Unit 7 Food Festival Topic 1We're preparing for a food festival.Section D 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 D教学设计
一、Teaching Objectives Knowledge Objectives Students will be able to master the key vocabulary in Section D proficiently, such as “success” (成功), “congratulation” (祝贺), “proud” (自豪的), “effort” (努力), “eventually” (最终). They can not only pronounce and spell them accurately but also understand their meanings and usages in different contexts. For example, “We achieved great success in the food festival.” to deepen their understanding. Grasp the key phrases precisely, like “thanks to” (多亏), “in the end” (最后), “make a difference” (有影响，起作用), “be proud of” (为…… 感到自豪). Students can use these phrases to make sentences, such as “Thanks to everyone’s hard work, the food festival was a big hit.” to describe their experiences related to the food festival. Use the key sentence patterns skillfully, for instance, “Well done!” (干得好！), “I’m so proud of you all.” (我为你们所有人感到自豪.), “You made a great effort and it paid off.” (你们付出了巨大努力，并且得到了回报.). They can apply these sentence patterns freely in oral communication and written expressions to convey praise and affirmation. Ability Objectives Through listening training, significantly improve the ability to capture key information. Students can accurately extract the core points of evaluations, feedback, and improvement suggestions about the food festival, such as understanding people’s comments on the taste of a certain dish, the advantages and disadvantages of the venue layout, providing information support for further in-depth discussions. Carry out food festival summary activities in group cooperation, comprehensively exercise oral expression skills. Students will learn to organize language in an orderly manner and clearly elaborate on the highlights, shortcomings, and improvement strategies of the food festival. Meanwhile, cultivate communication, coordination, and resource integration abilities in teamwork, like jointly discussing how to optimize the food festival process and add special activities. When reading summary texts related to the food festival, master the skills of quickly extracting key information and summarizing main points. Learn to analyze the text structure, such as identifying paragraphs about the achievements, problems, and prospects of the food festival in the article, and improve high-level thinking abilities in reading comprehension and analysis. Emotional Objectives Enable students to truly feel the joy of achieving success after hard work when recalling the process of the food festival, enhance their self-confidence, establish a positive attitude towards life, and stimulate their internal learning motivation. For example, when students share the achievements of the food stalls they were responsible for in the food festival, they can realize their own value. During the process of group cooperation and summary reporting, strengthen the sense of teamwork and collective honor. Encourage students to learn to appreciate the efforts and achievements of others, enhance friendship among classmates, and cultivate the spirit of mutual assistance and learning. For example, members within the group affirm each other’s contributions in the preparation of the food festival. Through a comprehensive summary and reflection of the food festival, cultivate students’ self-examination and self-improvement awareness. Make them deeply understand the importance of continuous improvement for personal growth and team development, and then pursue excellence and keep making progress. Guide students to think about how to do better in the next food festival. Cultural Awareness Objectives Guide students to dig deep into the connotation of multicultural integration behind the food festival, understand the role of food as a cultural carrier in promoting exchanges and interactions among different regions and people. Broaden international perspectives, enhance cross-cultural communication sensitivity and tolerance, and cultivate a global vision. For example, understand the unique cultural elements displayed by different national food stalls at the food festival. 二、Teaching Key and Difficult Points Teaching Key Points Conduct in-depth explanation and repeated practice of key vocabulary, phrases, and sentence patterns. Through diversified exercise forms, such as vocabulary spelling competitions, phrase filling, and sentence pattern transformation, ensure that students can use them proficiently when describing the achievements of the food festival and exchanging experiences and lessons, laying a solid language foundation. Guide students to use the learned knowledge to conduct a comprehensive, systematic, and in-depth summary of the food festival, covering the successful aspects (such as the popularity of special cuisines, the eye-catching highlights of wonderful activities), existing problems (such as shortcomings in food supply, irrational venue arrangements), and improvement plans. Present the summary report clearly and methodically in English to demonstrate the ability to analyze and solve problems. Teaching Difficult Points Guide students to break away from plain and single language modes in oral expression and written writing. Learn to use rich and diverse vocabulary and complex and changeable sentence structures to vividly depict the wonderful moments, touching details, and personal deep feelings of the food festival, enhancing the expressiveness and appeal of the language. For example, use “the mouth-watering delicacies” (令人垂涎欲滴的美食) to replace “delicious food”. Cultivate students to understand the profound significance of the food festival in promoting cultural exchanges from a cross-cultural perspective. They can combine specific examples to explain in a simple and profound way how food breaks cultural barriers and promotes interpersonal understanding, showing a high level of cultural accomplishment and profound thinking depth. For example, analyze the reasons for the popularity of a certain foreign cuisine in the local area and the resulting cultural collisions. 三、Teaching Methods Situational Teaching Method: Create a realistic food festival summary conference situation. Decorate the classroom as a conference site and set up roles such as hosts, guests, and representatives of various food stalls. Let students immerse themselves in the situation and use English to communicate their experiences and insights about the food festival naturally and smoothly, stimulating learning interests and strengthening knowledge memory. Task-based Teaching Method: Assign a series of challenging tasks, such as writing news articles highlighting the food festival, designing promotional posters for the next food festival, and formulating problem improvement checklists for the food festival. Prompt students to actively apply the learned knowledge and improve their practical and problem-solving abilities in the process of completing tasks, cultivating innovative thinking. Cooperative Learning Method: Divide students into groups scientifically, with 4 - 6 students in each group. Assign responsibilities according to students’ personalities and abilities. For example, the group leader is responsible for overall coordination, the information collector is responsible for sorting out information, the manuscript writer is responsible for drafting reports, and the reporter is responsible for presenting the results. Members within the group cooperate closely, and different groups communicate and learn from each other to jointly overcome the difficulties in summarizing the food festival and cultivate the spirit of teamwork. 四、Teaching Procedures Lead-in (5 minutes) Play a carefully edited video clip reviewing the highlights of the food festival, covering busy figures in the preparation stage, lively scenes at the opening, wonderful moments of food making, satisfied expressions of customers tasting food, and a group photo at the end of the event, presenting the whole process of the food festival comprehensively. After playing, the teacher asks: “After watching this video, what are your feelings about our food festival What impressed you the most ” Guide students to share their feelings and impressive scenes enthusiastically in English, fully mobilizing their learning enthusiasm and smoothly introducing the theme of this lesson - the summary and reflection of the food festival. Presentation of New Knowledge (15 minutes) Vocabulary Teaching: Introduce new words timely in combination with the video scenes. When the climax scene of people celebrating the successful conclusion of the food festival appears, the teacher freezes the frame and leads to “success”: “Look, everyone is celebrating. It’s obvious that our food festival was a great success. We pronounce it as /s k ses/. It refers to achieving what you aimed for. Now, can you think of some other successful events in your life and use this word to describe them ” Provide the phonetic symbol, part of speech, and meaning, and guide students to apply it in connection with real life to deepen understanding. Carry out interesting vocabulary competition games, such as word chain. The teacher says the first word, and students take turns to say a new word, requiring the last letter of the previous word to be the first letter of the next word, and use the new word to make a sentence. If they can’t continue or make a wrong sentence, they will perform a small program related to the food festival to stimulate students’ enthusiasm and competitive awareness in learning new words. Phrase and Sentence Pattern Teaching: Play the video again and pause at key plots to explain key phrases. When the scene shows volunteers working together to overcome numerous difficulties and ensure the smooth running of the food festival, the teacher explains “in the end”: “See, they had so many difficulties at first, but in the end, everything went smoothly. This phrase means 'finally'. Now, I’d like you to make a sentence with it to describe a situation in your life.” Guide students to repeat the phrase, follow the example sentence, and practice making sentences with each other at the same table to strengthen their application ability. For sentence patterns, the teacher demonstrates with vivid dialogue situations. For example: A: Well done! Your food stall was really popular. I heard people queuing up for your special dish. B: Thank you. We put a lot of effort into it. We wanted to share the delicious food with everyone. A: I’m so proud of you all. You made the food festival more exciting. Organize students to imitate and practice in groups. The teacher patrols and provides guidance, corrects grammar errors and pronunciation problems in time, and encourages students to enrich the content of the dialogue and express their true thoughts boldly to cultivate the fluency and accuracy of oral expression. Listening Training (10 minutes) Before playing the listening material 1a of Section D, the teacher asks: “What do people think about our food festival What suggestions will they give for the next one ” Guide students to listen to the first time with clear questions to develop their listening prediction ability and quickly grasp the main idea of the listening material. When listening to the second time, ask students to carefully record key information while listening, such as people’s specific evaluations of the food festival (feedback on the taste, variety, and price of food, views on the fun and organization of activity links), and improvement suggestions (in terms of food innovation, venue optimization, service improvement, etc.). After listening, students exchange and check with their deskmates to fill in the gaps and improve the accuracy of information capture and cooperative learning ability. Play the listening material for the third time. Students read along, carefully imitating the intonation and pronunciation to feel the beauty of the English rhythm and deepen their understanding of the listening content. Then, group dialogue performances are carried out. The teacher evaluates from aspects such as intonation, facial expressions, fluency, and content integrity, gives full affirmation and praise to groups with excellent performance to stimulate students’ desire to perform and enhance their learning self-confidence. Group Work (10 minutes) Divide students into groups scientifically according to their learning abilities and personalities, with 4 - 6 students in each group and clear division of labor. Set up a group leader responsible for organizing and coordinating group discussions and reasonably distributing tasks to ensure full participation of members; the recorder records the whole process of the discussion in detail, including the viewpoints, suggestions, and problems put forward by members; the summarizer sorts out and summarizes the recorded content to form a preliminary draft of an organized food festival summary report; the reporter practices introducing the group’s summary results to the whole class clearly, fluently, and appealingly in English, rehearsing the reporting process and paying attention to the use of intonation and body language. Each group conducts a comprehensive and in-depth summary of the food festival based on the knowledge learned in this lesson and combined with their previous personal experiences or careful observations of participating in the food festival. The discussion content covers the successful highlights of the food festival, such as a certain special cuisine attracting a large number of customers with its unique taste or exquisite presentation, or a certain interactive activity becoming popular due to its novel creativity and high participation rate; existing deficiencies, such as shortages of some ingredients due to inadequate procurement plans, resulting in long waiting times for customers, or unreasonable venue space layout, causing overcrowding and affecting customer experience; and targeted improvement measures, such as preparing a detailed ingredient procurement list in advance, expanding or optimizing the venue layout, and adding guiding signs. Group members use the learned English knowledge to discuss enthusiastically, express their opinions freely, and complement and improve each other, giving full play to the wisdom of the team and demonstrating the ability to analyze and solve problems. Summary (5 minutes) The teacher leads students to review the key words, phrases, and sentence patterns learned in this class. Through clever questions, such as “How do you spell the English word for ‘祝贺’ ” “What’s the English phrase for ‘多亏’ ”, let students recall and answer accurately quickly to strengthen their memory. Summarize the valuable experiences in the group cooperation process. Praise groups and individuals who actively participated and cooperated tacitly, set good examples, and encourage other students to learn from them to create a good learning atmosphere. Once again, emphasize the importance of summary and reflection for event organization and personal growth. Inspire students to develop a good habit of being good at summarizing in future learning and life, and encourage them to apply the learned knowledge to future practices, looking forward to students’ continuous growth and progress. 五、Teaching Reflection During the teaching process, pay close attention to students’ classroom performances, notice the participation degree of group activities, the accuracy of language use in communication and interaction, and the depth of understanding of cultural knowledge. Keenly capture the difficulties and mistakes that students encounter, such as confusing word usage, grammar loopholes in sentences, and misunderstandings of cultural concepts. Provide feedback and targeted tutoring in time. According to students’ learning needs, continuously and flexibly adjust and optimize the teaching plan, and supplement more closely related and interesting teaching materials, such as successful cases of international food festivals, touching stories of food festival volunteers, etc., to help students steadily improve their English skills and cultural awareness in a more attractive and effective learning environment and achieve a leap in comprehensive qualities.