七年級英語下：Module1Unit3Theinternationalfoodfestival教案上海牛津版

1、Module 1 Food and drinksUnit 3 The international food festival1Language focus:Asking wh- and How questions to find out various kinds of specific informatione.g. What/Why/Where/When/Who/How?Using modals to expression an obligatione.g. Lets have it at our schoolUsing modals to express an obligatione.g

2、. What should have an international food festival.Using formulaic expressions to show agreemente.g. This is a good idea.Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main ideas of a new topic SpeakingUse appro

3、priate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelingsReadingRead written language in meaningful chunksScan a text to lacate specific informationMaterials:Student s Book 7B page 14Cassette 7B and a cassette playerPreparation:Cue the cassette.P

4、re-task preparationLanguage learning activity(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneeded orbecome familiarwiththebackground forthetaskthatfollows.1. Explain to students the ideaofraisingmoney and itspurpose.Ask studentssomeways if they know of raising m

5、oney. Ask students if they have ever participated inany fund-raiseactivities.Invitesome students totalkabout theirexperiences byasking them when, where and how the activity was carried out.2. Tellstudentstoplanan internationalfoodfestivalto raisemoney fortheSPCA.用心愛心專心Ask students to explainthe term

6、 SPCA, which was introducedin Students Book 7A.Bring in photos or pictures of different kinds of ethnic food, such as sushi,hamburgers, sandwiches and so forth, together with pictures of national flags ofthe relevantcountries.Show studentsthe photosor pictures.Ask studentsto matchthe flags to the fo

7、od. Ask them what kind of food they can make.3. Give students some time to read the passage on page 14.4. Play the recording: Read. Students listen and follow in the books.5. Ask several of the more able students to role-play the characters and parctise the dialogue.6. Review the use of interrogativ

8、es in questions with students. Students read the passage again, and then in pairs ask and answer questions about what Kitty and her friends are going to do.ConsolidationGrammar Practice Book 7B page 11.2Language focus:Asking Wh- and How questions to find out various kinds of specific information.e.g

9、. What/Why/Where/When/Who/How?Using going to describe events that will occur quite soon.e.g. Who is going to help us?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific information. SpeakingUse appropriat

10、eintonation andstress, and vary volume, tone of voiceand speed toconvey intended meanings and feeling.ReadingRecognize recurrent patterns in language structure, such as word structure, wordorder, sentence structure, organization pf text-types.Recognize the presentationofideas throughheadings, paragr

11、aphing,spacing,italic,italics, bold print and punctuationWritingDevelopwrittentexts by usingappropriateformat,conventionsand languagefeatureswhen writing non-narrative texts.Reviseandeditshortwrittentexts bymakingchangestoincorrectspelling,punctuationand grammar,and adding detailsif necessary inresp

12、onsetosuggestionsfrom the teacher用心愛心專心Materials:Student s Book 7B page 15Workbook 7B page 9Photocopiable page 9 and 10Preparation:Make a copy of Photocopiable page 9 and 10 for each student.ConsolidationWorkbook page 93Language focus:Using the future tense to talk about future eventse.g. The food w

13、ill be different kinds of sushi.Using prepositions to indicate addition.e.g. scones with butter/tea with milkUsing connectives to add information.e.g. The food will be scones and the drink will be tea.Using adjectives to describe different kinds of ethnic food.e.g. Japanese food/English food and dri

14、nk/ American food/ Indian food.Language skills:ListeningListen for specific informationReadingRead written language in meaningful chunks.Scan a text to locate specific informationRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization

15、of text-types.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:Student s Book 7B page 16Cassette 7B and a cassette playerWorkbook 7B page 10Photocopiable page 11A world mapSticker of national flagsPictures or photos of

16、 different ethnic foodAn English dictionaryPreparation:Cue the cassette. Make a copy of Photocopiable page 11 for each student.用心愛心專心Pre-task preparationLanguage learning activity(This sectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneeded or become familiarwiththe bac

17、kgroundforthe taskthatfollows.1. Use photosor picturesof differentkindsofethnicfood,such as sushi,hamburgers,sandwiches and so forth, together with pictures of national flags of the relevantcountries.Show students a world map. Askstudents to pointout country from wherethe food being referred to orig

18、inates. Help students to distinguish the name of acountryand adjectiveused to describe thingsaboutthatcountryand theadjectiveused to describe things about that country, as in England and English; Japan andJapanese. List several countries and have students find out their correspondingadjectives with

19、the help of an English dictionary.2. Ask students what kind of ethnic food they can make. Introduce new vocabulary, e.g. tuna, cucumber, scones, samosas, naan bread. Ask them if they know nay other ethnic food and the country and the country from which it originates.3. Play the recording: Look and r

20、ead. Students listen and follow in their books.4. Playa matching game: Distributea copy of Photocopiablepage 11 toeach student.Studentsmay draw ethnicfood ofother countries,such as Thaifood, Vietnamesefoodand Italian food. With the picture cards, students get into groups of four. Eachstudentchooses

21、a countryand putthem facedown on the desk.Studentsinturnsdrawa card. If the food on the card matches the chosen country, the student shows thecardand says: I ll sellfood.The food willbe _.The studentkeepsthecarduntilhe/she has obtainedthe whole collection.Ifa wrong cardis picked,thestudentputs the c

22、ard back on the desk and the next student takes a turn. The student who has the most cards wins the game.ConsolidationGrammar Practice Book 7B page 12Workbook page 104Language focus:Using going to to describe events that will occur quite soon.e.g. We re going to have an international food festival a

23、t our school.Using the future tense to make a request.e.g. Will you teach me how to make scones, please?Using imperatives to give instructions.e.g. sift, mix, add, pour, sprinkle, cookUsing adverbs to indicate time sequence and procedures.e.g. First,/ Then/Next, /Finally,Language skills:用心愛心專心Listen

24、ingListen for specific informationUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionSpeakingUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meaning and feelingsReadingRecognize r

25、ecurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the worldUnderstand the connection between ideas by identifying li

26、nking words or phrases.Scan a text to locate specific informationWritingPlan and organize information and ideas by deciding on the sequence of content.Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationand grammar, and adding detailsifnecessaryin response to suggestionsfrom

27、the teacherMaterials:Student s Book 7B page17Cassette 7B and a cassette playerWorkbook 7B page 11Photocopiable page 12Preparation:Cue the cassette. Make a copy of Photocopiable page 12 for each student.Pre-task preparation1. Ask students if they have ever made biscuits, cookies or bread and if they

28、knowthe majoringredientsfor making such things.Ask: What willI need tomake biscuits?To elicit suggestions from students. Write students suggestions on the board.Introduce vocabulary, e.g. raising flour, butter, salt, sugar, milk. Explain tostudents the use of each ingredient.2. Give students some ti

29、meto read theprocedures formaking sconesinLook and read.Studentspair up todiscussand decideon thecorrectorderof theprocedures. Playthe recording for the part of making scones.ConsolidationGrammar Practice Book 7B page 135用心愛心專心Language focus:Using modals to make an offere.g. Would you like to buy so

30、me food?Asking Wh- questions to find out specific information about someone.e.g. What kind of food are you selling?Asking How questions to find out pricese.g. How much do they coat?Using modals to make a polite request.e.g. May I have a hot dog, please?Language skills:ListeningRecognize differences

31、in the use of intonation in questions and statements, andrespont appro priately. Understand the speaker s intention, attitude and feelings through his/her choice and use of language, gesture and facial expression.Listen for specific information.SpeakingUse appropriateregisterswhen speakingtofamiliar

32、interlocutorssuch as teachersand peers.Maintain an interaction by asking and responding to others opinions.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Scan a text to locate specific informationMaterials:Student s Bo

33、ok 7B page 18Cassette 7B and a cassette playerWorkbook 7B page 12Photocopiable page 13 and 14Preparation:Cue the cassette. Make a copy of Photocopiable page 13 and 14 for each group.Pre-task preparation1. Review names of ethnic food particular to the countries introduced on page 16of the Student s B

34、ook. Write a country on the board, for example, Japan. Ask students to give name of food and to categorize them using an adjective, like this: sushi, Japanese food.2. Give studentssome time to read the dialoguein Look and read.Play the recording.Students listen and follow in their books.3. Invite pa

35、irs to say the conversations in Look and read. Consolidation用心愛心專心Grammar Practice Book 7B page 14Workbook page 126Language focus:Using formulaic expressions to begin and end a lettere.g. Dear Lucy,/Love, Kitty.Using simple past tense to describe past actionse.g. Our school had an international food festival last week.Language skills:ListeningRecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and p