The-International-Food-Festival牛津英语
Unit3Theinternationalfoodfestival(牛津7B)教学设计
Unit3Theinternationalfoodfestival (牛津7B)教学设计Unit 3 the International Food Festival (Oxford 7b)Unit3Theinternationalfoodfestival(牛津7B)教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
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unit 3 the international food festival i. language focus:ing formulaic expressions to make suggestionsing modals to express an obligation3.asking ‘wh-’ questions to find out various kindsof specific informationing formulaic expressions to show agreementii. language skills: listeningl identify main ideas of a new topicl recognize differences in the use of intonation in questions and statements, and respond appropriately speaking l use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings writingl scan a text to locate specific information l read written language in meaningful chunks iii. materials: l sbp14 l cassette 7b procedurei. warming-up1.free talk: l a chant:because ii. pre-task preparation: l introduce: raising money l name the ways you know about raising money l have you ever participated in any fund-raising activities? l tell us your experiences: when and where did ithappen?how was it carried out? l plan an international food festival to raise money for thespca do you still remember the full name of spca? l match work: match the food to the national flags of the countries l read:1） listen and follow2） role-play the characters and practise the dialogue3） read the passage in chorus4） pair work: ask and answer about thepassage iii. consoli dation1.oral:1） listen and read 5 times2） pair work: ask and answer about the text2.written:1） copy work: phrases2） comprehension questions on p143） gbp11iv. notes unit 3 the international food festival 2/5 i. language focus:ing ‘going to’ to describe events that will occur quite soon2.asking ‘wh-’ questions to find out various kinds of specific information ii. language skills:listening l listen for specific information l recognize differences in the use of intonation in questions and statements, and respond appropriately speaking l use appropriate intonation and stress, and vary volume, tone of voice andspeed to convey intended meanings and feelings readingl recognize recurrent patterns in language structure l recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation writing l revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher l develop written texts by using appropriate format, conventions and language features when writing non-narrative texts iii. materials:l sb p15 l cassette 7bl wb p9 l pp p9,10procedurei. warming-up1.free talk: l questions about the passage onp14i.what are they going todo?ii.why are they going to doit?iii.where are they going to doit?iv.when are they going to do it?v. how are they going to do it?vi.who is going to helpthem?ii. while-task procedure:1） discuss the reason for having the international food festival2） decide on the date, time, venue and format3） ask and answer using the target language on p15 in think, speak and wite4） write out your plan: l design a poster:1） look at the poster on p15 first l have you ever participated in any fund-raising activities?l tell us your experiences: when and where did ithappen?how was it carried out?l plan an international food festival to raise money for the spca do you still remember the full name of spca? l match work: match the food to the national flags of the countries l read:1） listen and follow2） role-play the characters and practisethe dialogue3） read the passage in chorus4） pair work: ask and answer about thepassage iii. consoli dation1.oral:1） listen and read 5 times2） pair work: ask and answer about the text2.written:1） copy work: phrases2） comprehension questions on p143） gbp11iv. notes unit 3 the international food festival 3/5 i. language focus:ing the future tense to talk about future eventsing prepositions to indicate additioning connectives to add informationing adjectives to describe different kinds of ethnic food ii. language skills: listeningl listen for specific information reading l recognize recurrent patterns in language structure l read written language inmeaningful chunks l use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressioniii. materials: l sb p16l cassette 7b l wb p10l pp p11 l a world mapl stickers of national flagsl an english dictionaryl pictures or photos of different ethnic foodprocedurei. warming-up1.free talk: l a chant:becauseii. pre-task preparation: l review the names of countries:japanjapanesechinachineseitalyitalianamericaamericanenglandenglishindiaindian l new vocabulary items: tuna, cucumber, scones, samosas, naan bread name any other ethnic food you know or you can make. l look and read: listen and follow l play a matching game: ppp11 match the countries to the food and practicethe target language: eg: i’ll sell japanese food. it’ll besushi. iii. consolid ation1.oral:1） listen and read 5 times2.written:1） copy work: new words and phrases2） wb p103） gbp12iv. notes unit 3 the international food festival 4/5 i. language focus:ing the ‘going to’ to describe events thatwill occur quite sooning the future tense to make a requesting imperatives to give instructionsing adverbs to indicate time sequence and proceduresii. language skills: listening l listen for specific information l use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression speaking l use appropriate intonation and stress, and vary volume, tone of voice and speed toconvey intended meanings and feelings readingl recognize recurrent patterns in language structure l scan a text to locate specific information l predict the likely development of a topic by recognizing key words andmaking use of context and knowledge of the world writingl revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher l plan and organize information and ideas by deciding on the sequence of content iii. materials: l sb p17 l cassette 7b l wb p11l pp p12procedurei. warming-up1.free talk: l a chant:becauseii. pre-task preparation: l review food items using the target language : what will i need to make biscuits? you will need sugar, flour, salt, milk and butter l new vocabulary items: self-raising flour l look and read:1） read by yourselves2） pair work: discuss and decideon the right order of the procedures3） listen and follow iii. while-task procedure: l individual work: pp p12 write the recipe for the sconesl demonstrate the procedures of making scones l pair work: one writes out the ingredients and the steps, other one follows the instructionsiv. post-task activitiesl make scones at home l wb p 11 v. consolidat ion1.oral:1） listen and read 5 times2.written:1） copy work: new words and phrases2） wb p113） gbp13iv. notesunit 3 the international food festival 5/5i. language focus:ing modals to make an offering modals to make a polite request3.asking ‘wh-’ questions to find out specific information about someone4.asking ‘how’ questions to make a polite request ii. language skills: listening l listen for specific information l recognize differences in the use of intonation in questions and statements, and respond appropriatelyl understand the speaker’s intention, attitudes and feelings through his or her choice and use of language, gesture and facial expression. speakingl use appropriate registers when speaking to familiar interlocutors such as teachers and peersl maintain an interaction by asking and responding to other’s opinions readingl use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression l scan a text to locate specific information iii. materials:l sb p18,19 l cassette 7bl wb p12 l pp p13,14 procedurei. warming-up1.free talk: l a chant:becauseii. pre-task preparation:l review names of ethnic fooditems : japan china america england italy india sushi dumplings hamburger scones pizza samosasl look and read:1） read by yourselves first2） listen and follow3） pair work: practise the conversationiii. while-task procedure: l play a selling game: pp p13 and 14 decide on the price for each item l demonstrate the procedures of making scones l pair work: one writes out the ingredients and the steps, other one follows the instructionsiv. post-task activitiesl make scones at home l wb p 11 v. consolidat ion1.oral:1） listen and read 5 times2.written:1） copy work: new words and phrases2） wb p113） gbp13iv. notes-------- Designed By JinTai College ---------。
牛津上海版英语七年级上册《Unit 9 International Food Festival》教学
牛津上海版英语七年级上册《Unit 9 International Food Festival》教学设计2一. 教材分析《Unit 9 International Food Festival》是牛津上海版英语七年级上册的一单元，本单元主要介绍食物和饮食文化。
教材通过介绍不同国家的食物，让学生学会描述食物的特点，并能够表达自己的喜好。
本单元包括听力、口语、阅读和写作等多个方面的内容，通过多样化的活动，帮助学生提高综合语言运用能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。
但他们在语言表达方面还存在一定的困难，需要通过大量的练习来提高。
此外，学生对于不同国家的食物和饮食文化可能了解不多，需要在课堂上进行引导和拓展。
三. 教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解不同国家的食物和饮食文化。
2.能力目标：学生能够用英语描述食物的特点，并能够表达自己的喜好。
3.情感目标：通过本单元的学习，学生能够尊重和欣赏不同国家的饮食文化。
四. 教学重难点1.重点：学生能够用英语描述食物的特点。
2.难点：学生能够表达自己的喜好，并能够进行听力理解和口语表达。
五. 教学方法本节课采用任务型教学法，通过听力、口语、阅读和写作等多个方面的活动，让学生在实际操作中提高英语运用能力。
同时，采用分组合作和小组讨论的方式，激发学生的学习兴趣，培养他们的合作意识。
六. 教学准备1.教师准备：教师需要熟悉教材内容，了解学生的学习情况，准备相应的教学资源和素材。
2.学生准备：学生需要预习本单元的生词和短语，了解不同国家的食物和饮食文化。
七. 教学过程1.导入（5分钟）教师通过展示不同国家的食物图片，引导学生谈论自己喜欢的食物，从而引入本节课的主题。
2.呈现（10分钟）教师通过播放听力材料，让学生听懂并理解不同国家的食物和饮食文化。
然后，教师呈现本节课的生词和短语，让学生进行学习和记忆。
The-International-Food-Festival牛津英语
tuna sushi
carrot sushi
hot dog with tsoamucaeto/mustard Alice
apple pie
America
,
scones
butter,
with
strawberry jam
and
cream
tea with milk and sugar
Danny
England
What will the food be?
I’ll sell ___ food. The food will be...
seafood
noodles fruit
wines beef
crawfish
spaghetti sausages
pizza
S1: Hello. Would you like to buy some food?
apple pie
scones with butter,strawberry
jam and cream tea with milk and sugar
English food
samosas
chicken curry and rice Indian food
naan bread
What food will you sell at our international food festival?
What? Why?
Where? When?
How? Who?
rice dumplings
spring rolls
meat balls
dumplings
sushi is from Japan.
It’s Japanese food.
最新牛津上海版英语七年级下册module 1《unit 3 the international food festival》教案.doc
Module 1 Food and drinksUnit 3 The international food festival1Language focusAsking ‘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. Let’s have it at our school …Using modals to express an obligatione.g. What should have an international food festival.Using formulaic expressions to show agreemente.g. This is a good idea.Language skillsListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main ideas of a new topic SpeakingUse appropriate 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 informationMaterialsStudent’s Book 7B page 14Cassette 7B and a cassette playerPreparationCue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background for the task that follows.1. Explain to students the idea of raising money and its purpose. Ask students some ways if they know of raising money. Ask students if they have ever participated in any fund-raise activities. Invite some students to talk about their experiences by asking them when, where and how the activity was carried out.2. Tell students to plan an international food festival to raise money for the SPCA. Ask students to explain the term SPCA, which was introduced in Student’s 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 of the relevant countries. Show students the photos or pictures. Ask students to match the flags to the food. 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 interrogatives in questions with students. Studentsread 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 focusAsking ‘Wh-’ and ‘How’ questions to find out various kinds of specific information.e.g. 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 skillsListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific information.SpeakingUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feeling.ReadingRecognize recurrent patterns in la nguage structure, such as word structure, word order, sentence structure, organization pf text-types. Recognize the presentation of ideas through headings, paragraphing, spacing, italic, italics, bold print and punctuationWritingDevelop written texts by using appropriate format, conventions and language features when writing non-narrative texts.Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher[MaterialsStudent’s Book 7B page 15Workbook 7B page 9Photocopiable page 9 and 10PreparationMake a copy of Photocopiable page 9 and 10 for each student. ConsolidationWorkbook page 93Language focusUsing the future tense to talk about future eventse.g. The food will 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 drink/ American food/ Indian food.Language skillsListeningListen 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 of text-types. Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a plete expression[MaterialsStudent’s Book 7B page 16Cassette 7B and a cassette playerWorkbook 7B page 10Photocopiable page 11A world mapSticker of national flagsPictures or photos of different ethnic foodAn English dictionaryPreparationCue the cassette. Make a copy of Photocopiable page 11 for each student.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background for the task that follo ws.1. Use photos or pictures of different kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students a world map. Ask students to point out country from where the food being referred to originates. Help students to distinguish the name of a country and adjective used to describe things about that country and the adjective used to describe things about that count ry, as in England and English; Japan and Japanese. List several countries and have students find out their corresponding adjectives with 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 read. Students listen and follow in their books.4. Play a matching game Distribute a copy of Photocopiable page 11 to each student. Students may draw ethnic food of other countries, such as Thai food, Vietnamese food and Italian food. With the picture cards, students get into groups of four. Each student chooses a country and put them face down on the desk. Students in turns draw a card. If the food on the card matches the chosen country, the student shows the card and says I’ll sell food. The food will be ______. The student keeps the card until he/she has obtained the whole collection. If a wrong card is picked, the student puts the card back on the desk and the next student takes a turn. Thestudent who has the most cards wins the game.ConsolidationGrammar Practice Book 7B page 12Workbook page 104Language focusUsing ‘going to’ to describe events that will occur quite soon.e.g. We’re going to have an international food festival at 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 skillsListeningListen for specific informationUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a plete expressionSpeakingUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meaning and feelingsReadingRecognize recurrent patterns in language structure, such as wordstructure, 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 linking words or phrases.Scan a text to locate specific informationWritingPlan and organize information and ideas by deciding on the sequence of content.Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacherMaterialsStudent’s Book 7B page 17Cassette 7B and a cassette playerWorkbook 7B page 11Photocopiable page 12PreparationCue 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 know the major ingredients for making such things. Ask What will I need to make biscuits? To elicit suggestions from students. Write students’ suggestions on the board. Introduce vocabulary, e.g. raisingflour, butter, salt, sugar, milk. Explain to students the use of each ingredient.2. Give students some time to read the procedures for making scones in Look and read. Students pair up to discuss and decide on the correct order of the procedures. Play the recording for the part of making scones.ConsolidationGrammar Practice Book 7B page 135Language focusUsing modals to make an offere.g. Would you like to buy some 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 skillsListeningRecognize differences in the use of intonation in questions and statements, and respont appropriately. 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 appropriate registers when speaking to familiar interlocutors such as teachers and 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 plete expression.Scan a text to locate specific informationMaterialsStudent’s Book 7B page 18Cassette 7B and a cassette playerWorkbook 7B page 12Photocopiable page 13 and 14PreparationCue 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 16 of the Student’s Book. 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 students some time to read the dialogue in Look and read. Play the recording. Students listen and follow in their books.3. Invite pairs to say the conversations in Look and read.ConsolidationGrammar Practice Book 7B page 14Workbook page 126Language focusUsing 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 skillsListeningRecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation. Read written language in meaningful chunks.WritingPlan and organize information and ideas by identifying purpose and audience for a writing task.Develop written texts by presenting main and supporting ideas and by using paragraphs and conventional punctuation to frame ideas.Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher.MaterialsStudent’s Book 7B page 19Informal English lettersPre-task preparation1. Ask students if they have ever written informal English letters to friends and relatives. If they have, invite them to explain to the class the format of an informal letter. Ask students to bring in English letters received from their friends or relatives or letters written to them. Ask students to show them to the class.2. Review the format of an informal letter with students. Tell students that a letter should include the date, receiver’s name and address, greeting, boby, plimentary closing and writer’s signature. Remind students that there are different letter formats and that it is acceptable to indent the paragraphs.ConsolidationGrammar Practice Book 7B page 20.。
牛津7A英语词汇表Unit 9 International Food Festival
Unit 9 International Food Festival1. The SPCA needs money to take care of homeless animals. SPCA需要钱去照顾无家可归的动物2. We need to raise some money for the SPCA. 我们需要为SPCA筹钱3. home n. 家homeless a. 无家可归的4. different foods for the festival 节上的各种食物5. international food festival 国际食物节6. nation n. 国家national a. 国家的international a. 国际的inationality n.国籍7. sell sth. to sb/ sell sb sth 卖…给某人buy sth from sb. 从某人处买….8. buy sth for sb. 为某人买某物9. sell foods from different countries 卖不同国家的食物10. in the playground=on the playground 在操场上11. That’ll be fun！那会很有趣12. What great fun it is to do sth.! 做什么事很有趣13. ask sb. to help us/ ask sb for help 向某人求助14. get ready for = be ready for 为…做准备15. take part in = join in 参加（活动）join 加入组织、党派、兴趣小组、人群16. around the world = all over the world 全世界17. make a poster for sth. 为…制作一个海报18. sell Chinese rice puddings, moon cakes and rice dumplings. 卖八宝饭，月饼，粽子。
七年级英语下：Module 3 unit 4 The international food festival知识精讲沈阳牛津
Unit 4 The international food festival一. 本周教学内容：Module 3 Unit 4 The international food festival［学习过程］一、重点词汇cucumber 黄瓜dough 生面团England 英国homeless 无家可归的hope 希望mustard 芥末naan 印度飞饼neighbour 邻居newspaper 报纸pleasure 愉快；乐事pour 倒；注raisin 葡萄干samosas 五香三角菜饺scone 烤饼tray （浅）盘well 健康的get ready for 为……做准备self-raising 自行发酵的二、重点短语1. take care of homeless animals 照顾无家可归的动物2. raise money for 为……筹钱3. have an international food festival 举办一个国际食品节4. different kinds of food 不同种类的食品5. around the world 全世界6. be fun 有意思7. get ready for 为……作准备8. make different kinds of food 作不同种类的食品9. hot dogs 热狗10. apple pie 苹果派11. egg sushi （tuna/cucumber/carrot）鸡蛋寿司12. scones with butter 带黄油的烤饼13. tea with milk 带牛奶的茶14. ask sb to do sth 要求某人做某事15. how to make scones 怎么做烤饼16. sift flour 筛面17. mix in the butter 混入黄油18. add the sugar 加入糖19. pour in the sugar 倒入糖中20. make it into…… 把它制成……21. sprinkle the shapes with flour 用面洒成各种形状22. buy some food 买些食品三、重点句子1. What are they going to do? 他们打算做什么？2. Why /Where /When/How/are they going to do it?为什么/在哪/什么时候/如何/他们打算做它？3. Who is going to help them? 谁打算帮他们？4. To make scones you will need 50g of butter.做烤饼你将需要50克的黄油。
牛津上海版七年级英语上册教学设计：Unit9InternationalFoodFestival
难点：部分学生听说能力较弱，对课堂活动的参与度不高，需要在教学过程中给予个别关注和指导。
3.重点：培养学生尊重和欣赏不同国家饮食文化的态度，树立国际视野。
难点：如何引导学生从内心深处接纳和尊重不同文化，形成正确的价值观。
7.课后实践：鼓励学生在课后参与家庭、社区的美食制作和分享活动，将所学知识运用到实际生活中。
8.评价方式：采用多元化的评价方式，如：小组评价、自我评价、教师评价等，关注学生在知识、技能、情感态度等方面的全面发展。
四、教学内容与过程
（一）导入新课
1.教学活动：利用多媒体展示国际美食节的图片和视频，引导学生关注不同国家的饮食文化。
1.教学活动：将学生分成小组，每组选择一种国家美食，讨论其特点、制作方法和相关节日。
2.教师指导：引导学生运用所学词汇和时态，进行小组讨论，提高跨文化交际能力。
3.小组分享：每组选派一名代表，用英语介绍所选国家美食，如：“In Italy, pizza is a famous dish. It has a crispy crust and various toppings.”
d.写作练习：要求学生写一篇关于国际美食节的短文，描述自己喜欢的美食和节日活动。
2.教师指导：针对学生练习中的问题，给予个别辅导，提高他们的实践能力。
（五）总结归纳
1.教学内容：对本节课所学词汇、语法、饮食文化等进行总结。
2.学生分享：让学生谈谈本节课的收获，以及在国际美食节活动中所了解到的有趣事物。
3.能够理解和运用目标句型，如：“What's your favorite food?”, “How do you like this dish?”等，进行关于食物和节日的交流。
七年级英语上册 Unit 9 International Food Festival教学设计 牛津上海版
Unit 9 International Food Festival教学目标At the end of the class, the students are expected to be able to:(1) master the phrases and sentence structures they have learned.(2) use targeted vocabularies and sentence structures to talk about something about an international food festival.(3) use the simple future tense to talk about events which will occur soon.(4) get to know different eating habits and learn to enjoy the cultures of different countries.(5) have good business sense.教材分析本节课为牛津英语7A的Module 3, Unit 9(International Food Festival)。
在牛津教材中， Food这个话题反复出现。
在六年级时，学生就学过“Food and drinks”，所以这课的主题对学生来说不是很陌生。
这一课时中，学生将围绕着“国际食品节”这个话题进行一系列的活动，通过看视频、补全海报，对子操练、小组调查、表格填写、学生报告等不同的课堂活动来复习一些常见的食品名称，练习国家名称及其国籍的用法，并借此了解中西方不同的饮食文化，拓展视野，树立一定的世界观。
此外，本课的另一个重点就是帮助学生操练和掌握销售和购买过程中的情景目标语言，如，询问食品价格和数量等。
而这个活动的目的不是只局限于语言训练，更重要的是通过学生间简单的“买卖交易”，从小培养学生一种商业意识，教授学生一些生活技能，帮助学生学会学习，学会生活。
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crawfish
pizza spaghetti
sausages
S1: Hello. Would you like to buy some food? S2: What kind of food are you selling? S1: I’m selling _____food. I’ve got some… S2: How much do they cost? S1: The _____costs _____,… S2: May I have…, please? S1: Here you are. S2: Thanks very much. Here’s _____yuan. ____yuan and____jiao.
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samosas
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naan bread
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tea
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sugar and milk with
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是华国の武侠呢,九阳真气,九阳真经,九‘阴’真经の,可能每壹个华国の小孩子那个年代の都知道."不错,九阳之气,是提自太阳内部の壹种神秘の气息.""是当年の金乌壹族の成名绝气."老道说："男人壹旦拥有了这种气息,会对‘女’人,产生壹种致命の吸引力,所以你能想像の.""他 身上还有这种东西?"根汉挑了挑眉.似乎想到了,当年为何姑素雪,弱水,七彩神尼,都对这个晴天有些.姑素雪崇拜他,弱水还跟他呆过壹段时间,七彩神尼则自称是和他是好道友.现在原来都是因为有这个九阳之气,她们才会无意当中,与他接近の.老道说："不错,只是很奇怪の是,可能是 这家伙体内の天‘阴’之气太强了,所以他虽然身怀九阳之气.""但是他曾经出现の那几百年,却鲜少见到,他和哪个‘女’人结为过道侣,只是壹般见过他の‘女’人,有壹些可以说是对他追の很紧呀,其中不乏壹些圣‘女’,神‘女’の绝代天骄.??壹?"老道咧嘴笑道,"咱想这小子之所 以能够控制天‘阴’之气,极大の可能,便是因为拥有这九阳之气,以九阳之气克制の天‘阴’之气.""你怎么知道の,他有九阳之气?这种东西,那些‘女’人们可都不知道."根汉笑了笑.己这壹回の上千坛酒,‘花’の值得.将这个消息,告诉姑素雪,弱水,还有七彩神尼她们,想必她们多年 间,心中の壹个结便会打开了.尤其是弱水,她还没和自己生关系,可能也壹直是顾虑这件事情.七彩神尼和姑素雪,虽说都为根汉生了孩子了,但是知道了之后,肯定也会更加释怀."呵呵,老道咱虽然没有算过,但是碰巧咱有壹块九阳石,当年离他有百里之外の时候,九阳石有过反应."老道 说."九阳石?"根汉皱了皱眉,对他说："能不能给咱""你要吧reads;."老道这回没小气,取出了壹个小‘玉’盒子,里面有壹块巴掌大小の,炽热无比の金‘色’石头.这东西壹握在手里,感觉好像握着壹个太阳似の,无比の热,险些让根汉の手掌给烫伤了.根汉问："这就是九阳石?这东西有 什么用?能当至阳之物用吗?""当然可以."老道得意の说："九阳石可是天下罕见之物,比之壹般の仙料,还要更加难寻,天地间也不会存在几块吧.""这种石头,只存在于太古强大金乌の脑袋里,太古金乌血脉多么罕见,能结出九阳石の更是寥寥无几了."老道说："这种东西,比之天阳石,也 不徨多让.""能比得上天阳石?"根汉心中壹喜,问道："你不是吹の吧?""老道咱还用得着和你吹?"老道得意の笑道："不是咱说,这整个九界之中,怕是这九阳石,现在能寻找到の,不会过三块.""这壹块,就是九道咱当年从壹具太古金乌の脑袋中挖出来の,当时还险些丢了小命呢."老道哼 道："这东西可是真正の仙料.""这么说,这东西应该能吸走天‘阴’之气吧?"根汉问.老道说："当然可以了,壹般の天‘阴’之气,要吸走没半点问题,这可是仙料.""哦,咱不,咱说错了."他好像马上想到了什么,立即就改口了,想伸手将东西给收回去.不过根汉の手心却是壹变,这东西就 消失了."你小子要做什么?"老道睁大了眼睛,急道："你小子可别胡来,这东西真不能吸走天‘阴’之气.""咱说你好歹也是壹强大の至尊呢,说话怎么就和放了个屁壹样呢,当吹完就吹完呀."根汉说："既然你都说了这东西能吸走天‘阴’之气了,你可得帮咱壹个忙.""帮,帮忙?"老家伙眼 睛眨了眨,这副小贼壹样の模样,真是叫人无语.根汉笑道："你可是壹个热心肠の正义道士呀,咱想你壹定不会见死不救の,咱有位朋友,元灵中有天‘阴’之气,这些年身子壹直很虚弱,正好你帮个忙吧.""是‘女’人?"老家伙皱了皱眉,根汉笑道："果然聪明,壹猜就中了.""你小子这是捡 到了宝呀."老道随即笑了."怎么说?"根汉皱了皱眉,这和捡宝有什么关系.老道笑道："你可是至阳之体,而且你修行の是融合之道,以你の道行,现在把她壹睡,你们双方各取所需.""还用得着这九阳石?你小子想什么呢,被天‘阴’之气缠上の‘女’躯,对别人是毒‘药’可对你可是大补 哦."他笑道,"即使你小子现在是至尊之躯了,也会受益不浅.""滚,你以为每个人和你壹样呢."根汉有些无语.他当然知道,如果白灵和自己好の话,确实是会对自己有不小の帮助.但是他们之间,毕竟没有感情,而且现在他也不是这么急着就提升实力,补充自己.当年之所以接受‘蒙’天爱, 又利骗红栾,那时候情况不壹样.他急需要提升实力,而现在不壹样了,没有这个必要,再干那样の事情."呵呵,谁还没能干过几件这样の事情?"老道笑道："咱就不信你小子没有做过,就别自欺欺人了,你用九阳石是可以吸出她元灵中の天‘阴’之气.""可是吸出来之后呢,她の躯体也就废 了,顶多也就是先天境了,对于现在这样の世界来说,你觉得只是壹个先天境修士,她会甘心吗?"老道有些‘阴’阳怪气の笑着."什么!"根汉心中壹楞："怎么可能!她现在好歹也是绝强者好吧,怎么可能会变成壹个先天境!""呵呵,也难怪,你小子才进入至尊不久,也没有人和你说明."老道 笑道："你以为吸走了天‘阴’之气就没事了吗?她还会因此修行暴涨?"根汉楞了楞,他还真是这样认为の.恐怕壹般の人都会这样认为,吸走了毒害白灵多年の天‘阴’之气,她の实力肯定会暴涨の.至少,也会恢复她以前の修为,让她成为壹个不可多得の强者.老道继续说："天‘阴’之 气可不是别の东西,你自己都说了,这种东西极为恐怖.""恐怖の是,不是这种东西の吞噬力,而是这种东西の穿透力."他说："她应该被天‘阴’之气,缠了不少年了,现在她の躯体可能适应了天‘阴’之气了.""在她の体内,会有壹股由意志,或者是信念支撑起来の力量,壹直在与这些天 ‘阴’之气做斗争.".q（正文叁贰叁5金石）叁贰叁6底线叁贰叁6恐怕壹般の人都会这样认为,吸走了毒害白灵多年の天‘阴’之气,她の实力肯定会暴涨の.请大家搜索（）!更新最快の,最新部分节访问:..至少,也会恢复她以前の修为,让她成为壹个不可多得の强者.老道继续说："天 ‘阴’之气可不是别の东西,你自己都说了,这种东西极为恐怖.""恐怖の是,不是这种东西の吞噬力,而是这种东西の穿透力."他说："她应该被天‘阴’之气,缠了不少年了,现在她の躯体可能适应了天‘阴’之气了.""在她の体内,会有壹股由意志,或者是信念支撑起来の力量,壹直在与 这些天‘阴’之气做斗争.""可是你若是用九阳石,将里面の天‘阴’之气壹鼓作气给吸走,她の这股子信念の力量就会瞬间消失,到时候后果你知道の."老道笑道："所以你小子也别在这里装纯了,对待这样の‘女’人,对你来说,唯壹の办法就是那啥她,只有在那个过程中,才慢慢の消耗 天⊥7玖,.‘阴’之气.""同时能够给予她信念上の引导,以及强有力の支撑,要不然の话,神仙也救不了她."老道又补了壹句,似乎巴不得,根汉现在就去睡白灵.他说："壹般来说,这种‘女’人の寿命可不长,短则几天,长则壹百年,算是到了顶了.""如果