Unit 5 Period 5 Section B(2a – Reflecting)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Unit 5 Period 5 Section B(2a – Reflecting)教学设计 【教学分析】 教学内容 1. 了解关于食物及制作食谱的单词和短语,并用其完成不同的题型。 2. 阅读有关过桥米线的小短文,完成相关题型。 3. 制作一份食谱,并根据食谱做一道菜,与同学分享食谱。 核心素养 1. 学生能够掌握有关食物的名词,并分辨可数名词与不可数名词。 2. 学生能够运用有关食物的各种表达完成句子和短文。 3. 学生能够读懂关于美食的短文,并回答细节性的问题。 4. 学生能够通过小组合作,调查研究,制作食谱,分享食谱。 重点难点 重点:运用所学单词和词组完成句子和短文,理解文章内容。 难点:研究食谱,制作食谱,分享食谱。 【教学过程】 Step 1 Lead – in Review all the new words and phrases in this unit, lead students to read them together. Step 2 Work on 2a 1. Ask students: “What words do you know for food and kitchen items?” Write their answers on the board. 2. Review the concept of countable vs uncountable nouns with examples. And Ask students to list words they know under each category and classify them as countable(C) or uncountable(U). 3. Check the answers:(1) carrot (C), spinach(U);(2) apple (C), watermelon (C/U);(3) water (U), juice (U);(4) chicken (U), pork (U);(5) chip (C), biscuit (C);(6) spoon (C), chopstick (C). Step 3 Work on 2b 1. Have students look at the pictures about food carefully and match them with phrases. 2. Check the answers:(1)D;(2)F;(3)E;(4)B;(5)H;(6)A;(7)I;(8)G;(9)C. 3. Ask students to create 2 new phrases like the examples(e. g., a jar of jam). Step 4 Work on 2c 1. Recap the cooking verbs (cut, mix, pour, add, share), emphasizing the prepositions that go with them. 2. Ask students to complete the apple pie recipe using the verbs in the box. 3. Check the answers: cut into; Add to; mix with; pour into; share with. 4. Have students close the book and try to narrate the recipe steps without looking. Step 5 Work on 3a 1. Write key words from the text on the board(e. g., ingredients, boil, noodles, soup) and have students guess their meanings. 2. Have students read the post aloud together and answer the following questions: (1) Why did the wife invent this dish? (2) What steps are needed to make it? (3) What ingredients are mentioned? ※教学笔记※ Step 6 Work on 3b and 3c 1. After reading the post in 3a, try to continue writing the story about students themselves. 2. Lead students to write following the four questions: My favourite dish:________; Why I like it:________; Ingredients:________; steps:________. Highlight correct use of sequence words. 3. Students write a short paragraph using the template: “Hi! My favourite dish is… Here's how to make it. First,…” Step 7 Work on 4a and 4b 1. Divide students into groups. Each group choose a dish they want to make and do research on it. Encourage them to use books, Internet, and relatives. 2. According to their research, each group try to cook the dish at home, take pictures and write a draft recipe. Step 8 Work on 4c, 4d & Reflecting 1. Instruct students to write down their recipes in four aspects, including: dish name, list of ingredients, instructions with sequencing words, photos(printed or digital). 2. Each group presents its recipe to the class. 3. Students talk about their best dish and share what they have realized during the cooking process. Step 9 Summary Recap the key words and phrases in this lesson. Step 10 Homework Ask parents what their favourite dishes are. Learn the recipes from them and write them down in English. 【随堂作业】 根据句意,选择方框中的词组并用其适当形式填空。 separate from, one by one, according to, fill with 1. Wherever I go, nothing can make me___________ my motherland. 2. He opened the bottle and found it was _________water! 3. Everyone in the classroom should play the game_________the rules. 4. Once we help each other, we can solve these problems____________. 【板书设计】 Unit 5 What a Delicious Meal! Section B What does cooking give us? (2a – Reflecting) Words and expressions: item, spaghetti, spoon, slice, couple, island, wife, separate, born, one by one Sentences: Why did the wife invent this dish? What steps are needed to make it? 【教学反思】 亮点： 1. 词汇与语法（可数/不可数名词、烹饪动词短语）通过分类、匹配、填空等任务，实现“学用结合”，学生基础语言能力有效巩固。 2. 阅读（3a）→ 续写（3b）→ 实践（4a - 4b）的梯度设计，串联“输入 - 加工 - 输出”，助力学生从理解文本到自主创作、实践，落实综合语言运用。 不足与改进： 1. 语言细节薄弱：部分学生对“add to”“mix with”等动词短语的介词搭配混淆。→ 增设“情景造句+错误辨析”环节，强化固定搭配记忆。 2. 小组协作低效：部分组分工模糊、展示超时。→ 提前明确小组角色（记录、汇报、计时等），并给出任务“时间轴”（如：10分钟调研，5分钟设计食谱），规范流程。 3. 反思滞后：课堂生成的问题（如学生易错点）未及时记录。→ 课后即时整理“教学快照”（含学生典型错误、互动亮点），为后续备课提供鲜活参考。 学科网（北京）股份有限公司 $$