仁爱版八下英语 Unit 7 Food Festival Topic 1We're preparing for a food festival.Section C 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 C教学设计
Ⅰ. Teaching Objectives Knowledge Objectives Students will be able to master new words and phrases related to food festivals and cooking, such as “porridge”（粥）, “bean curd”（豆腐）, “ingredient”（原料）, “recipe”（食谱）, “set the table”（摆餐桌）, etc., including their accurate pronunciation, spelling, part of speech and meanings. Grasp important sentence patterns like “It’s time to…”, “Would you like to… ”, “Let’s…”, which are frequently used in the context of food festival preparations and food serving. Understand and remember some cultural knowledge about different food cultures, like the special significance of certain foods in different festivals or regions. Ability Objectives Through listening exercises, improve the ability to understand conversations and passages about food festival arrangements, including listening for details about task assignments, time schedules, and guest invitations. In group activities, simulate the whole process of a food festival, from pre-event preparations to on-site operations and guest interactions. Students will be able to communicate effectively in English, make decisions as a team, and solve problems that arise during the simulation. Read articles and materials related to food festivals, extract key information, and summarize the main features, activities, and cultural connotations of different food festivals. This helps to develop reading comprehension and summarization skills. Emotional Objectives Arouse students’ strong interest and enthusiasm for food festivals, making them look forward to participating in real food festival activities. In the process of group cooperation, cultivate students’ sense of teamwork and mutual assistance. They will learn to respect each other’s opinions, share responsibilities, and work together towards a common goal, thus enhancing friendship and class cohesion. Let students experience the joy of sharing food and cultures, and develop an open and inclusive attitude towards different cultures and lifestyles. Cultural Awareness Objectives Deepen students’ understanding of diverse food cultures around the world. For example, learn about the food taboos and traditional eating habits in some ethnic groups, and the unique food festival celebrations in different countries. This broadens their international perspective and promotes cultural awareness and acceptance. Ⅱ. Teaching Key and Difficult Points Teaching Key Points Thoroughly teach new words, phrases and sentence patterns, ensuring students can use them accurately and fluently in conversations and writings related to food festivals. Guide students to plan and organize a simulated food festival in detail, covering aspects such as menu design, venue layout, and activity arrangements, and express these plans clearly in English. Teaching Difficult Points Help students use advanced and vivid English expressions to describe the food festival atmosphere, food features, and people’s emotions, avoiding dull and simplistic language. Cultivate students’ cross-cultural communication skills, enabling them to understand and respect cultural differences, and handle cultural misunderstandings appropriately when communicating with people from different backgrounds. Ⅲ. Teaching Methods Situational Teaching Method: Transform the classroom into a food festival venue as much as possible. Use desks and chairs to set up food stalls, decorate with colorful ribbons and food posters, and play background music of food festivals. Let students immerse themselves in the atmosphere and learn relevant knowledge. Task-based Teaching Method: Assign a series of tasks, such as designing a food festival poster, writing an invitation letter for the food festival, and making a budget plan for the food festival. Through these tasks, students are compelled to apply what they have learned and improve their practical abilities. Cooperative Learning Method: Divide students into groups, with each group responsible for a specific part of the food festival simulation, such as food preparation, guest reception, and event promotion. Members within the group collaborate closely, and different groups interact and support each other to complete the overall simulation task. Ⅳ. Teaching Procedures Lead-in (5 minutes) Play a vivid video that showcases a grand food festival from around the world. The video features bustling crowds, a variety of food stalls offering mouthwatering delicacies, exciting cultural performances, and enthusiastic interactions between vendors and customers. After playing the video, ask students: “What impressed you most about this food festival If you were the organizer, what would you do to make it even better ” Encourage students to share their thoughts and feelings in English, thus leading into the topic of this lesson. Presentation (15 minutes) Vocabulary Teaching: Display pictures and real objects related to new words. For example, when teaching “porridge”, show a bowl of hot porridge and say: “Look, this is porridge. It’s a warm and comforting food, especially in the morning. We pronounce it as / p r d /.” Similarly, introduce other words like “bean curd” and “ingredient”, emphasizing pronunciation, spelling, and usage. Play a vocabulary guessing game. One student describes the meaning or usage of a word without saying the word itself, and other students guess. This makes learning new words more interesting. Phrase and Sentence Pattern Teaching: Use the simulated food festival scene in the classroom to teach phrases and sentence patterns. For example, when arranging the desks as a dining area, say: “It’s time to set the table. We need to put the plates, forks, and knives in the right places.” Explain the meaning and usage of “It’s time to…” and ask students to make sentences. Demonstrate conversations using sentence patterns. For example: A: Would you like to help me make the bean curd dish B: Sure, let’s do it together. Let students practice in groups, and the teacher provides guidance and corrects errors. Listening Practice (10 minutes) Before playing the listening material of Section C 1a, pose questions: “What are the people in the listening going to do for the food festival When and where will it take place ” Let students listen for the first time to get the general idea. For the second listening, ask students to write down key details such as people’s tasks, time, and place. After listening, they compare notes with their deskmates and fill in any gaps. Play the listening material a third time, and students read aloud along with it, imitating the intonation and pronunciation. Then, they perform the conversation in groups, and the teacher evaluates and offers praise for good performances. Group Work (10 minutes) Divide students into groups, with each group having about 4 - 6 members and clear division of labor. There could be a group leader, a food designer, a venue decorator, a guest coordinator, and a publicity officer. The food designer is responsible for creating a unique menu, considering different tastes and dietary requirements. The venue decorator plans the layout of the food festival area, choosing decorations and arranging furniture. The guest coordinator takes care of sending invitations, receiving guests, and seating arrangements. The publicity officer designs promotional materials like posters and flyers to attract more people. Each group starts to plan and simulate their food festival. They discuss and decide on details, use English to communicate their ideas, and make a detailed plan. They also rehearse how to introduce their food festival to others. Result Presentation (2 minutes) Each group sends a representative to present their food festival plan to the class. The representative should introduce the menu, venue layout, activities, and expected outcomes in English. For example: “Our food festival will have a Chinese food corner. We’ll serve delicious porridge, bean curd dishes, and dumplings. The venue will be decorated with red lanterns and Chinese calligraphy posters. There will also be a cooking demonstration area where guests can learn how to make traditional Chinese food.” Other groups ask questions and give comments. The teacher summarizes the strengths and weaknesses and provides suggestions for improvement. Classroom Summary (3 minutes) The teacher reviews the key words, phrases, and sentence patterns learned in this lesson, asking students to recall and repeat. For example, asking: “What’s the English word for 豆腐？” Students answer: “bean curd”. Summarize the group work experience, praising active and cooperative groups and individuals, and encouraging others to learn from them. Reiterate the importance and fun of food festivals, looking forward to students’ further exploration in the next lesson. Ⅴ. Teaching Reflection During the teaching process, closely observe students’ performance, including their participation in group activities, language proficiency in communication, and understanding of cultural knowledge. Note any difficulties or mistakes they encounter, such as incorrect word usage, grammar errors in sentences, or misunderstandings of cultural concepts. Provide timely feedback and targeted tutoring. Continuously adjust and optimize the teaching plan based on students’ needs, adding more relevant and interesting teaching materials, such as short documentaries about international food festivals or real-life stories of food festival organizers. This will help students improve their English skills and cultural awareness in a more engaging environment.