七年级英语How is food made教案.docx

七年级英语How is food made教案.docx

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七年级英语Howisfoodmade教案

Module1Foodanddrinks

Unit4Howisfoodmade?

1

Languagefocus:

Using‘goingto’todescribeeventsthatwilloccurquitesoon

e.g.Kittyandherclassmatesaregoingtodoproject.

Usingthesimplepresenttensetoexpressthoughts

e.g.IthinkI’mgoingtoinvestigatebread.

Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem.

e.g.Whichfoodareyougoingtoinvestigateinyourproject?

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymain,ideasofanewtopic.

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.

Speaking

Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.

Reading

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.

Materials:

Student’sBook7Bpage20

Cassette7Bandacassetteplayer

Preparation:

Cuethecassette.

Pre-taskpreparation

Languagelearningactivity

（Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Askstudentsiftheyknowwherethefoodsoldatsupermarketsismade.Somestudentsmaygivethecorrectanswer:

‘factories’.Askstudentswhethertheyhaveevervisitedcertainfoodfactoriesandwhethertheyknowhowfoodisproducedinfactories.Conductasurveytofindoutthetypesoffoodfactoriesstudentshavevisited.Listthetypesoffoodfactoriesstudentshavevisited.Listthetypeoffoodontheboard.

2.Askanystudentswhohavevisitedfoodfactoriestotalkabouttheirvisited.Ifmostofthestudentshavenevervisitedafoodfactory,aclasstriptoafactorycouldbearrangedtogivethembackgroundknowledgeinfoodproduction.Encouragestudentstotalkaboutwhatfoodproductiontheywouldliketoknowmoreabout

3.Tellstudenttheyaregoingtodoaprojectoninvestigatinghowacertainkindoffoodismade.Explaintostudentsthemeaningoftheworld‘investigate’.Askindividualsthesubjectoftheirinvestigation,likethis:

Whichfoodareyougoingtoinvestigateinyourproject?

toelicit:

Iamgoingtoinvestigate（nameoffood）./Myprojectisgoingtobeabout（nameoffood）.

4.Playtherecording:

Read.Studentslistenandfollowintheirbooks.

5.AskstudentstosaywhatfoodthechildreninReadhavechosentostudy.

6.ReviewthefoodvocabularyinLook,askandanswer.Askstudentstosuggestsomemorefooditemstheywouldliketoinvestigate.

7.StudentsworkinpairstoaskandanswerquestionsaboutafoodprojectinLook,askandanswerusingthetargetlanguage.

2

Languagefocus:

Usingconnectivestoshowaresult

e.g.I’minvestigatinghowfoodisputcans,soIneedtotalktosomeoneatacanningfactory.

Using‘goingto’todescribeeventsthatwilloccurquitesoon.

e.g.Myproject’sgoingtobeaboutorangejuice.

Asking‘Wh-’questionstofindoutspecificinformationaboutathingandaperson.

e.g.What’syourprojectgoingtobeabout?

/Whodoyouneedtointerviewforyourproject?

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.

Speaking

Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.

Reading

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.

Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.

Scanatexttolocatespecificinformation

Materials:

Student’sBook7Bpage21

Cassette7Bandacassetteplayer

Workbook7Bpage13

Photocopiablepage15

Preparation:

Cuethecassette.MakeacopyofPhotocopiablepage15foreachgroup.

Pre-taskpreparation

Languagelearningactivity

（Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Writeontheboardalistoffooditemsandalistoffoodfactoriesintwoseparatecolumns.Tellstudentstomatchthefooditemstothefactories,e.g.yoghurttodairy;frozenfishtofrozenfishfactory;noodlestonoodlefactory,etc.Askindividualstosuggestsomemorefooditemstheywanttoinvestigateandthekindoffactorytheywillvisit.Addtheirsuggestiontothecolumns.

2.Askindividualsquestions,likethis:

Whatisyourprojectgoingtobeabout?

Toelicit:

Myproject’sgoingtobeabout（nameoffood）.Thenask:

Whodoyouneedtointerviewforyourproject?

Toelicit:

Ineedtointerviewsomeoneata（place）.

3.Invitestudentstocomeforwardandtalkaboutthefooditemtheyaregoingtoinvestigate,likethis:

I’minvestigatinghowyoghurtismade,soIneedtointerviewsomeoneatadairy.Explaintostudentsthattheyshouldusetheconnective‘so’toexplainwhatactiontheyaregoingtotaketodotheinvestigation.Rememberthereisnoneedforstudentstolearnthepassivevoiceatthisstage.

4.HavestudentsreadLookandreadforsometime.Thenplaytherecording.Studentslistenandfollowintheirbooks.

5.Inviteseveralstudentstorole-playMissGuo,KittyandherclassmatestoaskandanswerquestionsusingthetargetlanguageinAskandanswer,basedonthecontentsofLookandread.

6.Inviteastudenttocomeforwardandaskhis/herclassmatesquestionsabouttheprojectstheyhavechosentoinvestigate.

7.Studentsworkingroups.DistributeacopyofPhotocopiablepage15toeachgroup.Studenttelloneanotherwhatfoodtheyaregoingtoinvestigateandwhotheyintendtointerview.Studentsfillinthetableandorganizetheinformationintoashortreport.

Consolidation

GrammarPracticeBook7Bpage15

Workbookpage13

3

Languagefocus:

Asking‘Wh-’questionstofindoutspecificinformationaboutaplace.

e.g.Wheredoyougetthefishfrom?

Asking‘Wh-’questionstofindoutspecificinformationaboutsomething.

e.g.Whatdoyoudotothefishbeforeyoufreezeit?

Asking‘Wh-’questionstofindoutspecificinformationaboutareason.

e.g.Whydoyoufreezethefish?

Asking‘How’questionstofindoutspecificinformationaboutamethod.

e.g.Howdoyougetthefrozenfishtotheshops?

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Listenforspecificinformation

Speaking

Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic

Reading

Recognizeformatandlanguagefeaturesinnon-narrativetexts.

Writing

Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeaturefeatureswhenwritingnon-narrativetexts.

Materials:

Student’sBook7Bpage22

Cassette7Bandacassetteplayer

Workbook7Bpage15

Photocopiablepages16and17

Preparation:

Cuethecassette.MakeacopyofPhotocopiablepage16and17foreachstudent.

Pre-taskpreparation

1.Reviewwithstudentstheuseofinterrogativesbyaskingstudentsquestionsabouttheirfoodprojects,likethis:

Whatisyourprojectabout?

Whydidyouchoosetoinvestigate（nameoffood/drink）?

Whereareyougoingtovisit?

Whodoyouneedtointerview?

Howareyougoingtovisittheperson?

Writestudents’answerstothequestionsontheboard.

2.TellstudentstoreadEddie’squestionsforthefrozenfishfactory.Playtherecording:

Lookandread.Studentslistenandfollowintheirbooks.

3.StudentspairuptopractisethedialoguebetweenDannyandthemanatthefrozenfishfactory.Invitesomepairstocomeforwardtoactouttheinterviewandreadthedialogue.

4.Askquestions:

Wheredothepeopleatthefrozenfishfactorygetthefishfrom?

Whatdotheydotothefishbeforetheyfrozenit?

Whydotheyfreezethefish?

Howdotheygetthefrozenfishtotheshops?

Studentsarerequiredtogiveshortanswerstoshowtheirunderstandingofthekeypoints.

5.DistributeacopyofPhotocopiablepage16eachstudent.TellstudentstocompleteEddie’snotesabouthisvisittothefrozenfishfactory.Studentsinpairsreadeachother’snotesandmakecorrectionsifnecessary.

Consolidation

Workbookpage15

GrammarPracticeBook7Bpage16

4

Languagefocus:

Usingformulaicexpressionstobeginaformalletter.

e.g.DearSir/Madam.

Usingformulaicexpressionstoendaformalletter

e.g.Ilookforwardtohearingfromyou./Yourssincerely.

Usingmodalstoindicatepreferences

e.g.Iwouldliketovisityourdairy.

Asking‘Wh-’questionstofindoutspecificinformationaboutaday.

e.g.Whichdaywillbeconvenientformetovisitthedairy?

Languageskills:

Reading

Scanatextalocatespecificinformation

Recognizethepresentationofideasthroughheading,Paragraphing,spacing,italic,boldprintandpunctuation

Understandintention,attitudeandfeelingstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.

Materials:

Student’sBook7Bpage23

Cassette7Bandacassetteplayer

Preparation:

Cuethecassette.

Pre-taskpreparation

Languagelearningactivity

（Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Reviewth