八下英语 Unit 7 Food Festival Topic 3 I cooked the most successfully.Section B 教学设计（表格式）

Unit 7 Food Festival Topic 3 I cooked the most successfully.Section B教学设计
Ⅰ. Teaching Objectives Knowledge Objectives Students will be able to master the key vocabulary related to cooking achievements and food evaluations, such as “successfully” (adv. successfully), “praise” (v. praise, n. praise), “delicious” (adj. delicious), “worth” (adj. worth), understand their parts of speech, meanings and usages, and be proficient in recognizing, spelling and pronouncing them. Get familiar with and use the sentence patterns that describe successful cooking experiences and others’ feedback, such as “I cooked the dish most successfully.” “Everyone praised my cooking skills.” “It was really delicious and worth trying.”, and be able to use them accurately in oral and written expressions. Ability Objectives Through listening and speaking training, improve students’ ability to understand conversations and short passages about discussions of cooking achievements and food evaluations. They can capture key information, such as who made what kind of food and how it was evaluated, and make simple responses accordingly, so as to exercise the fluency and accuracy of oral expression. When reading articles about food making and sharing, students can use scanning and intensive reading skills to understand the details, the author’s emotions, and summarize the main idea, improving the speed and quality of reading comprehension. At the same time, they can learn excellent writing techniques for their own writing. Cultivate students’ writing ability, enabling them to write short passages based on given topics, such as “Describe your most successful cooking experience”, combine their own experiences, and use the learned vocabulary and sentence patterns to write clearly, with substantial content, correct grammar and smooth sentences. Emotional Attitudes and Values Objectives Stimulate students’ interest in cooking, encourage them to bravely try making food in life, cultivate life skills, gain a sense of achievement from successful cooking, and enhance self-confidence. Guide students to learn to share food, feel the happiness in the sharing process, enhance the feelings with family and friends, and at the same time cultivate a grateful heart, being grateful to those who cook for them. By understanding food evaluation and cooking concepts in different cultural backgrounds, broaden students’ international perspectives, strengthen their cultural tolerance awareness, and respect diverse food cultures. Thinking Quality Objectives In classroom discussions and oral practice, cultivate students’ logical thinking ability, enabling them to explain the cooking process, results and gains in an orderly manner, such as describing the cooking process step by step and listing the key points of others’ evaluations according to importance. In reading and writing training, inspire students’ innovative thinking, encourage them to describe food experiences from different angles, use novel vocabulary and unique sentence patterns to express emotions, and show their individual writing styles. Ⅱ. Teaching Key and Difficult Points Teaching Key Points The teaching of key vocabulary, phrases and sentence patterns, ensuring that students can use them flexibly in practical situations, especially the expressions for describing the details of successful cooking and positive feedback from others. Organize students to carry out oral communication activities, centering around sharing successful cooking cases and interacting in food evaluations, so that students can fully practice the learned language knowledge and improve their oral proficiency. Teaching Difficult Points Guide students on how to naturally incorporate emotions and vividly describe cooking experiences in writing, avoiding a mere chronological account and making the articles appealing and attractive to readers. Help students understand the connotations and expressions of food evaluation in English culture, so that they can accurately grasp and appropriately use them for cross-cultural communication. Ⅲ. Teaching Methods Situational Teaching Method: Create situations such as kitchen cooking and food parties to let students experience the atmosphere personally, acquire language knowledge naturally, and enhance their learning interest. Task-based Teaching Method: Assign tasks such as sharing food making and writing restaurant evaluations to prompt students to apply knowledge in the process of completing tasks and improve their comprehensive language application ability. Group Cooperative Method: Arrange group discussions, cooperative performances and other activities to cultivate students’ teamwork spirit, and let them learn from each other and make progress through communication and interaction. Multimedia-assisted Teaching Method: Use multimedia resources such as pictures, videos and audios to display food and the cooking process, providing intuitive and vivid aids for teaching and deepening students’ impressions. Ⅳ. Teaching Procedures (Ⅰ) Lead-in (5 minutes) Play a wonderful food-making video that covers the whole process from ingredient preparation to the finished dish of different cuisines, attracting students’ attention and stimulating their interest in cooking. After the video, ask the students: “Have you ever tried to cook something special And how did it turn out ” Guide the students to recall their own cooking experiences and briefly share their feelings of success or failure, and then smoothly introduce the theme of this class - sharing successful cooking experiences. (Ⅱ) Knowledge Explanation (12 minutes) Vocabulary Teaching Display some exquisite food pictures, and explain a new vocabulary corresponding to each picture. For example, when showing a picture of a steak with an attractive color, introduce “delicious”. Explain its adjective part of speech, meaning “tasty” or “delicious”, and give an example: “The steak looks delicious.” Then ask the students to imitate and make sentences to describe other foods. Play an audio clip of customers praising the chef’s cooking skills in a restaurant to teach “praise”. Explain the usage of “praise sb. for sth.”, for example: “The customers praised the chef for his excellent cooking skills.” Conduct simple dialogue practice to help the students master this phrase. Take making a complicated cake as an example. Tell the story that the protagonist finally succeeded after several attempts to introduce “successfully”. Emphasize its adverbial part of speech modifying verbs, such as: “He made the cake successfully after several attempts.” Ask the students to use this word to describe their own successfully completed tasks. Sentence Pattern Teaching Combine the vocabulary learning situations just now to construct sentence patterns. For example, according to the food evaluation situation, teach the students to use the sentence pattern “It was really delicious and worth trying.” to express high recognition of the food. Let the students work in groups to evaluate different food pictures using this sentence pattern. Share personal successful cooking experiences, such as “I cooked fried rice most successfully last weekend. My family all loved it.”, and introduce the sentence pattern for describing personal successful cooking experiences. Let the students follow the example, combine their own experiences, and take turns to share in the group. The teacher patrols, guides and corrects. (Ⅲ) Oral Practice (5 minutes) Group Activity: Divide the students into several groups, with 4 - 5 students in each group. Set the situation as “sharing after a family food party”. Each group member plays a family member and shares the food they made or tasted at the party, focusing on using the learned vocabulary and sentence patterns to describe the cooking results and food feelings, such as “As the eldest son, I cooked the roast chicken successfully. Everyone praised it.”. Group Presentation: Each group selects a representative to present the group discussion results to the whole class through role-playing. The other groups listen carefully, record the advantages and disadvantages, and the teacher gives timely comments, praises the excellent groups, and gives centralized explanations for common problems. (Ⅳ) Reading Training (10 minutes) Distribute a short passage about people sharing their successful cooking stories at a foreign food festival. Ask the students to first use skimming skills to quickly browse the title, the first and last paragraphs and the first sentence of each paragraph to grasp the general idea of the short passage and answer simple questions, such as “Where did the story happen ” “What was the main topic ”. Then ask the students to conduct intensive reading, circle the newly learned vocabulary and key sentence patterns in the text, understand the detailed information, and complete reading comprehension questions, including detailed understanding, inference judgment and other question types, such as “Who got the most praise for their cooking ” “Why was the dish so popular ” The teacher guides the students to analyze the reasons for wrong answers and summarize reading skills. (Ⅴ) Writing Guidance (5 minutes) Assign a writing task: “Describe your most memorable cooking success”. Guide the students to first conceive the writing framework, including introducing the cooking background at the beginning, detailing the cooking process and results in the middle, and sharing others’ feedback and personal feelings at the end. The teacher lists the writing outline on the blackboard and provides some conjunctions and transitional words, such as “Firstly”, “Then”, “Finally”, “Thanks to”, etc., to help the students make the article logically coherent. At the same time, remind the students to use the learned vocabulary and sentence patterns to make the article language-rich and vivid. Students write independently. The teacher patrols and provides individual guidance, timely discovers and solves the problems in the students’ writing process, such as grammar errors and improper use of vocabulary. (Ⅵ) Classroom Summary (3 minutes) Guide the students to review the key vocabulary and sentence patterns of this class together, such as “successfully”, “praise” and the sentence patterns for describing successful cooking, and strengthen memory through question-and-answer quizzes. Invite the students to share their harvests of this class, including knowledge learning, oral expression, teamwork, etc. The teacher gives affirmation and encouragement, and assigns after-class homework at the same time. (Ⅶ) After-class Homework Complete the relevant exercises in the textbook to consolidate the vocabulary and sentence pattern knowledge learned in class. Ask the students to make a simple dish for their families after going home, record the cooking process and their families’ feedback in English, and share it in the next class.