七年级英语下：Module 1 Unit 3 The international food festival教案上海牛津版.doc

Module 1 Food and drinks
Unit 3 The international food festival
1
Language focus:
Asking ‘wh-’ and ‘How’ questions to find out various kinds of specific information
e.g. What/Why/Where/When/Who/How?
Using modals to expression an obligation
e.g. Let’s have it at our school …
Using modals to express an obligation
e.g. What should have an international food festival.
Using formulaic expressions to show agreement
e.g. This is a good idea.

Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main ideas of a new topic
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Reading
Read written language in meaningful chunks
Scan a text to lacate specific information

Materials:
Student’s Book 7B page 14
Cassette 7B and a cassette player

Preparation:
Cue the cassette.

Pre-task preparation
Language learning activity
(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.
1. Explain to students the idea of raising money and its purpose. Ask students some ways if they know of raising money. Ask students if they have ever participated in any fund-raise activities. Invite some students to talk about their experiences by asking them when, where and how the activity was carried out.
2 Tell students to plan an international food festival to raise money for the SPCA. Ask students to explain the term SPCA, which was introduced in Student’s Book 7A. Bring in photos or pictures of different kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students the photos or pictures. Ask students to match the flags to the food. Ask them what kind of food they can make.
3. Give students some time to read the passage on page 14.
4. Play the recording: Read. Students listen and follow in the books.
5. Ask several of the more able students to role-play the characters and parctise the dialogue.
6. Review the use of interrogatives in questions with students. Students read the passage again, and then in pairs ask and answer questions about what Kitty and her friends are going to do.

Consolidation
Grammar Practice Book 7B page 11.

2
Language focus:
Asking ‘Wh-’ and ‘How’ questions to find out various kinds of specific information.
e.g. What/Why/Where/When/Who/How?
Using ‘going to’ describe events that will occur quite soon.
e.g. Who is going to help us?

Language skills
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific information.
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feeling.
Reading
Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization pf text-types.
Recognize the presentation of ideas through headings, paragraphing, spacing, italic, italics, bold print and punctuation
Writing
Develop written texts by using appropriate format, conventions and language features when writing non-narrative texts.
Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher

Materials:
Student’s Book 7B page 15
Workbook 7B page 9
Photocopiable page 9 and 10

Preparation:
Make a copy of Photocopiable page 9 and 10 for each student.
Consolidation
Workbook page 9

3
Language focus:
Using the future tense to talk about future events
e.g. The food will be different kinds of sushi.
Using prepositions to indicate addition.
e.g. scones with butter/tea with milk
Using connectives to add information.
e.g. The food will be scones and the drink will be tea.
Using adjectives to describe different kinds of ethnic food.
e.g. Japanese food/English food and drink/ American food/ Indian food.

Language skills:
Listening
Listen for specific information
Reading
Read written language in meaningful chunks.
Scan a text to locate specific information
Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression

Materials:
Student’s Book 7B page 16
Cassette 7B and a cassette player
Workbook 7B page 10
Photocopiable page 11
A world map
Sticker of national flags
Pictures or photos of different ethnic food
An English dictionary

Preparation:
Cue the cassette. Make a copy of Photocopiable page 11 for each student.

Pre-task preparation
Language learning activity
(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.
1. Use photos or pictures of different kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students a world map. Ask students to point out country from where the food being referred to originates. Help students to distinguish the name of a country and adjective used to describe things about that country and the adjective used to describe things about that country, as in England and English; Japan and Japanese. List several countries and have students find out their corresponding adjectives with the help of an English dictionary.
2. Ask students what kind of ethnic food they can make. Introduce new vocabulary, e.g. tuna, cucumber, scones, samosas, naan bread. Ask them if they know nay other ethnic food and the country and the country from which it originates.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Play a matching game: Distribute a copy of Photocopiable page 11 to each student. Students may draw ethnic food of other countries, such as Thai food, Vietnamese food and Italian food. With the picture cards, students get into groups of four. Each student chooses a country and put them face down on the desk. Students in turns draw a card. If the food on the card matches the chosen country, the student shows the card and says: I’ll sell food. The food will be ______. The student keeps the card until he/she has obtained the whole collection. If a wrong card is picked, the student puts the card back on the desk and the next student takes a turn. The student who has the most cards wins the game.

Consolidation
Grammar Practice Book 7B page 12
Workbook page 10

4
Language focus
Using ‘going to’ to describe events that will occur quite soon.
e.g. We’re going to have an international food festival at our school.
Using the future tense to make a request.
e.g. Will you teach me how to make scones, please?
Using imperatives to give instructions.
e.g. sift, mix, add, pour, sprinkle, cook
Using adverbs to indicate time sequence and procedures.
e.g. First,…/ Then …/Next,…/Finally,…

Language skills:
Listening
Listen for specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meaning and feelings
Reading
Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world

Understand the connection between ideas by identifying linking words or phrases.
Scan a text to locate specific information
Writing
Plan and organize information and ideas by deciding on the sequence of content.
Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher

Materials:
Student’s Book 7B page 17
Cassette 7B and a cassette player
Workbook 7B page 11
Photocopiable page 12

Preparation:
Cue the cassette. Make a copy of Photocopiable page 12 for each student.

Pre-task preparation
1. Ask students if they have ever made biscuits, cookies or bread and if they know the major ingredients for making such things. Ask: What will I need to make biscuits? To elicit suggestions from students. Write students’ suggestions on the board. Introduce vocabulary, e.g. raising flour, butter, salt, sugar, milk. Explain to students the use of each ingredient.
2. Give students some time to read the procedures for making scones in Look and read. Students pair up to discuss and decide on the correct order of the procedures. Play the recording for the part of making scones.

Consolidation
Grammar Practice Book 7B page 13

5
Language focus:
Using modals to make an offer
e.g. Would you like to buy some food?
Asking ‘Wh-’ questions to find out specific information about someone.
e.g. What kind of food are you selling?
Asking ‘How’ questions to find out prices
e.g. How much do they coat?
Using modals to make a polite request.
e.g. May I have a hot dog, please?

Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respont appropriately. Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expression.
Listen for specific information.
Speaking
Use appropriate registers when speaking to familiar interlocutors such as teachers and peers.
Maintain an interaction by asking and responding to others’ opinions.
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.
Scan a text to locate specific information

Materials:
Student’s Book 7B page 18
Cassette 7B and a cassette player
Workbook 7B page 12
Photocopiable page 13 and 14

Preparation:
Cue the cassette. Make a copy of Photocopiable page 13 and 14 for each group.

Pre-task preparation
1. Review names of ethnic food particular to the countries introduced on page 16 of the Student’s Book. Write a country on the board, for example, Japan. Ask students to give name of food and to categorize them using an adjective, like this: sushi, Japanese food.
2. Give students some time to read the dialogue in Look and read. Play the recording. Students listen and follow in their books.
3. Invite pairs to say the conversations in Look and read.

Consolidation
Grammar Practice Book 7B page 14
Workbook page 12

6
Language focus:
Using formulaic expressions to begin and end a letter
e.g. Dear Lucy,/Love, Kitty.
Using simple past tense to describe past actions
e.g. Our school had an international food festival last week.

Language skills:
Listening
Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation. Read written language in meaningful chunks.
Writing
Plan and organize information and ideas by identifying purpose and audience for a writing task.

Develop written texts by presenting main and supporting ideas and by using paragraphs and conventional punctuation to frame ideas.
Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher.

Materials:
Student’s Book 7B page 19
Informal English letters

Pre-task preparation
1. Ask students if they have ever written informal English letters to friends and relatives. If they have, invite them to explain to the class the format of an informal letter. Ask students to bring in English letters received from their friends or relatives or letters written to them. Ask students to show them to the class.
2. Review the format of an informal letter with students. Tell students that a letter should include the date, receiver’s name and address, greeting, boby, complimentary closing and writer’s signature. Remind students that there are different letter formats and that it is acceptable to indent the paragraphs.

Consolidation
Grammar Practice Book 7B page 20.