仁爱版八下英语 Unit 7 Food Festival Topic 1We're preparing for a food festival.Section B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 B教学设计
Ⅰ. Teaching Objectives Knowledge Objectives Students will be able to master new words related to food making, such as “chicken”, “bacon”, “cabbage”, “teaspoon”, “fry”, etc., including their accurate pronunciation, spelling, part of speech and meanings. Understand and flexibly use key phrases like “cut up”, “add…to…”, “mix up”, “a cup of”, and be able to use them correctly in sentences describing the food-making process. Grasp crucial sentence patterns such as “How much/many…do we need ”, “We need to…first.”, “Then, we will…”, which are used to inquire about the amount of ingredients and elaborate on the making steps. Ability Objectives Through listening training, improve the ability to capture detailed information related to food making, such as the types of ingredients, their amounts, and the sequence of making steps. Be able to understand simple conversations and short passages about food making. In the form of group cooperation, simulate the preparatory scene of food making for the food festival and complete a detailed food-making planning scheme. This includes determining the food to be made, planning ingredient procurement, and designing the production process flow. During this process, enhance oral expression, teamwork and problem-solving abilities. Learn to read articles about food making, quickly extract key information, summarize the characteristic ingredients, production techniques and cultural backgrounds of different foods, and cultivate reading comprehension and information summarization abilities. Emotional Objectives Stimulate students’ enthusiasm for the food festival and enhance their enthusiasm to participate in campus or community food activities. Let them enjoy the happiness brought by food making and sharing, and cultivate a positive attitude towards life. In group cooperation, guide students to respect the creativity and ideas of others, experience the power of teamwork, enhance friendship and trust among classmates, and improve the sense of collective honor. By understanding the efforts behind food making, cultivate students’ good habit of cherishing food and not wasting it, and establish correct values. Cultural Awareness Objectives Let students understand the unique food-making cultures of different countries and regions, such as the baking process of Italian pizza, the decoration techniques of French desserts, and the heat control of Chinese traditional dishes. Broaden international horizons and cultivate an inclusive and appreciative awareness of diverse cultures. Ⅱ. Teaching Key and Difficult Points Teaching Key Points Thoroughly explain and repeatedly practice key words, phrases and sentence patterns to ensure that students can use them accurately in practical situations and describe the food-making process proficiently. Guide students to formulate detailed and feasible food-making planning schemes and clearly explain each link in English, including ingredient preparation, cooking steps and finished product features. Teaching Difficult Points Help students use rich vocabulary and complex sentence structures in oral and written expressions to vividly describe the food-making process, highlight food characteristics and avoid monotonous expressions. Guide students to deeply understand the differences in the connotations of different food-making cultures, cultivate cross-cultural communication awareness, and enable them to appropriately introduce local food cultures and respect other cultures. Ⅲ. Teaching Methods Situational Teaching Method: Utilize the classroom space to create a simulated kitchen scene of the food festival, place models of ingredients and kitchen utensils, post food pictures, and play food-making videos to create a strong atmosphere and let students learn relevant knowledge in an immersive way. Task-based Teaching Method: Assign a series of tasks, such as completing listening tasks to obtain ingredient information, formulating food-making planning schemes, and reading articles to answer questions, to prompt students to actively explore knowledge and exercise problem-solving abilities. Cooperative Learning Method: Divide students into groups and clarify the division of labor. For example, the group leader is responsible for organization and coordination, the food creative designer designs the dishes, the ingredient purchaser lists the inventory, the step recorder organizes the process, and the reporting spokesperson presents the results. Through group discussions and cooperation to complete tasks, improve teamwork and communication abilities. Ⅳ. Teaching Procedures Lead-in (5 minutes) Play a video of a lively food-making competition scene. In the video, chefs skillfully handle ingredients, such as shredding vegetables and cutting meat into pieces, accurately adding seasonings, and skillfully stir-frying and baking. The judges taste and score carefully, and the audience cheers and applauds. After the video is played, ask students: “What delicious foods did you see in the video And what steps did the chefs take to make them ” Guide students to share the delicious foods they saw and the making steps in English, stimulate students’ interest, and smoothly introduce the theme of this lesson. Presentation (15 minutes) Vocabulary Teaching: Combine the video scenes and display pictures of new words on the screen. For example, pointing to the picture of chicken, say: “Look, this is chicken. We pronounce it as / t k n/. It’s a very common ingredient. We can roast it, fry it or make it into soup.” Then introduce words like “bacon” and “cabbage” in turn, emphasizing pronunciation, spelling and usage, and give examples to deepen understanding. Conduct a vocabulary game “Word Challenge”. The teacher says the Chinese meaning of a word, and students quickly say the English word and spell it. Students get one point for correct spelling, and see who gets more points to strengthen word memory. Phrase and Sentence Pattern Teaching: Play the video again and pause when relevant scenes appear to explain key phrases. For example, when the chef cuts up the vegetables in the scene, explain “cut up”: “Look, the chef is cutting up the vegetables. It means to cut something into small pieces. Now, can you make a sentence with this phrase ” Guide students to make sentences with the phrase and communicate with each other at the same table. Demonstrate sentence patterns in the form of a conversation. For example: A: How much flour do we need to make pancakes B: We need two cups of flour. We need to mix it with water first. Then, we will pour the batter onto the hot pan. Students practice imitating in groups. The teacher patrols and guides, corrects grammar and pronunciation errors, and encourages students to enrich the conversation content. Listening Practice (10 minutes) Before playing the listening material of Section B 1a, ask the question: “What ingredients and how much of them do they need to make the dish And what are the steps ” Let students listen for the first time with the question to get the general idea. For the second listening, ask students to record key information while listening, such as the names of ingredients, their amounts, and the making steps. After listening, students compare answers with their deskmates and supplement and improve each other. For the third time, play the listening material, and students read aloud along with the conversation, imitate the intonation and pronunciation, pay attention to liaison and weak forms, and after reading aloud twice, perform the conversation in groups to display the learning results. The teacher evaluates and focuses on praising the groups with accurate intonation imitation and fluent expression. Group Work (10 minutes) Divide students into reasonable groups, with 4 - 6 people in each group and clear division of labor. The group leader is responsible for organizing discussions to ensure everyone participates; the food creative designer determines at least two kinds of food to be made according to the preferences of group members and the theme of the food festival; the ingredient purchaser lists a detailed ingredient procurement list based on the selected food, including the amount and purchase location suggestions; the step recorder organizes the making steps and designs a reasonable process; the reporting spokesperson practices introducing the group’s food-making planning scheme clearly and fluently in English. Each group starts to plan the food-making scheme based on the learned knowledge and actual life. The discussion content covers food selection (considering popularity, difficulty of making, cost, etc.), ingredient procurement (ensuring freshness, affordability and easy availability), making steps (detailed, reasonable and operable), and finished product features (such as appearance, taste, nutritional value), etc. Use the learned English knowledge to elaborate, rehearse the introduction process, supplement and improve each other, and give full play to the team’s wisdom and show creativity and comprehensive qualities. Result Presentation (2 minutes) Each group selects a representative to present the carefully planned food-making scheme to the whole class and introduce the selected food, ingredients, making steps and finished product features in English. For example: “Our group decides to make fruit salad and chicken sandwiches. For the fruit salad, we need apples, bananas, oranges and a cup of yogurt. We will cut up the fruits and mix them with the yogurt. It will look colorful and taste sweet and fresh. For the chicken sandwiches, we need some chicken breast, lettuce, tomatoes and bread. First, we will fry the chicken until it’s golden brown. Then, we will assemble the sandwiches with the ingredients. They will be delicious and filling.” Other groups evaluate and score from aspects such as content, creativity and expression. The teacher summarizes the highlights and deficiencies and puts forward improvement suggestions to promote students’ mutual learning and common progress. Classroom Summary (3 minutes) The teacher leads students to review the key knowledge of this lesson: new words, phrases and sentence patterns, especially the key points of food making. Consolidate memory through question-and-answer competitions. For example, the teacher asks: “Which phrase is used to cut up vegetables ” Students answer quickly: “cut up”. Summarize the experience in the group cooperation process, praise the active and excellent groups and individuals, encourage other students to learn from them, and emphasize the importance of teamwork. Re-emphasize the fun and significance of food making and stimulate students’ expectations for the food festival practical activities in the next lesson. Ⅴ. Teaching Reflection During the teaching process, pay close attention to students’ classroom performance, including participation, teamwork tacit understanding and knowledge mastery. Notice the problems that students have in vocabulary pronunciation, phrase usage, sentence pattern construction and cross-cultural understanding, and provide targeted tutoring in time. Continuously collect student feedback, optimize the design of teaching activities, and enrich teaching materials. For example, introduce more videos of foreign food making and share cases of students’ food making to enable students to improve their English comprehensive qualities in a relaxed and pleasant atmosphere and better achieve the teaching objectives.