广东省肇庆市田家炳中学八年级英语下册 Unit 7 Topic 3 The food festival is now open! Section D教案 （新版）仁爱版.doc

Unit 7 Topic 3 The food festival is now open! Section D. Material analysis本节课建议用1课时上完。主要活动为Section D 的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，并能制定出合理的健康食谱，培养学生自主探究精神和健康饮食的意识。 . Teaching aimsKnowledge 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. 制定出合理的健康食谱，有健康饮食的意识。. The key points and difficult pointsKey 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。. 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。. Teaching aids Computer multimedia projector; the videos of eating fast food and eating a big dinner with the family. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. Group work.3. Group work.4. Group work.5. The whole class work.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 own opinions.1. Greet 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 and 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 their 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.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 Paragraphs 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: Its 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 own good 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 tell the introduction and conclusion parts. 5. Teacher asks students to read Paragraphs 2-4 and underline the topic sentences of them. Teach the new word diet by explaining it: the food that you eat and drink regularly. 6. Teacher lets two students tell the topic sentences. Encourage students to add more opinions of themselves to the topic sentences. Ask them to sum up the situation of the topic sentences in a paragraph. (The topic sentences expresses the main idea of a paragraph. It is often the first sentence or the last sentence in a paragraph).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 write 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 tell the answers.3. Teacher asks students to discuss the last questionof 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 write 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 cant 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) Its said that(2) in fact(3) in short(4) not only but alsoPractice(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 Sections 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 Sections 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 tell 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 A 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 Sections 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 Sections A-C and fill in the blanks of the functions table with the correct words. 8. Teacher asks two students to tell the answers.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. (3) Preview the contents of next unit.Teaching ReflectionAs an object aid, the video is helpful and popular with the students. Its useful for students to understand the aims of the teacher, and its easy to show the contents the teacher wanted to express. But teachers must choose the correct videos carefully. Blackboard design Unit 7 Food Festival Topic 3 The food festival is now open!Section D