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所屬欄目：初中英語優質課視頻
視頻課題：仁愛科普版英語八年級下冊Unit7 Topic1 We’re preparing for a food festival Section A 云南省優課
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仁愛科普版英語八年級下冊Unit7 Topic1 We’re preparing for a food festival Section A 云南省優課
Unit 7 Food Festival
Topic1 We’re preparing for a food festival.
第一課時（Section A-1a,1b,1c,1d,3） 教學設計思路：
本節課主要活動為Section A 的1a。
在1a的對話中，Kangkang等四人從討論Craig Kielburger及其創辦的Free the Children開始，決定開辦美食節幫助Craig Kielburger籌集資金，最后分配籌備任務。在這個對話中，出現了征求意見，贊美等表達法，如：Shall we…? When and where shall we…? Good! Great! Good idea! 等。同時出現了本單元的重點語法賓語從句中that引導的賓語從句。1b的設置既可訓練學生聽對話獲取信息的能力，同時幫助學生理解對話大意和細節信息。1c通過閱讀1a匹配信息，幫助學生進一步了解that引導的賓語從句陳述句句型。1d則通過圖片討論美食節將會是什么樣的，從而訓練賓語從句的陳述句句型。作為1a的相關輔助活動，1b，1c和1d利用不同的活動形式，從各個方面對1a所呈現的知識和技能進行練習和鞏固，實現在用中學。3是與本課內容相關的聽力練習。本節課將其設計成兩個任務：首先利用本節課所學的賓語從句，根據所給信息討論。然后聽對話，搭配并核對答案。本節課將教學主體部分設計成pre-listening, while-listening和post-listening三個階段，思路清晰，便于教師操作。 Ⅰ. Teaching aims
1. Knowledge aims：
（1）學習并掌握新詞匯
try one’s best, get in touch with, success, imagine, soup, cheese, biscuit, pancake （2）掌握that引導的賓語從句陳述句
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. （3）學會使用征求別人意見和表示贊美的交際用語
①—Shall we have a food festival and raise money to give to Free the Children? —Good idea!
②—When and where shall we have the food festival? —I think we can have it… ③—My task is to make a poster.
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—Good!/Great! 2. Skill aims:
（1）能聽懂以“美食節”為主題的對話及對話中所涉及到的征求意見和贊美等功能句型。 （2）能根據圖文提示討論“美食節”相關話題。 3. Emotional aims:
樹立幫助他人，關愛他人的意識 4. Culture awareness:
了解魁克·柯伯格和他的“解放兒童”組織。 Ⅱ. The key points and difficult points 1. Key points:
（1）討論籌備“美食節”的相關話題。 （2）掌握that引導的賓語從句陳述句。 2. Difficult points：
熟練運用that引導的賓語從句 Ⅲ. Learning strategies
1. You will do better in listening practice if you read and predict before listening. Ⅳ. Teaching aids
多媒體課件；Craig Kielburger及 Free the Children 的海報或照片；需要幫助的人的照片或圖片。
V. Teaching procedures
Stage1(5mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing
purpose
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1(Class activity)
Greetings and lead-in. T: Good morning, boys and girls! I have something to tell you. When I went shopping yesterday afternoon and met a poor granny at the gate of the supermarket. She is begging. In fact, there are many people who need help in the world.
Ss: Good morning, Miss…
2(Individual
work)
Show some pictures of people in need.
T: What can we do to help them? Who would like to show us your opinion?
T: When you show your opinions, try to use “I think that…”
Try to answer the question with “I think that …”
S1: I think that we can give them
some
books
and
clothes.
S2: I think that I can give her some money. S3: I think that …
運用并感知that引導的賓語從句。樹立幫助他人的意識。
Remark：選用學生熟悉的人的照片會引起學生共鳴，如超市門口每天都會出現的乞丐老婆婆。廣場上唱歌的殘疾女孩等。 Stage2（8mins)： Pre-listening
Step
Teacher activity
Student activity
Designing
purpose
1(Class activity)
Show some pictures or posters of Craig, teach the new word: poster. Some Ss introduce Craig and Free the Children.
檢查預習情況
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T: You are kind-hearted children. Thank you for your kindness. Just like you, there are a large number of kind-hearted people in the world. They have done a lot of things to help others. Now let’s know about a very kind man. Look at this poster. Who is he? Do you know
him?
Can
you
say something about him?
S1: He is Craig Kielburger.
S2: He is from Canada. S3: He started Free the Children. S4:…
2(Class activity)
Teacher adds more information about Craig while teaching new words and phrases with the help of their Chinese explanations on the PPT.
T: You did quite well. I think you have previewed Section A. Just as you know, Craig is a very kind man. Now he is trying his best to build a new school for the children in Kenya. But he doesn’t have enough money. His first task is to raise enough money. Can you understand what I said just now?
T: Try one’s best or do one’s best Try to learn the introduction of Craig as well as the new words and phrases.
S1: Sorry, Miss… What does “try his best” mean?
利用師生討論教學詞匯，并加以運用。
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means try to do sth. For example, you should try your best to keep your classroom clean. Can you give another example?(Write the new phrase on the blackboard.)
T: Quite well! Do you know the Chinese meaning of the new word “task”?
T: Good, do you have any other questions?
S2: We should try our best to learn English well.
Ss: It means “任務”。
Ss: No, we don’t.
3 (Pair work)
Lead in 1a.
T: OK, Now you know about Craig’s problem. Would you like to help him? Let’s discuss in pairs, and then we’ll see which pair has the best and the most ideas.
T: Hi, any volunteers? Which pair would like to show your opinions?
Ss discuss in pairs.
Ss: Let me try!
S1: I think that I can sell old books.
S2: I think that I can put on a short play.
S3: I can sell flowers to raise money. S4:…
導入1a的同時引導學生運用賓語從句
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Remark：在句子或語段中學習新詞匯更容易記憶。盡量做到詞不離句， 句不離篇。
Stage4（10mins)： While-listening
Step
Teacher activity
Student activity
Designing
purpose
1(Class activity)
Present some questions on the Bb or on the screen, play the recording of 1a, and ask the Ss to answer
the questions after listening.
T: Good ideas！Kangkang and his friends also want to help him. What will they do? Listen to 1a carefully and then answer the following questions.
1. What will Jane do?
2. What will Maria do?
3. What will Kangkang do?
4. What will Michael do?
(Show the questions on the Bb or the screen)
Read the questions and then listen to 1a.
Ss answer the four questions
above with the help of the
teacher and learn the new phrases: turn to, get in touch with, make a poster. S1: Jane will… S2: Maria will… S3: Kangkang will… S4: Michael will…
引導學生聽前閱讀聽力問題并進行答案的預測。培養學生有意識地使用學習策略的能力。
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T: You did better than I believe. You got all the right answers. As we know, Maria’s task is to turn to the teacher. What does“turn to” mean?
T: Very good, Who can make a sentence with “turn to”?
T: Thank you, you did quite well, any other questions?
T: When you call sb. or write to sb. or email sb. that means you get in touch with sb. Do you understand?
T: You are so smart. Any other questions?
(Write the new phrases on the blackboard)
S1: “Turn to” means “ask sb. for help”.
S2: When I have difficulty in learning English, I always turn to my English teacher.
S3: What does “get in touch with” means?
S3: Yes, I do. For example, I haven’t seen my old friend for a long time. I miss him very much, so I’ll get in touch with him.
2(Individual
work)
Listen to 1a again and finish 1b. Check the answers.
T: Now you can finish 1b by Ss read the answers to 1b, correct the false ones.
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yourself. I think it’s easy for you. T: Let’s check the answers. Is the first one true or false? …
T: How about the last one? T: Who can correct it?
S1: The first one is true. …
S5:It’s false.
S6: The last one is false. The right one is “Kangkang will get in touch with Craig on the Internet to get more information about him”.
Remark：在學生活動Step1中，若學生不能在只聽一遍的情況下回答以上四個問題，可以讓學生看一遍1a的Flash，然后請學生回答或者老師與學生一起討論，找到問題的答案并鞏固新詞匯。看比聽能獲取更多信息并留下更多的記憶。 Stage 5（15mins)： Post-listening
Step
Teacher activity
Student activity
Designing
purpose
1(Group work)
Ask Ss to read 1a in roles in groups. Pay attention to the pronunciation and intonation.
T: Now let’s work in groups and read the dialog in roles. Pay attention to the pronunciation and intonation. And I’ll ask some groups to read and act it later.
Read 1a in roles in groups. Pay attention
to
the pronunciation
and
intonation.
2(Pair work)
Finish1c, check the answers.
T: In this dialog Kangkang and his friends talk about how to help Craig. If you want to repeat Ss read 1a and match the information. Then read the sentences aloud.
學習和鞏固that
引導的賓語從句。
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others’ words in your own words, you’ll use the object clauses. In this lesson, that guides the object clauses, and that can be omitted. 1c is a good idea to learn it. Please read 1a and match the sentences in 1c. Try to understand the object clauses. You may discuss with your partner.
S1: Jane thinks that young people like them raised most of the money. S2: Kangkang knows that Craig comes from Canada. S3: Michael says that Craig was 12 when he started
to
help
poor
children.
S4: Maria says that she will turn to their teachers.
3(Individual work)
Encourage the Ss to make more sentences according to 1a.
T: Can you make more sentences like this according to 1a?
Ss make more sentences according to 1a.
S1: Jane says that they are trying to build a school in Kenya.
S2: Michael says that his task is to make a poster. S3:…
進一步鞏固that引導的賓語從句。
4(Group work)
Finish 1d. Encourage Ss to Ss in groups discuss what 展開想象的翅膀，
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imagine more and make more sentences.
T: Food festival is something to look forward to. We all like it. Do you think what it will be like? Can you imagine it? Work in groups of 4 and talk about the food festival with the help of the pictures in 1d.
the food festival will be like with the help of the pictures.
S1: What will the food festival be like, can you imagine it?
S2: I imagine that we will prepare many delicious foods.
S3: I imagine that there will be many guests. S4: I imagine that our teachers will come to the food festival. S1: I imagine that…
大膽運用英語表達心中的想法，在
運用中習得語言。
5(Pair work)
Finish 3.
T: Kangkang and his friends will hold a food festival to help Craig and the children. If we meet some people in need, what can we do to help them? Read 3, You may match them first and then discuss in pairs to think of some other methods to help them.
Ss read 3 and match and then work in pairs to think of other methods to offer help.
S1: What can we do to help
先閱讀，討論之后
再聽。聽力練習中聽之前的閱讀和推測可以使你更容易聽懂聽力材料并迅速找到答案。
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T: Now let’s listen to the conversations and check your answers. Who can read the answers?
the children in poor areas? S2: I think we can sell newspapers to raise money for them.
Ss
listen
to
the
conversations and then some Ss read the the answers.
S1: I think we can help the old people clean the houses.
S2: I think we can sell newspapers to raise money for the children in poor areas.
S3: I think that we can visit the blind children to cheer them up.
S4: I think we can give dolls to the children in hospital to make them happy.
Remark：
Stage 6（7mins)： Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing
purpose
1（Class activity)
Ask the Ss to summarize and consolidate what we have learnt in Ss Summarize this lesson.
1.總結本課所學，幫助學生使知識
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this lesson with the help of PPT. T: Good job! Class will be over soon, Now let’s summarize what we have learnt in this lesson. What do we learned and what can you do after this lesson?
T: Sounds great! I hope you can try to remember them.
S1: We learned some new words and phrases:
try one’s best, get in touch with, success, imagine, soup,
cheese,
biscuit,
pancake
S2: We can make sentences with that guide the object clauses.
S3: We knew about Craig and learned about his Free the Children. S4: We talked about helping others and preparing a food festival
S5:…
條理化。 2.了解學生的掌握情況。 3.幫助學生再一
次鞏固本課的知識點。
2 (Class activity) Assign the HMK.
T: For today’s homework, I’d like you to remember the new words and
phrases. Please practice 1a and 1d
with your partner.
And then you should preview Section A-2 & Section B-1a,1c.
Finish the HMK after class. 適當的家庭作業有助于鞏固課堂所學的知識。
Remark：讓學生完成總結的過程，必要時可以討論，補充。
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VI . Blackboard design
第一課時 (Section A-1a,1b,2,3)
Words and expressions: Grammar: that引導的賓語從句 1. have/hold/ organize a food festival 1. Kangkang knows (that) Craig comes from Canada. 2. turn to sb. /ask sb. for help 2. I imagine that we will prepare many delicious foods. 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth. 6. make it a success
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