仁爱版八年级英语下册Unit7教案1
仁爱版八年级英语下册教案：Unit7 Topic1 SectionA教案
基于“课程标准、中招视野、两类结构”Unit7 Topic1 SectionA 教案设计（新授课）制作人：张庄二中主备人：崔方方一、学习目标确定的依据：1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语•单词：task, poster，touch，success，imagine，soup,cookie 短语：1、know about2、try to do3、turn to4、get in touch with5、think about语法：（1）会用that引导的宾语从句2、教材分析：本节课为该话题的第一节课，建议用1课时,主要学习that引导的宾语从句。
3、中招考点：that引导的宾语从句4、学情分析：学生英语学科基础较差，部分学生学习兴趣不是很足，鉴于这一点，上课前应当充分备足课，知识点应让学生在掌握的基础之上还要多加练习，努力提高学生的学习兴趣。
二、学习目标• 1.学习并掌握P55-56页的生词及短语。
• 2.熟读1a并掌握1a中的知识点• 3.学习that引导的宾语从句三、评价任务1、针对目标1，通过学习p55-56的生词，让学生并能熟练说出、写出P55-56的生词，并能进行英汉互译。
2、针对目标2，通过熟读1a，能够说出1a的知识点，能够熟练做题。
3、针对目标3，通过举一些例句，让学生能够熟练运用that引导的宾语从句。
四、教学过程教学活动评价要点要点归纳学习目标目标1：学习并能说出、写出P17—20的生词，并能进行英汉互译自学指导11、自学内容：课本P55-56的生词及短语。
2、自学方法：同桌互相正音，提问。
3、自学时间：10分钟4、自学要求：正确进行英汉互译及熟练运用学生看书自学，教师巡视辅导。
自学检测1•英译汉：• 1.task• 2.poster• 3.touch• 4.success• 5.imagine• 6.soup•7.cookie•8.pancake•9.set•10.soup1.通过学习P55-56的生词，让学生并能熟练说出、写出P55-56的生词，并能进行英汉互译。
仁爱版八年级英语下册Unit7TheFoodFestival!教学设计
3.学生跟随教师一起朗读课文，注意语音、语调的模仿，提高口语表达能力。
1.完成课后练习册中与本章节相关的练习题，要求学生在规定时间内独立完成，家长签字确认，以提高学生对词汇和语法知识的掌握。
2.撰写一篇关于参加美食节的经历或感受的文章，要求使用一般过去时描述，不少于80词。学生可以参考课堂所学，结合自己的实际经历，充分发挥想象力，提高写作能力。
3.家庭作业：与家人一起制作一道美食，用英语介绍制作过程和食材，并拍成照片或小视频，下节课与同学们分享。此作业旨在培养学生的实践操作能力，以及将英语应用于生活实际的能力。
3.创设真实的语境，让学生在情境中自然地运用所学英语，提高他们的语言实际运用能力。
4.通过阅读和写作活动，培养学生获取信息、处理信息、表达观点的能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发他们学习英语的热情。
2.增进学生对中华美食及世界美食文化的了解，培养他们的跨文化交际意识。
3.培养学生合作、分享、尊重他人意见的品质，增强团队协作意识。
3.教师要及时检查作业，给予反馈，指导学生改进学习方法，提高学习效果。
2.学会使用一般过去时描述过去发生的事情，如：“We visited the food festival last week.” “We tried many different kinds of food.”
3.能够运用所学句型进行交流，如：“What kind of food did you try?” “I liked the spicy noodles. They were delicious!”
仁爱英语八下教案
仁爱英语八下教案【篇一：仁爱英语八下unit7教案】topic 2section asection a 需用1课时。
重点活动是1a 和2。
教学目标：1. 知道几种中餐的做法。
2. 学习表示顺序的副词。
3. 学习表示行为的副词。
教学过程：第一步：复习1.头脑风暴：让学生说出表示中餐的单词并让他们记在笔记本上。
2.以小组为单位谈论：do you like cooking? why? what do you like to cook?例如：a: do you like cooking?b: yes, i do.a: why do you like it?b: because cooking is fun.a: what do you like to cook?b: i like to cook noodles.第二步：呈现1.阅读1a。
找出新单词，猜它们的意思并回答问题：what’s kangkang doing?然后老师给出新单词的意思和问题的答案。
注意表示行为举止的副词的构成。
notes: careful+ly→carefullylight+ly→lightlyfine+ly→finelyslow+ly→slowly2. 让学生跟读录音带，并划出表示顺序的副词。
3. 老师把表示顺序的副词写在黑板上，要求学生用这些关键单词练对话。
first...next...then...after that...第三步：巩固1. 学生独立完成1b。
按照1a对话的顺序将图片排序。
2. 学生做1c之后，老师让学生总结表示顺序的副词和表示行为的副词的用法。
3. 老师表演，让学生运用副词来描述。
例如：the teacher moves the desk lightly.然后，要求学生两人一组照样子做。
第四步：练习1.完成2：用所给词的正确形式完成说明，然后排列图的顺序。
2.老师让一位学生起立，走到黑板前面，然后再回到座位上。
仁爱版英语八年级下册Unit7教案
3. Role play: Ordering the food in the food festival.
Activity-based approach
Teaching procedures
Steps Step 1 Step 2
Step 3
Contents
Aims
Lead- in 1. Play a short video. 2. Welcome students to the food festival as a host
4. To fully master the sentence patterns of how to order the food and take the bill.
5. To emotionally lead students to learn to care about others.
1. Difficult words: salad, apple pie, fried rice, roast duck, beef curry, tofu soup, coke, Tsingtao
Let’s care about them: Show the students a short piece of children
suffering from the lack of food with teacher’s emotional monologue.
Teach students to learn to care
Let’s listen and imitate. 1. Listen and read after the dialogue sentence by
sentence repeatedly while watching them. 2. Read again in class
仁爱版八年级下册英语第七单元教案
Unit7 Topic1 SectionA精品教案Ⅰ. Material analysis本节课为话题的第一节课，建议用1课时上完。
主要活动为Section A 的1a和2。
本话题由Craig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。
在本课1a的对话中，为了帮助Craig Kielburger，Kangkang, Michael, Maria和Jane 决定举办一次“国际美食节”。
通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。
本话题的语法重点是学习that引导的宾语从句。
Ⅱ. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用为美食节做准备的词和短语。
2. 学生能简单地掌握宾语从句的用法。
Skill aims：1. 能听懂有关筹集资金计划的对话。
2. 能使用英语简单谈论筹集资金的计划。
3. 能连贯流畅地朗读对话。
4. 能写出简单的帮助他人的短文。
Emotional aims：学习积极参与有益的课外实践活动，关心他人，乐于助人。
Ⅲ. The key points and difficult pointsKey points：1. 谈论筹集资金的计划。
2. 初步掌握宾语从句的用法。
Difficult points：写出关于筹集资金帮助他人的短文。
Ⅳ. Learning strategies注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer multimedia projector, the pictures of Craig Kielburger, a poster, the pictures of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake inYa’an.Ⅵ. Teaching proceduresⅦ. Blackboard designUnit7 Topic1 SectionB精品教案Ⅰ. Material analysis本节课建议用1课时完成。
仁爱版英语八年级下册Unit7Topic1SectionA教学设计
一、教学目标
（一）知识与技能
本节课旨在通过教学，使学生掌握仁爱版英语八年级下册Unit7 Topic1 SectionA的主要知识点。具体包括：
1.能够听懂、说出一日三餐的英文表达方式，如breakfast, lunch, dinner等。
四、教学内容与过程
（一）导入新课
本节课的导入环节，我选择用一张美食图片来吸引学生的注意力。我会问学生：“Do you like food? Do you want to know about food?”然后引导学生说出他们喜欢的一日三餐的食物。通过这样的方式，让学生对课程内容产生兴趣，激发他们的学习积极性。
此外，我还会鼓励学生利用课余时间进行自主学习，如观看英语电影、听英语歌曲、阅读英语文章等，以提高他们的英语素养。同时，我会定期与家长沟通，了解学生在家的学习情况，共同促进学生的英语学习进步。
（四）课堂练习
在课堂练习环节，我会设计一些关于本节课知识点的练习题，如听力题、阅读题和写作题。让学生通过练习，巩固所学知识，提高听力理解能力、阅读理解能力和写作能力。
（五）总结归纳
在总结归纳环节，我会让学生回顾本节课所学的知识点，然后进行总结。我会强调一般现在时的疑问句和否定句的构成和用法，以及情态动词must和can的用法。同时，我会提醒学生要注意健康饮食，养成良好的饮食习惯。通过这样的方式，让学生对所学知识有一个清晰的认识，提高学习效果。
五、作业布置
为了巩固本节课所学的知识点，我设计了以下作业：
1.抄写本节课所学的单词和短语，并翻译成中文。
2.运用一般现在时，写一篇关于自己日常饮食习惯的短文。
3.设计一个关于情态动词must和can的句子，并解释其用法。
新仁爱版八年级英语下册unit7Topic1sectionA教案
unit7 Topic1 sectionA 教案Ⅰ. Material analysis本节课为话题的第一节课，建议用1课时上完。
主要活动为Section A 的1a 和2。
本话题由C raig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。
在本课1a 的对话中，为了帮助Craig Kielburger ，Kangkang, Michael, Maria 和Jane 决定举办一次“国际美食节”。
通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。
本话题的语法重点是学习that 引导的宾语从句。
Ⅱ. Teaching aims Knowledge aims ：1. 学生能正确拼读并运用为美食节做准备的词和短语。
2. 学生能简单地掌握宾语从句的用法。
Skill aims ：1. 能听懂有关筹集资金计划的对话。
2. 能使用英语简单谈论筹集资金的计划。
3. 能连贯流畅地朗读对话。
4. 能写出简单的帮助他人的短文。
Emotional aims ：学习积极参与有益的课外实践活动，关心他人，乐于助人。
Ⅲ. The key points and difficult points Key points ：1. 谈论筹集资金的计划。
2. 初步掌握宾语从句的用法。
Difficult points ：写出关于筹集资金帮助他人的短文。
Ⅳ. Learning strategies注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer Computer multimedia multimedia multimedia projector, projector, projector, the the the pictures pictures pictures of of of Craig Craig Craig Kielburger, Kielburger, Kielburger, a a a poster, poster, poster, the the the pictures pictures pictures of of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake in Ya’an.Ⅵ. Teaching proceduresStep Interaction patternStudent activity Teacher activityIntroduction （8 minutes）1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students read the passage passage about about about the the the traffic traffic rules rules they they they made made made after after class. 3. Students discuss in groups and ans w er the wer the questions with the structure: I think Iwill…4. Students learn and grasp the new words and phrases with the help of the teacher. 5. Students report the information about Craig Kielburger they collected. 1. Greet students ready for learning. 2. Teacher asks the students to to report report report the the the homework. homework. Let Let the the the students students students read read read the the passage passage about about about the the the traffic traffic rules they made after class. 3. Teacher asks the students to think about the following questions: If someone isin trouble, what will youdo? If someone needs money,what will you do? Then ask the studen ts to answer them with the structure: I think I will…4. 4. Teacher Teacher Teacher teaches teaches teaches the the the new new words by summing up the answers above: “Now Now I I I see, see, see, some some some students students will turn to their their parents, parents, which means they will ask their parents for help. Some students imaginethat they can put on a play to to raise raise raise money. money. money. Y ou Y ou can can try your best to help others, others, I’m I’m I’m so so so proud proud proud of of you!”5. 5. Teacher Teacher Teacher shows shows shows the the the pictures pictures o f Craig Kielburger to the students. Ask the students to to report report report the the the information information about Craig Kielburger they collected. Presentation (10 minutes) 1. The whole class work. 2. Individual work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. 8. The whole class work. 9. Individual work. 10. The whole class work. 1. Students look at the picture of 1a, and understand understand the the the picture picture with the help of the information under it. 2. Students watch the flash, and then mark the sentences of 1b wi th T or F. 3. Students check the answers. 4. Students read the conversation and match the information of 1c. 5. Students check the answers. 6. Students read the sentences aloud. 7. Students find out the same same structure structure structure in in in the the sentences of 1c. 8. Students check the answers. 9. Students watch the flash flash and and and answer answer the questions. 10. Students check the answers. 1. T eacher praises students’ information they collected after after class. class. class. Encourage Encourage Encourage them them to keep on making a preview before before class. class. class. Then Then Then let let let the the students students look look look at at at the the the picture picture of of 1a 1a 1a and and and undund erstand erstand the the picture picture with with with the the the help help help of of of the the information under it. 2. Teacher plays the flash of 1a. Ask the students to watch watch the the the flash, flash, flash, and and and then then mark mark the the the sentences sentences sentences of of of 1b 1b with T or F. 3. Teacher asks two students to tell the answers. 4. Teacher asks the students to to read read read the the the conversation conversation and match the information of 1c. 5. Teacher asks two students to tell the answers.6. Teacher asks the students to read the sentences aloud. 7. Teacher asks the students to find out the same structure in the sentences of 1c. 8. Teacher asks two students to tell the answers. 9. Teacher asks the students to watch the flash again and answer the following questions: (1) How many schools did Free the Children build? (2) What’s Michael’s task?10. Teacher asks two students to tell the answers. Teach the new word p osterposter by showing a real poster to them. Consolidation (10 minutes) 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. Group work. 6. The whole class work. 7. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students discuss in groups groups to to to find find find out out out the the difficult difficult points points points and and and sum sum up the main points. 4. 4. Students Students Students underline underline underline in in their books and make some notes. Learn and grasp grasp the the the new new new words words and phrases. 5. Students discuss in groups: What will the food festival be like? 6. V olunteers report the result of the discussion. 7. Students act out the conversation of 1a. 1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher asks the students to learn in groups to find out the difficult points in the conversation. At last let them sum up the main points of the conversation. 4. 4. T eacher T eacher makes makes makes a a a summary summary to to explain the key points and explain the key points and difficult points to the students. (1) have/hold/ organize a food festival (2) turn to sb. /ask sb. for help (3) make a poster (4) get in touch with sb. (5) try one’s best to do sth. (6) make it a success (7) 由that 引导的宾语从句引导的宾语从句5. T eacher lets the students read 1a, and then discuss what the food festival will be like with the the help help help of of of the the the pictures pictures pictures and and the example. Let them practice the usage of the object clauses. 6. Teacher asks four students to report the result of the discussion. Finish 1d. 7. T eacher asks the students to act out the conversation of 1a. Practice (10 minutes) 1. The whole class work. 2. Group work. 3. Individual work. 4. The whole class work. 5. Pair work. 6. Individual work. 7. The whole class work. 1. Students learn and grasp the new words with the help of the teacher. 2. Students discuss what the children children should should should prepare prepare for for the the the food food food festival festival festival in in groups. 3. Students write down the conversations. 4. Students evaluate the conversations, conversations, and and and then then check check the the the answers answers answers with with the teacher. 5. Students act out the conversations in pairs. 6. Students listen and match match the the the people people people with with what we can do. 7. Students check the answers. 1. Teacher teaches the new words soup, cheese, cookies,and pancakes by by showing showing their pictures on the screen. Teach set and set the tableby explaining their Chinese meaning. 2. Teacher asks the students to discuss what the children should prepare for the food festival. 3. Teacher asks four students to write down the conversations on the blackboard. The other students write down at least two conversations in their each workbook. 4. 4. Teacher Teacher Teacher lets lets lets two two two or or or three three students evaluate the conversations on the blackboard. Check the answers. 5. Teacher lets the students act act out out out the the the conversations conversations in pairs. 6. 6. Teacher plays the recording Teacher plays the recording of of 3 3 3 for for for the the the students students students and and lets the students listen and match the people with what we can do. 7. 7. Teacher Teacher Teacher lets lets lets two two two students students tell tell their their their answers. answers. answers. Teach Teach blind by showing a picture of a blind person. Production (7 minutes) 1. Group work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 1. Students watch the video and discuss in groups. 2. Students write down their opinions with the structure I think…3. Students share their opinions with with the the whole class. 4. Students summarize Section A with the teacher. 5. Students finish the homework after class. 1. Teacher plays the video of the Ya’an earthquake. Lead the students to discuss in groups: “A terr“A terrible earthquake ible earthquake struck Ya’an in Sichuan Province at 8: 02 on the morning of April 20th this year. Le t’s discuss how to help the p eople in Ya’an.”people in Ya’an.”2. Teacher asks the students to write down their opinions with the structure Ithink…3. Teacher asks four students from different groups to share their opinions. Tell them that we should try our best to help the people in trouble. 4. Teacher shows the summary of this section to the students. 5. Teacher assigns homework: (1) Review the summary after class. (2) Write down a passage about how to help the the people people people in in in Y Y a’an with the sentences containing object clauses. (3) Search some typical foods in different countries to prepare for Section B. Teaching Reflection The students a dmire Craig Kielburger very much. It’s a successful admire Craig Kielburger very much. It’s a successful lesson: lesson: The The The students students students want want want to to to learn learn learn from from from him him him to to to help help help the the the people people people in in trouble. The teacher should introduce more information of Craig Kielburger to the students to encourage them to help others from now on. Ⅶ. Blackboard designUnit 7 Food Festival Topic 1 We’re preparing for a food festival. Section A 1. have/hold/ organize a food festival 2. turn to sb. /ask sb. for help 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.6. make it a success 7. Kangkang knows (that) Graig comes from Canada. 8. set the table 。
仁爱版八年级英语下册Unit7Topic1SectionD优秀教学案例
（三）学生小组讨论
在学生掌握了一定的基础知识后，我组织他们进行小组讨论。我给出了一个关于四位不同人物的性格特点和爱好的情景，要求学生以小组为单位，用英语进行描述。学生积极参与，讨论热烈，通过合作完成了任务。
（四）总结归纳
在小组讨论结束后，我邀请各小组代表汇报讨论成果。在此基础上，我进行了总结归纳，强调了在描述人物性格和爱好时，要准确使用词汇和恰当的句型。同时，我还提醒学生在实际生活中，要尊重他人的性格特点和爱好，培养良好的人际关系。
1. 积极向上的人生态度：通过引导学生了解不同性格特点和爱好对人们生活的影响，使学生认识到拥有积极性格和爱好对生活的重要性，激发他们积极面对生活的勇气；
2. 良好的团队合作精神：通过小组讨论、互动交流等形式，使学生在合作中体验到团队精神的力量，培养他们积极参与团队合作的态度；
3. 尊重他人：在教学过程中，引导学生尊重他人的性格特点和爱好，使学生学会理解和接纳他人，培养良好的人际关系。
4. 亮点四：过程性评价与终结性评价相结合
在教学评价方面，我注重过程性评价与终结性评价相结合。通过观察学生在课堂活动中的表现，我及时发现他们的优点和不足，并给予针对性的反馈。此外，我还定期进行终结性评价，了解学生对本节课知识的掌握程度，为下一步教学提供有力依据。
5. 亮点五：教学目标与实际相结合
在本节课的教学中，我注重将教学目标与学生的实际需求相结合。通过制定合理的学习目标，我引导学生积极参与课堂活动，提高他们的英语水平。同时，我还关注学生的全面发展，培养他们的人际交往能力和团队合作精神。
（五）作业小结
最后，我布置了作业，要求学生运用所学知识，写一篇关于自己或朋友的性格特点和爱好的短文。作业布置后，我对课堂内容进行了简要回顾，鼓励学生认真完成作业，巩固所学知识。
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Unit 7教学目标slice,finely,stir fry,soya sauce,yum,onion,gentle,pepper,mixkind hearted, beer,Tsingtao beerTopic 1SectionAThe main activities are 1a，2 and 3. 本课重点活动是1a，2和3。
Ⅰ.Teaching aims and demands 教学目标1. Talk about ways to make money：wash dishes，sell old storybooks，sell newspapers，wash cars2. Learn the object clauses：(1)What do you think the children should prepare for the food festival?(2)What do you think you can do to make money?(3)I think (that) I can sell newspapers.Ⅱ.Teaching aids 教具录音机／小黑板／多媒体课件／图片Ⅲ.Five-finger Teaching Plan 五指教学方案Step 1 Review第一步复习(时间：12分钟)1.（呈现丹尼尔的图片在黑板上，向学生介绍他的基本情况。
)T：Look at the picture. Can you tell me something about him?(学生说出一些他们知道的情况。
)T：Is he from China?Ss：No. he isn’t. He is from…(老师将Nigeria写到黑板上，然后帮助学生完成这个句子，并说出它的大概位置。
)T：Is he a student?Ss：Yes，he is.T：He is a university student.(将university写在黑板上。
)(解释He isn’t a middle school student.让学生猜出university的意思。
)T：He took part in the 2000 Sydney Games. He won the gold medal. He is an Olympic wrestling champion.(将划线部分写在黑板上，并用肢体语言向学生解释。
)T：Does he have much money?Ss：No，he doesn’t.T：He is a very kind man. He wants to help his poor village in Nigeria. He wants to build a school for the children.(将village写在黑板上。
Village is a place. It isn’t a city. It’s a small place in the country-side. 也可用图片将城市与乡村对比。
)T：What should he do? Can you help him?(让学生说出自己的观点，如果有预习的同学，可能会说出举办一个美食节，如果有，将have a food festival写在黑板上。
)T：Shall we organize a food festival for him?Ss：Good idea.T：Let’s try our best to make it successful!(解释successful，由success转变而来，并例出use→useful，care→careful。
)Step 2 Presentation 第二步呈现(时间：8分钟)1.T：There are some students in the picture. They also want to help him.What will they do? Please listen to the tape.(将课文中的插图呈现出来，然后放录音1a,并回答问题。
)T：What will Jane do? S1：Organize the food festival.T：What will Maria do? S2：Turn to teachers for help.T：What will Kangkang do? S3：Try to get more information about Daniel.T：What will Michael do? S4：Make a poster.(将关键词写在黑板上。
)2.T ：Read the conversation by yourselves and find out something difficult for you and then discuss in pairs.(给时间提出问题，老师在同学讨论时给予帮助。
)Step 3 Consolidation 第三步 巩固(时间：5分钟)1.T ：Follow the tape and draw “up ” or “down ” with your pencil. (老师放录音1a ，学生跟读，用铅笔标语音语调。
)2.T ：Read the conversation in four groups and finish 1b Work alone. (将学生分成四组分别充当不同的四个角色。
)3.T ：Practice the conversation in groups and act it out without books. (学生可用黑板上提供的关键词。
)Step 4 Practice 第四步 练习(时间：15分钟)1.T ：What do you think the children should prepare for the food festival? Please discuss in groups. Do 2 Group work.(让学生分组讨论，并做好记录，由一个学生来问本组的其它同学。
) T ：Ask one of students from each group to ask the other students like this ： A ：Do you think (that) the children need to write a song? B ：No ，I don ’t think so.(教师在各小组中帮助需要帮助的同学，特别是一些生词的发音与汉语意思，可用实物的图 片或肢体语言。
)2.T ：How can you make money to help Daniel? Please Discuss in groups and write down your idea. Then report to your class.T ：What do you think you can do to make money?S 1：I think (that) I can sell newspapers.(老师可以提供帮助。
) T ：What do you think?S 2：I think (that) I can wash dishes.T ：What about you?(老师指向下一位同学。
)S 3：I think …(将学生回答的几个完整的句子写在黑板上，并用“ ”标出来，让学生注意that 之后的句子，解释由that 引导的宾语从句。
） 3.T ：Work in groups. The students discuss the ways of making money. And then report to the class.Step 5 Project 第五步 综合探究活动(时间：5分钟)1.T ：Make a survey. How can the students make money to help their studying? Then fill in thethat △△Example：T：How can you make money?S1：I think I can sell newspapers.What about you?S2：I think I can clean the classroom.How can you make money?(链条式提问，每组由一个同学做记录。
)2.Homework：T：Today’s homework：（1）Act out 1a in groups.（2）Rewrite 1a into a passage about 60 words.（3）Preview Section B.Section BThe main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Teaching aims and demands 教学目标1.Talk about the names of the food in different countries：American chocolate cookie，Creek cheese pie，Indian curries，Italian pizza，Chinese fried rice，Japanese sushi，South African beef curry，Russian black bread2.Learn the object clauses:But please tell me whether I should serve South African beef curry or Russian black bread.I think beef curry is OK.3.Review the invitation and learn how to refuse the invitation politely.Ⅱ.Teaching aids录音机／图片(食物)／国旗(部分常见的)本课中出现的国家，如：美国、印度、加拿大、意大利、俄罗斯、日本、南非、希腊Ⅲ.Five-finger Teaching Plan 五指教学方案Step 1 Review第一步复习(时间：13分钟)1.（复习Section A 1a。
）T：We have learnt that some students wanted to prepare for the food festival. What will they do? Let’s ask some students to act out the dialog in Section A 1ain front. Four students come to the front. They act Jane ，Kangkang ，Michacl and Maira. Who will come ，please put up your hands.(鼓励学生上台表演，老师可以将适当的提示词写在黑板上。