Unit 5 What a Delicious Meal! Section A 1a-1d 教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦“食物与烹饪”主题，围绕食材（pepper, flour等）、烹饪动词短语（cut up, mix等）及描述步骤句型（First...Then...）展开。通过热身环节展示美食图片提问激发兴趣，结合1a图片呈现词汇，1b听力匹配巩固，1c结对对话练习，1d听力填空深化，构建从词汇到语用的学习支架。 资料亮点在于多模态输入与任务链融合，通过图片、听力、对话等活动提升语言能力，1c结对编食材使用对话、1d听力填空训练听辨与逻辑思维。作业设计“写烹饪短文”与“教父母做饭”，既巩固知识又增强学习能力与实践应用。资源丰富且可操作性强，助力教师高效教学，促进学生语言综合运用。

Unit 5 What a Delicious Meal!-Section A 1a-1d This section is from Unit 5 of the eighth - grade English textbook published by People's Education Press (2024). It focuses on the theme of food and cooking. Through pictures, dialogues, and listening materials, students are introduced to various cooking ingredients, cooking methods, and related expressions. 1a presents pictures of different cooking ingredients like pepper, flour, butter, etc., helping students recognize and learn these words. 1b is a listening exercise where students match the ingredients they hear with the pictures. 1c is a pair - work activity for students to practice using the learned ingredient words in simple conversations. 1d is another listening activity that involves a cooking process, and students need to fill in the blanks according to what they hear. This section aims to build students' vocabulary related to cooking and food, and improve their listening and speaking skills in the context of food preparation. 教学目标 Students will be able to master the new words and phrases related to cooking ingredients and methods, such as "pepper", "cut up", "mix", "bake", "pour sth into sth", "flour", "boil", "butter", "cheese", etc. Students will understand and be able to use sentence patterns for describing cooking processes, like "First, cut up the... Then, pour... into... Next, mix... with... Finally, bake it in the oven." 教学重难点 1. Key Points The new words and phrases related to cooking ingredients and methods. Sentence patterns for describing cooking processes. Improving students' listening and speaking skills in the context of cooking. 2. Difficult Points Helping students accurately understand and follow the cooking process in the listening materials, especially when there are complex steps and new vocabulary. Guiding students to use the learned vocabulary and sentence patterns fluently and accurately in speaking activities. 1. New Words Ingredients: pepper /ˈpepə(r)/n. 胡椒粉；菜根 flour /ˈflaʊə(r)/n. 面粉 butter /ˈbʌtə(r)/n. 黄油 cheese /tʃiːz/n. 奶酪；干酪 oil /ɔɪl/n. 食用油；石油；燃油 pumpkin /ˈpʌmpkɪn/n. 南瓜 Cooking Verbs and Phrases: cut up 切碎；剁碎 mix /mɪks/v. (使) 混合；融合；调配 bake /beɪk/v. 烘焙 pour sth into sth 将…… 倒入…… boil /bɔɪl/v. 煮沸；烧开 cut sth in/into sth 将…… 切成…… stir - fry /ˈstɜː fraɪ/v. 翻炒；炒；熘 heat /hiːt/v. 加热；变热 put sth back 将…… 放回 mix … with … (使)…… 和…… 混合 2. Sentence Patterns First, + v - ing/verb phrase (cut up the vegetables). Then, + v - ing/verb phrase (pour the milk into the bowl). Next, + v - ing/verb phrase (mix the flour with the eggs). Finally, + v - ing/verb phrase (bake it in the oven for 30 minutes). 教学过程 1. Warming - up (5 minutes) Greet the students and show them some pictures of delicious food on the PPT, such as pizza, hamburgers, and Chinese dumplings. Ask them: "What's your favorite food? Do you know how to make it?" Encourage several students to share their ideas. This activity can quickly arouse students' interest in the topic of food and cooking, and create a relaxed classroom atmosphere. 2. Presentation (10 minutes) Show the pictures in 1a on the PPT one by one. Teach the new words of cooking ingredients corresponding to each picture. For example, when showing the picture of pepper, say: "Look at this. It's pepper. P - E - P - P - E - R, pepper. We often use it to add flavor to our food." Read the word several times and ask students to repeat after you. Do the same for other words like flour, butter, cheese, etc. After teaching all the words, play a word - reading game. Read the words quickly and ask students to follow you. Then randomly point to a word and ask a student to read it out. This can help students better remember the pronunciation of new words. 3. Listening (10 minutes) 1b: Tell students that they are going to listen to a conversation. In the conversation, two people are talking about making a pizza. They will hear some ingredients. Students need to listen carefully and match the ingredients they hear with the pictures in 1a. Play the recording for the first time. Students just listen. Then play it again, and this time students start to match. After they finish, check the answers together. 1d: Before playing the recording of 1d, introduce the topic. Say: "Now, we are going to listen to a woman talking about how to make a special dish. Listen carefully and fill in the blanks with the words you hear." Play the recording for the first time. Students listen and try to get a general idea. Play it a second time, and students start to fill in the blanks. Check the answers with the whole class. Explain some difficult points in the recording if necessary. 4. Pair - work (15 minutes) 1c: Divide students into pairs. Ask them to look at the pictures in 1a again. Each pair chooses one picture and makes up a short conversation about using the ingredient in the picture for cooking. For example: A: What's this in English? B: It's flour. A: How do we use it? B: We can use it to make bread. First, we mix the flour with water. Then... Walk around the classroom, listen to their conversations, and offer help and guidance when needed. After about 5 minutes, invite several pairs to come to the front of the class and act out their conversations. Then, based on the cooking process in 1d, ask students to work in pairs to retell the cooking process. One student can start: "First, we need to prepare some potatoes." The other student continues: "Then, we cut the potatoes into small pieces." Encourage them to use their own words as much as possible while following the main steps. 5. Summary and Homework (5 minutes) Summary: Summarize the new words, phrases, and sentence patterns learned in this class with the students. Write the key points on the blackboard. For example, review the names of cooking ingredients, cooking verbs and phrases, and the sentence patterns for describing cooking processes. Homework: Ask students to write a short passage about how to make their favorite dish. They should use at least five new words and phrases learned in this class and follow the cooking - process sentence patterns. Let students teach their parents how to make a simple dish using the English words and expressions they learned today. 教学反思 In this class, the use of pictures in the warming - up and presentation stages effectively attracted students' attention and made the learning of new words more vivid. The listening activities in 1b and 1d were helpful for improving students' listening skills. However, some students still had difficulty understanding the long and complex sentences in the 1d recording. In future teaching, more listening practice with different levels of difficulty should be provided. During the pair - work activities, most students were actively involved in the conversations. But a few students were a bit shy and did not fully participate. More encouragement and individual guidance should be given to these students. The homework assignment of writing a cooking passage can further consolidate students' knowledge, and the task of teaching parents to cook can also enhance students' practical application ability. Overall, this class achieved most of the teaching objectives, but there is still room for improvement in some aspects. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$