广东省肇庆市田家炳中学八年级英语下册 Unit 7 Topic 1 We’re preparing for a food festival Section A教案 （新版）仁爱版.doc

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 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 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 match
the 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 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 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 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.
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 A