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視頻課題：仁愛科普版英語八年級下冊Unit 7 Food Festival Topic 3 I cooked the most successfully第一課時（Section A—1a,1b,2a）湖北省優課
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仁愛科普版英語八年級下冊Unit 7 Food Festival Topic 3 I cooked the most successfully第一課時（Section A—1a,1b,2a）湖北省優課
Unit 7 Food Festival
Topic 3 I cooked the most successfully. 第一課時（Section A—1a,1b,2a）
教學設計思路：
本節課主要活動為Section A-1a,1b,2a。
本節課的課型為聽說課，主要活動是對1a 美食節開幕式主持詞的學習和掌握以及學會如何點餐。在Revision環節里，主要復習賓語從句的用法。利用美食節海報，指定話題的同時
鼓勵學生打開思路，利用賓語從句討論美食節的準備過程。pre-listening環節里，首先通
過對1a圖片的討論，學習詞匯，同時猜測主持人說了什么。鼓勵學生在學習中善于利用圖畫等非語言信息理解主題, 并大膽地用英語表達出來。while-listening環節里第一個聽力任務是聽并找出美食節中出現的食物，第二個聽力任務是聽短文并完成1b表格。在post-listening環節里，強調對主持人的感情及語音語調的模仿。之后設置情境，要求學生角色扮演，模仿主持人主持美食節的開幕式，從而達到運用目標語言并展示自我的目的。 Ⅰ. Teaching aims
1. Knowledge aims：
（1）學習并掌握新詞匯
lady, gentleman, sale, for sale, guest, kind-hearted （2）學習如何致開幕詞。 2. Skill aims:
（1）能聽懂有關開幕的對話，識別主題，并獲取主要信息。 （2）能在教師的指導下，參與有關開幕的角色表演。 （3）學會點餐用語，并運用于生活中。 3. Emotional aims:
（1）有學習英語的愿望和興趣，樂于參與各種英語實踐活動。 （2）在生活中接觸英語時，樂于探究其含義并嘗試模仿。 4. Culture awareness: 了解西方的飲食文化。
Ⅱ. The key points and difficult points 1. Key points:
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學習如何致開幕詞。 2. Difficult points：
進行有關開幕式的角色扮演。 Ⅲ. Learning strategies
1. 在學習中善于利用圖畫等非語言信息理解主題。 2. 在接近真實情境中運用語言。 Ⅳ. Teaching aids 多媒體課件/圖片 V Teaching procedures
Stage 1 (5mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Greet the students and get them ready for learning. T: Good afternoon, everyone!
T:Boys and girls, can you cook?
T: You know Kangkang couldn’t cook in the past, but now he can cook several meals with the help of his mother. So, I believe all of you can do that.
T: Do you often help your mother cook meals at home?
T: You are so kind, your mother will Focus their attention on the teacher.
Ss: Good afternoon, Miss Liu. S1: No, I can’t.
S2: Yes, I can.
Ss: Yes, I do.
營造氣氛，將學生的注意力聚焦在課堂。
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be glad to see it.
T: There is going to be an international
food
festival
in
Kangkang’s school, would you like to come and watch it? Let’s go!
Ss: Yeah! Remark：這一環節的目的是要創造學習英語的氛圍并使學生靜下心來，開始新的學習。可以采用多種方式，如猜詞、游戲、自由討論等。 Stage 2（5mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Show the poster of the food festival and encourage the students to ask and answer with the object clauses as much as possible.
T: Hey, boys and girls. Just as you know, the Food Festival is open finally. Do you still remember what food the students will serve for the food festival? Look at the poster. Please ask and answer about the food festival with object clauses as much as possible.
Talk about something about the Food Festival, asking and answering with object clauses in pairs.
S1: Maybe they will serve …. S2: I think they will serve …..
S3: I think …
復習賓語從句的用法。利用美食節海報，指定話題的同時鼓勵學生打開思路，利用賓語從句討論美食節的準備過程。
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T: Very good. Let’s go to the opening ceremony!
Remark：指定話題自由討論，可提高學生的綜合語言運用能力。 Stage 3（10mins)：Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Show the picture of 1a. Teach the new words.
T: What can you see in the picture?
T:What do the students hold the Food Festival for?
T: How kind-hearted they are, aren’t they? I mean they are very kind. Do you agree?
T: And I think the guests are also kind-hearted. I hope they have a good time. Do you see the foods for sale? Can you guess what they are?
Talk about the opening ceremony of the Food Festival. Learn the new words.
S1: Some students and some guests.
S2: To help Free the Children build a school in Kenya.
Ss: Yes.
S3: I think many different delicious foods are for sale.
討論美食節開幕式圖片，學習新詞匯。
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T: I agree with you. Anything else?
There must be fried rice and dumplings.
Ss: Maybe it’s Beijing Roast Duck. …..
2 guessing games. Teachers
show
some
shadow pictures of different kinds of food to students, and ask them to have a guess.
S1: I guess it’s ….
S2:Maybe it’s ... 僅利用圖片對文章主題進行猜測和討論。
3(Individual activity)
Ask the students to read the form in 1b and predict the answers.
T: The form in 1b may help you understand 1a better. Now read it and predict the answers.
Read the form in 1b and predict the answers.
Ss:…
讀1b表格，預測答案。
Remark：在學習中善于利用圖畫等非語言信息理解主題。
Stage4（5mins)：While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the tape recording of 1a.
Listen to 1a and find the useful expressions that the hosts used 聽對話，找出主持人
的開場白和結束語。
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T:Let’s listen to 1a and find the useful expressions that the hosts used at the beginning and the end of the opening ceremony.
T: You did quite well. I’d like you to remember these useful expressions.
at the beginning and the end of the opening ceremony.
S1: Ladies and gentlemen, welcome to …
S2: Thanks for coming. I hope everyone has a wonderful time! S3: Enjoy yourselves!
Remark：設置不同難度的聽力任務，降低聽力難度。 Stage 5（10mins)：Post- listening
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Play the tape recording of 1a.
T: Let’s follow the tape and read 1a aloud. Please pay attention to the emotion and intonation.
Follow the tape and try to imitate. Pay attention to the emotion and intonation.
Ss:…
跟讀并模仿，注意主持人的感情和語音語調。
2(Pair work)
Ask the students to act as host and hostess according to the vedio
T: We usually admire the attractive hosts on TV. Today you have a good act as hosts in pairs.
設置不同的情境，學生角色扮演，從而達到運用目標語言并展示自我的目的。
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chance to act as a host and show yourselves to all of us. Please act it out with your partners.
T: Who would like to have a try?
S1: ……. S2: ….. S3: …..
S4: Have a meaningful time.
Remark：在真實情景中運用語言。采用角色扮演的方式激發學生學習英語的積極性和學習興趣。
Stage 6（10mins)：Post-listening ,practice 2a.
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Listen to 2a,and fill in the blank.
T: Before listening, you can look at the bill on the right on your book.
T: Now ,let’s check answers.
T: Work in groups, and practice with your teammates on how to take order for sb.
S1: Beijing Roast Duck, corn salad, vegetable soup. S2: a bowl of rice S3:a cup of tea S4:60.50 yuan
G1: role play G2:…..
培養學生的口語應用能力，再次復習鞏固本節課的重點知識。
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2 (Class activity) Assign the homework.
T: Your performances were very good, but time is limited, I’d like you all can
practice with your partners after
class, here are two pieces of menus for you. Don’t forget preview Section A,2b, 3 and Section B—1a.
Finish the homework.
適當的家庭作業有助于鞏固課堂所學的知識。
Remark：
VI . Blackboard design
第一課時 (Section A—1a,1b,2a)
Some new words and phrases:
lady, gentleman, sale, for sale, guest, kind-hearted
Some functions about how to host an activity or a festival. 1.Ladies and gentlemen, welcome to … 2.Thanks for coming.
3.I hope everyone has a wonderful time! 4.Enjoy yourselves!
教學反思：
這個話題是圍繞著美食節展開的，主題很貼切學生的實際生活，選材能激發學生的興趣，有了前面2個話題的認知基礎，在本堂課中引入新詞就比較容易了，學習新詞的過程中通過幾組猜單詞的游戲復習前面相關食物的詞匯同時帶入本堂課的新詞，但在此環節中由于游戲難度較低， 部分學生的反應能力很快，沒有達到預期效果的挑戰性，而且這個環節耗時較多，占用了后面任務實施的時間。在第二個環節，模仿主持人的表演活動中，兩組上臺學生的發揮還是很不錯了，都能自信并且流利的將開幕詞表達出來，尤其是第二組學生更難能可貴的是進行改編了主持人臺詞并且結合實際表演出來。但是這組活動的參與度不夠，只能部分優生加入進來，還有部分學生仍不敢開口表達。第三個環節是練習用英文點餐活動，這學生最喜愛參與的活動，雖然點餐對話不難，但點餐的內容比較靈活，
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非常能體現出學生平時口語能力的積累，在這個活動開始前，首先是由我和一名學生對話給學生做個示范，引導學生模范練習點餐用語，通過上來的兩組學生表演來看，只要學生的學習興趣濃厚，模仿和創新能力是很強的，讓我看到部分優生的潛力，由于課堂時間的限制，這個對話練習活動不能讓大部分學生都有機會來表達自己。整堂課下來，感覺學生的參與度不夠，學生之間的能力差距比較大，無法兼顧到大多數。這是一節聽說課，大部分時候都是教師在說，聽力教差的學生沒辦法完全跟上教師的節湊，也是因為作為教師的我引入得不夠充分。此外，我的課堂表揚性語言單一，不夠靈活，激發和帶動學生的好奇心以及積極性還不夠.。
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