八年级下册Unit 7 Topic 1SectionAB教案

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一、目标要求
1. Learn some new words and phrases:
get in touch with, try one’s best, imagine, soup, cheese, biscuit, pancake
2. Learn object clauses:
I imagine (that) a lot of people will come to the food festival.
Do you think (that) the children need to make tea?
I think they need to cook soup.
3. Talk about plans to raise money.
4. Offering help.
What do you think you can do to help the people there?

二、教学重难点
1.教学重点：重点词汇和宾语从句的学习
2.教学难点：that引导到宾语从句的突破

三、教学过程
Step 1  Review  
复习并导入1a。
1. (师生问答，讨论如何帮助别人。)
  T: If someone is in trouble, what will you do?
    If someone needs money, what will you do?
  (教师引导学生用下面的句式回答这些问题。)
  Ss: I think I will ...
2. (在黑板上呈现丹尼尔的图片，向学生介绍他的基本情况。)
T: Look at the picture on the blackboard. Can you tell me something about him?
(学生说出一些他们知道的情况。)
T: Is he from China?
Ss:        No, he isn’t. He is from …

Step 2  Presentation  
呈现1a。
1. (教师将Nigeria写到黑板上，然后帮助学生完成这个句子。)
T: He is from Nigeria and he was born in a poor village. He took part in the 2000 Sydney Olympic Games. He won the gold medal. He is an Olympic wrestling champion.
(将画线部分写在黑板上，并让学生跟读。让学生了解Nigeria和wrestling。)
Nigeria   an Olympic wrestling champion   village
T:He is a very kind man. He wants to help the poor in Nigeria. He wants to build a new school for the children.         But he doesn’t have enough money. How can we help him to raise money?
(让学生说出自己的观点，预习过的学生可能会说出举办一次美食节。)
Ss:        Shall we have a food festival for him?
(板书have a food festival。)
T:Good idea. Let’s organize a food festival for him and try our best to make it successful.
(板书并解释organize和try one’s best。)
(板书并让学生理解organize;掌握try one’s best。)
have a food festival 举办一次美食节
organize v. 组织
try one’s best 尽最大努力
(过渡到下一步。)
2. (将课文中的插图呈现出来，然后放1a录音，并让学生回答问题。要求理解poster。)
T: Kangkang, Micheal, Jane and Maria also want to help him. What will they do? Please listen to the tape and answer the questions.
(播放1a录音。)
(运用师生问答形式引出关键词。)
T:What will Jane do?      
S1:Think about how to organize a food festival.
T:What will Maria do?
S2:Turn to her teachers.
T:What will Kangkang do?
S3:Try to get in touch with Daniel and get more information about him.
T:What will Michael do?
S4:Make a poster.
(板书关键词并讲解。)
turn to…
get in touch with
make a poster
3. (让学生读对话提出疑难问题，教师在学生讨论时给予帮助。)
T: Read the conversation by yourselves and find out some difficulties and then discuss in pairs.
(教师板书1a的重点句子，观察分析宾语从句的结构和含义。)
(板书)
I know he wants to build a new school for his poor village in Nigeria.
I think money must be a problem for him.
I think we can have it on our school playground on Sunday.
4. (根据1a内容，师生问答，进一步巩固强化1a。)
T:        Please tell me something about Daniel.
S5:        He is a Canadian athlete. But he was born in Nigeria.
S6:        He is an Olympic wrestling champion. He is so kind.
S7:        He wants to build a new school for his poor village in Nigeria.
T:        Good. How do the students want to help him?
Ss:        They want to have a food festival.
S8:        Kangkang says he will …
S9:        Maria says she will …
S10:Michael says he will …
S11:Jane says she will …
T:Great! I think they will make the food festival successful.

Step 3  Consolidation  
巩固1a，完成1b。
1. (教师播放1a录音，学生跟读，注意重音和语调。)
T: Follow 1a and pay attention to the stress and intonation.
2. (将学生分成四组分角色朗读对话。然后连线，完成1b。)
T: Read the conversation in roles and then finish 1b.
3. (四人一组练习对话，并表演对话。学生可用黑板/幻灯片上提供的关键词。)
T: Practice the conversation in groups of four and try to act it out without books and you can use the key words on the blackboard.
a Canadian athlete        build a new school for        …
a problem for him         have a food festival
turn to …        make a poster
get in touch with …        get more information
organize the food festival

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Step 3  Consolidation  

巩固1a。

1. (听1a录音，回答问题。)

T: Just now we learned so much food. Let’s listen to 1a and find out what the children will cook for the food festival.

  (教师指向黑板上写的食物名称。)

T: Please match Kangkang, Maria, Jane and Michael with the food they will cook.

(出示已准备好的幻灯片 )

A.  chocolate cookies

B.  cheese pies

C.  curries

D.  beef curry

E.  black bread

F. fried rice

G.  sushi

H.  pizza

I.   dumplings

  (听完录音后，选几名学生连线，然后核对答案，并给予鼓励。)

2. (再听1a录音并跟读，回答下列问题，并板书关键词。)

T: Listen to 1a again, read after it and answer the following questions:

(出示已准备好的幻灯片 )

1. Does Michael have a sweet tooth?

2. What does Jane plan to cook?

3. Is Kangkang sure Chinese fried rice and Japanese sushi are easy to cook?

(任选几名学生来回答问题，核对答案并板书关键词。)

plan to do sth.

be sure that …

3. Please read 1a loudly and then read it in roles.

(四人一组进行小组活动。将不同的图片分发到每组学生的手里，用图片里的食物替换文中的食物分角色表演1a, 然后大家推荐几组学生上台表演。)

T: Now I’ll give each group some pictures of different foods and you should use them to practice 1a. After that, you can vote some students to act out.

(鼓励表演好的学生。)

Step 4  Practice  

完成1b和3。

1. (出示已准备好的国旗图片，教学并让学生理解Africa和South Africa。先练习国家名称，后将食物名称与国家名称相匹配，完成1b。)

T: Let’s look at the national flags and please speak out the names of the countries. We have learned many words and phrases about food and countries. Can you match the food with the countries?

Ss: Yes, we can.

T:   Where do you think beef curry is from?

S1: I think it is from South Africa.

T:   You’re right. And where do you think pizza is from?

S2: I guess it is from America.

T:   No, it is from Italy.

(接下来，教师让学生根据1b中的食物图片两人一组练习类似的对话。并在学生中走动，可以提供适当帮助。)

2. (小结本课所学主要内容，听录音填空，完成3。)

T: We knew Kangkang could get some more information from Daniel and they prepared much delicious food. We are sure the food festival will be wonderful. Now let’s review something about Daniel and what Michael and his friends decided to do. Please listen to 3 and finish it. Two minutes later, I’ll ask some students to read the passage and check the answers.

  (录音放三遍，然后每组推荐一人说出答案。核对答案，做得最好的给予鼓励。)

Step 5  Project  

进一步掌握食品名称。

1. (让学生模拟在QQ里聊天，给几分钟时间准备后，让几对学生上台表演，尽量用上所学食物名称和句型。)

T: Have you ever chatted on QQ?

Ss: Yes.

T:  Suppose you and your friends are on QQ. You are chatting about preparing for the food festival. Try to chat about the food learned today. Please work in pairs, and then I’ll ask some pairs to act them out.

S1: Will you come to the food festival?

S2: Yes.

S1: What will you cook?

S2: I plan / decide / want to cook … What about you?

S1: I plan to cook …

…

(教师给予学生们鼓励，指出不妥之处。)

2. (进一步巩固国家和食物名称。)

T: How many national flags do you know? Draw the national flags as many as you can, then write down the names of the countries and the food eaten there. And then fill out the form.

Flag
Country
Food

(填完后，选出一些做得好的学生给予鼓励，呈现表格。)

3. Homework:

(1)(让学生与自己的同伴编一段有关食物的对话。)

(2)(记住国旗和国家的名称。)

(3)(预习Section C)

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Unit1Topic1Section B教学设计
刘燕波

一、目标要求
1. (1)Learn about the food in different countries:
American chocolate cookies, Greek cheese pies, Indian curries, Chinese fried rice, Japanese sushi, Italian pizza, South African beef curry, Russian black bread
(2)Learn other new words:
western, Indian, Russian, pity
(3)Learn some new expressions:
That’s good enough.
Wonderful!
What’s more, …
It’s a great pity!
2. Go on learning object clauses:
I think beef curry is OK.
I believe we’ll raise a lot of money for Daniel Igali.
3. Social communications:
Invitation: May I invite you to our food festival?

二、教学重难点
  1．教学重点：重点词汇、句型的学习和表示邀请的表达
  2．教学难点：学会写邀请涵

三、教学过程
Step 1  Review
通过Section A的对话，导入2
1. (师生快速问答，复习Section A，并导入2。)
T:        What will Maria do for the food festival?
S1:        She will turn to her teachers.
T:        Very good. What will Michael do for the food festival?
S2:        He will make a poster.
T:        Good job. Then what about Kangkang, do you remember?
S3:        Yes. He’ll chat with Daniel on QQ to get more information about him.
T:        Excellent! Then do you want to know what Kangkang and Daniel will talk about on QQ? Please listen to the tape in 2 and answer the questions on the blackboard.
(板书)
(1) What are Kangkang’s classmates going to do for Daniel Igali?
(2) Is Daniel coming to their food festival?
(3) How does Kangkang feel when he knows Daniel won’t come to their food festival?
2. (通过回答问题，引导学生复习表示邀请的句式，从而导入拒绝别人邀请时的答句，并板书。)
  (板书2的目标语言。教学并让学生掌握pity。)
—May I invite you to our food festival?
—I’d love to, but I’m sorry I can’t, because I have no time these days.
—It’s a great pity, but never mind.
(导入Section B的2)

Step 2  Presentation  
呈现本课2和1a。
1. (听2录音，并跟读，让学生找出他们不理解的句子，教师板书并讲解。)
T: Listen to 2 and follow it. Then find out the sentences you don’t understand.
(板书关键句子。并让学生了解生词Nigerian。)
I know you want to build a new school for your village.
So my friends and I decided to help you raise some money.
We are preparing for a food festival.
It’s a great pity!
2. (由2的谈话内容，引出对食物名称的复习，从而呈现1a的新单词。)
T: Through the conversation in 2, we knew the children were preparing for the food festival and Daniel gave Kangkang some information about him. Then Michael could make a poster for the festival. Besides a poster, they should also prepare some food. What food do you think they will prepare for it?
(学生说出一些食物名称。)
  S4:Rice.
  S5umplings.
  S6:Cheese pies.
  S7: Biscuits.
T: Very good. Cheese pies and biscuits are sweet. Some people may have a sweet tooth. I think they like to buy some western sweet food. Such as American chocolate cookies and Greek cheese  pies.
  (呈现western food, American chocolate cookies, Greek cheese pies的图片，并教学生读音。)
T: Do you want to know other foreign food? OK, let’s look at some other pictures.
  (呈现Indian curries, Japanese sushi, South African beef curry, Russian black bread等食物的图片，并将食物名称写在黑板上，操练几次读音。要求学生掌握：western, Indian, Russian；理解：cookie, Greek, fried, Italian, African；了解：curry, sushi, pizza。)
western food: American chocolate cookies, Greek cheese pies, Italian pizza; South African beef curry, Indian curries, Russian black bread, Chinese fried rice, Japanese sushi
  (教师举着食物的图片，让学生看黑板上的名称并重点领读画线单词。)
T: Read after me and pay attention to the new words.
  (学生用图片快速复习所学食物的名称，提示并引出I think beef curry is OK.)
T: Now please review the names of food learned today as quickly as possible.
  (方案一：学生用图片与黑板上的单词匹配，学生问答。)
  (方案二：师生问答。)
  Example:
  S/T:What do you prefer, beef curry or dumplings?
  S8:I prefer beef curry. I think beef curry is OK.
T:Wonderful! And what do you think of Chinese fried rice and dumplings?
S9:        I think they are easy to cook. What’s more, I’m sure they will be popular.
S10:        …
T: Well done/Pretty well! (鼓励发言好的学生。)
T: We have prepared many kinds of food for the food festival. That’s good enough. I believe we’ll raise a lot of money for Daniel Igali.
(将画线词句呈现在黑板上，并讲解。)
have a sweet tooth.
I think beef curry is OK.
Wonderful!
What’s more.
That’s good enough.
I believe we’ll raise a lot of money for Daniel Igali.
T: Read these sentences together and find out the object clauses.
(简单复习宾语从句，鼓励学生说出一些宾语从句的句子。)
Ss: The second one and the sixth one are object clauses.
T:Good! Can you make a sentence like them?
S10:Yes. I think that …
S11:I believe that …
(导入下一步)

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Step 4  Practice  
练习本课1c和2。
1. (让学生讨论问题，教学新单词。然后小组进行A问B，B问C的链式问答活动，练习宾语从句Do you think …?及其肯定、否定回答。完成2。)
T: We know the children want to organize a food festival. I want to cook some food for the food festival. Now I have some pictures of food. Please look at them.
(出示图片，教学新单词：soup, cheese, biscuit, pancake。并让学生掌握这些单词。)
T:        Just now I prepared some food for the food festival. Do you think the children need them? Now please use the phrases in the box to ask and answer the questions in 2 one by one.
For example:
S1o you think (that) the children need to write a song?
S2:Yes, I think so. / No, I don’t think so. I think they need to make a poster. Do you think (that) the children need to ...?
S3:        …
(初步探究陈述句的宾语从句的连接词和语序。)
2. T: The children prepared so much for the food festival. Can you imagine what the food festival will be like?
(板书imagine并解释意思，帮助学生回答: I imagine…)
imagine v. 想象
I imagine …
imagine v. 想象
I imagine …
T:        What will the food festival be like? Can you imagine it?
S4:        I imagine (that) a lot of people will come to the food festival.
(板书)
I imagine(that) a lot of people will come to the food festival.
(教师带学生朗读黑板上的重点句，解释宾语从句的用法。完成1c。)
(给学生一些提示，例如: What about the food? 等。)
S5:        I imagine that the food festival will be interesting.
S6:        I imagine …
T:        Well done! / You did a good job!
(学生结对活动，教师鼓励发言好的学生做示范。)
T:        Now please ask and answer in pairs.
S7:        Can you imagine what the food festival will be like?
S8:        I imagine that it will …

Step 5  Project  
完成本课活动3。
1. (教师出示图片，让学生分组讨论，完成3。)
T: We know that Daniel is a kind man, and the four children will have a food festival to raise money for him. Now more and more people around us love to help others. Do you love to help others?
Ss:        Yes, we do.
T:        You are so kind. (出示一张汶川地震的图片) Look at this picture. The Wenchuan earthquake happened one year ago. But the people in the disaster areas still need help. What can you do to help them?
  (小组讨论并记录。)
  T:        Please discuss in groups. Then fill out the form.
  S1: What do you think you can do to help the people there?
  S2: I think I can give them some books.
  S3: I think I can make telephone calls to them to make them happier.
  S4: …

Name        Activity
  (每组选一名代表汇报本组讨论情况。)
  G1:        ×× thinks he will …
  G2: …
  T:        Well done! Please write a passage according to the results of your discussion.
2. Homework:
(1)(造五个含有宾语从句的句子。)
(2)(预习Section B。)