Unit 5 What a Delicious Meal!-Section A 2a-2d 教学设计 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦“食物与烹饪”主题，核心为烹饪相关词汇（食材如pepper、flour，厨具如oven、pan，方法如cut up、mix）及句型（指令“Cut up...”、偏好“I prefer...”）。通过美食图片热身激活兴趣，闪卡结对练习巩固词汇，搭建听、说、读的学习支架。 亮点在于任务型活动与多素养融合，小组合作描述食谱步骤提升语言表达（语言能力），听力排序、阅读找细节培养逻辑思维（思维品质），生活化任务（制作三明治）增强学习实用性（学习能力）。学生学以致用，教师可直接借鉴活动设计提升课堂互动。

Unit 5 What a Delicious Meal!-Section A 2a-2d This section from Unit 5 "What a Delicious Meal!" in the 2024 PEP English textbook for Grade 8 focuses on the topic of food and cooking. It consists of listening, speaking, and reading materials that aim to help students learn vocabulary related to cooking ingredients, utensils, and cooking methods. Through the conversations and texts, students will also practice expressing preferences, giving instructions, and describing the process of making food. The content is designed to be engaging and relevant to students' daily lives, enabling them to apply the language they learn in real - life situations. 教学目标 Students will be able to master the new vocabulary related to cooking, such as "pepper", "mix", "bake", "oven", "pour... into...", "flour", "boil", "butter", "cheese", etc. They will understand and be able to use sentence patterns for giving instructions, like "Cut up...", "Mix... with...", "Pour sth into sth", and for expressing preferences, e.g., "I like...", "I don't like...", "I prefer...". Students will be able to read and understand texts about cooking recipes and food - making processes. 教学重难点 A. Key Points Mastering the new vocabulary and sentence patterns related to cooking. Understanding and using the language to describe cooking processes accurately. Improving students' listening, speaking, reading, and writing skills in the context of food and cooking. B. Difficult Points Helping students use the correct verb tenses when describing cooking steps that usually involve a sequence of past actions. Guiding students to express their ideas clearly and fluently when discussing food preferences and cooking experiences, especially in English - speaking situations. Training students to understand and summarize the main idea and details of longer texts about cooking recipes. A. Vocabulary Ingredients: pepper, flour, butter, cheese, oil, pumpkin, etc. Utensils: oven, pan, bowl, spoon, tablespoon Cooking Methods: cut up, mix, bake, pour, boil, stir - fry, mash, heat Others: instruction, recipe, mess, secret B. Sentence Patterns Giving Instructions Cut up the vegetables. Mix the flour with water. Pour the milk into the bowl. Bake the cake in the oven for 30 minutes. Expressing Preferences I like spicy food. I don't like cheese. I prefer steamed fish to fried fish. 教学过程 A. Warming - up (5 minutes) Show some pictures of delicious food on the PPT, such as pizza, hamburgers, Chinese dumplings, and ask students: "What are these? Do you like them? Why or why not?" Invite several students to share their favorite foods and reasons with the class. This activity can quickly arouse students' interest in the topic and get them ready for the following learning. B. Pre - listening (8 minutes) Present the new vocabulary related to cooking on the PPT one by one. Explain the meaning, pronunciation, and usage of each word. For example, when teaching "cut up", show a picture of cutting vegetables and say, "We use a knife to cut up vegetables. Cut up means to cut something into small pieces." Let students read the new words after the teacher several times to practice pronunciation. Divide students into pairs. Give each pair a set of flashcards with new words on one side and pictures on the other side. One student shows a flashcard with the word side facing up, and the other student has to say the meaning and give an example sentence. Then they switch roles. This activity helps students better understand and remember the new vocabulary. C. While - listening (12 minutes) Play the recording of 2a for the first time. Ask students to listen carefully and circle the ingredients they hear. After the first listening, check the answers with the whole class. Play the recording of 2a again. This time, ask students to listen and write down the cooking steps in order. Invite several students to share their answers. Play the recording one more time if necessary to clarify any misunderstandings. Play the recording of 2b. Ask students to listen and complete the sentences according to what they hear. Check the answers and have a brief discussion about the content of the conversation. D. Speaking (10 minutes) Divide students into groups of four. Each group is given a recipe card with a simple cooking recipe, such as making a sandwich or a fruit salad. In the group, students take turns to describe the cooking steps on the recipe card using the sentence patterns they have learned. Other group members can ask questions if they don't understand. After each group member has finished describing the steps, the group can discuss and make some improvements to the description, such as adding more details or using more vivid words. Select several groups to come to the front of the class and present their cooking recipes. The rest of the class listen carefully and can ask questions or give comments after the presentation. E. Reading (5 minutes) Present a short text about making a special dish on the PPT. Let students read the text quickly and answer the following questions: What is the dish? What are the main ingredients? What are the cooking steps? Ask students to read the text again more carefully and underline the new words and useful expressions. Explain the new words and expressions in the text, and help students understand the overall meaning of the text. F. Summary and Homework (5 minutes) Summarize the key points of this class, including new vocabulary, sentence patterns, and the main content of listening, speaking, and reading materials. Assign homework: Ask students to write a short passage about how to make their favorite dish. They should use at least five new words and three sentence patterns learned in this class. Let students search for more information about different cuisines around the world and be ready to share it in the next class. 教学反思 After this class, I found that students were highly interested in the topic of food and cooking, which made the teaching process relatively smooth. The warming - up activity effectively engaged students and created a good atmosphere for learning. However, during the speaking activity, some students still had difficulties in expressing their ideas fluently due to limited vocabulary and unfamiliarity with sentence patterns. In the future, more speaking practice and vocabulary - building activities should be designed. Also, in the listening part, a few students had trouble catching some key information. I will consider playing the recording more slowly or providing some pre - listening guidance to help them improve their listening skills. Overall, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student - centered activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$