“教學評”一體化全英文教學設計PEP八上Unit5Whatadeliciousmeal!PeriodIIISectionAGrammarFocus（3a3c）TheanalysisofthetextGrammarFocus3a3cfocusesonthegrammarofexclamatorysentences,whichisanimportantpartofEnglishgrammarlearning.IthelpsstudentstoexpressstrongemotionsmorevividlyinEnglishmunication,suchassurprise,admiration,andexcitement.Thislessonnotonlyenrichesstudents'languageexpressionbutalsoimprovestheirlanguageapplicationabilityinreallifesituationsrelatedtofoodanddailylife.TheanalysisofstudentsStudentslearnedsomebasicsentencestructuresandhaveacertainvocabularybase.Theycanexpresssimpleideasindeclarativesentences.However,thestructureandusageofexclamatorysentencesarenewtothem,andtheymayhavedifficultiesincorrectlyusing"what"and"how"tostartexclamatorysentencesandinunderstandingthedifferencesbetweenthetwo.CorepetencesThroughthelesson,sswillbeableto:masterthebasicstructuresofwhatandhowguidedexclamatorysentences.improvestudents'abilitytotransformordinarysentencesintoexclamatorysentencesaccurately.arousestudents'interestinEnglishgrammarlearningthroughtheexplorationofexclamatorysentencesinthecontextofdeliciousfood.TeachingthoughtsTheteacherstickstotheprincipleofstudentcenter,leadsstudentstoworkingroupsorinpairsandlearnEnglishthroughactivities,itaimstodevelopstudents’corepetence.CourseResourcesTextbookTeachingMethods1.municativeLanguageTeaching2.TaskbasedLanguageTeaching3.GroupworkTeachingAidsPPT,blackboard,andchalks.TeachingpointsKeyPointsThebasicstructuresandusageofwhatandhowguidedexclamatorysentences.

DifficultPointsUsingexclamatorysentencesappropriatelyandnaturallyinreallifemunicationandwriting.TeachingProceduresStepsTeacher’sActivitiesStudents’ActivitiesEvaluationStepIWarmupGreetings.2.Haveafreetalkaboutextremelydeliciouslookingfoodandleadsstoshowtheirfeelings.Ssgreetandtrytoexpresstheirfeelings.Somemaysay“Thefoodlookssodelicious”or“Ireallywanttoeatit”.Tocheckwhetherstudentscancorrectlyuseexclamatorysentences.PurposeArousestudents'interestinthetopicoffoodandcreateacontextfortheintroductionofexclamatorysentences.StepIIPresentationWorkon3a1.PresentsentencesfromtheGrammarFocusandhavessreadaloud.2.Explaintheformationrulesofbasicstructuresandusageofwhatandhowguidedexclamatorysentencesgivingalotofexamples.Studentslookthroughthesentencesintheformanddotheexercisesin3aand3b,andmunicatewiththeirpartnersabouttheanswers.Toobservewhetherstudentscanmastertheexclamatorysentences.PurposeToleadstudentstomastertheuseofexclamatorysentences.StepIIIPracticeTasksstudentstofinishthetaskin3bchangethesentencesintoexclamatorysentences.2.Tasksstudentstofinishthetaskin3cpletetheconversatiosusingthecorrectexclamatorysentences.Studentsfinishandchecktheiranswersin3band3c.Tochecktheaccuracyofexclamatorysentences.PurposeStrengthenstudents'understandingandapplicationofexclamatorysentencestructuresthroughwrittenexercises.StepIVSummarySummarizethekeypointsofthisclass,includingthestructuresandusageofwhatandhowguidedexclamatorysentences.Askstudentsiftheyhaveanyquestions.Theteacherguidesstudentstopletetheassessment.Studentsrecallthelearnedknowledgeoftodayandpletetheassessmentform.Tocheckifstudentscansummarizetheknowledgetheylearned.PurposeStudentscantalkwitheachotherwiththeexpressionslearned.StepVHomeworkYoumustdo:RecitetheexamplesofexclamatorysentencesinGrammarFocus.Ifyoucan:Makeashortvideointroducingaspecialfoodfromtheirhometown,usingexclamatorysentencestoexpresstheuniquefeaturesofthefood.Homeworkcanhelpstudentsstrengthentheknowledgewhichtheyhavelearned.PurposeLetstudentsindifferentleveltobuilduptheirconfidenceandexpandlanguageoutputandhelpstudentsstrengthentheknowledgetheyhavelearned.BlackboardDesignUnit5Whatadeliciousmeal!SectionA(grammarfocus)What+(a/an)+adjective+noun+(subject+predicate)!How+adjective/adverb+(subject+predicate)!TeachingReflectionsentences.Insstillhaddifficultiesindifferentiatingbetween"what"and"how"inplexsentenc