Section C名师教学设计1

八年级下册教案设计

Unit 7 Food Festival Topic 3 The food festival is now open! Section C Ⅰ. Material analysis

本节课建议用1课时上完。主要活动为Section C 的1a和2。

本课继前两个Sections谈论点菜进餐的话题之后，又呈现了一个学生感兴趣的话题——

谈论不同特色食物的食用方法。教师在本课可以从学生感兴趣的内容入手，在常规复习之后，先让学生欣赏几段与餐具用法有关的视频，导入第二部分对食物的正确食用方法的探究学习。本课的1a 部分以Kangkang向Craig 发电子邮件的形式总结了美食节的情况，

呈现了多音节副词的比较级和最高级的用法。教师可以借助本课对美食节的总结，引导学生体验成功的喜悦，并能通过Craig 的慈善组织Free the Children帮助全世界的儿童，像Kangkang 与同学们筹备美食节一样来筹款帮助肯尼亚的孩子们建学校，让学生们初步树立“国际大家庭”的概念及乐于助人的思想。

Ⅱ. Teaching aims

Knowledge aims：

1 学习多音节副词的比较级和最高级。

Maria cooked very successfully. Jane cooked more successfully. I cooked the most successfully. 2. 谈论不同食物的食用方法。

steak——knife and fork fried noodles——chopsticks fried chicken——fingers tofu soup——spoon Skill aims：

1. 能听懂有关谈论不同食物的食用方法的短文，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总结美食节的收获。

3. 能找出文章中的主题，预测可能的结局。

4. 能写出简单的关于同伴最喜欢的食物的调查报告。

Emotional aims：

1. 体验成功的喜悦。

2. 乐于参与各种英语实践活动。

3. 初步树立“国际大家庭”的概念及乐于助人的思想。

Ⅲ. The key points and difficult points

Key points：

Unit7. Topic3. Section C 1

1. 学习多音节副词的比较级和最高级。

2. 谈论不同食物的食用方法。

Difficult points：

尝试用英语完成调查报告。

Ⅳ. Learning strategies

1. 阅读时可以通过字体的颜色、画线的句子、大写字母等来抓住文章的重点。

2. 借助手势、表情等体态语进行交流。

3. 在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。

Ⅴ. Teaching aids

Computer multimedia projector; the videos of eating steak, noodles, sandwich and drinking soup; the picture of steak. Unit7. Topic3. Section C 2

Ⅵ. Teaching procedures

Interaction pattern 1. The whole

class work. 2. Pair work.

3. The whole

class work.

4. Group work. Introduction

（8 minutes）

5. The whole

class work.

6. The whole

class work. Step Student activity 1. Focus their attention

on the teacher. 2. Students act out the

conversation about

ordering a meal by phone they prepared.

3. Students enjoy the

videos about ways of eating the food.

4. Students discuss the

correct way to eat the food shown in the table of 2.

5. Students check their

answers each other.

6. Students listen carefully and check their answers with the help of the teacher. Teacher activity 1. Greet students ready for

learning.

2. Teacher asks the students to act out the conversation about ordering a meal by phone they prepared. Lead them to review how to order a meal by phone.

3. Teacher plays four videos for the students: eating steak, (teach the word steak

by showing the picture of it.) eating noodles, eating sandwiches and drinking soup. Let students speak out more correct ways to eat different food.

4. Teacher lets students

work in groups: Discuss the correct way to eat the food shown in the table of 2.

5. Teacher lets four students

from different groups tell

their answers.

6. Teacher reads the correct

ways to eat them and lets

students listen carefully

and check their answers:

we should use knives and

forks to eat steak; we can

use chopsticks to eat

noodles; we must use

spoon to drink soup…

Teacher encourages

students to speak out their different opinions, and then lets the whole class make a discussion. Unit7. Topic3. Section C 3

Presentation (10 minutes) 1. Pair 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.

1. Students work in pairs to decide whether the statements are true or false based on the pictures.

2. Students read the

letter, and then check their answers.

3. Students check their

answers. 4. Students listen to 1a

and match the persons

with their related

information.

5. Students check the

answers.

6. Students read and

understand the

sentences underlined.

1. Teacher lets students look at the pictures of 1a and understand the three

statements. Let them

work in pairs to decide whether the statements are true or false based on the pictures.

2. Teacher asks students to

read the letter, and then check their answers. Teach the new word job: It has the same meaning as work, but it’s a countable noun.

3. Teacher asks students to tell their judgments. 4. Teacher asks students to listen to 1a and match the persons with their related information. Teach the new words worth and effort. Maria

35 dishes of beef curry Jane

45 Indian curries Kangkang

50 bowls

of fried rice

5. Teacher asks students to

check the answers.

6. Teacher lets students read

and understand the sentences underlined. Teach the new word successfully: success→successful→successfully.

Teacher can add more similar word pairs. Tell them they can emphasize the major points through underling.

Unit7. Topic3. Section C 4

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. 1. Students follow the

underlined sentences to make new sentences according to the table of 1b.

2. Students write down

the sentences.

3. Students grasp the

comparative and

superlative degrees of

adverbs with multiple

syllables.

4. Students read the

correct sentences on

the blackboard aloud.

5. Students read the letter

carefully and find out the difficult points of 1a. Learn the new structure with the help of the teacher.

1. Teacher lets students follow

the underlined sentences

to make new sentences

according to the table of

1b. Remind them they

should add the word more

or most before the adverbs

finely, lightly and careful

to form their comparative

and superlative degrees. 2. Teacher asks three students

to write down the sentences

on the blackboard.

3. Teacher asks the other students to evaluate their

work. Then the teacher

makes a summary, writes

down the formations of

the comparative and

superlative degrees of

adverbs with multiple

syllables on the blackboard.

And let students grasp

them. 4. Teacher asks the students

to read the correct sentences

on the blackboard aloud.

5. Teacher asks students to read

the letter carefully and find

out the difficult points of 1a,

(It’s important to leave enough

time to them.) and lets other

students help to explain them.

Teacher writes the main

structure be worth (doing)

sth. on the blackboard.

Unit7. Topic3. Section C 5

Practice (10 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

5. The whole

class work.

6. Group work.

7. The whole

class work.

1. Students work in groups

to ask questions

according to the letter.

2. Students read the

example of 2.

3. Students make the

similar conversations.

4. Students act out their

own conversations in pairs.

5. Students evaluate the

acting.

6. Students make a similar

table to make a survey in groups.

7. Students report the

result of the survey to the whole class.

1. Teacher divides students

into two groups. Let students read the letter again, then ask students from Group 1 to ask questions according to the contents of the letter, the students from Group 2 to answer the questions. Then let them change the roles. 2. Teacher lets students read

the example of 2. Teach the new word neatly by showing neat+ ly. 3. Teacher lets students make

the similar conversations according to the food and the ways to eat it. 4. Teacher lets students act out their own conversations in pairs.

5. Teacher asks other students

to evaluate the acting. Teacher may add more different ways to eat the food. 6. Teacher lets students read

the information of the table in 3. Then let them make a similar table to make a survey in groups. 7. Teacher asks students to

report the result of the survey to the whole class: Li Lin likes sausage because she thinks it is quick and delicious. Zhang Hong likes noodles because it is healthy…

Encourage them to use the comparative and superlative degrees of adjectives and adverbs. Unit7. Topic3. Section C 6

Production (7 minutes) 1. The whole

class work.

2. Group work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work. 1. Students play the

guessing game.

2. Students work in groups and find out their group members’ strong points.

3. Students report the

strong points of their

members.

4. Students evaluate the

reports.

5. Students summarize

Section C with the

teacher. 6. Students finish the homework after class.

1. Teacher asks the students to play the guessing game: One student makes the gesture about the way to eat food, the other guesses what he or she is eating. 2. Teacher asks students to

work in groups and find out their group members’ strong points. Let them take notes and compare the same strong points of members in each group, using the comparative and superlative degrees of adverbs as much as possible: Wang Hai runs fast, but Sun Lei runs faster than Wang Hai.

3. Teacher chooses a member

in each group to report

the strong points of

members in each group.

4. Teacher asks students to

evaluate the reports. Choose the best two groups. 5. Teacher shows the summary

of this section to the students.

6. Teacher assigns homework: (1) Review the summary

after class. (2) Retell the production

of food festival to

your friends. (3) Search some information about the healthy eating habits. Unit7. Topic3. Section C 7

Teaching Reflection It’s an interesting topic for the students to talk about the different ways to eat the food. Teacher should allow the students to have their own opinions and encourage them to find more ways on the Internet. Teacher may teach the letter based on reviewing the knowledge they learned in the last two topics to form a chain of information.

Ⅶ. Blackboard design

Unit 7 Food Festival

Topic 3 The food festival is now open! Section C

Maria

35 dishes of beef curry

Jane

45 Indian curries Kangkang

50 bowls of fried rice 1. success→successful→successfully

noise →

noisy →

noisily

care →

careful →

carefully 2. successfully →

more successfully

→(the) most successfully

finely →

more finely →(the) most finely

lightly →

more lightly →(the) most lightly

carefully →

more carefully →

(the) most carefully

neatly →

more neatly →

(the) most neatly 3. (sth.) be worth doing

Unit7. Topic3. Section C 8