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ʊ /和/ /ʌ的发音。3. 能够理解并掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语。4. 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。5. 能听懂有关邀请的对话并根据要求完成听力训练。6. 学会用归类的方式来记忆单词，如：Greek, Indian, Italian, African, Russian7. 了解各国饮食习惯以及各国代表性食物。二、教学重点及难点重点：1. 能听懂并掌握下列重点词汇及常用表达：western, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address2. 能够理解并掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语，如：(1) — Do you think …?—Yes, I think so. / No, I don’t think so.
Unit 7 We’re preparing for a foodfestival.Section B一、教学目标1. 能听懂并掌握重点词汇及常用表达：western, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address2. 能在单词中区别/ a
ʊ /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。难点：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。三、教学准备教师：教学课件；多媒体设备；各国国旗及相应的食品图片。学生：课前预习四、教学过程Task 1Step 1 Warming-upDiscuss and review what the children should prepare for the food festival using “that” clauses.T: Hello, boys and girls. Before we start our new lesson, I’d like you to discuss and review whatwe have learned. The following example and phrases may help you.A: Do you think (that) the children need to make tea?B: Yes, I think so./No, I don’t think so. I think they need to cook soup. 【设计意图】复习上节课的语言点及语法点，让学生复习有关“美食节”的表达，为接下来的听力活动奠定基础。Step 2 Pre-listening1. Present the pictures of the foods in 1c. Guide Ss to guess and learn the new words.
(2) — Where do you think that … are from?— I think (that) …3. 理解并掌握发音规则：(1) 在单词中区别/ a
：You can remember names of countries and their people easily if you make a list of them.【设计意图】通过对比记忆，培养学生的学习策略，提高他们的学习效率。Step 3 While-listening1. Listen to 1a and complete the passage in 1b.T: You should read the short passage in 1b first to get to know what you should pay attention towhile listening and guess the answers. Then listen carefully and complete the passage. When youfinish, you can check the answers. 【设计意图】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。2. Listen to 1a again and match. T: Listen to the conversation again and match the names of countries with the pictures of foods in1c. When you finish, you can check the answers. 【设计意图】通过学生根据所听内容做出选项匹配的活动，提高他们的听力水平，并进一步帮助他们掌握各国饮食习惯以及各国代表性食物。Step 4 Post-listening
T: The children were preparing for the food festival. What food do you think they will prepare forit? Let’s look and learn together.— What are these?— These are…【设计意图】学习新词，为听力活动做好词汇储备。2. Present all the food words in 1c and let Ss read.【设计意图】通过齐读或分组读的方式帮助学生巩固新词。3. Present the list of names of countries and their people and guide Ss to remember.T
1. Look at the pictures and talk about where the foods are from.A: Where do you think cheese pies are from?B: I think/guess (that) they are from Greece.【设计意图】锻炼学生的口头表达能力和语言组织能力，巩固对各国饮食习惯以及各国代表性食物的了解和掌握。2. Language points.T: Let’s generalize and learn the key points of 1a.(1) have a sweet tooth=like eating sweet food 喜欢吃甜食(2) what’s more 而且/还有；更重要的是(3) I’m sure that… 我确信……(4) That’s good enough. 那很好。(5) I believe (that) we’ll raise a lot of money for Free the Children. 我们相信我们将为“解放儿童”筹集很多钱。【设计意图】锻炼学生学习中的归纳总结能力，巩固对目标语言的掌握。Task 2Step 1 Pre-listeningGuide Ss to read the sentences in 2 first to get to know the main idea. 【设计意图】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。Step 2 while-listening1. Listen carefully and fill in the blanks.address n. 住址，地址
【设计意图】强化训练学生的听力，锻炼他们在听的过程中捕捉有效信息的能力。2. Let Ss listen again and follow the tapes. Pay attention to the pronunciation and intonation.【设计意图】学生跟读，注意重音和语调，强化学生的发音训练。Step 3 Post-listening Language pointsGeneralize and learn the key sentences.T: Let’s generalize and learn the key sentences of 2.—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.【设计意图】引导学生复习邀请、拒绝别人邀请的句式，从而导入拒绝别人邀请时的答句。PronunciationWork on 3a1. Ask Ss to read the pairs of words and phrases in 3a aloud. Pay attention to the sounds of theunderlined letters.2. Let Ss listen and try to imitate. 【设计意图】引领学生改善自己的发音，使发音更加地道。Work on 3b1. Let Ss read the sentences in 3b by themselves. Pay attention to the stress and weak form. 2. Let Ss listen and try to imitate.【设计意图】培养学生敢于张口说英语的习惯和意识，提高他们的朗读技巧。Test
Present the exercises and let the Ss have a test.Complete the sentences.1. We are _______ _______ (准备) a food festival.2. Nison is an I _______. He is from India.3. He often i_______ me to his home.4. I like w_______ food, such as Italian pizza and Greek cheese pies.5. His parents will buy him a computer _______ _______ (随后).6. Could you tell me the bank’s a_______? I don’t know where it is.7. I often invite my friends _______ (have) dinner. 8. I have some exciting news to tell you. _______ _______ (更重要的是), I will give you a bigsurprise. 【设计意图】检测并强化学生对本课时内容的掌握。Step 4 Summary We learn: 1. some words: western, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address2. some sentences: —Do you think …?—Yes, I think so. / No, I don’t think so.—Where do you think that … are from?—I think (that) …May I invite you to our food festival?It’s a great pity, but never mind.We can:
顾本课时的主要内容。Step 5 Homework1. Read 1a and 3b aloud. 2. Preview Section C. 【设计意图】巩固课上所学，预习新课。五
、板书设计Unit 7 Food FestivalTopic 1 Our country has developed rapidly.Section Bwestern, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address—Do you think …?—Yes, I think so. / No, I don’t think so.—Where do you think that … are from?—I think (that) …May I invite you to our food festival?It’s a great pity, but never mind.
1. give invitationse.g. May I invite you to our food festival?2. refuse invitations politelye.g. I’d love to but I’m sorry I can’t.【设计意图】回
Unit 7 We’re preparing for a foodfestival.Section B一、教学目标1. 能听懂并掌握重点词汇及常用表达：western, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address2. 能在单词中区别/ a
ʊ /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。难点：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。三、教学准备教师：教学课件；多媒体设备；各国国旗及相应的食品图片。学生：课前预习四、教学过程Task 1Step 1 Warming-upDiscuss and review what the children should prepare for the food festival using “that” clauses.T: Hello, boys and girls. Before we start our new lesson, I’d like you to discuss and review whatwe have learned. The following example and phrases may help you.A: Do you think (that) the children need to make tea?B: Yes, I think so./No, I don’t think so. I think they need to cook soup. 【设计意图】复习上节课的语言点及语法点，让学生复习有关“美食节”的表达，为接下来的听力活动奠定基础。Step 2 Pre-listening1. Present the pictures of the foods in 1c. Guide Ss to guess and learn the new words.
(2) — Where do you think that … are from?— I think (that) …3. 理解并掌握发音规则：(1) 在单词中区别/ a
：You can remember names of countries and their people easily if you make a list of them.【设计意图】通过对比记忆，培养学生的学习策略，提高他们的学习效率。Step 3 While-listening1. Listen to 1a and complete the passage in 1b.T: You should read the short passage in 1b first to get to know what you should pay attention towhile listening and guess the answers. Then listen carefully and complete the passage. When youfinish, you can check the answers. 【设计意图】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。2. Listen to 1a again and match. T: Listen to the conversation again and match the names of countries with the pictures of foods in1c. When you finish, you can check the answers. 【设计意图】通过学生根据所听内容做出选项匹配的活动，提高他们的听力水平，并进一步帮助他们掌握各国饮食习惯以及各国代表性食物。Step 4 Post-listening
T: The children were preparing for the food festival. What food do you think they will prepare forit? Let’s look and learn together.— What are these?— These are…【设计意图】学习新词，为听力活动做好词汇储备。2. Present all the food words in 1c and let Ss read.【设计意图】通过齐读或分组读的方式帮助学生巩固新词。3. Present the list of names of countries and their people and guide Ss to remember.T
1. Look at the pictures and talk about where the foods are from.A: Where do you think cheese pies are from?B: I think/guess (that) they are from Greece.【设计意图】锻炼学生的口头表达能力和语言组织能力，巩固对各国饮食习惯以及各国代表性食物的了解和掌握。2. Language points.T: Let’s generalize and learn the key points of 1a.(1) have a sweet tooth=like eating sweet food 喜欢吃甜食(2) what’s more 而且/还有；更重要的是(3) I’m sure that… 我确信……(4) That’s good enough. 那很好。(5) I believe (that) we’ll raise a lot of money for Free the Children. 我们相信我们将为“解放儿童”筹集很多钱。【设计意图】锻炼学生学习中的归纳总结能力，巩固对目标语言的掌握。Task 2Step 1 Pre-listeningGuide Ss to read the sentences in 2 first to get to know the main idea. 【设计意图】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。Step 2 while-listening1. Listen carefully and fill in the blanks.address n. 住址，地址
【设计意图】强化训练学生的听力，锻炼他们在听的过程中捕捉有效信息的能力。2. Let Ss listen again and follow the tapes. Pay attention to the pronunciation and intonation.【设计意图】学生跟读，注意重音和语调，强化学生的发音训练。Step 3 Post-listening Language pointsGeneralize and learn the key sentences.T: Let’s generalize and learn the key sentences of 2.—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.【设计意图】引导学生复习邀请、拒绝别人邀请的句式，从而导入拒绝别人邀请时的答句。PronunciationWork on 3a1. Ask Ss to read the pairs of words and phrases in 3a aloud. Pay attention to the sounds of theunderlined letters.2. Let Ss listen and try to imitate. 【设计意图】引领学生改善自己的发音，使发音更加地道。Work on 3b1. Let Ss read the sentences in 3b by themselves. Pay attention to the stress and weak form. 2. Let Ss listen and try to imitate.【设计意图】培养学生敢于张口说英语的习惯和意识，提高他们的朗读技巧。Test
Present the exercises and let the Ss have a test.Complete the sentences.1. We are _______ _______ (准备) a food festival.2. Nison is an I _______. He is from India.3. He often i_______ me to his home.4. I like w_______ food, such as Italian pizza and Greek cheese pies.5. His parents will buy him a computer _______ _______ (随后).6. Could you tell me the bank’s a_______? I don’t know where it is.7. I often invite my friends _______ (have) dinner. 8. I have some exciting news to tell you. _______ _______ (更重要的是), I will give you a bigsurprise. 【设计意图】检测并强化学生对本课时内容的掌握。Step 4 Summary We learn: 1. some words: western, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address2. some sentences: —Do you think …?—Yes, I think so. / No, I don’t think so.—Where do you think that … are from?—I think (that) …May I invite you to our food festival?It’s a great pity, but never mind.We can:
顾本课时的主要内容。Step 5 Homework1. Read 1a and 3b aloud. 2. Preview Section C. 【设计意图】巩固课上所学，预习新课。五
、板书设计Unit 7 Food FestivalTopic 1 Our country has developed rapidly.Section Bwestern, Greek, Indian, curry, fry, fried, sushi, Italian, African, Russian, address—Do you think …?—Yes, I think so. / No, I don’t think so.—Where do you think that … are from?—I think (that) …May I invite you to our food festival?It’s a great pity, but never mind.
1. give invitationse.g. May I invite you to our food festival?2. refuse invitations politelye.g. I’d love to but I’m sorry I can’t.【设计意图】回
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