Unit 7 Food Festival Topic 1 We're preparing for a food festival.Section A 教学设计（表格式）

课题 仁爱版八下英语Unit 7 Food Festival Topic 1We're preparing for a food festival.Section A教学设计
一、Teaching Objectives Knowledge Objectives Students will master a series of new words related to food and festivals, such as “snack” (n. 小吃), “cuisine” (n. 烹饪，菜肴), “pancake” (n. 薄煎饼), “dumpling” (n. 饺子), and understand their pronunciations, spellings, and meanings precisely. Grasp useful phrases like “prepare for” (为…… 做准备), “be going to” (打算，计划), “make a decision” (做决定), and be able to use them correctly in sentences to express intentions and preparations. Learn and remember key sentence patterns, for example, “What are you going to do for the food festival ” “I’m going to make…”, which can be applied to communicate about the food festival arrangements. Ability Objectives Through listening exercises, improve students’ ability to capture details about food festival preparations and people’s plans, like understanding who is responsible for which dish and how they will make it. Encourage students to work in groups to discuss and plan their own food festival stall, enhancing their speaking skills and the ability to cooperate with others. They need to negotiate ideas, assign tasks, and communicate clearly in English. Guide students to read short passages related to food festivals to extract key information about the origin, traditional dishes, and activities, cultivating their reading comprehension skills. Emotional Objectives Arouse students’ enthusiasm and anticipation for the food festival, making them look forward to experiencing different cuisines and cultures. In the process of group cooperation, foster students’ sense of teamwork and mutual assistance. They will learn to respect different opinions, share ideas, and jointly complete tasks, strengthening their friendships and collective cohesion. Cultural Awareness Objectives Introduce students to diverse food cultures from various regions and countries, such as Italian pasta culture, Chinese dumpling culture. Let them understand the significance and traditions behind different foods, broadening their international perspectives and cultivating cultural appreciation. 二、Teaching Key and Difficult Points Teaching Key Points Thoroughly teach new words, phrases, and sentence patterns, ensuring students can use them accurately in daily conversations and written work related to the food festival. Guide students to make practical plans for the food festival, including choosing dishes, preparing ingredients, and arranging the stall layout, all expressed in English. Teaching Difficult Points Help students use complex sentence structures and advanced vocabulary to describe food-making processes and festival details vividly, avoiding simple and repetitive expressions. Cultivate students’ cross-cultural communication awareness to understand and respect cultural differences in food, and be able to introduce Chinese food culture to foreigners appropriately. 三、Teaching Methods Situational Teaching Method Create a vivid classroom atmosphere similar to a food festival. Decorate the classroom with pictures of various delicious foods, posters of food festivals, and set up mock food stalls. Let students feel the excitement and immerse themselves in the topic. Use multimedia to play videos of food festivals around the world, showing different food-making scenes, people’s enjoyment, and cultural backgrounds. Pause at key points to introduce relevant English knowledge. Task-based Teaching Method Design a series of tasks. For example, ask students to complete a food festival planning form, including dish selection, ingredient list, and cost estimation. Each group reports their plan and defends it in English. Give reading tasks with questions, such as “According to the passage, what are the most popular dishes in the local food festival and why ”, guiding students to find answers actively. Cooperative Learning Method Divide students into groups of 4 - 6. Each group has a clear division of labor, like a team leader to coordinate, a purchaser to research ingredients, a chef to design dishes, and a presenter to report the plan. Organize group discussions and peer evaluations. For example, after each group presents their food festival plan, other groups give suggestions and comments in English, promoting mutual learning. 四、Teaching Procedures Lead-in (5 minutes) Play a lively video of a grand food festival, showing a bustling scene with various food stalls, colorful decorations, and people tasting different kinds of delicious food. The video also includes close-ups of the food-making process, such as frying, baking, and steaming. After playing the video, ask students: “What did you see in the video Would you like to participate in such a food festival What kind of food would you expect to taste or make ” Encourage students to share their feelings and ideas in English, leading to the topic of this class. New Knowledge Teaching (10 minutes) Vocabulary Teaching Display pictures of different foods on the screen, such as snacks, pancakes, and dumplings. Point to each picture and introduce the corresponding English word, emphasizing the pronunciation and spelling. For example, when showing a picture of dumplings, say: “Look, these are dumplings. We pronounce it / d mpl /. It’s a traditional Chinese food. You can make them with meat and vegetables.” Play a vocabulary game. Divide the class into two teams. One team member describes a food word in English (without saying the word itself), and the other team guesses. The team that guesses correctly gets a point, which can enhance students’ memory of words. Phrase and Sentence Pattern Teaching Use the context of the food festival to introduce phrases. For example, when talking about the preparations, say: “We need to prepare for the food festival. That means we have to do a lot of things before it starts.” Explain the meaning and usage of “prepare for” and ask students to make sentences with it. Demonstrate sentence patterns through dialogues. For example: A: What are you going to do for the food festival B: I’m going to make some pancakes. I think people will like them. Let students work in groups to practice similar dialogues, and the teacher walks around to correct grammar and pronunciation errors. Listening Training (5 minutes) Before playing the listening material of Section A 1a, ask students: “What preparations do you think the people in the listening are making for the food festival Listen carefully and find out.” Play the listening for the first time. Students listen to get the general idea. Then play it again, and this time, students are required to write down the key information, such as who is going to make what dish and what ingredients they need. After listening, students compare their answers with their deskmates and discuss any differences. Play the listening a third time. Students read after the dialogue, imitating the intonation and pronunciation. Then, select a few pairs of students to perform the dialogue in front of the class to check their learning effect. Group Work (10 minutes) Divide students into groups as mentioned before. Each group starts to plan their own food festival stall. They need to discuss and decide on the following: What kind of food they will sell (at least three kinds), considering popularity and uniqueness. The ingredients required for each dish and where to buy them. The layout and decoration of the stall to attract customers. The price of each dish and any special offers. Each group records their discussion results. The team leader is responsible for coordinating the discussion and making sure everyone participates. The purchaser researches ingredient prices and sources, the chef designs the food-making process, and the presenter prepares to report the plan. Achievement Display (5 minutes) Each group sends a representative to come to the front of the class to present their food festival stall plan. The representative should use English to introduce their chosen foods, ingredients, stall layout, and pricing strategy. For example: “Our group is going to have a Chinese food stall. We will sell dumplings, spring rolls, and fried rice. For the dumplings, we need flour, meat, and vegetables. We will buy them from the local market. Our stall will be decorated with red lanterns to create a Chinese atmosphere. The price of a plate of dumplings will be $5, and if you buy two plates, you can get a free drink.” After each group presents, other groups can ask questions or give suggestions in English. The teacher also comments on each plan, praising the creative ideas and pointing out areas for improvement. Classroom Summary (5 minutes) The teacher reviews the new words, phrases, and sentence patterns learned in this class, asking students to recall and repeat. For example, the teacher says: “What’s the English word for 小吃？” Students answer: “Snack.” Summarize the group work process, praising the active participation and good cooperation of most groups. Encourage students to continue to work hard in future group activities. Remind students of the importance of the food festival preparations and look forward to their more excellent performance in the next class. 五、Teaching Reflection During the teaching process, closely monitor students’ performance, including their participation in class discussions, group work efficiency, and knowledge mastery. Take note of the common problems students encounter, such as vocabulary mispronunciation, incorrect sentence structure use, and lack of creativity in group plans. In subsequent classes, provide targeted exercises and guidance to help students overcome these difficulties. Continuously update and enrich teaching materials related to food festivals to keep students interested and engaged, ensuring that they make steady progress in English learning and cultural understanding.