资源描述
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 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.
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 /ʌ/ 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 /ʌ/ 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 recording
of 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 B
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