八下教案设计unit7. Topic3. Section D
八年级下册英语第七单元教案3篇
八年级下册英语第七单元教案3篇八班级下册英语第七单元教案篇2教学目标一、学问与技能1.学习并把握现在完成时的用法，学习有关音乐的词汇。
2.阅读短文获得正确信息的能力。
3.能够通过彼此交流了解歌曲、歌手、乐队的信息并能作评论。
能够运用阅读策略来获得文章大意。
4. 把握现在完成时的用法，学习有关音乐的词汇。
5. 培养学生的听力能力。
二、过程与方法阅读，感受，仿照，实践。
三、情感态度与价值观激发学生对音乐的喜爱。
教学重点1.学习并把握现在完成时的用法，学习有关音乐的词汇。
2.阅读短文获得正确信息的能力。
教学难点能够运用阅读策略来获得文章大意，从而提高阅读效率。
教法导航激励学生专心阅读，专心思考。
学法导航通过阅读，仿照学习新学问。
教学预备图片，多媒体。
教学过程Step 1 GreetingsGreet the students as usual.Step 2 Warming upShow some pictures about singers and musicians. Ask and answer：Who is your favorite singer or musician? Why do you like him or her?Step 3 New wordsLearn the new words：pop，rock，band.The students read the words one by one. Then they have a dictation.Step 4 ListeningThe students go through the sentences in 1b.1b, Listen to a conversation between Alex and Dave. Write A for Alex and D for Dave next to each opinion.____ The Toms must be popular.____ The Toms play pop music.____ The Toms’ music sounds more like rock.____ Listening to The Toms is a good way to wake up.1c, Listen again. Take notes.Listen for a third time and check the answers.Step 5 Speaking1d, Ask your friends and parents what kind of music they listen to and why. How does the music make them feel?Ask the students to make a conversation like：A：What kind of music do you listen to?B：I listen to pop music.A：Why do you listen to it?B：I like it because….A：How does the music make them feel?B：It makes me relaxed.Step 6 Discussion Reading2a, Discuss the questions with a partner.1.Do you have a favorite singer or band?2. Do you have a favorite song?3. What facts do you know about your favorite singer，band or song?Reading guidance:1. Read the passage and make notes or underline the mainidea of the text.2. After reading，write a short summary in your own words.在讨论的过程中，教授新单词。
【教案】八下教案设计unit7. Topic3. Section D(简案)
Unit 7 Food FestivalTopic 3 I cooked the most successfully.Section D教学设计Ⅰ. Material analysis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，教师可针对本节课的学习任务，鼓励学生汇报自己的学习成果，发表自己对健康饮食习惯所持的观点，培养学生自主探究精神和健康饮食的意识。
Ⅱ. Teaching aims1.能读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。
5.培养学生健康饮食的意识。
Ⅲ. The key points and difficult points1.Key points：谈论健康饮食及其重要性。
2.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. Students analysis八年级的学生已经具备了一定的生活阅历和英语语言基础，他们对于英语的学习已养成了一定的学习习惯。
由于本话题的内容和日常生活息息相关，相信学生也会比较感兴趣，再加上本节课任务所需的句型都是学生学过的，只要语言铺垫够充分，他们是能够完成目标任务的。
Ⅳ. Learning strategies1. 拟定题目时注意用语要简洁明了。
2. 借助关键词和思维导图复述课文。
Ⅴ. Teaching aidsComputer multimedia projectorⅥ. Teaching proceduresStep 1. Introduction1.Greet the students and get them ready for learning.2.Lead in with two pictures of Mr. Fat. Let students have a guess: Why does Mr. Fat become fat?设计意图：问候学生，拉近师生间的距离；利用图片的直观性激发学生的好奇心和学习兴趣，导入新课。
仁爱版八年级英语下册教学设计：Unit7Topic3SectionD
（一）导入新课
1.教师通过展示一组社会公益活动的图片，如志愿者服务、捐款现场等，引发学生对公益话题的关注。
2.邀请学生分享他们对这些图片的感受，以及在生活中参与公益活动的经历。
3.引导学生关注本章节的主题——社会公益活动，为新课的学习做好铺垫。
（二）讲授新知
1.词汇教学：教师呈现本节课的关键词汇，如volunteer, donation, charity, fundraising等，引导学生学习和记忆。
-组织学生进行句型转换练习，巩固时态知识。
3.阅读理解：指导学生阅读课文，提取关键信息，理解文章主旨。
-提问：“What is the main idea of this section?”；
-指导学生通过略读、寻读等策略，了解文章大意；
-分析文章结构，讲解重点句型。
（三）学生小组讨论
1.教师提出讨论话题：“What kind of charity activities do you think are important?”，要求学生用英语发表观点。
-摘录文章中的重点词汇和表达；
-概括文章大意；
-写出自己对文章的理解和感悟。
4.课后实践：鼓励学生利用周末时间参与一次社会公益活动，如志愿者服务、捐款等，并记录下自己的经历和感受。在下一节课分享给同学们。
5.词汇复习：要求学生利用课余时间，通过词汇卡片、在线词汇游戏等形式，巩固本章节所学词汇。
教师应在下次课前收集学生的作业，并进行认真批改和反馈。通过作业的布置与检查，了解学生的学习进度和存在的问题，为下一步的教学提供依据。同时，鼓励学生在完成作业的过程中，积极思考、主动探究，提高自己的英语综合运用能力。
此外，学生在情感态度与价值观方面，对社会公益活动的认识相对有限，需要教师在教学过程中加以引导和培养。通过本章节的学习，学生将有机会拓展视野，增强社会责任感，培养关爱他人、回馈社会的意识。
仁爱版八年级英语下册说课稿：Unit7Topic3SectionD
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式进行新课导入：
1.播放一段关于地球资源现状的短片，让学生直观地了解地球资源的有限性，引发他们对环保话题的关注。
2.短片结束后，提出问题：“What do you think of the video? Do you think it's important to protect our earth?”引导学生思考并展开讨论。
仁爱版八年级英语下册说课稿：Unit7Topic3SectionD
一、教材分析
（一）内容概述
本节课为仁爱版八年级英语下册Unit7 Topic3 Section D的教学内容。在整个课程体系中，本单元主要围绕“生活与环保”主题展开，通过前一阶段的学习，学生已经掌握了一定的环保知识，了解了环保的重要性。本节课将继续深入探讨环保话题，重点关注地球资源的有限性和如何保护地球。
本节课的主要知识点包括：1.学习新的词汇和短语，如"limited", "resource", "waste", "recycle"等，帮助学生更好地理解和表达环保相关概念；2.学习一般现在时的被动语态，让学生能够描述自然界中事物的变化及其原因；3.掌握课文中的重点句型，如"The earth's resources are limited.", "We should recycle waste paper."等，以便在实际语境中运用。
可能存在的学习障碍包括：1.对新语法点的恐惧心理，导致学习积极性受挫；2.学习兴趣不高，对环保话题缺乏关注；3.学习方法不当，难以适应课堂节奏。
仁爱版八年级下册英语unit7 topic3教案
Unit7 Topic 3Section ASection A 需用1个课时。
重点活动是1和2a。
教学目标:1.复习有关食物的词汇。
2.学习点和提供不同的食物和饮料。
教学过程：第一步:复习1.复习有关食物的单词。
①Talk about your favorite food.I like...best.My favorite food is...②Write down the names of food as many as you can.2.复习：How to start a formal western dinner?Unfold a napkin first. And then you should keep the knife in your right hand and the fork in your left...第二步:呈现1.听2a，在新单词下面划线。
menu beer wine smell bill2让学生读对话，学习如何点和提供食物。
所用目标语言：— May I take your order?— Sure. I’d like to try...— Which kind of drink do you prefer, beer, wine or tea?— I’d like...— May I have the bill?— Let me see. ￥71.50.第三步：巩固1.独立完成2b。
2.小组活动。
让学生结伴练习2a的对话，完成2c。
老师应该先准备一些食物或饮料作为学生表演的道具。
第四步:练习1.向学生展示一幅国际美食节举办的图画或让学生看1部分，回答下列问题：①What foods are on sale?②What are the people doing?③What are the girl and the boy saying?2.播放录音，学生跟读。
3.假如你们在举办美食节，你会怎么做和怎么说呢？Students act it out. Some students are servers. Some students are customers. Some students are selling foods. A boy and a girl are hosting it.第五步:综合探究活动1.搜集尽可能多的食物的英文名称。
【教案】仁爱版八年级下册Unit 7 Topic 3 Section D 教案
1.Finish off the exercises.
2.Write down the menu.
3.Preview Unit 8 Topic 1 Section A.
（设计意图：通过阅读语篇，掌握语篇大意和细节，在阅读中使用勾画重点和主题句的学习 策略，培养根据短文写出标题的能力。）Step 5. Post-readingRead the passages in la aloud after the tape and imitate the pronunciation and intonation.
1.Rose is an American girl. Write an email to tell her something about eating habits and how to cat healthily in China.
（设计意图：大声跟读语篇，模仿正确的语音语调。在写作任务中，综合运用木课所学知识， 能够写出中国的饮食习惯和如何健康饮食。）Step 6. ProjectDiscuss in groups of four and make a list of healthy food and drinks.
Unit 7 Topic 3 I cooked the most successfully.
Section D
【教学构思】一、教材分析：
本课属于课标话题人与社会“饮食(Food and drink)”中饮食习俗(Eating customs)项目，语篇主要关于良好的饮食习惯。
仁爱版八年级英语下册教学设计：Unit 7 Topic3 Section D
G1:…
G2:…
…
阅读理解——①默读并在自己的饮食习惯上打钩，然后判断自己的饮食习惯是否健康，引入短文How to eat healthily.
②读短文，完成1b的任务。
③画出文中的key phrases 并通过做练习来巩固
④听录音跟读，并跟据关键词复述
…
T: Well done. If the boy keeps on eating like this, he must become fatter andunhealthier. These eating habits are bad for him, so keeping healthy eating habits is very important. Can you tell me what are healthy eating habits? Please discuss in groups and report totheclass.
2. (学生分组讨论，教师总结并呈现目标语言及生词。)
(出示小黑板。)
1. We need to have enough food, never too much or too little.
2. The food must be clean and we should cook it properly.
呈现本课1a。
1. (教师出示一个肥胖男孩的饮食习惯图片，让学生讨论什么样的饮食才是健康饮食。)
T:Wehavetalked so much about healthy eating habits. Now please look at this picture and discuss if the boy’s eating habits are healthy. Then tell us.
仁爱版八年级英语下册优秀教学案例：Unit7Topic3SectionD
我会布置一些与本节课内容相关的作业，让学生进行巩固训练。作业包括听力、口语和写作训练，以全面提高学生的语言运用能力。同时，我会提醒学生在完成作业时注意时间管理和质量控制，培养他们的自主学习能力和良好的学习习惯。
五、案例亮点
1.多元化的教学手段：本案例中，我运用了多媒体课件、实物教学、小组讨论、角色扮演等多种教学手段，使课堂更加生动有趣，提高了学生的学习兴趣和积极性。
二、教学目标
（一）知识与技能
1.让学生掌握一般现在时的被动语态的构成和用法，能够正确运用到实际情景中。
2.提高学生的听、说、读、写能力，使其在实际交流中能够熟练运用一般现在时的被动语态。
3.培养学生运用英语进行Biblioteka 际的能力，增强他们的语言运用能力。
（二）过程与方法
1.通过多媒体课件和实物教学，激发学生的学习兴趣，提高他们的学习积极性。
5.情感态度与价值观的正确引导：通过对本节课的学习，使学生形成正确的价值观，认识到学习英语对自己的未来发展的重要性。
2.运用小组讨论、角色扮演等教学方法，引导学生主动参与课堂活动，培养他们的自主学习能力。
3.创设真实情境，让学生在实践中掌握一般现在时的被动语态，提高他们的实际运用能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，使他们能够积极、主动地参与英语学习。
2.培养学生团结协作、积极向上的学习态度，使他们能够共同进步。
2.设计真实情境，如学校、家庭等场景，让学生在实际环境中运用一般现在时的被动语态进行交流，提高他们的实际运用能力。
3.利用图片、视频等素材，展示一般现在时的被动语态在实际生活中的应用，帮助学生更好地理解和掌握知识点。
（二）问题导向
1.引导学生提出关于一般现在时的被动语态的问题，激发他们的思考兴趣。
新目标八年级英语下册Unit 7教学设计
新目标八年级英语下册Unit 7教学设计nit7 Would you mind turning down the music?Section A?a銆?b銆?c紝鍧囧洿缁?a幇Would you mind +銆傚啀鍛堢幇Would you mind not+?a鐨勫?a銆?b鎴愩€?a2b?a ould you mind 鈥?鍜學ould you mind not鈥?2b?c瑕佹眰浠?a銆?b熻兘椤圭洰銆傚湪3a3b ould you, Could you, have to?閮ㄥ垎鐨刧roupwork?Section B?a銆?a銆?b 閮藉洿缁曠殑鍗￠€氱敾灞曞紑锛?c鏄?a銆?b紝3a鍜?b3a銆?b鐨勪换鍔★紝鍔犳繁瀛︾敓瀵光€В鍜岃繍鐢ㄣ€係elf check屼絾绗?2ф,鍗抽€氳繃瀵绘壘涓鏂囧寲鑳屾櫙涓嬬殑绀间华锛?紝浠ュ強濡備綍鍋氬嚭鍚堥€鐨勫彞鍨嬧€濓紝鎴戝皢SectionB1a-2c鍜孲ectionA3a-4鏁村悎鍦ㄤ竴璧蜂綔涓ectionB1a-2cН鏋佹€э紝ectionA3a-4鈥濈殑鐞嗚Вч?т笂鍐孶nit 11an you鈥?/could you 鍙奀ould you please鎻愬嚭璇锋眰,х殑锛屽唴瀹硅创杩戠敓娲伙紝瀛︾敓姣旇緝瀹规槗杩涘叆瑙掕壊銆?鐨勮嚜涓汇€佸悎浣溿€佹帰绌躲€佸疄璺电殑鑳藉姏銆傚洜姝ゅ湪鑰冭檻鏈鈥滃揩涔濯掍綋璇句欢灞曠ず锛屽苟閰嶄互涓板瘜鐨勫浘鐗囧強鑹插僵锛屼负瀛︾敓鐨箰鎴愰暱銆?鈶?Be able to pronounce and master the new words and phrases.Words: mind, yard, dish, polite, perhaps, door, line, return, voice, term, Asian, Europe, impolite, allow, public, cough, break, smoke, drop, litter, cigarette, criticize, behave锛宔tc.Phrases: turn down, not at all, right away, wait in line, cut in line, keep down, at first, put out, pick up.鈶?Master the target language:Would you mind moving your bike? Sorry, I will do it right away.Would you mind not playing baseball here? Sorry, we鈥檒l go and play in the park.Could you please wash the dishes? Ok, I will do them in a minute.鈶?Learn to make requests and apologies, using the target language.鈶?Learn the modal verb that can express request.1.Would you mind 鈥?鍜孋ould you please 鈥? 浠ュ強Sorry, I鈥檒l 鈥?绛夊彞鍨嬬殑鐞嗚В?2.Would you mind 鈥?鍜孋ould you please 鈥?鏃讹ould you mind +鍔ㄥ悕璇嶏紝鑰孋ould you please +鍔ㄨ瘝鍘熷舰銆ot锛宯ot鎵€鏀剧殑浣嶇疆锛屽Would you mind not鈥? Could you please not 鈥?锛岃繖浜涘唴瀹圭殑鎺屾彙鍜岃繍鐢ㄦ槸瀛︾敓瀛︿範鐨勯毦鐐广€?"??棣栧?硅瘽绛夌幆鑺備腑銆??璇炬椂瀹夋帓鏁欐硶閫夋嫨SectionA1a-Grammar Focus(備綍鍋氬嚭鍚堥€傜殑鍥炵瓟銆?SectionB1a-2c, SectionA3a-4(?SectionB3a- Selfcheck(濈殑鐞嗚В鍜岃繍鐢? ReadingReview of Unit7(ч)璇炬椂Period1у??,閫氳繃鍚戜粬浜烘彁绀艰矊璇锋眰浠ュ強鍋氬嚭鍥炵瓟,鏉ョ粌涔爓ould you mind (not)doing 杩欎竴璇,ц儐姝ｇ‘鐨勫彛澶翠氦闄呭拰姝ｇ‘鐞嗚В?istening method, speaking method, cooperating method, inductive method殑瀛︿範銆?浠诲姟鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1 warming upLet鈥檚say the chart 鈥淣o, not at all鈥? Teacher says and have Ss do. Say and do the chart :鈥淣o, not at all鈥?鈥淪tand up, stand up, would you mind standing up?Sit down, sit down, would you mind sitting down?Clap your hands,clap your hands,Would you mind clapping your hands?Touch your nose, touch your nose,Would you mind touching your nose?鈥?鈥淣o, not at all鈥?Step 2 lead in1. Say, I think it is a little bit hot in our classroom and I want to ask someone to open the window. What can I say?Have Ss give some answers.2. Write them on the board: Could you please鈥? 鈥? Would you mind opening the window? Explain that the last example is a very polite way of making a request.Answer the teacher鈥檚questions.Understand the new sentences: 鈥淐ould you please鈥? 鈥? Would you mind opening the window?鈥?Step 3 Presentation1. Have Ss look at the picture and ask a pair of students to read the dialogue in the picture.2. Then show some other pictures. Have Ss look and say them using 鈥渨ould you mind 鈥?鈥漧ike above.3. Look at the picture and ask a pair of students to read the dialogue in the picture.4. Then show some other pictures. Have Ss look and say them using 鈥渨ould you mind not 鈥?鈥?like above.1. Look at the picture and read the dialogue in the picture.2. Look at some other pictures and say them using 鈥渨ould you mind 鈥?鈥漧ike above.3. Look at the picture and read the dialogue in the picture.A: Would you mind not smoking?4. Look at some other pictures and say them using 鈥渨ould you mind not 鈥?鈥?like above.Step 41a1. Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to explain what each one means. They can use actions and simple explanations.2. Then get students to write the letter of each request in the correct place in the picture to match the requests with the people. Point out the blank boxes in the picture. Ask students to finish the task on their own.3. Correct the answers.2. Write the letter of each request in the correct place in the picture to match the requests with the people.3. Correct the answers.Step 5 Listening 1b1. Ask different students to look at the list of requests in Activity 1a and read each one to the class.2. Then say, Please listen to the recording and number the requests(1~4) above in the order you hear on the recording. Play the recording and have Ss write the numbers 1 through 4 on the lines after the requests.3. Correct the answers.4. Listen again and fill in the blanks.2. Listen to the recording and number the requests(1~4) above in the order you hear on the recording. Then write the numbers 1 through 4 on the lines after the requests.3. Correct the answers.4. Listen again and fill in the blanks.Listening2a and 2b1.2a. Listen and number the pictures in the order you hear them.2. 2b.Listen again. Match the requests in activity 2a with the responses below.3. Correct the answers.1. Listen and number the pictures in the order you hear them in 2a.3. Correct the answers.Step 7Pairwork1. Have Ss Look at the pictures of 1a and 2a; let a pair of students to read the words in the sample dialogue.2. Then say, Make conversations like this about the information above.Give students a few minutes to work in pairs. When they work, walk around the room checking the progress.3. At the end ask several pairs of students to say their conversations to the class. 1. Look at the pictures of 1a and 2a; and read the words in the sample dialogue: A: Would you mind moving your bike?B: Sorry. I鈥檒l do it right away.A: Would you mind not wearing those old jeans? They look terrible.B: Ok. I鈥檒l put on another pair.2. Make conversations like this about the information above.3. Say the conversations to the class.Step8Grammar Focus(3minutes)Review the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Step 9Practice(5minutes)Do some exercises.Do the exercises.Step 10 HomeworkGroup A:1. Would you mind being a polite student? Please look at the picture and Write down the conversations.2.Find out other polite ways to make requests锛堢ぜ璨岀殑璇锋眰鏂瑰紡锛塱n English.Group B:1. Read and try to understand the Grammar Focus.Try their best to finish the homework well.Unit7 Would you mind turning down the music?Section A1a~Grammar Focusnot at all锛宼urn down 锛宺ight away锛寉ard---Would you mind turning down the music? ---No, not at all.Unit7 SectionB1a~2c, SectionA3a~4璇炬椂Period2у??2. Teaching Difficulty Make conversation freely.?銆?浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder.鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1Greet the class and review.(5minutes)1. Greet the class as usual and check the homework.2. First ask Ss to see a piece of movie.Then show some pictures and ask a pair of students to make a conversation according to the pictures using 鈥渨ould you mind (not) 鈥?鈥?Then look at the pictures and make a conversation according to the pictures using 鈥渨ould you mind (not) 鈥?鈥?Step 2New words(3minutes)Learn the new words.瀛︿範鏂板崟璇嶃€?Step 3Speaking (SectionB1a&1b)(5minutes)3. Pairwork. Show some other pictures. Have Ss look at the pictures and talk about them using鈥淲ould you ever complain about them?鈥?1. Look at the pictures on the screen and say something about them.2. Read each situation and think about the two questions. Then share the answers with the class.3. Look at the pictures and talk about them using鈥淲ould you ever complain about them?鈥?Step 4Listening (SectionB2a&2b)(8minutes)1. Listen and number the correct sentences (1~3) in Activity 1a.2. Listen and fill in the blanks.(1)Conversation 1What made the girl unhappy?She got the_______ _______shirt.What鈥檚her solution?She will get a _______ shirt.(2)Conversation 2Where did this happen?It happened in a __________.What will he get?He will get some ______ ______ right away.(3)Conversation 3What was the boy鈥檚problem?He got a pen that_____ ______.3.2b. Listen to the three conversations again to fill in the blanks .C heck the answers.Pairwork(SectionB2c)(5minutes)1. 2c. First ask two students to read the example in the sample dialogue.2. Then let students look at the problems in Activity 2b and work with their partners.3. Role play the conversations from Activity 2b like this.4. At the end ask several pairs of students to say their conversations to the class. 1. Read the example in the sample dialogue.A: This shirt is too big. Would you mind giving me a smaller one?B: Not at all. Here you are.2. Look at the problems in Activity 2b and work with their partners.3. Role play the conversations from Activity 2b like this.4. Say their conversations to the class.Writing (SectionA3a)(10minutes)1. Show some pictures on the screen and ask students to explain what is happening in each picture.Look at these pictures and role play the conversations like this.A: Would you mind (not) doing 鈥?B: 鈥?2. SectionA3a. Go through the instructions with the class. Look at the pictures and the note. Ask students to read the note.Then let students fill in answers on their own.Check the answers.1. Look at the pictures and explain what is happening in each picture.2. Role play the conversations like this.A: Would you mind (not) doing 鈥?B: 鈥?3. Look at the pictures and read the note.Then fill in answers on their own.Check the answers.Step 7Pairwork and Groupwork(7minutes)sample dialogue. Let two students read it to the class.(sleeping in the bedroom, could you, turn down the TV, would you mind)1. Read the sample dialogue.(sleeping in the bedroom, could you, turn down the TV, would you mind) A: __________ babysitting your little cousin?B: OK, I鈥檒l do it at once. Do I have to __________?A: Yes, she is __________.B: OK, when I finish, _________ let me watch TV?A: Of course.Step 8Summary and homework(2minutes)Group A:1. Make your own conversations.Group B:1. Read the listening conversations on P91 and P92.2. Make your own conversations.Unit 7 Would you mind turning down the music? barber terrible haircutA: This shirt is too big. Would you mind giving me a smaller one?璇炬椂Period3у??1. Review some words and phrases learnt in this unit and learn new words and phrases: Line锛?wait in line锛宎nnoy锛宎nnoyed锛宲olite锛宲erhaps锛宒oor锛宑ut in line锛宧asn鈥檛=has not2. Do reading and writing practice.2愰珮瀛︿範鏁堢巼銆?浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder.浠诲姟鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1 Greeting and Revision.(4minutes)1. Greeting Ss.2. Check the homework.3. Ask Ss to do the exercise.1. Greeting the teacher.2. Do the exercise. 鐢?would you mind 鈥︽敼鍐欎笅闈㈠彞瀛愩€?1. Don鈥檛talk.2. Please sit down.3. Don鈥檛use that pen.4. Please turn off the light.5. Don鈥檛speak loudly in the library.6. Please clean the classroom.閫氳繃澶嶄範杩涗竴姝ュ珐鍥篧ould you mind 鈥︾殑鐢ㄦ硶銆傦級Step 2: Section B 3a(11minutes)1.Ask ss to have the Free talk:2. Show new words and phrases.3锛嶳ead the article to the class. Ask ss which words they don鈥檛understand .Write these words on the board.4. Let students read the article when they understand all the sentences .ask them to underline the things that are annoying .Then have them circle what people do when something annoying happens.5. Let students listen and answer one main questions .Then check the answers.6. Ask students to read it again and write T or F.7. Ask ss to read and answer 4 questions.8. Key points.(1) Do you often get annoyed (get angry)?(2) When do you get annoyed?(3)Do you often complain about them?(4.) What will you do when it happens?2. Read new words and phrases.3. Read and finish the exercise.4. Read and underline the things that are annoying .then circle what people do when something annoying happens.5. Listen and answer one main questions.6. Read it and write T or F.7. Read and answer 4 questions.8. Take notes.?Вф紝瀹屾垚浠诲姟銆?Step 33b(5minutes)1. Ask ss to look at the pictures. And ask difficult students to tell what is happening in each picture.2. Go through the instructions with the class point to the blank lines where ss win fill in their answers.3. Ask students to complete the activity on their own.4. C heck the answer.Step 4 Group work.(8minutes)1. Ask two students to read the dialogue.2. Ask another pair of students to give another complaint and action.3. Ask students to complete the work in groups. When they work .Walk around the room checking their progress and offering help if necessary.4. Ask a few students to share the sample conversation.5. List the most common complain and the best action advice.4. Share the sample conversation.Step 5 Self check 2(7minutes)1. Go through the instructions with the student look at the picture .Ask students totalk about the picture.2锛嶢sk ss to write a letter on their own.3. Ask a few students to share their letters.4. Check the answers. Answer will vary.Step 6: Exercise.(5minutes)Step 7: Summary(3minutes)This class we鈥檝e had a lot of reading, writing and speaking practice using thetarget language.Step 8: Homework.(2minutes)Group A:1. Make conversations.2. Retell the story.Group B:Make conversations.Unit 7 Would you mind turning down the music? Words and phrases:Key structure:I get annoyed when 鈥?When this happens .I would / may say 鈥?Would you mind 鈥?Would you mind not 鈥?Unit7 Reading: would you mind keeping your voice down? 璇炬椂Period4у??2. Reading: Would you mind keeping your voice down??缁忚繃鍓嶉潰鍑犺妭璇剧殑瀛︿範锛屽В鍐抽棶棰樻潵鑾峰緱鐭ヨ瘑锛屽己璋冭嚜瀛︿笌鍚堜綔瀛︿範,В鏂囩珷锛屼互姝ゆ潵鍩瑰吇瀛︾敓鐨勯槄璇荤?浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder.鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1warm up(2minutes)Greet the class as usual and show the learning goals.Step 2Section 1 Before You Read(3minutes)Pairwork. First ask students: Do you know the word 鈥渂ehavior鈥? Let students look at the picture below. Ask how many bad behaviors can you see?Then have students make a list with their partners.Look at the picture below and find out how many bad behaviors.Then make a list with their partners.?Step 3Section 2 While You Read(16minutes)1. Play the tape for students to listen and answer the questions:2.(1) Ask ss to read reading strategy:(2) Let ss read and underline the topic sentence of each paragraph.(3)Then do 3a. Match the paragraphs with the best summaries.3. Ask ss to read the passage carefully and answer more questions about the passage.4. Read again; Explain some useful phrases and some sentences what ss can鈥檛understand.5. Have a word Competition.1. Listen and answer the questions: (1).What does 鈥渆tiquette鈥?mean?(2). Is etiquette the same in every culture or in every situation锛?2.(1)Read: Topic sentence is a summary sentence of each paragraph. It may be at the beginning of the paragraph or at the end of the paragraph, it also may be in the middle of the paragraph.(3) Match the paragraphs with the best summaries.3. Read and answer more questions about the passage. (1).If someone cuts in front of you in a line, what should you say?(2). If someone is smoking on a bus, what should you say?(3. If you see someone you know dropping litter, what should you say?Then complete the forms According to the text.1.浜嗚В2.勯槄璇婚€熷害銆傘€?3ц嚧浜嗚В锛?5.?Step 4Section3 After you read(10minutes)1. 3b Ask students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.2. Groupwork. Who is the polite star?Have Ss discuss and give a Report: we think 鈥?is the polite star. Because he/she鈥n class,鈥?at home and n public.3. 3c Scan the reading quickly again and find examples of behavior from it. Ask students Are these things always wrong, or does it depend on situation or culture?Then let students put them in the correct column.Check the answers.1. Students think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.Example:A: A girl is dropping litter.B: You may say would you mind picking it up?Role play with a partner.Ask some students to say their suggestions.2. Discuss: Who is the polite star? and give a Report3. Find examples of behavior from reading. Then answer: Are these things always wrong, or does it depend on situation or culture?at last put them in the correct column.缁冦€傚洖褰掍富棰橈紝鍚屾椂涓哄啓浣滃仛閾哄灚銆?Step 5Section 4 Go for it!(10minutes)1. First ask students: Have you seen someone breaking a rule of etiquette?Then ask them to write a letter of complaint to the local newspaper according to what they have seen.2. Ask students to check their writing with their partners.Answer the question: Have you seen someone breaking a rule of etiquette? Then write a letter of complaint to the local newspaper according to what they have seen.2. Check their writing with their partners.涔﹂潰钀藉疄锛岃繘涓€姝ヤ簡瑙ｄ笉鍚屽浗瀹跺強鏂囧寲鑳屾櫙涓嬬殑绀间?Step 6Summary(2minutes)Ask: What have we learned?We鈥檝e also learned something about the word 鈥渆tiquette鈥? Step7Homework(2minutes)Group A:1. Try to find out some rules of etiquette that are different in foreign countries.2. Finish the workbook.Group B:Finish the workbook.Finish their homework.Reading: Would you mind keeping your voice down? etiquette鈥昻ormal and polite social behaviorWould you mind (not) doing this?Excuse me. Could you please...锛?Unit7 Reading: would you mind keeping your voice down? 璇炬椂Period5у??Unit 7ould you mind +doing... ?鍏崇粌涔犮€??╁浐鎵€瀛︾煡璇嗐€? 浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder. Review of Unit7。
八年级下Unit7 Topic 3 Section教案3
八年级下Unit7 Topic 3 Section教案Section C needs 1 period. Section C需用1课时。
The main activities are 1 and 3a. 本课重点活动是1和3a。
Ⅰ.Aims and demands 目标要求1. Learn some new words:worth, effort2. Learn comparative and superlative forms of adverbs.Maria cooked very carefully.Jane cooked more carefully.I cooked the most carefully.3. Talk about the correct ways to eat different food.fried noodles ——chopstickstofu soup ——spoonⅡ.Teaching aids 教具录音机/小黑板/挂图(Page 69图片)/多媒体课件Ⅲ.Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 12分钟)复习有关美食节的活动。
导入1。
1. (检查上节课作业，由作业“Tell something about the food festival.”导入1和3a内容，呈现副词的比较等级。
导入时，先让学生根据自己的想象和作业内容描绘“美食节”，然后用问题形式引导学生完善描述，从而引出本课目标语言。
) T: Boys and girls, check your homework, please.(检查作业，选1~2个完成较好的到前面发言。
)T: S1, would you like to tell something about the food festival to our class? / would you please…?/ can you try …?S1: …T: O K, excellent. And who can try? / Anyone else?(可以请1~2个自愿者上来讲一讲，同时让学生来评价，这样可以避免没有发言的学生开小差。
人教版八年级下册英语Unit7(第七单元)优秀教案
Unit 7 What is the highest mountain in the world?第一课时Section A (1a2d)【学习目标】1.重点单词：square，meter，deep，desert，population，Asia，wall，tour，tourist，ancient，protect，wide2．重点短语：manmade objects，as far as I know3．重点句式：Qomolangma is higher than any other mountain in the world.What is the highest mountain in the world?China has the biggest population in the world.It's a lot bigger than the population of the US.It has a much longer history than the US.China is almost as big as the US.Did you know that China is one of the oldest countries in the world?How long is the wall?The main reason was to protect China.As far as I know，there are no manmade objects as big as this.Is Badaling part of the Ming Great Wall?【学习重点】1．重点短语和句型2．形容词和副词比较级和最高级的用法【学习难点】1.重点短语和句型2．形容词和副词比较级和最高级的用法【自主学习】一、预习课本P4950新单词并背诵，完成下面的汉译英。
八年级下Unit7 Topic 3 Section教案1
八年级Unit7 Topic 3 Section A教案Section A needs 1 period. Section A需用1课时。
The main activities are 1 and 2a. 本课重点活动是1和2a。
Ⅰ. Aims and demands 目标要求1. Learn some new words and phrases:lady, gentleman, on sale, satisfy, guest, menu, wine, soft drink, bill2. Learn how to order and offer food and drinks.Here’s the menu.May I take your order?I’d like Beijing Roast Duck and vegetable soup.Which kind of drink would you like, beer, wine or a soft drink?Anything else?May I have the bill?Here’s your change.Thanks for coming.3. Learn some expressions about the food festival.Ladies and gentlemen, welcome to Ren’ai International School!The first Ren’ai International Food Festival is now open!Thanks for coming.We’ll try to satisfy all the guests.Let’s wis h them success!Enjoy yourselves!4. Social CommunicationsWhich kind of drink would you like, beer, wine or a soft drink?Here’s your change.Ⅱ.Teaching aids 教具小黑板/图片(食物类) /录音机/挂图Ⅲ.Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 12分钟)复习学过的食物及饮料名称。
仁爱版八年级英语下册Unit7Topic3SectionD教学设计
1.。
2.抓住学生对未来科技的兴趣点，创设生动、有趣的情境，激发学生的学习动机，提高学生的课堂参与度。
3.注重培养学生的阅读理解能力，引导学生学会从文章中获取、筛选和整理信息，提高学生的阅读素养。
作业要求：
1.请同学们认真完成作业，注意作业质量，体现自己的思考和创意。
2.作业提交时间：下周一下午放学前。
3.教师将针对作业完成情况进行评价和反馈，鼓励学生相互学习、共同进步。
2.学生在小组内运用所学词汇和语法，讨论未来科技的发展趋势，提出自己的观点和想法。
3.各小组汇报讨论成果，其他小组进行评价和补充，促进课堂互动和交流。
（四）课堂练习
1.教师设计一系列练习题，包括词汇填空、语法填空、阅读理解等，让学生巩固所学知识。
2.学生独立完成练习题，教师及时给予反馈和指导，帮助学生查漏补缺。
3.教师挑选部分学生的作业进行展示和点评，鼓励学生相互学习、共同进步。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般将来时态和一般现在时态的用法，以及阅读理解的技巧。
2.学生分享学习心得，交流在小组讨论和课堂练习中的收获与感悟。
3.教师强调环保意识、关爱他人等重要价值观，鼓励学生在日常生活中践行所学知识，为未来的科技发展贡献自己的力量。
2.学会使用一般将来时态描述未来的计划和打算，如：I will do sth., We are going to do sth.等。
3.能够理解和运用一般现在时态谈论客观真理或习惯性动作，如：The sun rises in the east., He always gets up early.等。
4.针对学生实际表达中的困难，给予针对性的指导和反馈，帮助学生逐步提高英语表达能力和自信心。
仁爱版八年级英语下册教案：Unit7Topic3SectionD教案
基于“课程标准、中招视野、两类结构”八（下）Unit7 Topic3 Section D教案设计（新授课）制作学校：张明一中修订人：王轶斌一、学习目标确定的依据：1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语单词：regularly ;diet ;conclusion短语：1. in short2. not only ...but also3.in a right way4.both...and...语法：复习总结副词的比较级和最高级的用法2、教材分析：本节课为该话题的第四节课，建议用1课时上完。
主要是通过阅读1a, 使学生了解如何保持健康的饮食，并复习总结了副词的比较级和最高级的用法。
3、中招考点：副词的比较级和最高级的用法，是学生必须掌握的知识要点，所以一定要让学生弄明白副词的比较级和最高级的用法。
4、学情分析：八年级上册已学过形容词的比较级和最高级，Section C 部分已重点讲过副词比较级和最高级的用法，在此基础上复习总结副词的比较级和最高级，难度不大。
二、学习目标1.会读，会写P77-78页的生词.2.分析P77 Grammar部分，复习总结副词的比较级和最高级的用法。
3. 通过学习1a，使学生能运用1a中的知识点熟练做题。
三、评价任务1、针对目标1，通过学习P77—78的生词，让学生并能熟练说出、写出P77—78的生词，并能进行英汉互译。
2、针对目标2，通过分析P77 Grammar部分并举一些例句，让学生能够说出副词的比较级和最高级的用法,并能熟练做题。
3、针对目标3，通过熟读1a，能够说出1a的知识点，能够熟练做题四、教学过程学习目标教学活动评价要点要点归纳目标1能说出、写出P77—78的生词，并能进行英汉互译自学指导11.自学内容：课本P77—78的生词。
2.自学方法：先根据音标试读，同桌互相正音，提问。
3.自学时间：3分钟4.自学要求：会读，知道其汉语意思，并能英汉互译。
【教案】Unit+7Topic+3+Section+A+教学设计仁爱版英语人教版八年级下册
Unit 7 Food FestivalTopic 3 I cooked the most successfully. 课时教学设计本单元第1课时 Section A 课型听说课语篇研读What---语篇主题和主要内容本课属于新课标话题“人与社会”——“社会服务与人际沟通”中的“志愿服务与公共服务”话题，通过描述“国际美食节”召开的热闹场景，过渡到人们在美食节上点菜就餐的场景来呈现主要内容。
Why---语篇传递的主题意义通过本节课的学习，学生能够了解关于节目主持人开场表达，乐于参与各种英语实践活动，积极大胆，敢于模仿，克服不愿或羞于开口的心理；同时对祖国饮食习惯能有更深刻的了解,具有初步的国际理解意识。
How---文体结构、语言特点及功能在Section A 的对话中呈现了“国际美食节”召开的热闹场景，让学生学习如何致开幕词，接着呈现人们在美食节上点菜就餐的场景，让学生学会并运用点菜进餐的功能用语。
学情分析教学对象为初二的学生，学生具备一定的听说能力，能够通过对话获取关键信息，同时也能够运用一些简单点餐和就餐句子表达自己的看法，观点和意图。
学生在日常的实际生活当中针对英语知识进行运用，尤其是学会日常点餐用餐。
通过本节课的学习，学生能够学习和运用开幕词以及点菜进餐的功能用语，学习常见的口语表达方式，学会表达自己。
课时教学目标通过本课学习，学生能够：1.学习理解：感知与注意：运用多模态教学，激发学生兴趣，比如Lead-in“国际美食节”的热闹情景导入；通过听读看，初步理解词汇和语篇意义；通过图片预测语篇内容；获取与梳理：通过精听和泛听直接从文本获取信息，完成听力练习；概括与整合：概括对话大意。
2.应用实践：描述与阐释：角色模拟扮演对话；分析与判断：学习和运用开幕词的功能用语；分析文本中含点菜进餐的含义及用法；针对“国际美食节”谈谈自己的理解；内化与运用：学会用相关词汇和语言表达点菜进餐的语言表达。
3.迁移创新：推理与论证：提供新的情景，运用恰当的点菜就餐完成对话。
八下教案新部编本设计unit7. Topic3. Section D
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校八年级下册教案设计Unit 7 Food FestivalTopic 3 The food festival is now open!Section DⅠ. 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。
Ⅱ. 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。
Ⅲ. 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。
Ⅳ. Learning strategies1. 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。
(八年级英语教案)八年级英语下册Unit7Topic3英语教案2
八年级英语下册Unit7Topic3英语教案2 八年级英语教案Section B needs 1 period. Section B需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Aims and demands 目标要求1. Learn some new words and phrase:main course, salad, Coke, lemonade2. Go on learning to order and offer food and drinks.Could I order a meal by phone?We'll send the food to you in twenty minutes.Can I have the menu, please?What would you like for the main course/ dessert?3. Learn how to make a menu.4. Social Communications(1)FarewellsSee you./See you soon.(2)ShoppingHow much would you like?(3)Having mealsJust a little, please.Ⅱ.Teaching aids 教具录音机/多媒体课件/菜单/食物图片Ⅲ.Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 12分钟)复习已学过的食品名称。
1. (检查上节课作业,组织学生互评,教师选若干份给予点评。
)T: Look! This one is very beautiful! /Good job! /Well done! /Excellent! /I like it very much! /That's interesting! …2. (由作业中的"食物分类"导入新单词。
仁爱版英语八年级下册教案：Unit 7 Topic 3 Section D
Section DSection D needs 1 period. Section D需用1课时。
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Aims and demands 目标要求1. Learn some phrases:balanced diet, in short, not only ... but also2. Review comparative and superlative degrees of adverbs with multiple syllables:Jane cooked m ore successfully.Jane cooks more successfully than she/her.I cooked the most success fully.3. Learn healthy eating and its importance:We need to have enough food, never too much or too little.It’s very important for us to keep a balanced diet.We should eat regularly.We should not only eat enough, good and healthy food but also eat regularly.Ⅱ. Teaching aids 教具录音机/小黑板或多媒体课件/图片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 5分钟)复习食品名称，导入新课。
1. (头脑风暴：复习食品名称，为讨论健康饮食做准备。
)T: Brainstorming: We have learned many different kinds of foods. Please speak out the names of foods that we have learned as many as possible. Then let’s see who will be the winner.S1: …S2: ……(学生说完之后，教师给予评价，并让学生完成1a中的表格。
八年级英语Unit 7 Topic 3 Section D 教案2湘教版
新湘教版8年级下Unit 7 Topic 3 Section D 教案2 Section D needs 1 period.The main activities are 1 and 3.Teaching aims and demands:1. Learn the ways and importance of healthy eating.2. Consolidate parative and superlative forms of adverbs.3. Practice writing.Teaching procedure:Step 1 Review1. Review the different ways to eat foods.Teacher:How do you eat fruit salad?/What do we use to eat fruit salad?Student: We use a fork to eat it.2. Review the parative and superlative forms of adverbs.The teacher shows some pictures. There are three men drinking soup.The first man is drinking noisily.The second man is drinking more noisily.The third man is drinking the most noisily of the three.Follow the example, let the students describe the things using parative and superlative forms of adverbs.3. Show the form below, ask the students to make sentences with object clause and “to do” aslogical subject, or make and practice conversation.For example:Ken thinks it’s polite to eat noisily in Japan.For example: A: What does Ken think?B: He thinks it’s polite to eat noisily in Japan.Step 2 Presentation1.Review eating habits in Section D, Topic2.2.Everyone wants to be healthy. What and how should we eat?Listen to the tape of 1 and find out the answers to these questions:What do we need to make our bones and skin more healthy?What’s another best way?Can a good breakfast help students not to overeat later in the day?Should we just eat our favorite food?3.Read the passage and mark T or F.Step 3 Consolidation1.Read “Grammer focus” and “Useful expressions”in2.2.Try to find out these sentences in the text. And let the students read them loudly one by one.Step 4 Practice1.Ask the students:What’s your favorite food?Can you cook it properly?2.Let the students describe one kind of food they like and write down the process of cooking it.Finish writing practice.Step 5 ProjectOrganize a mini food festival in class.Work in groups:1.Make a poster.2.Prepare food and drinks for your food festival.3.Make a menu.4.Invite your teachers and friends to your food festival.5.Hold your food festival.Teaching assessment:DictationKangkang and his classmates organized the first food festival. They got a big success. They sold a lot of steak, cheese pies, fried rice and so on. Fruit salad for dessert is the most popular. They also sold much soft drink, beer, wine and lemonade. The results were worth the effort. They sent over ￥1000 to Daniel Igali. He should be the happiest of all.How kind-hearted!。
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八年级下册教案设计
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
the family.
Ⅵ. Teaching procedures
Ⅶ. Blackboard design。