Unit5SectionA（2a2d）教学设计-人教版八年级英语上册

课题Unit5WhataDeliciousMeal!SectionA(2a2d)学段初中年级八课型听读说课时2学科English单元主题分析本单元的主题属于“人与自我”范畴，涉及“饮食与健康”子主题内容。本单元以“美食与烹饪”为主题，旨在帮助学生掌握与食物相关的词汇，学会用顺序副词描述烹饪步骤，并通过感叹句表达对美食的情感。单元内容不仅涵盖语言技能还强调烹饪的社会文化意义——通过美食联结人与人之间的关系。通过家庭烹饪场景的讨论和实践活动，学生将理解烹饪不仅是生活技能，更是传递情感、传承文化的重要方式，从而培养跨学科认知与社会情感能力。文本解读What:本课是人教版(2024)八年级上册第五单元WhataDeliciousMeal!的第二课时，本听力语篇本课围绕“StirfriedEggsandTomatoes”的烹饪过程展开，包含一段对话填空和食谱补全任务，学生需通过听力填写食材、数量和步骤关键词，并模仿对话进行角色扮演，拓展部分要求学生合作讨论其他家常菜（如清蒸鱼、酸辣汤）的制作方法。Why:本课旨在强化烹饪相关词汇和步骤连接词，提升学生的听力与口语表达能力，培养学生在真实情境中运用英语的能力，如遵循指令、描述流程，同时通过中式菜肴制作，渗透饮食文化，促进跨文化理解。How:通过填空和食谱补全，引导学生聚焦关键信息，巩固目标语言；much/many...?First...强语言运用真实感；讨论其他菜肴时复用句型（Howmuch/many...?First...），实现知识迁移，鼓励创造性表达。学情分析1.学生基本情况本课面向初二年级学生，具备基础词汇量和简单句型表达能力。大部分学生对烹饪话题感兴趣，尤其是生活中常见的家常菜（如西红柿炒鸡蛋、清蒸鱼），这为本课提供了真实语境支撑。2.已有知识经验部分学生能熟练使用烹饪动词（cut,mix,fry），但连接词（first,then,finally）的运用不够流畅；少数基础较弱的学生对食材词汇（oil,bowl）仍不熟悉。多数学生能模仿课本对话进行简单问答，但自主描述完整烹饪流程时，易出现句式单一或逻辑跳跃的问题。3.学习难点预测部分学生因缺乏烹饪经验，对流程性指令的理解可能抽象;听力任务中，连读或弱读可能造成听辨障碍。4.教学对策听力前用图片展示食材和工具，激活背景知识;播放对话时同步呈现关键词填空，降低听力压力。教学目标语言能力1.Studentswillbeabletoidentifyandusecookingrelatedverbs(cut,mix,stirfry,heat)andsequenceadverbs(first,next,then,finally)accurately.2.Studentswillprehendkeyinformationfromarecipedialogue(eg,ingredients,quantities,steps)andorallydescribeacookingprocesswithlogicalcoherence.文化意识1.Studentswillparecookingmethodsanddiscusshowingredientsreflectculturalpreferences.2.StudentswillrecognizetheculturalsignificanceofsharinghomemadedishesinChinesefamiliesandmimicpolitelanguageforofferingfood.思维品质1.Studentswillanalyzeandarrangecookingstepschronologically,demonstratingcauseandeffectreasoning.2.Studentswilladaptrecipesbysubstitutingingredientsandjustifytheirchoices.学习能力1.Studentswillworkinpairstoroleplaycookingdialoguesandgivepeerfeedbackonclarityandfluency.2.Studentswillselfassesstheirprogressthroughchecklistsandsetgoalsforimprovement.教学重难点教学重点Masterthevocabularyandlisteningcontentrelatedtocooking,understandthesequenceofstepsformakingstirfriedeggsandtomatoes.教学难点Use"first,next,then,finally"tofluentlyrestatethecookingsteps,applynewknowledgeinactualmunication.教学过程设计教学环节教师活动学生活动设计意图Step1Warmingup1.TeachershowssomepicturesaboutlocalspecialsfromalloverChinathroughPPT,suchasBeijingRoastDuck,SichuanMapoTofu,GuangdongWhiteCutChicken,etc.T:Doyouknowtheselocalspecials?2.Teachergivesbriefintroductionstotheoriginsandmethodsofmakingthesespecialstothestudents.Studentsobservethepicturesandlearnaboutthesespecials.通过展示中国各地的特色美食引入话题，激发学生的学习兴趣，同时让学生感受中国各地的美食文化。Step2Leadin1.T:Deliciousfoodcanmakeusfeelfortableandexcited.Butthesedishesaretoodifficulttocookandtakestime.So,todaywewilllearnadailyandeasydish.Nowlet’slookat2a.2.Beforeproceedingtothenextstepoflistening,teacherguidesstudentstopredict.T:PeterasksTengFeitoteachhimapopularChinesedish.Whichonedoyouthinkitwillbe?Studentshaveapredictionaboutthedishtheywilllearnin2a.教师通过美食话题引导学生对于TengFei要教Peter的中国美食进行预测，激发学生对于听力内容的好奇心。Step3ListeningWorkon2a1.Playtheaudiooftheconversationforthefirsttimewithoutstopping.Thenaskstudents"Whatkindoffoodaretheymaking?""Howmanystepsareneeded?"Letstudentstestwhethertheirpredictionsarecorrect.2.Playtheaudioforthesecondtime,andaskstudentstofillintheblankswhilelistening.Theteachercanpausetheaudioappropriatelytogivestudentsenoughtimetowrite.3.Givestudentstimetodoapeerreview,andthentheteacherleadsstudentstocorrecttheanswerstogether.1.Listenandanswerthequestions.2.Listenandfillintheblanks.3.Studentsdoapeerreview,andthencheckanswerstogether.第一遍听让学生检验自己的猜测是否正确，以及对西红柿炒鸡蛋的步骤有一个大致的了解。第二遍听培养学生的听力理解能力，帮助他们掌握从对话中提取关键信息的技巧，为后续的口语输出和实际应用奠定基础。Step4ReadingWorkon2b1.Letstudentsreadthedialoguein2aandanswerthefollowingquestions:①Whatingredientsareneededtomakestirfriedeggsandtomatoes?②Howmanytomatoesandeggsareneeded?③Whatarethestepstomakeit?Guidestudentstoquicklyskimthepassagetoobtainkeyinformation.2.Teachershowsthetaskof2b,letsstudentspletetherecipe.Afterpleting,havestudentscheckifwhattheyhavewrittenislogicalandcoherentbyreadingthestepsofstirfriedeggsandtomatoesseveraltimes.3.Teacherinvitesseveralstudentstochecktheanswersfor2b,andfocusedonstatingthestepsformakingstirfriedeggsandtomatoes.4.Letstudentsreadthedialogueagaintoidentifytheconnectingwordsandphrasesused,suchas"First,Next,Then,Finally"andletthemexperiencetheroletheseconnectorsplayinmakingthearticleclearandlogicallycoherent.Guidestudentstolearnhowtousethesewordstodescribethesequenceofevents.1.Studentsreadthedialoguein2aandanswerthequestions.2.Studentspletetherecipe,andreadthestepstocheckifwhattheyhavewrittenislogicalandcoherent.3.Studentssharetheiranswersin2b.4.Studentsreadthedialogueagainandlearnhowtousethesewordstodescribethesequenceofevents.教师通过观察学生在阅读过程中的表现,了解他们提取关键信息的能力，并根据学生的回答情况，帮助他们理解新词汇和短语的用法，同时分析描述食物制作过程的关键句子，确保学生能够准确、清晰地用英语描述食物的制作步骤。通过观察学生复述西红柿炒鸡蛋的制作过程的表现，判断学生对于食物制作过程的连接词和短语的掌握，培养学生在描述事件顺序时的逻辑性和连贯性，为后续的写作和口语表达奠定基础。Step5SpeakingWorkon2c1.Teacherplaysthedialogueagain,asksstudentstofollowthereading,payingattentiontotheintonationandtone.2.Organizestudentstoworkinpairstointroducetheprocessofmakingstirfriedeggsandtomatoes.3.Inviteseveralpairsofstudentstoroleplaythedialogue.Workon2d1.Teachershowspicturesofbeefwithblackpepper,steamedfish,andhotandsoursoup,andasks:Whatdishcanyoumakebyyourself?Talkabouthowtocookitwithyourpartner.Thefollowingsentencepatternscanhelp:Howdowemakesteamedfish/...?Howmuchbeef/salt/tofu/...doweneed?Howmanygreenpeppers/onions/...doweneed?Whatelsedoweneed?2.Teachergivesstudentstimetomakeandpracticeconversationswithpeers,teacherwalksaroundandgivesstudentsguidancewhennecessary.3.Teacherinvitesseveralpairsofstudentstoetothefrontofthestagetoshowtheirconversations.1.Listenandrepeat,payattentiontotheintonationandtone.2.Studentshaveapracticewiththeirpartners.3.Studentsroleplaywiththeirpartners.4.Lookatthepicturesandlearnabouttherequirementsin2d.5.Makeupaconversationandpracticewithpartners.6.Studentshaveashowtime.教师观察学生口语表达的流畅度、语法的准确性及对烹饪过程描述的完整性，针对学生在词汇运用和语句连贯性上的问题给予及时指导。通过再次阅读文本与模仿对话表达，强化学生对烹饪相关英语表达的运用能力，以两人小组互动形式提升学生口语交流的自信与实践机会，培养其在真实情境中运用英语进行信息传递与交流的能力。Step6Freetalk1.Teacherguidesstudentstofreelydiscussthefollowingquestions:Doyouoftencookathome?Doyouknowwhatyourfather’s/mother’sfavouritedishis?2.Givestudentstimetoshareanswerswiththeirpeersandthenhaveanemotionaleducationtostudents:Ourparentscookforuseveryday,andtodaywhenwegohomewealsotrytocookadishforourparents,evenifitisjustthesimplestirfriedeggsandtomatoeswelearnedtoday,theywillbeveryhappytoeatit.Studentshaveafreetalkaboutthequestionsandshareanswerswiththeirpeers.通过自由讨论，以轻松愉快的基调为本节课画上圆满的句号。接着教师对学生进行情感教育和任务布置:父母每天为我们做饭，我们今天也可以尝试为他们做一次，比如仅仅是我们所学的西红柿炒鸡蛋，相信他们也会吃的很开心。这样不仅使学生进一步了解烹饪能传递爱的意义，同时将理论应用于实践中。Step7SummaryNewwordsandexpressions:stirfried;bowl;heat;oil;pan;tool;simple;ingredient;instruction;steameddowith;putsthback;mix…with…Functions:BeabletousesequentialadverbstotalkabouttheprocessofChinesedish.Sentences:Whatshouldwedowiththetomatoesandeggs?First,cutthetomatoesintosmallpieces.Whatanamazingsmell!Followteacher’sstepsandreviewthekeypointswhattheyhavelearnedinthislesson.教师带领学生回顾本节课的重点知识，巩固所学，加深记忆。Step8HomeworkLevelA:Chooseahomecookeddish(suchassteamedfish),andwriteanewdialoguewiththesamesentencepattern,whichmustincludeamountofingredientsandsteps.LevelB:1.MakealistoftheingredientsandstepsofmakingakindoffoodyoulikeandwritethemdowninEnglish.2.Askstudentstogohomeandmakeadishfortheirparents,andtakephotosoftheprocess.LevelC:1.Designaposterofarecipewithpicturesandtext,includingtheingredientsratio,stepbystepillustration,andcookingtips.2.Recordashortvideotodemonstratethecookingprocess,explainthestepsinEnglish,andshareitontheclassplatform.本作业设计遵循分层教学理念，兼顾语言能力与实践应用,满足不同学生需求，从机械操练到真实情境应用，逐步提升语言综合运用能力，同时渗透文化意识与生活技能培养。板书设计Unit5WhataDeliciousMeal!SectionA(2a2d)Forexample:A:Howdowemakebeefwith