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：
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.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity 1. The whole 1. class work. 2. Pair work. 3. The whole class work. 4. Group Focus their 1. Greet students ready for learning. attention on the teacher. 2. Students act out 2. Teacher asks the the conversation about ordering a meal by phone prepared. they 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. work. 5. The whole 3. Students enjoy the class work. 6. The whole class work. 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 videos about ways of eating the food. 3. Teacher plays four videos students: for the eating steak, (teach the word steak by showing the picture of it.) eating noodles, sandwiches drinking soup. eating and Let students speak out more correct ways to eat different food. their answers with 4. Teacher lets students the help of the teacher. Introduction （8 minutes） 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 Presentation (10 1. Pair work. 1. Students work in 1. Teacher lets students pairs to decide look at the pictures of 2. The whole whether the 1a and understand the class work. statements are true three or false based on the statements. Let them 3. The whole pictures. work in pairs to decide class work. whether the statements 4. The whole 2. Students read the are true or false based class work. letter, and then on the pictures. check their 2. Teacher asks students answers. to 5. The whole 3. Students check read the letter, and class work. their then check their 6. The whole answers. answers. Teach the new class work. 4. Students listen to word job: It has the 1a same meaning as work, and match the but it’s a countable persons noun. with their 3. Teacher asks students related to tell their information. judgments. 4. Teacher asks students 5. Students check the to listen to 1a and answers. match the persons with 6. Students read and their related understand the information. Teach the sentences new words worth and underlined. effort. Maria 35 dishes of beef curry Jane 45 Indian curries Kangkang 50 bowls of fried rice 5. Teacher asks students to minutes) Consolidation (10 minutes) 1. The whole 1. Students follow 1. Teacher lets students class work. the follow underlined the underlined sentences to make sentences 2. The whole new sentences to make new sentences class work. according to the according to the table 3. The whole table of 1b. of class work. 1b. Remind them they 2. Students write should add the word down more 4. The whole the sentences. or most before the class work. 3. Students grasp the adverbs comparative and finely, lightly and 5. The whole superlative careful class work. degrees of to form their adverbs with comparative multiple and superlative syllables. degrees. 2. Teacher asks three 4. Students read the students correct sentences to write down the on sentences the blackboard on the blackboard. aloud. 3. Teacher asks the other 5. Students read the students to evaluate letter their carefully and find out work. Then the teacher the difficult points makes a summary, of 1a. Learn the new writes structure with the down the formations of help of the teacher. the comparative and superlative degrees of adverbs with multiple syllables on the blackboard. And let students grasp them. 4. Teacher asks the Practice (10 minutes) 1. Group 1. Students work in 1. Teacher divides work. groups students to ask questions into two groups. Let according to the students read the 2. The whole letter. letter again, then ask class work. students from Group 1 to 3. The whole 2. Students read the ask questions according class work. example of 2. to the contents of the 4. Pair work. 3. Students make the letter, the students 5. The whole similar from Group 2 to answer class work. conversations. the questions. Then let 6. Group 4. Students act out them change the roles. work. their 2. Teacher lets students own conversations in read 7. The whole pairs. the example of 2. Teach class work. 5. Students evaluate the new word neatly by the showing neat+ ly. acting. 3. Teacher lets students 6. Students make a make similar the similar table to make a conversations survey in groups. according to the food 7. Students report the and the ways to eat it. result of the survey 4. Teacher lets students to the whole class. 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 Production (7 minutes) 1. The whole 1. Students play the 1. Teacher asks the class work. guessing game. students to play the guessing game: One 2. Group work. 2. Students work in student makes the groups and find out gesture about the way to their group eat food, the other 3. The whole members’ strong guesses what he or she is class work. points. eating. 4. The whole 2. Teacher asks students class work. to 5. The whole 3. Students report work in groups and find class work. the out their group 6. Individual strong points of members’ strong work. their points. Let them take members. notes and compare the 4. Students evaluate same strong points of the members in each group, reports. using the comparative 5. Students summarize and superlative degrees Section C with the of adverbs as much as teacher. possible: Wang Hai runs 6. Students finish fast, but Sun Lei runs the homework after faster than Wang Hai. class. 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 It’s an interesting topic for the students to talk about Teaching Reflection 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. be worth doing (sth.)
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