中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 八年级下
使用教材 仁爱科普版 教材页数 P55-80
单元名称 Unit 7 Food festival Topic 1 We’re preparing for a food festival.
单元主题及主要内容分析
主题范畴：人与社会 主题群：社会服务与人际沟通 子主题：公益劳动与公共服务 单元话题：美食节 主题意义：学习运用that引导的宾语从句及副词比较级的结构表达谈论美食节。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义Topic 1 Section A 1a对话重点谈论康康等四人在讨论Craig Kielburger以及他所创立的组织Free the Children,并决定举行美食节来筹集资金帮助这个组织。学习提建议的句型，并运用宾语从句表述自己观点。Topic 1 Section B 1a对话重点谈四人要在美食节上准备什么食物，并谈论到多个国家美食。学习常见的征求别人意见的句型，并运用宾语从句表述美食节要准备的食物。Topic1 Section C 1a书信介绍Craig Kielburger自己及Free the Children组织的一些基本情况。学习Craig Kielburger乐于助人的精神。Topic 1 Section D 1海报介绍了国际美食节。学会关心照顾别人以及帮助世界上其他国家有需要的人，树立正确的人生观和价值观。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“美食节”这一话题，开展教学活动。 已有基础 本单元涉及“美食节”话题，学生比较感兴趣。 存在问题 虽然学生目前有一定英语基础，但是很多学生不能准确地表达建议和做出邀请，同时不知道如何去举办美食节。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 本单元以美食节为主题，包括 We’re preparing for food festival。I'm not sure whether I can cook it welI.和I cooked the most successfully.三个话题以康康和其朋友谈论筹备美食节并将所得资金捐给 Free the Children 组织、康康在妈妈帮助下学习烹饪、美食节开幕等讨论为发展主线，完成本单元三个话题的语音(如：重音、弱读、读、停顿、升降调等)、词汇(如：表示饮食、食材、餐具的名词、关于订餐和点餐的动词和动词词组)、语法和功能项目的学习，培养学生的听说技能和学习策略，如预测、词汇图记忆策略等达到培养学生了解各国饮食习惯,了解其他欠发达国家孩子的生活学习状况等文化意识的目标以及激发学生关爱他人、尊重他人饮食习惯等情感目标。 【单元学习目标】学习本单元后，能够： 1.语言能力：运用宾语从句表达看法，提出建议；了解各国美食，为美食节做好准备提出邀约；通过阅读了解Craig Kielbueger的生平经历，明确举办校园美食节的目的；能够运用表示顺序的过渡词 first、second 等来说明做菜步骤；学会运用副词比较级和最高级对人物动作进行评价；通过阅读文本，了解不同国家的餐桌礼仪及饮食习惯;能够运用表示顺序的过渡词 first、second 等来说明做菜步骤；学会运用副词比较级和最高级对人物动作进行评价；通过阅读文本，了解如何健康饮食。 2.学习能力：用英语谈论美食节的准备活动以及美食的制作步骤；学会用英语点餐并给出评价；了解不同国家的餐桌礼仪；培养健康的饮食习惯。 3.思维品质：唤醒对贫困孩子的关爱，培养良好道德品质的同时，激发创造性思维能力，寻找更多方式和渠道来帮助有需要的人；对比中西方餐饮文化，培养逻辑思维能力；学会制作美食，关注五育中的“劳”的品质；了解健康饮食，运用创造性思维制作健康食谱或健康食物。 4.文化意识：通过对不同国家的餐桌礼仪的学习，初步了解西方传统饮食文化，激发对中国饮食文化的兴趣，感受中国传统饮食文化的魅力。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Listening and Speaking 巩固记录关键信息的技能。 通过两人对话活动，情景演绎，评价学生能否运用肢体语言、语调、表达方式等表达自己情感。
第二课时 Reading 运用略读策略，了解文章结构；运用精读策略，归纳文章主要内容。 通过略读回答问题链，精读复述阅读篇章，评价学生能否掌握应用文（书信）阅读技巧；通过角色扮演和报告，评价学生是否掌握本课目标词汇。
第三课时 Grammar 掌握that宾语从句及副词比较级 的结构。 通过小组活动、完成句子等，评价学生能否掌握that宾语从句及副词比较级的结构。
第四课时 Reading and Writing 学会根据图片信息，编造故事。 通过写作展示，评价学生是否能够准确运用已给关键词，描述故事。
单元评价设计
经过本单元的学习，大部分学生能够熟练运用目标语言。通过本单元的学习，学生们能够学习很多关于表达建议和做出邀请的句型，并且学会运用that宾语从句及副词比较级结构去表达自己的看法和意图，同时本单元也呈现不同的语言情境，比较贴近学生的日常学习生活，学生可以掌握日常常用的语言表达，语言更加地道；同时在本单元的阅读板块，学习了Craig Keilburger及Free the Children组织，拓宽学生的视野，同时在Section D 板块学习了关于各国饮食习惯，让学生更好地了解中外文化，开阔学生视野。
21世纪教育网(www.21cnjy.com)(共42张PPT)
Unit 7 Food Festival Topic 1 Section A
content
1.Objectives
2.Lead-in
3.Pre-listening
4.While-listening
5.Post-listening
6.Summary
7.Homework
8.Assessment
1.Objectives
1.Learn and master new words and expressions
Objectives
task, poster, touch, success, imagine, soup, cheese, cookie, pancake, set, blind
know about, raise money, food festival, turn to, make a poster, get in touch with,try one’s best, set the table
2.Learn about the structure of Object Clause.
3.Be able to talk about the food festival.
I think (that) we can have it on our school playground on Sunday.
I imagine (that) a lot of people will come to the food festival.
2.Lead-in
...
Molly
【水滴筹】为失明孩子Edie求助.....
Sally,Edie is blind.Let’s do something for her.
blind [bla nd] adj.瞎的
Oh,I can’t imagine it.
imagine [ 'm d n]v.想象
What can we do
Let’s hold a food festival to raise some money for her.
...
Molly
My task is to make a poster.
task [tɑ sk] n.任务
poster [ p st ] n.海报
I will prepare for some foods,such as cheese pies,cookies,pancakes,soup.....
cheese [t i z] n.干酪
cookie ['k ki] n.小甜饼
pancake[ p nke k]n.薄烤饼
soup [su p] n.汤
We need Xiao to set the table
摆放餐具
Ok,I will get in touch with her.
取得联系
...
Molly
We will try our best to make it a sucess.
try one’s best 尽最大努力
success [s k'ses] n.成功
Come on!
Food festival
try one’s best 尽最大努力
success [s k'ses] n.成功
poster [ p st ] n.海报
cheese [t i z] n.干酪
soup [su p] n.汤
pancake[ p nke k]n.薄烤饼
cookie ['k ki] n.小甜饼
task [tɑ sk] n.任务
blind [bla nd] adj.瞎的
imagine [ 'm d n]v.想象
3.Pre-listening
Watch a vedio
Prediction
Look at the picture in 1a, can you
guess what it is talking about
4.While-listening
Listen and check
Look at the picture in 1a,can you
guess what it is talking about
It’s about Craig Kielburger and the food festival.
Craig Kielburger
/kre ɡ ,ki:l'b :ɡ /
克雷格·柯伯格
（担任联合国儿童大使，曾获得“世界儿童奖”；被评为“明日全球领袖人之一”；三度被提名为诺贝尔和平奖候选人）
Listen and find out the information about Craig Kielburger
1. He is from ___________.
2. He started __________________.
3. He was only _____ years
old when he started to
help poor children.
4. Free the Chilren has built
over _______ school rooms
in many countries.
5. Now they are trying to build
a school in ________ .
Canada
Free the Children
12
700
Kenya
Work on 1b
1.Craig is a twelve-year-old Canadian boy.( )
2.Craig started Free the children to help poor children.( )
3.Free the Children has built over 700 school rooms in the world.( )
4.Free the Children plans to build a school in Kenya.( )
5.Kangkang will call Craig to get more information about him.( )
F
T
T
T
F
I’ll get in touch with Craig Kieburger on the Internet to get more information about him.
与....取得联系
Listen to 1a and mark T(True) or F(False).
He was only twelve years old when he started to help poor children.
5.Post-listening
Watch and understand
He was only twelve years old when
he started to help poor children.
提示：点击文本框可听录音
Yes. He is from Canada and he started
Free the Children.
Do you know about Craig Kielburger
Yes. Free the Children has built over 700 school rooms in many countries.
Young people like us raised most of the money.
Listen and follow
Listen and follow
Really Then shall we have a food festival and raise money to give to Free the Children
Good idea! They are trying to build a school in Kenya. When and where shall we have the food festival
I think we can have it on our school playground on Sunday.
I will turn to our teachers.
Listen and follow
My task is to make a poster.
Good! I’ll get in touch with Craig Kielburger on the Internet to get more information about him.
I will think about how to hold the food festival.
Great! Let’s try our best to make it a success.
Checklist Star
1.Read loudly and fluently. 声音响亮且流利
2.Read with intonation and feelings. 语调正确且富有情感
3.pronounce correctly 发音准确
Free the Children
Language points
Jane: Do you know about Craig Kieburger
Kangkang: Yes. He is from Canada and he started Free the Children.
Michael: He was only twelve years old when he started to help poor children.
Maria:Yes. Free the Children has built over 700 schhool rooms in many countries.
Jane:Young people like us raised most of the money.
了解
be from 来自
解放儿童
start to do sth. 开始做某事
over=more than 超过
Language points
Kangkang:Really Then shall we have a food festival and raise money to give to Free the Children
Jane: Good idea! They are trying to build a school in Kenya. When and where shall we have the food festival
Kangkang:I think we can have it on our school playground on Sunday.
Maria: I will turn to our teachers.
筹钱
try to do sth. 努力做某事
turn to sb=ask sb. for help 寻求某人帮助
Language points
Michael: My task is to make a poster.
Kangkang: Good! I’ll get in touch with Craig Kieburger on the Internet to get more information about him.
Jane: I will think about how to hold the food festival.
Maria: Great! Let’s try our best to make it a success.
make a poster 制作海报
与...取得联系
try one’s best to do sth.尽某人最大努力做某事
思考、考虑
[tɑ sk] n.任务
[ p st ] n.海报
[t t ] v.接触
Say phrases loudly
了解
筹钱
向某人求助
制作一张海报
与某人联系
在网上
获得更多有关…的信息
考虑
尽力做某事
使它获得成功
know about
raise money
turn to sb.
make a poster
get in touch with sb.
on the Internet
get more information about ...
think about
try one’s best to do sth.
make it a success
When On __________
Where On our school _____________
How Maria will ______ ____their teachers.
Michael’s task is to ______ a _______.
Kangkang will ____ in _______ with Craig [kreɡ] on the Internet to get more information about him.
Jane will ________ ________ how to hold the food festival.
Have a food festival
Sunday
playground
turn to
make poster
get touch
think about
Read 1a and fill in the blanks
When On __________ Where On our school____________ How Maria thinks(that) She will ______ ____their teachers.
Michael thinks(that) His task is to ______ ___ _______.
Kangkang believes(that) He’ll ____ in _______ _____Craig [kreɡ] on the Internet to get more information about him.
Jane says(that) She will ________ ______ how to hold the food festival.
Have a food festival
Try to retell(复述) the chart.
Work on 1c
Read 1a and match the information. Then read the sentences aloud.
Jane thinks (that)
Kangkang knows (that)
Michael says (that)
Maria says (that)
she will turn to their teachers.
young people like them raised most of the
money.
Craig comes from Canada.
Craig was 12 when he started to help poor
children.
一个句子充当宾语时，这个句子就称之为宾语
从句。宾语从句与主句之间由连接词来连接。
当宾语从句是陈述句时，用that做连接词，that
可以省略。
Object clauses
Ted believes (that) they will be good friends.
主语 谓语 宾语
Mary said (that) she was enjoying his work.
主语 谓语 宾语
观察上图，左图的句子中宾语sorry是一个名词，而右图的两个句子，宾语为一个句子，并且前面出现了一个引导词that。
概念：在句子中起宾语作用的从句称为宾语从句。
当谓语动词表示肯定的概念，如“希望”“相信”“知道”或“说”时，其后的句子一般由that引导。that没有任何意义。多数情况下可以省略。
that引导的宾语从句的谓语动词通常为：believe，expect，explain，feel，hear，hope，imagine，prefer，promise，report，say，see，tell，think，understand，warm，wish
What is object clauses guided by “that”
Ann said sorry.
主语 谓语 宾语
Work on 1c
主语 谓语 宾语从句
Jane thinks (that) young people like them raised most of the money.
Kangkang knows (that) Craig comes from Canada.
Michael says (that) Craig was 12 when he started to help poor
children.
Maria says (that) she will turn to their teachers.
Object clauses
定义：当一个句子在句中充当宾语，这个句子就被称为宾语从句
结构：主语 + 谓语 + (引导词)宾语从句 “陈述句语序”由that引导：that在句中无词汇意义，在从句中不能充当成分，在口语当中往往省略
Work on 1d
Discuss what the food festival will be like with the help of the pictures and the example.
v.想像，设想；猜测
Example:
A: What will the food festival be like Can you imagine it
B: I imagine (that) we will prepare for many delicious foods.
C:
I imagine (that) ____________________________________
many people will come to the food festival.
the people will enjoy the food .
Work on 2
Discuss what the children should prepare for the food festival. The following example and phrases may help you.
A: Do you think (that) the children need to make tea
B: Yes, I think so./No, I don’t think so. I think they need to cook soup.
make tea make chocolate cookies set the table
cook soup make biscuits make fruit juice
make cheese pies make strawberry pancakes make a poster
Example:
Work on 2
A: Do you think (that) the children need to make tea
B: Yes, I think so./ No, I don’t think so. I think they need to cook soup.
你认为孩子们需要泡些茶吗？
是的，我也那么认为。\不，我不那么认为。
（1）Do you think (that) +宾语从句的答语通常是：
肯定回答：
Yes, I think so.
否定回答：
No, I don't think so.
Do you know that he is rich
(2)含有宾语从句的主从复合句，对主句提问即可变成一般疑问句
我知道他很有钱。
I know that he is rich.
We should not only cherish (珍惜） the present life, but also try our best to help the people in need, especially the children, because...
Children are the hope of the country
The country is strong when the young are strong.
Work on 3
Listen to the conversations and match the people with what we can do for them.
the children in poor areas
the blind children
the children in hospital
the old people
help them clean the houses
give dolls to them to make them happy
sell newspapers to raise money for them
visit them and cheer them up
6.Summary
Section A
new words
task
poster
touch
success
imagine
soup
cheese
cookie
pancake
set
blind
phrases and sentences
know about
raise money
food festival
turn to
make a poster
get in touch with
try one’s best
set the table
grammar
1.I think (that) we can have it on our school playground on Sunday.
2.I imagine (that) a lot of people will come to the food festival.
7.Homework
2.Finish your text book.
1.Read 1a and 2a aloud and try to repeat them.
基础性作业：
拓展性作业：
3.Try to write a report about Craig Kielburger
提高性作业：
8.Assement
Assessment
Try hard OK Good Excellent
Read and write new words √
Identify the meaning of the object clauses
Talk about the food festival with the object clauses by listening to 1a and speaking activities.
Make up a new dialogue by using the the object clauses corretly.中小学教育资源及组卷应用平台
Unit 7 Food Festival Topic 1 We’re preparing for a food festival.课时教学设计
本单元第1课时 Section A 课型 听说课
语篇研读
What---语篇主题和主要内容 本板块涉及四个主人公康康，简，迈克尔以及玛丽亚在讨论Craig Kielburger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来筹集资金帮助这个组织。 Why---语篇传递的主题意义 通过本节课的学习，能够通过听懂有关Craig Kielburger及美食节的对话和陈述，学会以听的方式理解语言意义；并学习运用that宾语从句结构表达自己的看法、观点和意图。 How---文体结构、语言特点及功能 在Section A 的对话中呈现了Shall we... When and where shall we... 等语言表达，让学生学习如何表达征求意见，同时在对话人物表达建议时，运用that宾语从句的表达结构，让学生学会运用并表达自己的看法！
学情分析
【已知】 教学对象为初二的学生，学生具备一定的听说能力，能够通过对话获取关键信息，同时也能够运用一些简单的that宾语从句表达自己的看法，观点和意图。 【未知】 学生对于目标语言的相关表达掌握不够丰富，对于比较复杂的情感感受表达不够准确。 【能知】 通过本节课的学习，学生能够初步感知that宾语从句的语言结构，学习常见的口语表达方式，学会表达自己的观点看法。
课时教学目标
通过本课学习，学生能够： 学习理解： 感知与注意：激发学生兴趣，准备好英语学习的活动，比如Lead-in情境带入；通过听读篇初步理解词汇和语篇意义；通过图片预测语篇内容； 获取与梳理：通过精听和泛听直接从文本获取信息，完成听力练习； 概括与整合：概括对话大意。 应用实践： 描述与阐释：角色扮演对话；复述对话； 分析与判断：分析文本中含that引导的宾语从句句子含义及用法；针对美食节这一主题谈谈自己的理解； 内化与运用：模仿对话，编造新的对话；完成表格。 迁移创新： 推理与论证：提供新的情境，运用that引导的宾语从句。
教学重难点
教学重点： 1.Some words: task, poster, touch, success, imagine, soup, cheese, cookie, pancake, set, blind 2.Some phrases: know about, raise money, food festival, turn to, make a poster, get in touch with, try one’s best, set the table 3. Learn about the structure of Object Clause. 4. Be able to talk about the food festival. 教学难点： 理解that宾语从句的结构；常见表示征求意见等常见的口语表达。
教学方法
英语教学活动观，情境式教学，任务型教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 激发学生兴趣，准备好英语学习的活动，比如Lead-in情境带入；通过图片预测语篇内容;概括与整合：概括对话大意 任务一：Objectives 任务二： Lead in 1.Interview 2.Play a game
任务三：Pre-listening
1.Wechat 2.Play a game 3.Watch a video 4.Predication:Look at the picture in 1a,can you guess what it is talking about 任务一/二: 观察学生是否提起课堂兴趣，为接下来的学习做铺垫。 任务三：通过前面的情境学习，继续学习新知，巩固新知，观察学生能否脱口而出新单词，甚至会写单词；观察学生能否通过图片预测文章大意。
设计意图 通过情境带入学习，容易激发学生的学习兴趣，同时容易联系生活实际回忆旧知，为接下来的学习做铺垫。
教学目标 学习活动 效果评价
学习理解： 获取与梳理：通过精听和泛听直接从文本获取信息，完成听力练习； 概括与整合：概括对话大意 任务四：While-listening 1.main idea Look at the picture in 1a,can you guess what it is talking about 2.Listen and find out the information about Craig Kielburger 1). He is from ___________. 2). He started __________________. 3). He was only _____ years old when he started to help poor children. 4). Free the Chilren has built over _______ school rooms in many countries. 5). Now they are trying to build a school in ________ . 3.Finish 1b 1).Craig is a twelve-year-old Canadian boy.( ) 2).Craig started Free the children to help poor children.( ) 3).Free the Children has built over 700 school rooms in the world.( ) 4).Free the Children plans to build a school in Kenya.( ) 5).Kangkang will call Craig to get more information about him.( ) 任务四: 观察学生答题情况，评价学生听获取信息的能力。
设计意图 通过精听泛听提高学生获取关键信息的能力。
教学目标 学习活动 效果评价
应用实践： 描述与阐释：角色扮演对话；复述对话； 分析与判断：分析文本中含宾语从句的句子含义及用法； 内化与运用：模仿对话，编造新的对话； 迁移创新： 推理与论证：提供新的情境，运用that引导的宾语从句 任务五: Post-listening Watch and understand Listen and follow Language points Say phrases loudly Read 1a and fill in the blanks Work on 1c 7.Work on 1d 8.Work on 2 9.Work on 3 任务六：summary 任务七：homework 任务五: 评价学生能够准确朗读句子，语音语调是否正确。 评价学生能否正确分析运用that引导的宾语从句。 观察学生能否在新的情境中巩固运用本课重难点。 观察学生能否实践运用新知模仿编造对话。 任务六:根据学生回答情况，判断学生是否已经掌握新知。
设计意图 通过练习巩固本课重难点，内化运用。
课时教学板书设计
Unit 7 Topic 1 We’re preparing for a food festival Section A We learn: 1.Some words: task, poster, touch, success, imagine, soup, cheese, cookie, pancake, set, blind 2.Some phrases: know about, raise money, food festival, turn to, make a poster, get in touch with, try one’s best, set the table We can: 1. Learn about the structure of Object Clause. 2. Be able to talk about the food festival.
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 整理课堂笔记，背诵对话 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： 完成练习册习题 提高运用知识的能力。 加深对本节课内容的理解和消化。
拓展题： 搜集资料，写一篇报告 学习判断信息的异同与关联，学会举一反三。 培养学生的求知欲和好奇心，以及在日常情境中的英语思维。
课后反思（实施后填写）
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