仁爱科普版八年级下册 Unit 7 Food Festival Topic 3 I cooked the most successfully.Section A 教学设计（表格式）

Unit 7 Food Festival Topic 3 I cooked the most successfully.Section A教学设计
Ⅰ. Teaching Objectives Knowledge and Skills Objectives Students will be able to listen, speak, read and write the key vocabulary of this period, such as “successfully”, “fry”, “cut up”, “put into”, “add...to...” and use them accurately in oral and written expressions. Master the key sentence patterns “I think I cooked the most successfully.” and “First, put the meat into the pot and boil it for ten minutes.”, and be able to flexibly transform and expand these sentence patterns to describe cooking steps and personal cooking achievements. Cultivate students’ reading abilities, enabling them to understand short passages about cooking experiences and techniques, accurately extract key information, complete reading comprehension exercises, and improve reading speed and comprehension depth. Guide students to learn to record the cooking process in English, including ingredient preparation and operation steps, so as to enhance their practical English writing skills. Process and Method Objectives By using multimedia to display rich pictures of cooking, vivid video materials, and demonstrating with real objects, the abstract knowledge will be visualized, which can arouse students’ interest in learning and help them intuitively understand the vocabulary and expressions related to cooking, enhancing the memory effect of knowledge. Organize diversified classroom activities, such as group dialogues, role-playing, and cooking step sequencing competitions, allowing students to skillfully use the learned knowledge in interactive communication, cooperation and competition, and exercise the fluency, accuracy of oral expression and teamwork ability. Guide students to conduct independent reading training and teach reading skills, such as predicting the content of the article by using titles and subtitles, locating details by circling key words, and drawing mind maps to sort out the article structure, so as to cultivate students’ independent thinking, self-directed learning and information processing abilities. In the writing teaching session, adopt methods such as example guidance, peer evaluation and teacher face-to-face correction, enabling students to gradually master English writing norms, learn to organize language and enrich content, and improve writing quality. Emotional Attitudes and Values Objectives Guide students to feel the charm and fun of cooking, cultivate their attitude of loving life and actively creating a better life with their own hands, and make them realize that delicious food is not only a material enjoyment, but also a bridge to convey emotions and enhance interpersonal relationships. Encourage students to be brave to try new methods, challenge themselves in the learning and practice of cooking, not be afraid of failures and setbacks, cultivate their tenacious will quality, gain successful experiences through their own efforts, and enhance their self-confidence. By understanding the stories and traditional customs behind the food cultures of different countries, broaden students’ international horizons, cultivate their tolerance and respect for diverse cultures, and stimulate their curiosity to explore world cultures. Cultural Awareness Objectives Conduct in-depth exploration of the unique food cultures of different countries and regions, such as the traditional production of Italian pizza and the festival implications of Chinese dumplings, allowing students to appreciate the diversity of food cultures and understand the manifestations of cultural differences in aspects such as ingredient selection, cooking method preferences, and dining etiquette. Guide students to compare and analyze the similarities and differences between Chinese and Western cooking cultures, think about cultural integration phenomena, such as the popularity of Western fast food in China and the spread of Chinese cooking techniques in the international arena, and cultivate students’ cross-cultural communication awareness and cultural sensitivity. Ⅱ. Teaching Key and Difficult Points Key Points Thoroughly master the core vocabulary, phrases and key sentence patterns related to the cooking theme, ensuring that students can accurately and naturally use them in various real or simulated situations to describe the cooking process and evaluate cooking results. Enable students to understand and master the grammatical structure of the infinitive as the object complement, such as common ones like “tell sb. to do sth.”, “ask sb. to do sth.”, “teach sb. to do sth.”, and be able to use them correctly in sentence construction, grammar filling and short passage writing exercises. Difficult Points Help students break through the writing bottleneck, enabling them to use the learned knowledge, combined with their own actual cooking experiences, to write a clear, vivid cooking short passage, highlighting the key steps, personal innovations and successes in the cooking process, and demonstrating a high level of comprehensive language application ability. Guide students to accurately distinguish among multiple cooking verbs, such as “fry” (frying, emphasizing frying food in hot oil to make the outer skin crispy), “boil” (boiling, putting ingredients in a large amount of boiling water to cook them thoroughly), “bake” (baking, using an oven to dry-roast bread, cakes and other foods), “steam” (steaming, steaming food with steam to retain the original flavor of the ingredients), and be able to appropriately select suitable verbs for expression according to the characteristics of different foods, cooking requirements and contexts. Ⅲ. Teaching Methods Situational Teaching Method: Create realistic cooking scenarios, such as simulating a kitchen environment and holding a virtual food festival, to bring students into the context, allowing them to naturally acquire language knowledge and improve their language application ability. Task-based Teaching Method: Assign a series of tasks, such as designing personal exclusive recipes, group cooperation to complete cooking step demonstrations, and writing food recommendation texts, to prompt students to actively explore knowledge, apply knowledge and cultivate problem-solving abilities. Visual Demonstration Method: Use visual teaching aids such as pictures, videos and real objects to display cooking ingredients, tools and operation processes, making the abstract concrete, reducing learning difficulties and improving learning efficiency. Group Cooperative Method: Divide students into groups, and through group discussions, role-playing, mutual evaluation and correction and other activities, cultivate students’ cooperative spirit, communication ability and competitive consciousness, and promote common progress. Ⅳ. Teaching Procedures (Ⅰ) Warming-up (5 minutes) Play a lively background music about food, and at the same time display pictures of delicious foods from all over the world on the big screen, covering various kinds of Chinese, Western and dessert dishes, creating a relaxed and pleasant classroom atmosphere, attracting students’ attention and stimulating their interest in the topic of food. Randomly ask students: “What’s your favorite food Have you ever tried to cook it by yourself ” Guide students to share their favorite foods and cooking experiences, initially activating their existing knowledge reserves and naturally introducing the cooking theme of this lesson. (Ⅱ) Presentation (12 minutes) Vocabulary Teaching Combine the cooking video clip playing on the big screen, and freeze the frame at the key cooking action, such as the chef putting chicken into the hot oil pan, to introduce the vocabulary “fry”, explain its meaning “油炸” and give an example: “We often fry French fries.” Emphasize the pronunciation and spelling of the word, lead the students to read it several times, and then let the students imitate the example to make oral sentence-making exercises. In the same way, teach “cut up” (切碎), for example, by showing the picture of the chef cutting vegetables into small pieces and giving an example: “Please cut up the tomatoes for the salad.”; “put into” (放入), combine the action of the chef putting ingredients into pots, bowls and other containers and give an example: “Put the eggs into the bowl.”; “add...to...” (把…… 加到…… 里), show the scene of the chef adding seasonings to the dishes and give an example: “Add some salt to the soup.” and other key vocabularies. After teaching each vocabulary, arrange for students to read aloud and make sentence-making exercises to consolidate in time. Sentence Pattern Teaching After the video playback ends, the teacher asks: “Who do you think cooked the best in the video Why ” Guide the students to answer with the sentence pattern “I think...”, and then introduce the key sentence pattern of this lesson “I think I cooked the most successfully.” Explain the sentence structure and usage, emphasizing that the adverb “successfully” modifies the verb “cooked” and means “successfully”. Give more contexts, such as singing competitions, painting competitions, etc., and let the students do sentence pattern substitution exercises, such as: “I think I sang the most beautifully.” “I think I drew the most creatively.” The deskmates ask and answer each other. The teacher patrols and gives guidance, corrects pronunciation and grammar errors to ensure that the students master the sentence pattern proficiently. (Ⅲ) Practice (15 minutes) Listening Practice Play the listening material of the text, and ask the students to complete the listening blank-filling tasks in the textbook while listening. The content involves cooking steps, such as: “First, put the ______ into the pot and boil it for ten minutes.” Play the listening twice. The students focus on listening and filling in the information for the first time, and check the answers for the second time. If there is any doubt, play back the listening clip again to confirm. After the playback is completed, the teacher plays the listening again and asks the students to read aloud and imitate, paying attention to details such as pronunciation, intonation, liaison and weak forms, cultivating the students’ listening sense and deepening their familiarity with the text content. Oral Practice Divide the students into groups of four and set up the context of the “Campus Cooking Competition”. Each group member plays roles such as competing chefs, judges, hosts and audiences respectively. The competing chefs need to use the learned vocabulary and sentence patterns to describe the cooking process of the dishes they are going to make. The judges ask questions and make comments. The host conducts the program, and the audience can ask questions and interact. During the group activities, the teacher patrols each group, observes the students’ performance, gives guidance and help in a timely manner, and encourages the students to speak boldly and use the knowledge flexibly. After the activity, the best-performing group is selected and given a simple praise and reward. (Ⅳ) Production (10 minutes) Reading Practice Distribute an extracurricular reading short passage related to cooking techniques or food cultures. The short passage is of moderate difficulty and covers some new vocabularies but can be guessed through the context. Students read the short passage independently and complete the reading comprehension tasks designed by the teacher in advance, including multiple-choice questions, true or false questions and short-answer questions, such as: “According to the passage, which of the following is NOT a cooking method A. Fry B. Grill C. Dance” “True or False: The author thinks boiling is the best cooking method. ( )” “What are the three main ingredients for making Italian pizza according to the text ” etc. After the students finish reading, the teacher guides the students to check the answers. For the questions with more wrong answers, organize the students to discuss in groups, analyze the reasons for the errors, and summarize reading skills, such as how to locate the answers through key words, how to understand the meanings of new words through the context, and how to grasp the main idea of the article, so as to cultivate the students’ independent reading and problem-analysis abilities. Writing Practice Give the writing task: “Write a short passage about your own cooking experience. You can use the words and sentences we learned today. Try to make it interesting and vivid.” Ask the students to combine their own actual situations, use the learned vocabulary and sentence patterns to describe a cooking experience of their own, including the preparations before cooking, the cooking process and the final feelings of the results. During the students’ writing process, the teacher patrols and gives guidance, discovers problems and gives individual tutoring in a timely manner, and encourages the students to be bold in innovation and show their personal characteristics. After the writing is completed, first let the students exchange their works with their deskmates and conduct peer evaluation, and put forward modification suggestions from aspects such as vocabulary use, sentence structure, content integrity and writing norms. Then the teacher selects some students’ works for display and comments, affirms the advantages, points out the deficiencies, and gives model essays for the students to refer to and learn, guiding the students to further improve their compositions. (Ⅴ) Summary (1 minutes) Guide the students to review the key vocabulary, sentence patterns, grammatical knowledge, reading and writing skills learned in this class together, such as: “Today we learned some important words about cooking, like fry, cut up... And we practiced the sentence ‘I think I cooked the most successfully.’ Also, we learned how to do reading comprehension and write a cooking passage...” Let the students systematically sort out the knowledge of this class and deepen their memory. Encourage the students to share their learning gains and feelings in this class. The teacher listens carefully and gives positive responses and encouragement, strengthening the students’ sense of learning achievement and stimulating their subsequent learning motivation. (Ⅵ) Homework (2 minutes) Complete the exercises after the textbook, including vocabulary use, sentence pattern transformation, reading comprehension, etc., to consolidate the knowledge learned in class through exercises. The teacher will correct and give feedback next class and focus on explaining the problems. Ⅴ. Teaching Reflection During the teaching process, it is necessary to pay close attention to the students’ classroom reactions, especially in group activities and oral expression sessions, and give timely encouragement and support to enhance the students’ self-confidence. For the problems that appear in students’ writing exercises and reading comprehension, detailed records should be made, the reasons should be analyzed, and special intensive training should be carried out in subsequent teaching to optimize teaching methods and improve teaching quality, ensuring that each student can achieve gains and growth in aspects of knowledge and skills, emotional attitudes and values.