七年级英语下册Module1Unit3Theinternationalfoodfestival教案上海牛津版Word下载.docx

七年级英语下册Module1Unit3Theinternationalfoodfestival教案上海牛津版Word下载.docx

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e.g.Thisisagoodidea.

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic

Speaking

Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings

Reading

Readwrittenlanguageinmeaningfulchunks

Scanatexttolacatespecificinformation

Materials:

Student’sBook7Bpage14

Cassette7Bandacassetteplayer

Preparation:

Cuethecassette.

Pre-taskpreparation

Languagelearningactivity

（Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Explaintostudentstheideaofraisingmoneyanditspurpose.Askstudentssomewaysiftheyknowofraisingmoney.Askstudentsiftheyhaveeverparticipatedinanyfund-raiseactivities.Invitesomestudentstotalkabouttheirexperiencesbyaskingthemwhen,whereandhowtheactivitywascarriedout.

2.TellstudentstoplananinternationalfoodfestivaltoraisemoneyfortheSPCA.AskstudentstoexplainthetermSPCA,whichwasintroducedinStudent’sBook7A.Bringinphotosorpicturesofdifferentkindsofethnicfood,suchassushi,hamburgers,sandwichesandsoforth,togetherwithpicturesofnationalflagsoftherelevantcountries.Showstudentsthephotosorpictures.Askstudentstomatchtheflagstothefood.Askthemwhatkindoffoodtheycanmake.

3.Givestudentssometimetoreadthepassageonpage14.

4.Playtherecording:

Read.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.

Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeeling.

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationpftext-types.

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.sconeswithbutter/teawithmilk

Usingconnectivestoaddinformation.

e.g.Thefoodwillbesconesandthedrinkwillbetea.

Usingadjectivestodescribedifferentkindsofethnicfood.

e.g.Japanesefood/Englishfoodanddrink/Americanfood/Indianfood.

Listenforspecificinformation

Readwrittenlanguageinmeaningfulchunks.

Scanatexttolocatespecificinformation

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression

Student’sBook7Bpage16

Workbook7Bpage10

Photocopiablepage11

Aworldmap

Stickerofnationalflags

Picturesorphotosofdifferentethnicfood

AnEnglishdictionary

Cuethecassette.MakeacopyofPhotocopiablepage11foreachstudent.

1.Usephotosorpicturesofdifferentkindsofethnicfood,suchassushi,hamburgers,sandwichesandsoforth,togetherwithpicturesofnationalflagsoftherelevantcountries.Showstudentsaworldmap.Askstudentstopointoutcountryfromwherethefoodbeingreferredtooriginates.Helpstudentstodistinguishthenameofacountryandadjectiveusedtodescribethingsaboutthatcountryandtheadjectiveusedtodescribethingsaboutthatcountry,asinEnglandandEnglish;

JapanandJapanese.ListseveralcountriesandhavestudentsfindouttheircorrespondingadjectiveswiththehelpofanEnglishdictionary.

2.Askstudentswhatkindofethnicfoodtheycanmake.Introducenewvocabulary,e.g.tuna,cucumber,scones,samosas,naanbread.Askthemiftheyknownayotherethnicfoodandthecountryandthecountryfromwhichitoriginates.

3.Playtherecording:

Lookandread.Studentslistenandfollowintheirbooks.

4.Playamatchinggame:

DistributeacopyofPhotocopiablepage11toeachstudent.Studentsmaydrawethnicfoodofothercountries,suchasThaifood,VietnamesefoodandItalianfood.Withthepicturecards,studentsgetintogroupsoffour.Eachstudentchoosesacountryandputthemfacedownonthedesk.Studentsinturnsdrawacard.Ifthefoodonthecardmatchesthechosencountry,thestudentshowsthecardandsays:

I’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,…/Finally,…

Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningandfeelings

Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld

Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.

Planandorganizeinformationandideasbydecidingonthesequenceofcontent.

Student’sBook7Bpage17

Workbook7Bpage11

Photocopiablepage12

Cuethecassette.MakeacopyofPhotocopiablepage12foreachstudent.

1.Askstudentsiftheyhaveevermadebiscuits,cookiesorbreadandiftheyknowthemajoringredientsformakingsuchthings.Ask:

WhatwillIneedtomakebiscuits?

Toelicitsuggestionsfromstudents.Writestudents’suggestionsontheboard.Introducevocabulary,e.g.raisingflour,butter,salt,sugar,milk.Explaintostudentstheuseofeachingredient.

2.GivestudentssometimetoreadtheproceduresformakingsconesinLookandread.Studentspairuptodiscussanddecideonthecorrectorderoftheprocedures.Playtherecordingforthepartofmakingscones.

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