仁爱版初二英语下Unit 7Topic 1Section B1.docx
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仁爱版初二英语下Unit7Topic1SectionB1
Unit7FoodFestival
Topic1We’repreparingforafoodfestival.
教学内容分析及课时分配建议：
本单元的主要内容围绕美食节展开。
第一话题的主要内容是筹备美食节，从讨论筹备原因入手，到了解不同国家的饮食文化，融入功能项目里的“提建议”、“征求意见”、“赞美”和“邀请”等社交语言。
倡导学生在学习的同时，学会关心，帮助世界上其他国家需要帮助的人，从而树立正确的人生观和价值观。
本话题的语法重点是that引导的宾语从句。
本话题建议用5个课时来完成。
第一课时：
SectionA-1a,1b,1c,1d,3
第二课时：
SectionA-2SectionB-1a,1b,1c,3a,3b
第三课时：
SectionB-2SectionC-1a,1b,1c
第四课时：
SectionD-3，SectionC-2,3,SectionD-2
第五课时：
SectionD-Grammarandfocus,1a,1b,Project
第二课时（SectionA-2SectionB-1a,1b,1c,3a,3b）
教学设计思路：
本节课主要活动为SectionA-2与SectionB-1c及SectionB-1a。
SectionA-2与SectionB-1c分别练习that引导的宾语从句的一般疑问句和特殊疑问句，句型较简单易学，所以将两部分结合在一起。
首先完成SectionB-1c新词汇的学习，同时操练that引导的宾语从句的特殊疑问句，然后将两部分的素材结合在一起操练that引导的宾语从句的一般疑问句。
目的是简化任务，同时为接下来的学习扫清词汇方面的障碍。
本节课将教学主体部分设计成pre-listening,while-listening和post-listening三个阶段，思路清晰，便于教师操作。
Ⅰ.Teachingaims
1.Knowledgeaims：
（1）学习并掌握新词汇
soup,cheese,cookie,setthetable,pancake,western,Indian,fry,sushi,curry,Russian,Italian,African
（2）掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语。
①—Doyouthink…?
—Yes,Ithinkso./No,Idon’tthinkso.
②—Wheredoyouthinkthat…?
—Ithink（that）…
（3）语音：
①在单词中区别/aK/和/ʌ/的发音。
②在宾语从句中注意that的弱读以及一些句子成分的重读，并进行听和跟读模仿练习。
2.Skillaims:
能根据图文就“美食节”举办筹划，食物准备，食物和所属国家搭配跟同学进行口语交流。
3.Emotionalaims:
通过小组间良性的竞争与合作，培养友好互助的精神。
4.Cultureawareness:
了解各国饮食习惯以及各国代表性食物。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
（1）讨论食物准备相关话题。
（2）掌握that引导的宾语从句的一般疑问句和特殊疑问句。
2.Difficultpoints：
利用宾语从句的特殊疑问句讨论食物和所属国家搭配的话题。
Ⅲ.Learningstrategies
学会用归类的方式来记忆单词。
Ⅳ.Teachingaids
录音机/多媒体课件/图片
V.Teachingprocedures
Stage1（2mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
T:
Hi,class!
Nicetomeetyouagain.Who’sondutytoday?
T:
Thankyouforyourreport.Don’tworry,xxxjusthasacoldandIthinkhewillbebetterandcomebacktoschooltomorrow.
Makeadutyreportasusual
S1:
I’mondutytoday.It’sTuesday,May12th,2015today.Everyoneishereexceptxxx.Heisillandthedoctortoldhimtostayathomeandhavearest.Ihopehewillgetbetterandreturntoschoolsoon.Thanks.
Remark：
这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。
可以采用多种方式，如唱歌、游戏、值日报告、自由讨论、头脑风暴等。
Stage2（3mins）：
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
PreviewthekeyphrasesandsentenceslearnedinSectionA.
T:
Hi,boysandgirls.DoyourememberwhatKangkangandhisfriendswilldotohelpCraigKielburger?
T:
Yes.Andinordertoholdthefestival,whatwillKangkangdo?
T:
Iftheyneedhelp,whatwilltheydo?
T:
Whatwillthefoodfestivalbelike?
Canyouimagineit?
RevisethephraseslearnedinSectionA.
Ss:
Theywillholdafoodfestivaltoraisemoneyforhim.
Ss:
KangkangwillgetintouchwithCraigKielburgertogetmoreinformationabouthim.
Ss:
Theywillturntotheirteachers.
S1:
Iimaginethattheywillpreparemanydeliciousfood.
S2:
Iimaginethattherewillbemanyguestsinthefoodfestival.
…
回顾SectionA的内容，复习学过的短语。
Remark：
为了节省时间，也可以直接把学过的词汇和句型利用PPT呈现在白板上，让学生英汉互译或者用短语造句。
Stage3（15mins）：
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
ShowthepicturesandtheexampleinSectionB-1conthescreen.DiscusswiththestudentstolearnthenewswordsinSectionB-1c,andthenpracticetheobjectclauses.
T:
Ialsobelievethattheywillpreparemanydeliciousfoods.Well,Doyoulovedeliciousfood?
T:
Whatkindoffoodisyourfavorite?
T:
S1,youmeanyouhaveasweettooth.
T:
Thatmeansyoulikeeatingsweetfood.
Whataboutyou?
T:
OK,S4,Wheredoyouthinkpizzaisfrom?
T:
Yes,you’reright.PizzaisfromItaly,sowecallitItalianpizza.InthislessonIwanttointroducesometypicalfoodsfromdifferentcountries.Lookatthesepictures.Whatarethey?
（pointingatapictureofIndiancurries）
T:
That’sright.SinceyoucallthemIndiancurries,wheredoyou
thinktheyarefrom?
T:
Good!
Itseemsthatyouknowalotaboutforeignfood.Let’sdiscusssomeotherforeignfoodsinpairs.Youcanguesswheretheyarefrom.Justaskandanswerlikethis:
What’sthis/arethey?
Ithinkit’s…/they’re…
Wheredoyouthinkit’s/they’refrom?
Ithinkit’s/they’refrom…
T:
Welldone!
YouallhadawarmdiscussionandIthinkyouknowmoreaboutthetypicalfoodsfromdifferentcountries.NowI’dlikeyoutoshowyourguessingresult.Forthefirstpicture,whichpairwouldliketosaysomethingaboutit?
T:
Doyouthinkso?
T:
Iagreewithyou.whowouldliketosaysomethingaboutthesecondone?
T:
Justasyousaid,theGreekcheesepiesarefromGreece.Greekisanadjectiveandit’susedbeforethenoun“cheesepies”tomodifyit.Greeceisanameofacountry.Socanyoumatchtheadj.withthenamesofthecountries?
Youmaymatchthemwithasentence.Forexample:
GreekcheesepiesarefromGreece.
Learnthenewwordsandpracticeobjectclausesbydiscussing.
Ss:
Sure!
S1:
Ilikeeatingchocolates.
S1:
Sorry,Miss…Whatdoes“haveasweettooth”mean?
S2:
IlikeSushi.
S3:
Hamburgers.
S4:
IlikePizzabest.
…
S1:
It’sfromItaly.
Ss:
TheyareIndiancurries.
Ss:
They’refromIndia.
Ss:
…
P1:
A:
Whatarethey?
B:
Ithinkthey’recheesepies
A:
Wheredoyouthinkthey’refrom?
B:
Ithinkthey’refromAmerica.
S3:
No,Idon’tthinkso.Ithinkthey’refromGreece.
P2:
…
S1:
IndiancurriesarefromIndia.
S2:
…
通过师生讨论的方式理解和掌握国家名词和相应的形容词。
两人一组模仿所给例句编对话，练习宾语从句的特殊疑问句。
2（Pairwork）
ShowtheexampleinSectionA-2andthepicturesinSectionB-1conthescreen.
T:
Good.DoyouthinkthatthechildrenneedtomakeGreekcheesepies?
T:
Andwhatelsedotheyneedtodo?
Dotheyneedtosetthetable?
T:
Itmeans“tolaythetablewarebeforemeals”.Forexample,youshouldhelptosetthetablebeforedinners.
T:
Well,let’sworkinpairsanddiscusswhatelsetheyneedtodo.Youmayfollowtheexample.Ofcourse,thephrasesandpicturesmayhelpyou.
S3:
Yes,Ithinkso.
S4:
Sorry,Miss…,whatdoes“setthetable”mean?
S4:
Thankyou.AndIthinktheyneedtosetthetable.
P3:
A:
Doyouthinkthatthechildrenneedtocookfriedrice?
B:
NoIdon’tthinkso.Ithinktheyneedcookblackbread.
P4:
…
将SectionB-1c与SectionA-2结合起来，利用这两个部分所提供的短语和图片，两人一组模仿所给例句编对话，练习宾语从句的一般疑问句。
Remark：
1c中国家名称与相应的形容词的区别与巩固可以设计成连线题。
让学生对比并总结国家名称与相应的形容词有助于学生分类和记忆。
Stage4（5mins）：
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose:
1（Individualwork）
Playthevideoof1a.Showthetableonthescreen.
A.chocolatecookies
B.cheesepies
C.curries
KangkangD.beefcurry
MariaE.blackboard
JaneF.friedrice
MichaelG.sushi
H.pizza
I.dumplings
T:
Let’sseewhatkindoffoodKangkang,Jane,MariaandMichaelaregoingtoprepareforthefoodfestival.Pleaselistentotheconversationandmatchthenameswiththefoodtheywillcook.
T:
Let’scheckyouranswers.WhatfoodisKangkanggoingtopreparetocook?
T:
HowaboutMichael,JaneandMaria?
Watchthevideoandmatch.
S1:
FriedriceandJapanesesushi.
Ss:
…
Listento1aandcompletethepassagein1b.
S1:
Letmetry.Jane,Michael,KangkangandMariaaretalking…
由易到难完成1a。
2（Individualwork）
Playthetaperecorder.Checktheanswersto1b.
T:
Youdidquitewell.Nowlet’slistenagain.Fillintheblanksandcompletethepassagein1b.
T:
Haveyougottheanswers?
Whowouldliketoreadthepassageforus?
Remark：
教师也可自行设计几道first-listening的题目，然后再听时完成1b.
Stage5（8mins）：
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Groupwork）
AskSstoactout1ainrolesingroups.Payattentiontothepronunciationandintonation.
T:
Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndthenI’llasksomegroupstoreadandactitoutlater.
T:
Whichgroupwouldliketobethefirsttoactthedialogout!
T:
Youdidquitewell!
AndIthinkyouwilldobetterinthenexttask.
Read1ainrolesingroups.Payattentiontothepronunciationandintonation.
Ss:
…
鼓励学生大声开口说英语。
2（Classactivity）
Goovertheconversationanddealwiththelanguagepointsin1a.
T:
OK,everyone.Nowpleasereadthroughtheconversationandlet’sdealwiththelanguagepoints.
Learnthelanguagepointsin1a.
Ss:
…
Remark
Stage5（7mins）：
Pronunciation
3（classactivity）
Playtherecordingof3a.
T:
YourspokenEnglishisalmostgood,butjustasyouknow,agoodEnglishlearnershouldalwayspayattentiontohispronunciation.Solet’slearnmoreaboutit.First,listentothetapeandfindhowthelettersorcombinedletterspronounce.
T:
Canyoutellmethedifferencebetween“ow”and“ou”inpronunciation?
T:
Great!
YoudidbetterthanIbelieve.Canyoufindthedifferencebetweenthetwosounds?
T:
Goodjob!
Nowreadthewordsloudlyafterthetape.Pleasetrytoimitate.
T:
Youknow,thestressandweakformarealsoimportantinyourpronunciation.Lookatthethreesentencesin3b.Thesemicolon“’”isthesignofstressand“-”isthesignofweakform.Firstyoucanreadbyyourselvesandpayattentiontothestressandweakforminobjectclauses.
T:
OK,nowlet’slistentothetapeandtrytoimitate.
Readthepairsofwordsandphrasesaloud,payingattentiontothesoundsoftheunderlinedletters.Thenlistenandtrytoimitate.
S1:
Thecombinedletters“ow”and“ou”canpronounce/au/.
S2:
“ou”alsopronounces/ʌ/.
S3:
Theletters“o”and“u”canpronounce/ʌ/.
S4:
Whenwepronoun/au/,weshouldopenourmouthswidely.Butthere’snoneedtodosowhenwepronounce/ʌ/.
Ss:
…
Ss:
…
Ss:
…
认真听录音，大单开口，反复模仿。
Remark：
让学生
升级会员 