仁爱初中英语八年级下册精品教案U7T1(p1)

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博爱初中英语八年级下册精选教课方案U7T1(p1)
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Unit 7 Food festival
Topic1 We ’re preparing for a food festival.
教课内容剖析及课时分派建议：
本单元的主要内容环绕美食节睁开。

第一话题的主要内容是筹办美食节，从讨
论筹办原由下手，到认识不一样国家的饮食文化，融入功能项目里的“提建议”、
“ 征采建议”、“赞叹”和“邀请”等交际语言。

倡议学生在学习的同时，学会关怀，帮助世界上其余国家需要帮助的人，进而建立正确的人生观和价值观。

本话题
的语法要点是 that指引的宾语从句。

本话题建议用 5个课时来达成。

第一课时： Section A-1a, 1b, 1c, 1d, 3
第二课时： Section A-2 Section B-1a,1b,1c,3a,3b
第三课时： Section B-2 Section C-1a,1b,1c
第四课时： Section D-3，Section C-2,3, Section D-2
第五课时： Section D-Grammar and focus, 1a, 1b, Project
第一课时（ Section A-1a,1b,1c,1d,3）
教课方案思路：
本节课主要活动为 Section A 的 1a。

在 1a的对话中， Kangkang等四人从议论 Craig Kielburger 及其创立的 Free the Children开始，决定创办美食节帮助Craig
Kielburger筹集资本，最后分派筹办任务。

在这个对话中，出现了征采建议，赞
美等表达法，如： Shall we? When and where shall we? Good! Great! Good idea!
等。

同时出现了本单元的要点语法宾语从句中that指引的宾语从句。

1b的设置既
可训练学生听对话获守信息的能力，同时帮助学生理解对话粗心和细节信息。

1
c经过阅读 1a般配信息，帮助学生进一步认识that指引的宾语从句陈说句句型。

1
d则经过图片议论美食节将会是什么样的，进而训练宾语从句的陈说句句型。

作
为1a的有关协助活动，1b，1c和1d利用不一样的活动形式，从各个方面对1a
所体现的知识和技术进行练习和稳固，实此刻用中学。

3是与本课内容有关的听力
练习。

本节课将其设计成两个任务：第一利用本节课所学的宾语从句，依据所给
信息议论。

而后听对话，搭配并查对答案。

本节课将教课主体部分设计成 pre-listening, while-listening 和 post-listening三个阶段，思路清楚，便于教师操作。

Ⅰ . Teaching aims
1.Knowledge aims：
（ 1）学习并掌握新词汇
try one’ s best, get in touch with, success, imagine, soup, cheese, biscuit, pancake
（ 2）掌握 that指引的宾语从句陈说句
I think (that) we can have it on our school playground on Sunday.
I
（ 3）学会使用征采他人建议和表示赞叹的交际用语
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.
—Good!/Great!
2.Skill aims:
（1）能听懂以“美食节”为主题的对话及对话中所波及到的征采建议和
赞叹等功能句型。

（2）能依据图文提示议论“美食节”有关话题。

3.Emotional aims:
建立帮助他人，关爱他人的意识
4. Culture awareness:
认识魁克·柯伯格和他的“解放小孩”组织。

Ⅱ. The key points and difficult points
1. Key points:
（1）议论筹办“美食节”的有关话题。

（2）掌握 that指引的宾语从句陈说句。

2.Difficult points ：
娴熟运用 that指引的宾语从句
Ⅲ. Learning strategies
1. You will do better in listening practice if you read and predict before listening.
Ⅳ. Teaching aids
多媒体课件； Craig Kielburger及 Free the Children
的海报或照片；需要帮助的人的照片或图片。

Stage1(5mins)：Getting students ready for learning
Designing Step Teacher activity Student activity
purpose Greetings and lead-in.
T: Good morning, boys and Ss: Good morning, Miss
girls! I have something to tell you. When I went shopping
yesterday afternoon and met
1(Class
a poor granny at the gate of
activity )
the supermarket. She is
begging. In fact, there are
many people who need help
in the world.
Show some pictures of people Try to answer the
in need.question with“ I think
T: What can we do to help that ”
them?
Who would like to show us
2(Individual your opinion?
work)T: When you show your
opinions, try to use“ I thinkS1: I think that we can
that ”give them some books
and clothes.
S2: I think that I can give
her some money.
S3: I think that 运用并感知 that 指引的宾语从句。

建立帮助
他人的意识。

Remark ：采用学生熟习的人的照片会惹起学生共识，如商场门口每日都会出现的乞丐妻子婆。

广场上唱歌的残疾女孩等。

Stage2（8mins) ： Pre-listening
Step Teacher activity
Show some pictures or
posters of Craig, teach the
new word: poster.
T: You are kind-hearted
children. Thank you for your
kindness. Just like you, there
are a large number of kind-
1(Class hearted people in the world.
activity)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?
Teacher adds more
information about Craig
while teaching new words
2(Class
T: Yo
you h
activity)
A. Ju
a ver
trying
schoo
Keny
enou
is to r Student activity
S1: He is Craig
Kielburger.
S2: He is from Canada.
S3: He started Free the
Children.
S4:
Try to learn the
introduction of Craig as
well as the new words
and phrases.
Some Ss introduce Craig
and Free the Children.
Designing
purpose
检查预习状况
利用师生议论教课词汇，并加以运用。

5/13
Can you understand what I S1: Sorry, Miss What said just now?does
“try his best ”mean? T:Try one’s best or do one’s
best 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”? S2: We should try our best to learn English well.
Ss: It means“任务”。

T: Good, do you have any
other questions?
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.
3 (Pair work)T: Hi, any volunteers? Which
pair would like to show your
opinions?Ss: No, we don’t.
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:
导入 1a的同时
指引学生运用
宾语从句
Remark ：在句子或语段中学习新词汇更简单记忆。

尽量做到词不离句，句不离篇。

Stage4（10mins) ： While-listening
Step Teacher activity Student activity
Present some questions on the Read the questions
and Bb or on the screen, play the then listen to 1a.
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?Ss answer the four
1(Class
What will Michael do?questions above with the 4.
activity)
(Show the questions on the Bb help of the teacher and
or the screen)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
Designing
purpose 指引学生听前阅读听力问题并进行答案的展望。

培育学生存心识地使用学习策略的能力。

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? 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?
T:When you call sb. or write to sb. or email sb. that means you get in touch with sb. Do you understand? S3: Yes, I do. For example, I haven’tseen my old friend for a long time. I miss him very much, so I’ll get in touch with him.
T: You are so smart. Any
other questions?
(Write the new phrases on the
blackboard)
Listen to 1a again and finish Ss read the answers to
1b. Check the answers.1b, correct the false ones.
T: Now you can finish 1b by
2(Individual yourself. I think it’ s easy for
work)you.
T: Let ’ s check the answers. Is
S1: The first one is true.
the first one true or false?
S5:It’s false.
T:How about the last one? T:Who can correct it? 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 ：在学生活动 Step1中，若学生不可以在只听一遍的状况下回答以上四个问题，可
以让学生看一遍 1a的Flash，而后请学生回答或许老师与学生一同议论，找到问题的
答案并稳固新词汇。

看比听能获得更多信息并留下更多的记忆。

Stage 5（15mins) ： Post-listening
Step Teacher activity
Designing Student activity
purpose
Ask Ss to read 1a in roles in Read 1a in roles in
groups. Pay attention to the groups. Pay attention to
pronunciation and intonation. the pronunciation and
T: Now let ’ s work in groupsintonation. and read
the dialog in roles.
1(Group work)
Pay attention to the
pronunciation and intonation.
And I ’ ll ask some groups to
read and act it later.
Finish1c, check the answers.Ss read 1a and match
T: In this dialog Kangkang the information. Then
and his friends talk about how read the sentences
to help Craig. If you want to aloud. repeat others ’
words in your
2(Pair work)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 学习和稳固 that 指引的宾语从句。

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.
Encourage the Ss to make
more sentences according
to 1a.
T: Can you make more
3(Individual
sentences like this according work)
to 1a?
Finish 1d. Encourage Ss to
imagine more and make
more sentences.
4(Group work)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 S3: Michael says that
Craig was 12 when
he started to help
poor children.
S4: Maria says that
she will turn to their
teachers.
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:
Ss in groups discuss
what the food festival
will be like with the
help of the pictures.
进一步稳固 that
指引的宾语从句。

睁开想象的翅
膀，勇敢运用
英语表达心中
的想法，在运
用中习得语言。

about the food festival with
the help of the pictures in 1d.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.
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 S1: I imagine that
Ss read 3 and match
and then work in pairs
to think of other
methods to offer help.
先阅读，议论
以后再听。

听
力练习入耳之
前的阅读和推
测能够使你更
简单听懂听力
资料并快速找
到答案。

pairs to think of some other
methods to help them.
5(Pair work)
T:Now let s ’listen to the
conversations and check
your answers. Who can read
the answers? S1: What can we do to help 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
Ask the Ss to summarize and Ss Summarize this
consolidate what we have lesson.
learnt in 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
1（Class lesson. What do we learned S1: We learned some activity)and what can you do after this new words and
lesson?phrases:
try one’sbest, get in
touch with, success,
imagine, soup, cheese,
biscuit, pancake
S2: We can make
sentences with that
Designing
purpose
1.总结本课所学，帮助学生使知识条理化。

2.认识学生的
掌握状况。

3.帮助学生再一
次稳固本课的
知识点。

T:Sounds great! I hope you can try to remember them. 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:
Assign the HMK.Finish the HMK after适合的家庭作
T: For today ’s homework, I’d class.业有助于稳固
like you to remember the new讲堂所学的知2 (Class words and phrases. Please识。

activity)practice 1a and 1d with your
partner.
And then you should preview
Section A-2 & Section B-1a,1c.
Remark ：让学生达成总结的过程，必需时能够议论，增补。

VI . Blackboard design
第一课时 (Section A-1a,1b,2,3)
Words and expressions:Grammar: that指引的宾语从句
1. have/hold/ organize a food festival 1. Kangkang knows (that
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。