重庆市梁平实验中学八年级英语下册 Unit 7 Food festival Topic1 We’re preparing for a food festival SectionD教案 （新版）仁爱版.doc

Unit 7 Food festival Topic1 We’re preparing for a food festival SectionD
Ⅰ. Material analysis
本节课建议用1课时完成。主要活动为Section D的1a和2。
本课学习活动通过呈现Kangkang和小伙伴们为美食节制作的海报来展开，要求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。本课是本话题的最后一课，要求学生通过本课的学习活动，复习本话题的重点词汇、短语和有用的表达方式，对that引导的宾语从句的用法作以总结。鼓励学生要有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
Ⅱ. Teaching aims
Knowledge aims：
1. 总结that引导的宾语从句的用法。
2. 复习有关邀请的句型。
3. 复习邀请函的写法。
Skill aims：
1. 能听懂接近正常语速的有关美食和美食节话题的语段，识别主题，并获取主要信息。
2. 能就邀请他人参加美食节的话题进行交谈。
3. 能从所给海报中找出有关信息。
4. 能写出简单的邀请函。
Emotional aims：
有学习英语的愿望和兴趣，乐于参与各种英语实践活动。
Ⅲ. The key points and difficult points
Key points：
1. 总结that引导的宾语从句的用法。
2. 复习有关邀请的句型。
3. 复习邀请函的写法。
Difficult points：
从所给海报中找出有关信息，并用含有宾语从句的句子进行讨论。
Ⅳ. Learning strategies
在学习中善于结合图文信息深入理解主题。
Ⅴ. Teaching aids
Computer multimedia projector, two or three posters.

Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work.
2. The whole
class work.

3. The whole
class work.

4. Group work.

5. The whole
class work.

6. The whole
class work.
1. Focus their attention
on the teacher.

2. Students report the
invitations they written after class, and invite their teachers to the
international food
festival.
3. Students learn how to
write the invitation
better.

4. Students play the
game: Brainstorming
and say the sentence
patterns about invitation.

5. Students tell the names
of the typical foods
and introduce which
countries the each flag belongs to.

6. Students tell the
answers.
1. 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.
Presentation
(10 minutes)
1. Individual
work.

2. The whole
class work.

3. The whole
class work.

4. Individual
work.

5. The whole
class work.

6. The whole
class work.
7. Individual
work.

1. Students show the posters they prepared. Discuss the information the
posters contained.

2. Students report their
results of discussing.

3. Students look at the
picture of Craig in the
poster and tell something about Craig.

4. Students read the poster and know about the
general idea of it.

5. Students read the poster again and answer the questions.

6. Students check the
answers.
7. Students find out the
answers to wh-questions from the poster.

1. 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.
Consolidation
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. Group work.

4. Group work.

5. The whole
class work.

6. Group work.

7. Pair work.

8. The whole
class work.
1. Students read the poster
after the recording
sentence by sentence.
2. Students try to follow
the speed, paying attention
to the pronunciation
and intonation.
3. Students talk with their
partners about the poster
in 1a, using the object
clause.

4. Students discuss in
groups to find out the
difficult points and sum up the main points.

5. Students underline
in their books and make some notes. Learn and grasp the new words and phrases.
6. Students make a
conversation about inviting somebody to the food festival based on the content of the poster.

7. Students act out their
conversations.

8. Students grasp the content the poster contained.
1. 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 true
6. 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.
Practice
(10 minutes)
1. Individual
work.

2. The whole
class work.
3. Individual
work.

4. The whole
class work.
5. Individual
work.

6. The whole
class work.
7. Group work.

8. Individual
work.

9. The whole
class work.

10. The whole
class work.

1. Students fill in the blanks of the grammar table
with the correct words.

2. Students check the
answers.
3. Students find out more object clauses from
Sections A-C.
4. Students read the
sentences aloud.
5. Students fill in the
blanks of the functions table with the correct
words.

6. Students check the
answers.
7. Students discuss in
groups.

8. Students write the
invitation based on the given information, paying
attention to the form of the invitation.
9. Students share their
invitations to the whole class.
10. Students grasp the ways of writing invitations further.

1. 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.
Production
(7 minutes)
1. Group work.

2. The whole
class work.

3. The whole
class work.

4. Group work.

5. Pair work.

6. The whole

class work.

7. The whole
class work.

8. Individual
work
1. Students read and
understand the proverbs,
and discuss their real
meanings.
2. Students share their
answers with the whole
class.
3. Students grasp the real
meanings of the proverbs.

4. Students make a telephone call conversation.

5. Students act out the
conversations in pairs.

6. Students grasp the
expressions about how to make the telephone call.
7. Students summarize
Section D with the
teacher.
8. Students finish the homework after
class.

1. 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.
Teaching Reflection
The students grasp the expressions and the usage of object clauses better. And they can write a simple invitation alone easily now. They become interested in taking an active part in the class activities.

Ⅶ. Blackboard design

Unit 7 Food Festival
Topic 1 We’re preparing for a food festival.
Section D

1. the rights of …
2. come true
3. Would you like …?
What/How about…?
May I invite you to…?