仁爱版八下英语 Unit 7 Food Festival Topic 2 Section D 教学设计

Unit 7 Food Festival Topic 2 Section D教学设计
I. Four-Dimensional Objectives
Knowledge and Skills Objectives
Students will be able to master the new words and phrases in this section, such as “pancake”, “cream”, “onion”, etc., and use them accurately in daily conversations and writing.
They can further consolidate the sentence patterns learned before, like “I'm not sure whether/if...” and “Could you tell me how to...”, and be able to construct more complex sentences to express their thoughts on food making and preferences.
Comprehend various English materials related to food festivals, including listening passages about the arrangements and experiences of food festivals, reading texts introducing special food and food culture. Students can extract key information, answer detailed questions, and summarize the main ideas.
Improve students' writing skills to write a complete and vivid article about their own food festival experiences or a certain food they are familiar with, using appropriate adjectives, adverbs and connectors.
Process and Method Objectives
By showing real food samples, short food-making videos and pictures of food festivals, arouse students' learning enthusiasm and guide them to learn new knowledge actively. Encourage students to observe, imitate and describe in English, cultivating their language perception ability.
Organize group competitions, such as cooking recipe dictation competitions, food culture knowledge quizzes. Let students experience the fun of learning in a competitive atmosphere, and at the same time enhance their memory and understanding of knowledge through repeated practice.
In the process of listening and reading training, teach students to use mind maps and note-taking methods to sort out information, improve their learning strategies, and help them better understand and remember complex content.
Guide students to conduct self-assessment and peer-assessment in writing practice. They can find their own problems and learn from each other's strengths, so as to continuously improve their writing level.
Emotional Attitudes and Values Objectives
Deepen students' love for food culture, let them understand the cultural connotations behind different foods, and respect the diversity and creativity of food.
Through group cooperation and sharing in class, strengthen students' sense of teamwork and communication skills, and make them more confident and generous in expressing their opinions.
Encourage students to actively participate in family cooking activities, enhance family affection, and experience the sense of achievement brought by creating delicious food, and cultivate their sense of family responsibility.
Cultural Awareness Objectives
Expand students' understanding of international food festivals, such as Oktoberfest in Germany, Thanksgiving food traditions in the pare them with local food festivals, analyze the similarities and differences in cultural backgrounds, food types and celebration methods, and enhance students' cross-cultural understanding.
Let students know the contributions made by different ethnic groups to food culture, for example, the unique seasonings and cooking techniques of ethnic minorities. Inspire students' interest in exploring diverse ethnic cultures and promote cultural integration.
II. Teaching Key and Difficult Points
Teaching Key Points
The accurate pronunciation, spelling and usage of new words and phrases, especially those related to food ingredients and cooking steps.
Mastering the listening and reading skills to understand English materials about food festivals, being able to accurately capture details such as time, place, people and activities, and answering related questions.
Guiding students to write an interesting and logical article about food festivals or food, highlighting key points and showing personal characteristics.
Teaching Difficult Points
Helping students understand the implied meaning and cultural background information in listening and reading materials, and being able to make inferences and extensions based on the known content.
Correctly using advanced sentence patterns and grammar knowledge in writing, such as non-predicate verbs, clauses, to make the article more fluent and advanced. Avoiding common writing mistakes and improving the overall quality of writing.
III. Teaching Methods
Multimedia-assisted Teaching Method: Use pictures, videos, audios and other multimedia resources to create vivid teaching scenes, make abstract knowledge concrete, and help students understand and remember.
Communicative Language Teaching Method: Design various communication tasks and situations, encourage students to use English to express their ideas and needs, and improve their oral communication skills.
Project-based Learning Method: Assign projects such as planning a food festival, designing a food menu, etc. Let students complete tasks in groups, integrate knowledge and skills, and cultivate their comprehensive abilities.
IV. Teaching Procedures
Warming-up and Lead-in (5 minutes)
Play a short video clip of a grand food festival around the world, showing the bustling scenes, various food stalls and the happy expressions of people. After watching, ask students some questions, like “What impressed you most in the video Have you ever been to a food festival What did you eat there ” Guide students to share their experiences in English, creating a warm and active classroom atmosphere, and leading to the topic of this section.
Vocabulary Learning (8 minutes)
Present new words one by one on the PPT, accompanied by vivid pictures and simple explanations. For example, when teaching “pancake”, show a picture of a golden pancake and say “Look, this is a pancake. It's usually round and flat, made of flour, eggs and milk.” Let students repeat the pronunciation several times, pay attention to the correct intonation.
Play a vocabulary game “Memory Challenge”. Quickly display a series of food pictures with words for a few seconds, and then hide the words, asking students to recall and say the words they saw. This game can enhance students' memory of new words and make vocabulary learning more interesting.
Listening Practice (5 minutes)
Pre-listening
Briefly introduce the background of the listening material: “We are going to listen to a conversation between two students who are talking about their plans for the coming food festival. Before listening, think about what kind of food you would like to sell if you were going to participate in the food festival.” Let students have a short discussion in pairs and then share their ideas. This can activate students' prior knowledge and make it easier for them to understand the listening content.
While-listening
Play the listening audio for the first time. Students listen carefully and try to get the general idea of the conversation, answering a simple question like “What is the main topic of the conversation ” Then play it again, this time asking students to complete specific tasks, such as filling in the blanks with the names of food and the quantities needed.
Post-listening
Check the answers together, analyze the mistakes made by students, and play the relevant parts of the audio again for emphasis. Let students imitate the pronunciation and intonation of the speakers in the conversation, and then ask them to retell the key points of the conversation in their own words to improve their oral expression ability.
Reading Comprehension (10 minutes)
Pre-reading
Show the title and the pictures related to the reading text on the PPT, and ask students to guess what the text might be about. For example, if the title is “The Delights of a Traditional Food Festival”, ask students “What kind of traditional food do you think will be mentioned Where do you think this food festival takes place ” This can arouse students' curiosity and reading motivation.
While-reading
Students read the text silently, mark the new words and difficult sentences they encounter. The teacher walks around the classroom to provide help if needed. After reading, ask students to answer some detailed questions about the text, such as “What are the special foods at the festival How are they made ” to check their understanding of the text.
Post-reading
Guide students to summarize the main idea of the text in a few sentences. Then, let students work in groups to discuss a related topic, like “What changes do you think have taken place in food festivals in recent years ” Each group sends a representative to share their ideas, which can expand students' thinking and improve their communication skills.
Grammar and Sentence Pattern Explanation (7 minutes)
Focus on some important grammar points and sentence patterns in the text, such as “the + comparative degree, the + comparative degree” (The more you practice, the better you will be at cooking). Explain the structure and usage of these grammar points through examples and comparisons.
Let students do some simple exercises to practice using these grammar points and sentence patterns, such as completing sentences or transforming sentences. Check the answers immediately and explain the mistakes to help students master them.
Writing Guidance and Practice (5 minutes)
Writing Guidance
Provide a writing topic, for example, “My Unforgettable Food Festival Experience”. Guide students to make an outline first, including the introduction (when and where the food festival was held), the body (what food you tasted, what interesting things happened), and the conclusion (your feelings and impressions). Explain the importance of using appropriate adjectives, adverbs and connectors to make the article more vivid and logical.
Writing Practice
Students start to write according to the outline. The teacher patrols the classroom, provides individual guidance to students, helps them solve problems in grammar, vocabulary and sentence structure. After students finish writing, ask them to exchange papers with their partners and do peer-assessment. They can mark the good points and make suggestions for improvement according to a given checklist.
Summary and Homework Assignment (5 minutes)
Summary
Review the key words, phrases, grammar points and sentence patterns learned in this class with students. Ask students to share what they have learned and what difficulties they still have. The teacher makes a brief summary and emphasizes the key points again to help students consolidate their knowledge.
Homework Assignment
Written Homework: Ask students to rewrite their writing compositions after incorporating the suggestions from peer-assessment, and then hand them in. Also, complete the relevant exercises in the workbook to reinforce grammar and vocabulary learning.
Practical Homework: Encourage students to participate in a family cooking activity over the weekend, take photos or videos of the process, and write a short English diary to record their experiences. This can help students apply what they have learned in real life and enhance their practical abilities.