最新牛津上海版英语七年级下册module 1《unit 3 the international food festival》教案一docWord文件下载.docx
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Languageskills
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic
Speakin
g
Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks
Scanatexttolacatespecificinformation
Materials
Student’sBook7Bpage14
Cassette7Bandacassetteplayer
Preparation
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbeefamiliarwiththebackgroundforthetaskthatfollows.
1.Explaintostudentstheideaofraisingmoneyanditspurpose.Askstudentssomewaysiftheyknowofraisingmoney.Askstudentsiftheyhaveeverparticipatedinanyfund-raiseactivities.Invitesomestudentstotalkabouttheirexperiencesbyaskingthemwhen,whereandhowtheactivitywascarriedout.
2.TellstudentstoplananinternationalfoodfestivaltoraisemoneyfortheSPCA.AskstudentstoexplainthetermSPCA,whichwasintroducedinStudent’sBook7A.Bringinphotosorpicturesofdifferentkindsofethnicfood,suchassushi,hamburgers,sandwichesandsoforth,togetherwithpicturesofnationalflagsoftherelevantcountries.Showstudentsthephotosorpictures.Askstudentstomatchtheflagstothefood.Askthemwhatkindoffoodtheycanmake.
3.Givestudentssometimetoreadthepassageonpage14.
4.PlaytherecordingRead.Studentslistenandfollowinthebooks.
5.Askseveralofthemoreablestudentstorole-playthecharactersandparctisethedialogue.
6.Reviewtheuseofinterrogativesinquestionswithstudents.Studentsreadthepassageagain,andtheninpairsaskandanswerquestionsaboutwhatKittyandherfriendsaregoingtodo.
Consolidation
GrammarPracticeBook7Bpage11.
2
Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformation.
Using‘goingto’describeeventsthatwilloccurquitesoon.
e.g.Whoisgoingtohelpus?
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Listenforspecificinformation.
Speaking
Useappropriateintonationandstress,andvaryvolume,tone
ofvoiceandspeedtoconveyintendedmeaningsandfeeling.
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationpftext-typ
es.
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italic,italics,boldprintandpunctuation
Writing
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts.
Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
Student’sBook7Bpage15
Workbook7Bpage9
Photocopiablepage9and10
MakeacopyofPhotocopiablepage9and10foreachstudent.
Workbookpage9
3
Usingthefuturetensetotalkaboutfutureevents
e.g.Thefoodwillbedifferentkindsofsushi.
Usingprepositionstoindicateaddition.
e.g.sconeswi
thbutter/teawithmilk
Usingconnectivestoaddinformation.
e.g.Thefoodwillbesconesandthedrinkwillbetea.
Usingadjectivestodescribedifferentkindsofethnicfood.
e.g.Japanesefood/Englishfoodanddrink/Americanfood/Indianfood.
Listenforspecificinformation
Readwrittenlanguageinmeaningfulchunks.
Scanatexttolocatespecificinformation
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandapleteexpression
Student’sBook7Bpage16
Workbook7Bpage10
Photocopiablepage11
Aworldmap
Stickerofnationalflags
Picturesorphotosofdifferentethnicfood
AnEnglishdictionary
Cuethecassette.MakeacopyofPhotocopiablepage11foreachstudent.
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbeefamiliarwiththebackg
roundforthetaskthatfollows.
1.Usephotosorpicturesofdifferentkindsofethnicfood,suchassushi,hamburgers,sandwichesandsoforth,togetherwithpicturesofnationalflagsoftherelevantcountries.Showstudentsaworldmap.Askstudentstopointoutcountryfromwherethefoodbeingreferredtooriginates.Helpstudentstodistinguishthenameofacountryandadjectiveusedtodescribethingsaboutthatcountryandtheadjectiveusedtodescribethingsaboutthatcountry,asinEnglandandEnglish;
JapanandJapanese.ListseveralcountriesandhavestudentsfindouttheircorrespondingadjectiveswiththehelpofanEnglishdictionary.
2.Askstudentswhatkindofethnicfoodtheycanmake.Introducenewvocabulary,e.g.tuna,cucumber,scones,samosas,naanbread.Askthemiftheyknownayotherethnicfoodandthecountryandthecountryfromwhichitoriginates.
3.PlaytherecordingLookandread.Studentslistenandfollowintheirbooks.
4.PlayamatchinggameDistributeacopyofPhotocopiablepage11toeachstudent.Studentsmaydrawethnicfoodofothercountries,suchasThaifood,VietnamesefoodandItalianfood.Withthepicturecards,studentsgetintogroupsoffour.Eachstudentchoosesacountryandputthemfacedownonthedesk.Studentsinturnsdrawacard.Ifthefoodonthecardmatchesthechosencountry,thestudentshowsthecardandsaysI’llsellfood.Thefoodwillbe______.Thestudentkeepsthecarduntilhe/shehasobtainedthewholecollection.Ifawrongcardispicked,thestudentputsthecardbackonthedeskandthenextstudenttakesaturn.Thestudentwhohasthemostcardswinsthegame.
GrammarPracticeBook7Bpage12
Workbookpage10
4
Using‘goingto’todescribeeventsthatwilloccurquitesoon.
e.g.We’regoingtohaveaninternationalfoodfestivalatourschool.
Usingthefuturetensetomakearequest.
e.g.Willyouteachmehowtomakescones,please?
Usingimperativestogiveinstructions.
e.g.sift,mix,add,pour,sprinkle,cook
Usingadverbstoindicatetimesequenceandprocedures.
e.g.First,…/Then…/Next,…/Fina
lly,…
Language
skills
Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningandfeelings
Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Understandtheconnectionbetweenideasbyidentifyinglink
ingwordsorphrases.
Planandorganizeinformationandideasbydecidingonthesequenceofcontent.
Student’sBook7Bpage17
Workbook7Bpage11
Photocopiablepage12
Cuethecassette.MakeacopyofPhotocopiablepage12foreachstudent.
1.Askstudentsiftheyhaveevermadebiscuits,cookiesorbreadandiftheyknowthemajoringredientsformakingsuchthings.AskWhatwillIneedtomakebiscuits?
Toelicitsuggestionsfromstudents.Writestudents’suggestionsontheboard.Introducevocabulary,e.g.raisingflour,butter,salt,sugar,milk.Explaintostudentstheuseofeachingredient.
2.Givestudentssometimetoreadtheproceduresformakingsc
onesinLookandread.Studentspairuptodiscussanddecideonthecorrectorderoftheprocedures.Playtherecordingforthepartofmakingscones.
Consolidati
on
GrammarPracticeBook7Bpage13
5
Usingmodalstomakeanoffer
e.g.Wouldyouliketobuysomefood?
Asking‘Wh-’questionstofindoutspecificinformationaboutsomeone.
e.g.Whatkindoffoodareyouselling?
Asking‘How’questionstofindoutprices
e.g.Howmuchdotheycoat?
Usingmodalstomakeapoliterequest.
e.g.MayIhaveahotdog,please?
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespontappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gestureandfacialexpression.
Listenforspecificinformation.
Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.
Maintainaninteractionbyaskingandrespondingtoothers’o