中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 八年级下
使用教材 仁爱科普版 教材页数 P55-80
单元名称 Unit 7 Food festival Topic 3 I cooked the most successfully.
单元主题及主要内容分析
主题范畴：人与社会 主题群：社会服务与人际沟通 子主题：志愿服务与公共服务 单元话题：国际美食节开幕 主题意义：学习开幕式的常用语，能够运用点菜就餐的功能句型和多音节副词的比较级和最高级来表达国际美食节的开幕和收获。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义Topic 3 Section A 1a对话描述“国际美食节”召开的热闹场景，过渡到人们在美食节上点菜就餐的场景。能够基本掌握关于节目主持人开场表达；积极参与各种英语实践活动，积极大胆，敢于模仿，克服不愿或羞于开口的心理；同时对国际饮食习惯能有更深刻的了解,具有初步的国际理解意识。Topic 3 Section B 1a对话呈现了打电话订餐的交际用语，过渡到呈现点菜进餐的功能用语。培养学生学习英语的愿望和兴趣，积极参与英语课堂活动，乐于探究其含义并尝试模仿；同时学会在日常生活中运用点菜进餐的功能用语。Topic 3 Section C 1a书信以Kangkang向Craig 发电子邮件的形式总结了美食节的情况。借助本课对美食节的总结，引导学生体验成功的喜悦；并能通过Craig 的慈善组织Free the Children帮助全世界的儿童，像Kangkang 与同学们筹备美食节一样来筹款帮助肯尼亚的孩子们建学校，让学生们初步树立“国际大家庭”的概念及乐于助人的思想。Topic 3 Section D 1a短文呈现如何养成健康饮食习惯。了解健康饮食的重要性；鼓励学生汇报自己的预习成果，发表自己对健康饮食习惯所持的观点，并能制定出合理的健康食谱，培养学生自主探究精神和健康饮食的意识。
表二：单元大观念： (
主题大观念
小观念1：
学会表达建议和邀请
小观念2:
学会向别人请求建议，积极寻求他人的帮助
小观念3：
学会在日常生活中如何点餐用餐，并形成一个好的饮食习惯，积极健康生活
单元大观念：关心帮助他人，培养健康饮食习惯
输出：
能够准确表达征求意见，做出邀请；学会根据自身情况向别人寻求建议；学会日常点餐用餐，了解不同国家饮食文化，形成良好饮食习惯
输出：
能够准确表达征求意见，做出邀请
输出：
学会根据自身情况向别人寻求建议
输出：
学会日常点餐用餐，了解不同国家饮食文化，形成良好饮食习惯
Topic 1
W
e
’
re preparing for a food
festival
.
Topic
2
I
'
m not sure whether I can cook it well.
Topic 3 I cooked the most successfully.
核心素养的综合表现：
学会表达建议和邀请；学会向别人请求建议，积极寻求他人的帮助；学会在
日常生活中如何点餐用餐，并形成一个好的饮食习惯，积极健康生活。
) (
语言大观念
小观念1：
围绕
日常常见食物
及点餐用餐的
整合性学习词汇和表达方式
小观念2：
围绕本单元“国际美食节开幕”的话题，学会开幕式常用语和日常点餐用餐常用语，形成良好饮食习惯等。
关于日常常见食物的词语
描述方式
语篇结构
关于表达点餐用餐的句型
beer/corn/salad/lemon/bean/carrot
/desert/wine/diet.....
May I take your
order
Anything else
Thanks for your order.
May I have the bill, please
Here’s your change.
Event, place, action, purpos
e
P
erson, food, drink.
Enjoy yourselves!
May I take your order
I
’
d like fried rice, roast
chicken,
and a bottle of lemon tea.
4. Healthy eating is important for us.
)
学情分析
（一）自然情况 本单元围绕“国际美食节开幕”这一话题，开展教学活动。 已有基础 本单元涉及“国际美食节开幕”话题，学生比较感兴趣。 存在问题 虽然学生目前有一定英语基础，但是很多学生不能准确地在日常生活中如何点餐用餐，同时不太了解如何养成良好的饮食习惯，积极健康生活。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 本单元以“国际美食节开幕”为主题，主题为I cooked the most successfully.以美食节开幕等讨论为发展主线，完成本单元本话题的语音(如：重音、弱读、读、停顿、升降调等)、词汇(如：表示饮食、主菜、饮料、甜点的名词、关于在日常生活中点餐用餐的动词和动词词组)、语法和功能项目的学习，培养学生的听说技能和学习策略，如预测、词汇图记忆策略等达到让学生树立“国际大家庭”的概念及培养乐于助人思想，了解健康饮食的重要性，培养好的饮食习惯等文化意识目标以及激发学生积极参与各种英语实践活动，敢于模仿等情感目标。 【单元学习目标】学习本单元后，能够： 1.语言能力：了解开幕式的常用语；运用点菜就餐的功能句型，学会在日常生活中运用；运用多音节副词的比较级和最高级表达看法；能够运用Event, place, action, purpose等来介绍“国际美食节”，以及运用Person, food, drink等来记录点餐内容；学会运用多音节副词的比较级和最高级对人物动作进行评价；通过阅读文本，了解如何健康饮食。 2.学习能力：用英语介绍美食节的开幕式；学会用英语点餐用餐并给出评价；总结美食节的收获；培养健康的饮食习惯。 3.思维品质：唤醒对贫困孩子的关爱，培养良好道德品质的同时，激发创造性思维能力，树立“大家庭”的概念，寻找更多方式和渠道来帮助有需要的人；了解健康饮食，运用创造性思维制作健康食谱或健康食物。 4.文化意识：通过对“国际美食节的开幕和收获”的介绍，培养学生树立“国际大家庭”的概念及乐于助人思想；了解健康饮食的重要性，培养好的饮食习惯。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Section A 听说课 训练听力以及巩固记录关键信息的技能。 通过跟读课文录音和两人对话活动，情景演绎，评价学生能否运用肢体语言、语调、表达方式等表达主持人的开场白用语。
第二课时 Section B 听说课 运用泛听策略，听取文章大意；运用精听策略，了解点餐内容。 通过泛听了解文章大意，通过精听回答问题，复述点餐内容，评价学生能否掌握听力技巧；通过角色扮演和填空等，评价学生是否掌握本课目标词汇。
第三课时 Section C 阅读课 运用略读策略，了解文章结构；运用精读策略，归纳文章主要内容。 通过略读回答问题链，精读复述阅读篇章，评价学生能否掌握短文的阅读技巧；通过小组活动、完成句子等，评价学生能否掌握多音节副词比较级和最高级的规律。通过角色扮演和报告，评价学生是否掌握本课目标词汇。
第四课时 Section D 综合复习课（语法+写作） 学习健康的饮食习惯，在完成阅读活动的过程中培养圈画关键词、快速获取信息的基本阅读技能，进一步提高读的能力。根据关键词信息，写一篇有关如何在中国吃得健康的邮件。 通过复述文本，评价学生是否能够通过运用已给的关键词，描述健康的饮食习惯。通过写作展示，评价学生是否能够准确运用顺序词和关键词表达健康的饮食习惯。
单元评价设计
经过本单元的学习，大部分学生能够熟练运用目标语言。通过本单元的学习，学生们能够学习很多关于开幕式和点餐进餐的句型，并且学会运用多音节副词比较级和最高级结构去表达自己的看法和意图，同时本单元也呈现不同的语言情境，比较贴近学生的日常学习生活，学生可以掌握日常常用的语言表达，语言更加地道；同时在本单元的阅读板块，通过Kangkang向Craig 发电子邮件的形式总结了美食节的情况，借助本课对美食节的总结，引导学生体验成功的喜悦，并能通过Craig 的慈善组织Free the Children帮助全世界的儿童，让学生们初步树立“国际大家庭”的概念及乐于助人的思想；同时在Section D 板块学习了如何养成健康饮食习惯，让学生了解健康饮食的重要性，培养学生自主探究精神和健康饮食的意识。
21世纪教育网(www.21cnjy.com)(共28张PPT)
Topic 3
Section C
Unit 7 Food festival
Content
1.Objectives
2.Lead-in
3.Pre-reading
4.While-reading
5.Post-reading
6.Summary
7.Homework
8.Assessment
job, successfully, worth, effort, steak, neatly
go well, both...and.., in the end, send sth. to sb.
Objectives：
1.Learn and master new words and expressions
2.Learn about comparative and supreme grades of polysyllabic adverbs.
The results were worth the effort.
Maria cooked very successfully.
Jane cooked more successfully.
I cooked the most successfully.
3. Be able to talk about food festivals and the correct way to eat various meals.
Lead-in: Look and say.
hold the food festival / successfully
The students held the food festival successfully.
How was the food festival
Kangkang and his friends had a food festival successfully.
Many guests ordered foods and they made a lot of money.
The results were worth the effort.
Now he has some good news to tell Craig.
付出的努力都是值得的
What are they doing
Pre-reading: prediction
What’s the main idea of this passage
While-reading: Fast Reading
Here’s a letter from Kangkang to Craig, a letter about the food festival production.
Read and complete.
more successfully
the most successfully
35
50
Indian curry
Beef curry
Fried rice
Mark true or false.
1.All the teachers loved the food,but some of the parents didn't like it.
2.Kangkang did a better job than Jane and Maria.
3.The children made over 1500 for Free the Children.
（ ）
（ ）
（ ）
1a
F
T
T
Dear Craig,
How are you these days I have some good news to tell you.
The first International Food Festival went very well, and the results were worth the effort. Both the parents and the teachers loved the food .Maria cooked very successfully . She sold 35 dishes of beef curry . Jane cooked more successfully. She sold 45 Indian curries. I cooked the most
Listen and repeat.
Reading task
successfully. I sold 50 bowls of fried rice. But the most popular food was fried noodles .The students were happy, and I think you will be as happy as all the students. We worked very hard, and in the end we made over ￥1500. We’ll send the money to you.
Best wishes to you!
Sincerely,
Li Weikang
Fill in the blanks.
Dear Craig,
How are you these days I have some good news to tell you.
The first International Food Festival ____________, and the results were _____________. Both the parents and the teachers ___________. Maria cooked very successfully. She sold ___ dishes of beef curry. Jane cooked _______________. She sold 45 Indian curries. I cooked __________________. I sold 50 bowls of ________. But the most popular food was ___________.The students were happy, and I think you will be ___________ all the students. We worked very hard, and __________ we made over 1 500. We’Il _____ the money to you.
Best wishes to you!
Sincerely,
Li Weikang
went very well
worth the effort
loved the food
35
more successfully
the most successfully
fried rice
fried noodles
as happy as
in the end
send
You may use these sentences:
Dear Craig,
How are you… I have….
The first …..went very well, and the results…
Both …and …loved the food. Maria ….. Jane ….. I …. But…. The students were…. We …
Best wishes to you!
Sincerely,
Li Weikang
Post-reading: Retell the passage.
Language points
Dear Craig,
How are you these days I have some good news to tell you.
The first International Food Festival went very well, and the results were worth the effort. Both the parents and the teachers loved the food .Maria cooked very successfully . She sold 35 dishes of beef curry . Jane cooked more successfully. She sold 45 Indian curries.
go well 进展顺利
both...and..两者都
sell-sold 售卖
I cooked the most successfully. I sold 50 bowls of fried rice. But the most popular food was fried noodles .The students were happy, and I think you will be as happy as all the students. We worked very hard, and in the end we made over ￥1500. We’ll send the money to you.
Best wishes to you! Sincerely,
Li Weikang
Language points
as +adj./adv.原级+as 像...一样
最后、终于
over=more than 超过
send sth. to sb.把某物送给某人
Best wishes to sb.致以某人最好的祝愿
Maria served beef curry _____________
Maria, quickly
Jane
Kangkang
Kangkang served fried rice_______________
Jane served Indian curry____________________
more quickly.
most quickly.
quickly.
3.Why did Kangkang do the most successfully
Read 1a again and understand the underlined sentences. Then make new sentences by following them.
1b
Example:
Maria cut the meat very finely.
Jane cut the meat more finely than Maria did.
I cut the meat the most finely of the three.
Different food has different ways to eat. How to eat them
For example:
We use spoons to eat beef curry.
We use fingers/spoons to eat Indian curry.
We use chopsticks to eat fried rice…
Free talk
Work on 2
What do you think is the correct way to eat the food Discuss with your partner after the example.
Food
steak
fruit salad
ice cream
fried noodles
fried chicken
Food
sandwich
sushi
chicken curry
tofu soup
Way to eat
fingers
knife and fork
chopsticks
spoon
Sentence pattern: We use … to eat …
Maria: What did you make for the food festival, Mina
Mina: I made fried noodles.
Maria: How do we eat them Do we need a fork
Mina: No, you use chopsticks.
Maria: Oh, I don't think I can eat it very neatly!
Mina: Well, if you want to, you can use forks to eat fried noodles.
Example:
adv.整洁地，整齐地
Work on 3
Name Western food Reason Chinese food Reason
Jane sausage quick, delicious dumplings delicious
Kangkang Italian pizza delicious, cheap noodles healthy
...
Survey your classmates about the food they like and complete the table. Then make a report.
You may report like this:
Jane likes sausage because she thinks it is quick and delicious.
______________________________________________________________________________________________________________________________
重点词组：
1.进展顺利______________________________
2.值...... ________________________________
3.(非常)值得做某事 ______________________
4.最成功地 _____________________________
5.最后 _________________________________
6.赚钱 _________________________________
7.切肉 _________________________________
8.煎鱼 _________________________________
9.洗菜 _________________________________
go well
be worth sth.
be ( well) worth doing sth.
the most successfully
in the end= at last
make money
cut the meat
fry the fish
wash the vegetables
Exercises in class
一、单项选择。
( ) 1. Tony goes to school ____ than any other student in his class.
A. early B. earlier C. earliest D. the earliest
( ) 2. Who runs ____ , Lisa, Eliza or Tara
A. fast B. faster C. the fastest D. most fast
( ) 3. — What do you think of the book
— It’s interesting. It’s really worth ____.
A. read B. reads C. to read D. reading
( ) 4. Luo Lin does ____ than any other student in her class.
A. better B. well C. good D. best
( ) 5. Maria cuts the meat ____ of all the students in her class.
A. finely B. more finely C. fine D. the most finely
B
C
D
A
D
We learn:
Summary
1. Some new words and phrases： job,worth,effort,successfully,steak,neatly
go well,be worth doing sth. , in the end
2.Compare with comparative and superlative forms of adverbs:(successfully—more successfully—the most successfully)
Maria cooked very successfully.
Jane cooked more successfully.
I cooked the most successfully.
基础性作业：
Review the vocabulary and the sentence structures.
提高性作业：
2. Retell the production of food festival to your friends.
拓展性作业：
3. Polish the report about the food your classmates like.
Assessment
Try hard OK Good Excellent
Read and write new words.
Know the usage of comparative and supreme grades of polysyllabic adverbs.
Retell the production of food festival to your friends.
Survey your classmates about the food they like and complete a table.
谢谢
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Unit 7 Food Festival Topic 3 I cooked the most successfully.课时教学设计
本单元第3课时 Section C 课型 阅读课
语篇研读
What---语篇主题和主要内容 本课属于新课标话题“人与社会”——“社会服务与人际沟通”中的“志愿服务与公共服务”话题，通过描述Kangkang向Craig以发电子邮件的形式总结美食节的情况呈现主要内容。 Why---语篇传递的主题意义 通过本节课的学习，能够借助本课对美食节的总结，引导学生体验成功的喜悦；并能通过Craig的慈善组织Free the Children帮助全世界的儿童，像Kangkang与同学们筹备美食节一样来筹款帮助肯尼亚的孩子们建学校，让学生们初步树立“国际大家庭”的概念及乐于助人的思想。 How---文体结构、语言特点及功能 在Section C的书信中呈现了多音节副词的比较级和最高级的表达法和一些固定句型，让学生学会运用并表达自己的看法。
学情分析
【已知】 教学对象为初二的学生，学生具备一定的阅读和写作能力，能够通过阅读文本获取关键信息，同时也能够运用一些简单的多音节副词的比较级和最高级表达自己的看法，观点和意图。 【未知】 学生在日常的实际生活当中针对英语知识进行运用，尤其是对于新的句式和句型，且对各种饮食的正确用餐方法不是很熟悉。 【能知】 通过本节课的学习，学生能够进一步了解和运用多音节副词的比较级和最高级结构，学习常见的口语表达方式，学会表达自己的观点看法。
课时教学目标
通过本课学习，学生能够： 学习理解： 感知与注意：联系课文旧知，激发学生兴趣，比如Lead-in以图片导入；通过读看辨，初步理解词汇和语篇意义；通过图片猜测语篇内容； 获取与梳理：通过泛读和精读直接从文本获取信息，完成阅读练习； 概括与整合：概括短文大意。 应用实践： 描述与阐释：复述短文的主要内容； 分析与判断：归纳并总结多音节副词的比较级和最高级结构；分析练习中含多音节副词的比较级和最高级结构含义及用法；针对美食节的收获和各种饮食的正确用餐方法谈谈自己的理解； 内化与运用：学会用相关词汇和语言表达美食节的收获和各种饮食的正确用餐方法。 迁移创新： 推理与论证：提供新的情境，运用多音节副词的比较级和最高级结构调查同学之间喜欢的食物。
教学重难点
教学重点： 1.Some words: job, successfully, worth, effort, steak, neatly 2.Some phrases: go well, both...and.., in the end, send sth. to sb. 3. Learn about comparative and supreme grades of polysyllabic adverbs. 4. Be able to talk about food festivals and the correct way to eat various meals. 教学难点： 正确使用副词的比较级和最高级，学习常见的口语表达方式，学会表达自己的观点看法。
教学方法
英语教学活动观，情境式教学，任务型教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 感知与注意：联系课文旧知，激发学生兴趣，比如Lead-in以图片导入；通过读看辨，初步理解词汇和语篇意义；通过图片猜测语篇内容； 概括与整合：概括短文大意 任务一： Lead in Look and say: How was the food festival
任务二：Pre-reading Prediction: What are they doing 任务一: 1.观察学生导入活动是否能引起学生兴趣，为接下来的学习做铺垫； 2.通过前面的学习，图片和关键词提示，观察学生掌握副词的比较级和最高级的情况，且能否连词成句； 任务二：观察学生能否通过图片预测文章大意。
设计意图 通过课文图片带入学习，既可以直观地展示课文内容，又可以激发学生的学习积极性；同时联系文本回忆旧知识，可以为接下来的学习做铺垫；通过猜测文章大意，可以锻炼学生的预测能力。
教学目标 学习活动 效果评价
学习理解： 获取与梳理：通过泛读和精读直接从文本获取信息，完成阅读练习； 概括与整合：概括短文大意 任务三：While-reading Fast reading: Main idea What’s the main idea of this passage 2. Careful reading: Read and complete a table. 3. Work on 1a: Mark true or false. 4. Read 1a by following the audio of 1a. 5. Fill in the blanks. 任务三: 观察学生答题情况，评价学生通过阅读获取信息的能力。
设计意图 通过泛读和精读等一系列活动，锻炼学生快速获取大意和抓取文章重点细节的能力，了解美食节的收获成就。
教学目标 学习活动 效果评价
应用实践： 描述与阐释：复述短文的主要内容； 分析与判断：归纳并总结多音节副词的比较级和最高级结构；分析练习中含多音节副词的比较级和最高级结构含义及用法；针对美食节的收获和各种饮食的正确用餐方法谈谈自己的理解； 内化与运用：学会用相关词汇和语言表达美食节的收获和各种饮食的正确用餐方法。 迁移创新： 推理与论证：提供新的情境，运用多音节副词的比较级和最高级结构调查同学之间喜欢的食物。 任务四: Post-reading 1. Retell the passage with key words. 2. Learn some language points. Look and say: Why did Kangkang do the most successfully Work on 1b: Read 1a again and understand the underlined sentences. Then make new sentences by key words. Free talk: Different food has different ways to eat. How to eat them Work on 2. Work on 3. Survey your classmates about the food they like and complete the table. Then report to your classmates. Speak out the key phrases. Do an exercise about compare with comparative and superlative forms of adverbs. 任务五：summary 任务六：homework 任务四: 评价学生能否正确分析掌握并运用多音节副词的比较级和最高级结构； 观察学生能否在新的情境中巩固运用本课重难点； 观察学生能否实践运用新知表达美食节的收获和各种饮食的正确用餐方法。 任务五:根据学生回答情况，判断学生是否已经掌握新知。
设计意图 通过复述文本，有助于学生对文本内容进行深入理解；通过小组讨论作调查、合作、练习等活动让学生在活动中运用所学知识，巩固内化本课重难点。
课时教学板书设计
Unit 7 Topic 3 Section C successfully → more successfully →(the) most successfully finely → more finely →(the) most finely lightly → more lightly →(the) most lightly carefully → more carefully → (the) most carefully neatly → more neatly → (the) most neatly (
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ctively help others!
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评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： Review the vocabulary and the sentence structures. 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： Retell the production of food festival to your friends. 提高运用知识的能力。 加深对本节课内容的理解和消化。
拓展题： Polish the report about the food your classmates like. 培养学生的读写结合能力和迁移创新能力，学会内化运用。 锻炼学生的写作润色能力，把课堂中口头所学知识落实到书面上。
课后反思（实施后填写）
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