Unit 5 Section A(2a – 2d)教学设计 2025-2026学年人教版（2024）八年级英语上册

新人教版八年级上册英语Unit5 Period 2 Section A(2a – 2d)教学设计 【教学分析】 教学内容 讨论如何制作一份西红柿炒蛋。 【核心素养】 1. 学生能够听懂对话内容，并根据对话信息填写空白。 2. 学生能够提取对话中的关键信息，制作一份西红柿炒蛋的食谱。 3. 学生能够模仿对话，进行角色扮演，并在表达中注意语气的升降调和停顿。 4. 学生能够自己制作一份食谱，并就其制作过程进行讨论。 【重点难点】 重点：理解对话内容，对西红柿炒蛋的制作过程进行描述。 难点：自己制作一份食谱，并就其制作过程进行讨论。 【教学过程】 Step 1 Lead – in 1. Greetings and ask students: “Do you like cooking? What is your favourite dish to cook?” 2. Show this picture of stir - fried eggs and tomatoes and ask: “Have you tried this dish? Do you know how to make it?” Step 2 Work on 2a 1. Have students talk about how to make stir - fried eggs and tomatoes, including the ingredients and steps. 2. Listen to the conversation and ask students to fill in the blanks with the missing information. 3. Check the answers together. The answers are: salt, sugar, Four, three, pieces, eggs, soft, smell. 4. Lead students to figure out the steps of cooking the dish. Step 3 Work on 2b 1. Have students to read the conversation silently and mark the key sentences to complete the recipe. 2. Check the answers. The answers are: Ingredients: eggs, tomatoes, salt, sugar. Instructions: (1)cut the tomatoes into small pieces. (2)mix the eggs in a bowl. (3)heat some oil in a pan and add the eggs to it; Stir - fry; take the eggs out of the pan. (4)cook the tomatoes in the pan until they're soft. (5)add some salt and sugar. (6)put the eggs back into the pan; mix them with the tomatoes. Step 4 Work on 2c 1. Listen to the conversation again and repeat after the audio loudly, paying attention to the intonation and pauses. 2. Divide students into groups of 2 and ask them to role - play the conversation. 3. Pick up some pairs to share their role - play in class. Teacher praises the good pairs and corrects the bad pairs. Step 5 Work on 2d 1. Show some pictures of steamed fish, beef with black pepper, and hot and sour soup. Ask: “Have you cooked these dishes? Which one do you like?” 2. Divide students into groups. Each group pick a dish and plan steps using the questions and sequencing words. They can take the following dialogue as examples: A:How do you make steamed fish? B:First, clean the fish. Next, add ginger and salt. Then, steam for 10 minutes. Finally, pour hot oil on it! 3. Encourage more groups to perform mini cooking shows for the class. Teacher walks around to provide support and feedback. Step 6 Summary Recap the key points of the lesson, including the new words and sequencing words. Step 7 Homework Write a recipe for another dish using the same structure. You can ask your parents for help if necessary. 【随堂作业】 根据句意，用括号中所给单词的适当形式填空。 1. You should read the _____（instruct）carefully before taking the medicine. 2. Let us try to mix these _____（ingredient）together. 3. I think her new short hairstyle looks _____（simple）great. 【板书设计】 Unit 5 What a Delicious Meal! Section A How do we make food?（2a – 2d） Words and expressions: stir - fry, do with, bowl, heat, oil, pan, put sth back, mix … with …, simple, ingredient, instruction, steamed fish, hot and sour soup Sentences: First, cut the tomatoes into small pieces. Then, heat some oil in a pan and add the eggs to it. Next, cook the tomatoes in the pan until they're soft. Finally, put the eggs back into the pan and mix them with the tomatoes. 【教学反思】 本次课以“西红柿炒蛋制作”为依托，开展听、说、读实践： 亮点：角色扮演（2c）和食谱梳理（2b）环节中，学生能灵活运用 first, next 等序列词描述步骤，语言输出较流畅；听力填空（2a）有效训练信息抓取能力，多数学生能精准提炼关键内容。 不足： 1. 复杂句式（如 until 引导的时间状语从句）在2d自主创作中成为表达障碍，部分学生逻辑衔接生硬； 2. 词汇教学（如 ingredient, pan ）停留于文本复现，未结合生活场景拓展（如“食材采购”情境），迁移性不足。 改进： - 设计“超市食材清单”“家庭厨房任务”等真实语境，强化词汇活用； - 拆分2d任务为“仿说（基础组）→ 创说（提升组）”，降低表达难度，搭配句式支架（如 How do you make...? First,... ）辅助输出。 （聚焦核心问题，突出“教—学—改”关联，体现反思的针对性。） 学科网（北京）股份有限公司 $$