作业标题：第二次校本研修成果 作业周期 : 2019-05-05 — 2019-07-25
所属计划：通识
作业要求： 请参训教师结合线上学习和校本实践，根据自身实际教学情况及课程学习，运用所学知识，设计和实施一次以展示“新课标和核心素养”为目的的教学活动，并将教学活动设计、实施与反思以文稿的形式提交至平台。 【具体要求】： 1.字数要求：不少于500字。 2.内容必须原创，如出现雷同，视为无效，成绩为“0”分。 3.为方便批改，请尽量不要用附件的形式提交。（最好先在文档编辑器word软件里编辑好，再将内容复制到文本框提交，操作时间不要超过20分钟） 4.提交校本研修成果时，请附上1-2张实践（教学）过程中的图片。
发布者：项目管理员
提交者:学员杨丽真 所属单位:查山乡中学 提交时间: 2019-05-09 17:23:26 浏览数( 4 ) 【举报】
Unit 7 Food Festival
Topic1 We’re preparing for a food festival.
Section A
教学内容分析：
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。
教学设计思路：
本节课主要活动为Section A 的1a。
在1a的对话中，Kangkang等四人从讨论Craig Kielburger及其创办的Free the Children开始，决定开办美食节帮助Craig Kielburger筹集资金，最后分配筹备任务。在这个对话中，出现了征求意见，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重点语法宾语从句中that引导的宾语从句。1b的设置既可训练学生听对话获取信息的能力，同时帮助学生理解对话大意和细节信息。1c通过阅读1a匹配信息，帮助学生进一步了解that引导的宾语从句陈述句句型。1d则通过图片讨论美食节将会是什么样的，从而训练宾语从句的陈述句句型。作为1a的相关辅助活动，1b，1c和1d利用不同的活动形式，从各个方面对1a所呈现的知识和技能进行练习和巩固，实现在用中学。3是与本课内容相关的听力练习。本节课将其设计成两个任务：首先利用本节课所学的宾语从句，根据所给信息讨论。然后听对话，搭配并核对答案。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. 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引导的宾语从句陈述句
I think (that) we can have it on our school playground on Sunday.
I imagine (that) a lot of people will come to the food festival.
（3）学会使用征求别人意见和表示赞美的交际用语
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涉及到的征求意见和赞美等功能句型。
（2）能根据图文提示讨论“美食节”相关话题。
3. Emotional aims:
树立帮助他人，关爱他人的意识
4. Culture awareness:
了解魁克·柯伯格和他的“解放儿童”组织。
Ⅱ. The key points and difficult points
1. Key points:
（1）讨论筹备“美食节”的相关话题。
（2）掌握that引导的宾语从句陈述句。
2. Difficult points：
熟练运用that引导的宾语从句
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
V. Teaching procedures
Stage1(5mins)：Getting students ready for learning | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
(Class activity) | Greetings and lead-in. T: Good morning, boys and girls! I have something to tell you. When I went shopping yesterday afternoon and met a poor granny at the gate of the supermarket. She is begging. In fact, there are many people who need help in the world.
| Try to answer the question with “I think that …” S1: I think that we can 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引导的宾语从句。树立帮助他人的意识。 | ||
Remark：选用学生熟悉的人的照片会引起学生共鸣，如超市门口每天都会出现的乞丐老婆婆。广场上唱歌的残疾女孩等。 | |||||
Stage2（8mins)： Pre-listening | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
(Pair work) | 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. T: Hi, any volunteers? Which pair would like to show your opinions? | 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的同时引导学生运用宾语从句 | ||
Remark：在句子或语段中学习新词汇更容易记忆。尽量做到词不离句， 句不离篇。 | |||||
Stage3（10mins)： While-listening | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
Listen to 1a again and finish 1b. Check the answers. T: Now you can finish 1b by yourself. I think it’s easy for you. T: Let’s check the answers. Is the first one true or false? … T: How about the last one? T: Who can correct it?
| Ss read the answers to 1b, correct the false ones. S1: The first one is true. … S5:It’s false. 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”. | 引导学生听前阅读听力问题并进行答案的预测。培养学生有意识地使用学习策略的能力。 | |||
Remark：在学生活动Step1中，若学生不能在只听一遍的情况下回答以上四个问题，可以让学生看一遍1a的Flash，然后请学生回答或者老师与学生一起讨论，找到问题的答案并巩固新词汇。看比听能获取更多信息并留下更多的记忆。 | |||||
Stage 4（15mins)： Post-listening | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
(Group work) | Ask Ss to read 1a in roles in groups. Pay attention to the pronunciation and intonation. T: Now let’s work in groups and read the dialog in roles. Pay attention to the pronunciation and intonation. And I’ll ask some groups to read and act it later. | Read 1a in roles in groups. Pay attention to the pronunciation and intonation.
| 学习和巩固that引导的宾语从句。 | ||
(Individual work)
| Encourage the Ss to make more sentences according to 1a. T: Can you make more sentences like this according to 1a?
Finish 1d.
| Ss make more sentences according to 1a.
S1: Jane says that they are trying to build a school inKenya. S2: Michael says that his task is to make a poster. S3:… | 进一步巩固that引导的宾语从句。展开想象的翅膀，大胆运用英语表达心中的想法，在运用中习得语言。
| ||
Remark：
| |||||
Stage 5（7mins)： Summarizing and assigning HMK | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
1（Class activity) | Ask the Ss to summarize and consolidate what we have 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 lesson. What do we learned and what can you do after this lesson?
| Ss Summarize this lesson.
S1: We learned some new words and phrases: try one’s best, get in touch with, success, imagine, soup, cheese, biscuit, pancake S2: We can make sentences with that guide the object clauses.
| 1.总结本课所学，帮助学生使知识条理化。 2.了解学生的掌握情况。 3.帮助学生再一次巩固本课的知识点。
| ||
2 (Class activity) | Assign the HMK. T: For today’s homework, I’d like you to remember the new words and phrases. Please practice 1a and 1d with your partner. And then you should preview Section A-2 & Section B-1a,1c. | Finish the HMK after class. | 适当的家庭作业有助于巩固课堂所学的知识。 | ||
Remark：让学生完成总结的过程，必要时可以讨论，补充。 | |||||
VI . Blackboard design
Section A-1a,1b,2,3 Words and expressions: Grammar: that引导的宾语从句 1. have/hold/ organize a food festival 1. Kangkang knows (that) Craig comes fromCanada. 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 |
教学反思：通过对本文的学习，使同学们增强了帮助他人，关爱他人的意识；对征求别人意见和表示赞美的交际用语能熟练的掌握；That 引导的宾语从句，还有待加强训练。