Section D教学内容分析

八年级下册教学设计

Unit 7 Food Festival Topic 3 I cooked the most successfully. Section D Ⅰ. Material analysis

本节课建议用1课时上完。主要活动为1a。

本课是本话题的最后一课，要求学生通过本课的学习活动，复习点菜就餐的功能句型，总结多音节副词的比较级和最高级的用法。本课学习活动通过呈现如何养成健康饮食习惯的短文，让学生了解健康饮食的重要性，教师可针对上节的作业任务，鼓励学生汇报自己的预习成果，发表自己对健康饮食习惯所持的观点，并能制定出合理健康的食谱，培养学生自主探究精神和健康饮食的意识。

Ⅱ. Teaching aims Knowledge aims：

1. 谈论健康饮食及其重要性。

2. 总结多音节副词的比较级和最高级。

Skill aims：

1. 能听懂有关谈论健康饮食及其重要性的短文，识别主题，并获取主要信息。

2. 能在教师的帮助下用简单的语言阐述健康饮食的重要性。

3. 能拟出文章的题目，找出各段的中心句。

4. 能写出简单的关于健康饮食及其重要性的短文。

Emotional aims：

1. 体验成功的喜悦。

2. 乐于参与各种英语实践活动。

3. 制定出合理健康的食谱，有健康饮食的意识。

Ⅲ. The key points and difficult points Key points：

1. 谈论健康饮食及其重要性。

2. 总结多音节副词的比较级和最高级

Difficult points：

尝试用英语写出简单的关于健康饮食及其重要性的短文。

Ⅳ. Learning strategies

1. 拟定题目时注意用语要简洁明了。

2. 借助手势、表情等体态语进行交流。

3. 注意通过音像资料丰富自己的知识。

Ⅴ. Teaching aids

Computer multimedia projector; the videos of eating fast food and eating a big dinner with Unit7. Topic3. Section D 1

the family. Ⅵ. Teaching procedures Interaction pattern 1. The whole

class work. 2. Group work.

3. Group work.

Introduction 4. Group work. （8 minutes）

5. The whole

class work.

Step Student activity 1. Focus their attention

on the teacher. 2. Students have a

competition among

groups.

3. Students watch the

videos and discuss in

groups.

4. Students report the

information they

searched.

5. Students show their

opinions.

Teacher activity 1. Get the students ready for

learning.

2. Teacher divides the class

into two groups. The teacher speaks out an adverb (e.g., successfully, finely, lightly, slowly, carefully, quickly, politely

and so on.) and asks students to speak out its comparative and superlative degrees. The group that speaks out the most words correctly wins.

3. Teacher plays two videos for the students: eating fast food and eating a big dinner with the family. Let students discuss: Which do you think is healthier? 4. Teacher lets students from different groups report the homework: Report the information they searched. Let them talk about healthy eating habits as much as possible. (Teacher may remind them to report about what to eat, how to eat and when to eat…)

5. Teacher evaluates the

Students’ reports. Show a picture of a very fat boy to the students, and let them speak out their opinions: Do you think he is healthy? What are healthy eating habits?

Lead to the new lesson. Unit7. Topic3. Section D 2

Presentation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

1. Students check which

habits they have.

2. Students share their

own good habits.

3. Students check their

answers.

4. Students tell the

introduction and

conclusion parts.

5. Students read

Paragraph 2-4 and

underline the topic

sentences of them.

6. Students check the

topic sentences. And

learn to grasp the

situations of them. 1. Teacher lets students look at the pictures of 1a: It’s important for us to have healthy eating habits if we want to be healthy. Kangkang and Jane are talking about the same topic, too. Please check which habits you have.

Explain the meaning of the new words regularly; at regular times; often. 2. Teacher asks students to

share their good eating habits. Let them have a healthy eating habits show.

3. Teacher asks students to read the passage and color the introduction and conclusion parts.

4. Teacher asks students to

read out the introduction and conclusion parts.

5. Teacher asks students to

read Paragraph 2-4 and

underline the topic sentences of them. Teach the new word diet by explaining it in Chinese.

6. Teacher lets two students

read the topic sentences. Tell the students that the topic sentences express the main idea of a paragraph. It is often the first sentence or the last sentence in a paragraph. Unit7. Topic3. Section D 3

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work. 3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

1. Students read the

whole passage and find out the answer to the question.

2. Students check the

answers. 3. Students discuss the

last question of 1b.

4. Students share their

answers with the whole class.

5. Students try to give a

good title for the passage.

6. Students listen to the

passage and follow the recording.

7. Students help each other

to understand the passage. 1. Teacher lets students read

the whole passage and

find out the answer to the

question: How should we

eat to be healthy?

2. Teacher asks three students

to give the answers. 3. Teacher asks students to

discuss the last

question of 1b: What should we do

to keep healthy?

4. Teacher asks the students

to share their answers.

Encourage them to add

their own ideas.

5. Teacher asks students to

give a good title for the

passage. Remind them to

make the title short and clear.

6. Teacher plays the recording

for the students. Let them

listen to the passage and

follow the recording.

7. Teacher lets students find out

the contents they can’t

understand within their

groups, and then lets the

students from other groups

help them to solve the

problems. Lead them to grasp

the usage of the new phrase:

in short. Teacher writes down

the notes on the blackboard. (1) It’s said that…

(2) in fact (3) in short (4) not only… but also…

Unit7. Topic3. Section D 4

Practice (10 minutes) 1. Individual

work.

2. The whole

class work.

3. The whole

class work.

4. Group work.

5. Individual

work.

6. The whole

class work.

7. Individual

work.

8. The whole

class work. 1. Students read 1a again

and find out the key

words.

2. Students check their

answers with the help of the teacher.

3. Students prepare to retell the passage according to the key words on the screen. 4. Students retell the passage in group of six.

5. Students read through

Section A-C and find out more sentences like the ones in the grammar table. 6. Students check the

answers. Make new

sentences. 7. Students read through

Section A-C and fill in the blanks of the functions table with the correct words.

8. Students check the

answers. 1. Teacher asks students to

read 1a again and find out the key words.

2. Teacher lets students find out the key words. Then let them compare their key words with the key words shown on the screen.

3. Teacher lets students prepare to retell the passage according to the key words on the screen. 4. Teacher lets students retell

the passage in group of six. Member A retells the

introduction part. Member B retells Paragraph 2.

Member C retells Paragraph 3. Member D retells

Paragraph 4. Member E retells the conclusion part. Member F retells the whole passage at last. The group which uses the least time and retells correctly is the winner. 5. Teacher asks the students to read through Section A-C and find out more sentences like the ones in the grammar table. 6. Teacher asks two students to tell the answers. Then ask them to make similar sentences. 7. Teacher asks the students to read through Section A-C and fill in the blanks of the functions table with the correct words.

8. Teacher asks two students to give the answers. Unit7. Topic3. Section D 5

Production (7 minutes) 1. Group work.

2. The whole

class work. 3. Group work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work. 1. Students discuss in

groups and make a list

of healthy food and

drinks.

2. Students make a menu for a week. 3. Students report the reasons

for the menu.

4. Students choose the

“Best Menu” and present

it to the class.

5. Students summarize

Section D with the

teacher. 6. Students finish the

homework after class.

1. Teacher asks the students

to discuss in groups and make a list of healthy food and drinks:

What do you usually eat for breakfast, lunch or

dinner?

What are your favorite food and drinks?

What do you think are healthy food and drinks? 2. Teacher asks students to

make a menu for a week.

3. Teacher asks the

representative from each

group to report the reasons

for the menu. 4. Teacher asks students to

choose the “Best Menu” and present it to the class. Teacher gives some good eating suggestions to the students.

5. Teacher shows the summary

of this section to the

students. 6. Teacher assigns homework: (1) Review the summary after class. (2) Write an email to Rose to tell her something about eating habits and how to eat healthily in China. Finish 2. Unit7. Topic3. Section D 6

Teaching Reflection As an object aid, the video is helpful and popular with the students. It’s useful for students to understand the aims of the teacher, and it’s easy to show the contents the teacher wants to express. But teachers must choose the correct videos carefully.

Ⅶ. Blackboard design

Unit 7 Food Festival

Topic 3 I cooked the most successfully. Section D 1.

It’s said that…

2.

in fact 3.

in short 4.

not only… but also…

Unit7. Topic3. Section D 7