运用相关的语言表达方式，与同伴对话进行有关各国美食的话题并进行交谈。
第三课时：Section C
y 目标分析：1. 通过魁克 柯伯格的回信获取魁克 柯伯格的个人基本信息，“解放儿童中”组织成立的缘由并能向他人用英语简要介绍。2. 使用宾语表达看法。通过魁克 柯伯格的故事，产生精神上的影响，向他学习，从小立下远大志向，并为之努力奋斗。。
第四课时：Section D
目标分析：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。
四、教学背景
教学内容分析本单元的教学内容主要围绕“美食节”展开，融入了功能项目里社交的“提建议”、“赞美”和“邀请”等目标语言；倡导学生在学习的同时，学会关心照顾别人以及帮组世界上其他国家有需要的人，树立正确的人生观和价值观；主张在了解中国文化饮食的基础上，了解不同国家的饮食习俗，培样学生正确的健康的饮食习惯。该话题涉及到一个新的语法点：that引导的宾语从句，以及一些重要的目标语言，如征求别人意见：shall we... 提供帮助：what can I do for... 赞美别人：wonderful！等都是需要学生重点掌握的知识点。学生情况分析 我目前任教于****学校，我所教的班级为初二*班和*班，学生英语基础水平不太理想，超过半数的学生基础知识比较糟糕，单词拼读和书写有一定的困难。该话题谈论举办“美食节”为“解放儿童’组织筹钱，部分同学对外国代表性食物有一定的了解，对美食比较感兴趣但是对Craig Kielburger和“解放儿童”组织了解几乎为零。
五、教学目标（以下各项可整合）
语言能力目标：（1）学习并掌握新词汇，能正确拼读并运用为美食节做准备的词和短语（2）掌握that引导的宾语从句陈述句（3）学会使用征求别人意见和表示赞美的交际用语
2.学习能力目标：（1）能听懂以“美食节”为主题的对话及对话中所涉及到的征求意见和赞美等功能句型。（2）能根据图文提示讨论“美食节”相关话题。
3.思维品质目标：树立帮助他人，关爱他人的意识
4.文化品格目标：不同国家饮食文化相关知识。
六、教学重、难点
1. 教学重点：（1）讨论筹备“美食节”的相关话题。（2）掌握that引导的宾语从句陈述句。
2. 教学难点：熟练运用that引导的宾语从句
七、课堂活动设计（活动名称，授课内容定位）
兴趣课堂：
2. 自主课堂：
3.“英语做事”课堂：
人文素养课堂：
八、教学过程设计（方法、手段、意图）
第一课时Introduction1. 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!”Teacher shows the pictures of Craig Kielburger to the students. Ask the students to report the information about Craig Kielburger they collected.PresentationTeacher 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.. Teacher plays the flash of 1a. Ask the students to watch the flash, and then mark the sentences of 1b with T or F.Teacher asks two students to tell the answers.Teacher asks the students to read the conversation and match the information of 1c. Teacher asks two students to tell the answers.Teacher asks the students to read the sentences aloud.Teacher asks the students to find out the same structure in the sentences of 1c.Teacher asks two students to tell the answers.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 Teacher asks two students to tell the answers. Teach the new word poster by showing a real poster to them.Consolidation1. 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.Practice1. 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. Production1. 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. 第二课时Introduction1. 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. Presentation1. 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.Consolidation1. 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 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.Practice1. 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.Production1. 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.第三课时Introduction1. 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.Presentation1. 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.Consolidation1. 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. Practice1. 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.Production1. 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.第四课时Introduction1. 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.Presentation1. 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.Consolidation1. 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.Practice1. 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.Production1. 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.
十一、作业设计
掌握并听写本话题单词和重点词汇写一篇邀请函。（活动设计；周末班级举行英语晚会，各小组可以邀请1-2位家长朋友或社会名人来参加。要求给被邀请人发请柬，并制作自己所邀请人的个人信息卡。）制作一封海报，端午节班级举办一个party，请为活动涉及一个海报。邀请哪些人参加，有什么样的活动，要有什么美食，举办时间、地点等。