Unit 5 What a Delicious Meal! 教案 -2025-2026学年人教版（2024）八年级英语上册

Unit 5 What a Delicious Meal 第1课时　Secion A (1a-1d) Teaching Objectives 1. Language Competence Vocabulary: Know cut up, boil, bake, mix, pour, add and ingredients (potato, milk, butter). Listening: Extract ingredients (1b) and sequence steps (1c) for mashed potatoes. Speaking: Describe cooking processes with first, then, next, finally (1d). 2. Cultural Awareness Understand that cooking connects people (e.g., making food for family/friends). 3. Thinking Quality Logical Thinking: Order steps chronologically and use sequence words. 4. Learning Ability Apply listening strategies (pre-listening prediction) and work in pairs for speaking. Teaching Key Points Master cooking verbs and ingredient names. Follow and describe sequential cooking steps. Teaching Difficulties Distinguishing similar-sounding verbs (e.g., boil vs. bake) in listening. Using sequence words naturally in speaking. Teaching Procedures Step 1: Warm-up & Vocabulary Activation (5 mins) Visual Prompt: Show food images (cake, soup, salad) and ask: “How is this food made? What actions do we take?” (Elicit: bake, boil, mix). Vocabulary Introduction: Teach 1a’s verbs with gestures: cut up (切动作), boil (模拟烧水), add (撒调料). Step 2: 1a — Image-Command Matching (8 mins) Independent Matching: Students match 6 commands to images (A-F) and write their guesses. Group Discussion: Groups compare answers, explaining why “Bake the cake” matches image A (oven). Feedback & Pronunciation: Correct answers and practice pronunciation (e.g., mash /mæʃ/, pour /pɔː(r)/). Step 3: Listening — 1b-1c (15 mins) 1b: Pre-listening Prediction Predict ingredients for mashed potatoes: “What do we need? Potatoes, milk...?” 1b: While-listening (Ingredients) Play the recording; students tick ingredients: potatoes, milk, butter, salt, pepper (exclude tomatoes, sugar, cheese). 1c: While-listening (Steps) Replay the recording; students number steps (answer: 3→5→1→6→4→2): Wash potatoes → 2. Cut into pieces → 3. Get butter/milk → 4. Add butter/milk → 5. Boil → 6. Add salt/pepper → Mash. Post-listening: Sequence Analysis Discuss step logic: “Why do we boil before mashing?” (Cook potatoes first). Step 4: Speaking — 1d (12 mins) Demo Dialogue: Teacher models: “How do we make mashed potatoes? First, wash the potatoes... Then, cut them... Next, add butter and milk... Finally, boil and mash.” Pair Practice: Students retell the process in pairs, using first, then, next, finally. Class Sharing: 2-3 pairs perform; class evaluates for clear sequence and correct verbs. Step 5: Summary & Homework (5 mins) Recap: Vocabulary: Cooking verbs and ingredients. Grammar: 祈使句，sequence words (first, then). Homework: Writing: Write 3 steps to make your favorite food (e.g., fried rice). Speaking: Teach a family member to make mashed potatoes using English steps. Blackboard Design How do we make food? ▍1a Verbs & Images: - Cut up → B (tomatoes) - Boil → C (potatoes) - Add pepper → D (soup) - Mix → E (vegetables) - Pour milk → F (flour) - Bake → A (cake) ▍1b-1c Key Info: Ingredients: potatoes, milk, butter, salt, pepper Steps (mashed potatoes): 1. Wash → 2. Cut → 3. Add butter/milk → 4. Boil → 5. Add salt/pepper → 6. Mash ▍1d Speaking Frame: How do we make...? First, ... . Then, ... . Next, ... . Finally, ... . Teaching Reflection Strengths: Life Connection: Cooking is relatable, boosting engagement. Skill Integration: Listening→speaking flow helps apply language. Improvements: Listening Clarity: Provide a written outline of steps before listening to reduce cognitive load. Speaking Confidence: Offer sentence frames for shy students (e.g., “First, I need to...”). 第2课时　Pronunciation&（2a-2d） Teaching Objectives 1. Language Competence Pronunciation: Accurately pronounce vowel/consonant groups (2a) and follow intonation in recipes (2b). Listening: Extract ingredients (eggs, tomatoes, oil, salt) and sequential steps for stir-fried eggs and tomatoes (2c). Speaking: Describe cooking processes using first, next, then, finally (2b-2d). 2. Cultural Awareness Understand the cultural significance of simple home-cooked dishes in Chinese cuisine. 3. Thinking Quality Logical Thinking: Order cooking steps chronologically and use sequence words coherently. 4. Learning Ability Use listening strategies (pre-listening prediction) and collaborate in role-play. Teaching Key Points Master cooking-related vocabulary and sequence words. Extract and organize recipe steps from listening. Teaching Difficulties Distinguishing similar-sounding words in fast speech (e.g., stir vs. stay). Using sequence words naturally in spontaneous speech. Teaching Procedures Step 1: Pronunciation Warm-up (2a, 8 mins) Group Reading & Pattern Discovery: Students read and repeat words from 2a, grouping by sounds: /əʊ/: potato, coat, ago (add grow) /aʊ/: house, how, now (add cow) /ɪə/: dear, near, hear (add fear) /eə/: air, care, share (add chair) /ʊə/: sure, tour, pure (add poor) /sk/: sk, sky, school (add skate) /st/: stay, site, start (add stop) /sp/: speak, spoon, space (add spider) /str/: straight, street, strong (add straw) Phonetic Game: Teacher says a sound; students shout a word from their group (e.g., /əʊ/ → potato). Step 2: Intonation & Rhythm (2b, 7 mins) Pre-listening: Recipe Prediction Show the banana milkshake image. Ask: “What ingredients do we need? How to make it?” While-listening: Mark Pauses Play the recording. Students mark pauses (||) in the script (as in 2b) and practice reading with correct intonation. Post-listening: Rhythm Imitation Students imitate the rhythm in pairs, focusing on stressed words (e.g., banana, milk, ice cream). Step 3: Listening for Cooking Steps (2c, 15 mins) 2c: Pre-listening Prediction Predict ingredients for stir-fried eggs and tomatoes: “Eggs? Tomatoes? Oil? Salt?” While-listening: Fill in Blanks Play the recording; students fill in 2c’s blanks: Ingredients: eggs, tomatoes, oil, salt Steps: cut into small pieces, heat oil, stir-fry, cook until soft, mix them Post-listening: Step Analysis Discuss step logic: “Why cut tomatoes first? Why heat oil before adding eggs?” (Prepare ingredients → cook in order). Step 4: Recipe Organization & Role-play (2b-2c, 12 mins) 2b: Complete the Recipe Students use 2c’s info to fill in the stir-fried eggs and tomatoes recipe: Ingredients: eggs, tomatoes, oil, salt Instructions: Cut tomatoes into pieces. Mix eggs in a bowl. Heat oil, add eggs, stir-fry for 1 minute, remove eggs. Cook tomatoes in the pan until soft. Add salt and sugar. Mix eggs with tomatoes. 2c: Role-play the Dialogue Pairs role-play Peter and Teng Fei, focusing on: Clear pronunciation of cooking verbs (stir-fry, mix). Natural intonation (questions: rising tone; statements: falling tone). Step 5: Personal Cooking Showcase (2d, 8 mins) Prompt & Scaffolding: Students choose a dish they can cook (e.g., steamed fish, beef with black pepper). Provide sentence frames: “How do we make...? First, ... . Next, ... . Then, ... . Finally, ... .” Pair Sharing & Feedback: Pairs share their recipes. Class evaluates: Correct sequence words. Clear, logical steps. Step 6: Summary & Homework (5 mins) Recap: Pronunciation: Sound groups and intonation. Vocabulary: Cooking verbs and sequence words. Skill: Describing cooking processes logically. Homework: Writing: Write a recipe for your favorite dish using sequence words. Speaking: Teach a family member to cook your dish using English instructions. Blackboard Design Cooking Chinese Dishes: Language & Skills ▍2a Sound Groups: /əʊ/: potato, coat, grow /aʊ/: house, how, cow /ɪə/: dear, near, fear ▍2c Key Info (Stir-fried Eggs & Tomatoes): Ingredients: eggs, tomatoes, oil, salt Steps: 1. Cut tomatoes → 2. Mix eggs → 3. Heat oil, stir-fry eggs → 4. Cook tomatoes → 5. Add salt/sugar → 6. Mix eggs & tomatoes ▍Speaking Frame (2d): How do we make...? First, ... . Next, ... . Then, ... . Finally, ... . Teaching Reflection Strengths: Cultural Relevance: Focus on a classic Chinese dish connects language to daily life. Skill Layering: Pronunciation→intonation→listening→speaking builds competence step-by-step. Improvements: Listening Speed: Provide a written glossary of key words (e.g., stir-fry, mash) before listening. Shy Speakers: Offer sentence banks for 2d to reduce anxiety. 第3课时　Grammar Focus Teaching Objectives 1. Language Competence Grammar: Grasp the structures of what (modifying nouns) and how (modifying adjectives/adverbs). Writing: Correctly rewrite sentences into exclamations (3b). Speaking: Use exclamations naturally in dialogues (3c). 2. Cultural Awareness Recognize that exclamations convey enthusiasm and appreciation (e.g., praising food, weather). 3. Thinking Quality Inductive Thinking: Derive exclamation rules from 3a’s examples. Logical Thinking: Choose between what and how based on sentence structure. 4. Learning Ability Use inductive learning for grammar and collaborate in role-play. Teaching Key Points Master the structures: What + (a/an) + adj. + n. + (subject + verb)! How + adj./adv. + (subject + verb)! Apply exclamations in dialogues. Teaching Difficulties Distinguishing between what (noun focus) and how (adj./adv. focus), especially when nouns are modified by adjectives (e.g., a pretty hat → What a pretty hat! vs. How pretty the hat is!). Teaching Procedures Step 1: Warm-up & Emotional Hook (5 mins) Visual Stimulus: Show images of delicious food, beautiful scenery, or cute animals. Ask: “How would you express your feelings in Chinese? Can we say it in English?” (Elicit: Wow! So nice!). Lead-in to Exclamations: Write simple exclamations on the board: What a cute dog! How beautiful! Introduce the topic: “Today we’ll learn how to make such exclamations in English.” Step 2: Inductive Grammar Learning (3a, 15 mins) Analyze 3a Sentences: Students read 3a and group sentences by what or how: What: modifies nouns (an amazing smell, a mess, luck). How: modifies adjectives/adverbs (delicious, clever, wonderful). Summarize Rules: Teacher guides students to conclude: Structure Example Note What + a/an + adj. + sing. noun + (S+V)! What a pretty hat it is! For singular countable nouns What + adj. + plural/uncountable noun + (S+V)! What delicious dishes they are! What bad weather it is! For plural/uncountable nouns How + adj./adv. + (S+V)! How pretty the hat is! How fast he runs! Modifies adj./adv. Contrast Practice: Give sentences like “It’s a beautiful flower.” Ask students to make exclamations with both what and how, explaining the difference (focus on noun vs. adj.). Step 3: Sentence Rewriting (3b, 12 mins) Demo with 3b-1: “It’s a pretty hat.” → What a pretty hat it is! (what + a/an + adj. + sing. noun) → How pretty the hat is! (how + adj.). Independent Practice: Students rewrite 3b’s sentences, focusing on: 2. The weather is terrible. → What terrible weather it is! (uncountable noun, no a) / How terrible the weather is! The film was interesting. → What an interesting film it was! (singular countable noun) Emma sings very well. → How well Emma sings! (adv. modified by how). Peer Feedback & Error Correction: Pairs check each other’s work, focusing on: Correct use of a/an (e.g., uncountable nouns like weather don’t need a). Choice between what and how (noun vs. adj./adv. focus). Step 4: Dialogue Application (3c, 15 mins) Analyze Options: Students read 3c’s options (A-F) and discuss their meanings: A: How nice to see you! (greeting) B: What a surprise! (unexpected event) C: What a lovely cake! (praise food) D: What a beautiful day! (praise weather) E: How time flies! (time passes fast) F: What a great idea! (approve plans) Fill in Dialogues: Students complete 3c’s dialogues individually, then check in groups: C (praise cake) B (surprise at John’s arrival) E (time flies) D (beautiful day) → F (approve boating) Role-play with Intonation: Pairs role-play the dialogues, emphasizing falling intonation for exclamations. Class feedback: Check for correct exclamation use and natural intonation. Step 5: Extension & Creativity (8 mins) Scenario Creation: Students work in groups to create short dialogues using exclamations, based on scenarios like: A birthday party: What a delicious cake! How happy I am! A sports game: How fast he runs! What a great goal! Group Presentations: Groups perform their dialogues. Class evaluates: Correct exclamation structure. Appropriate context. Natural intonation. Step 6: Summary & Homework (5 mins) Grammar Recap: Write core rules on the board, highlighting what (noun focus) vs. how (adj./adv. focus). Homework: Basic: Write 5 exclamations about your day (e.g., What a tasty breakfast! How busy I am!). Advanced: Create a comic strip with 3 exclamatory sentences, then share it in class. Blackboard Design ▍Core Structures: - What + (a/an) + adj. + n. + (S+V)! → What a pretty hat it is! (sing. noun) → What delicious dishes they are! (plural noun) → What bad weather it is! (uncountable noun) - How + adj./adv. + (S+V)! → How pretty the hat is! (adj.) → How fast he runs! (adv.) Teaching Reflection Strengths: Inductive Learning: Students discover rules, enhancing understanding. Contextual Practice: Dialogues and scenarios make grammar practical and engaging. Improvements: Confusion Between What/How: Some students may still mix up structures. Add a “focus word” test: ask “What is the key word? Noun → what; Adj./Adv. → how.” Intonation Accuracy: Provide audio models for exclamations to improve pronunciation. 第4课时 Section B（1a-1e） Teaching Objectives 1. Language Competence Reading: Extract details (e.g., why the author loves cooking, grandmother’s story) to answer 1c’s questions. Vocabulary: Master visible, connect, memory, cinnamon, recipe and use them in context. Writing: Complete 1e’s summary to retell the text. Speaking: Share personal food memories using I remember... whenever... (1f). 2. Cultural Awareness Recognize that cooking connects people, preserves memories, and fosters cultural exchange. 3. Thinking Quality Analytical Thinking: Infer the grandmother’s personality from her actions (e.g., learning from other cultures). Logical Thinking: Sequence the pumpkin pie recipe (1d) using first, then, next. 4. Learning Ability Use collaborative discussion (1a, 1f) and textual analysis (1b-1e) to deepen understanding. Teaching Key Points Understand the text’s main idea (cooking as love, memory, and cultural connection). Extract and organize details (e.g., recipe steps, grandmother’s story). Teaching Difficulties Expressing personal food memories in English (1f). Grasping the deeper meaning of cooking (beyond recipes). Teaching Procedures Step 1: Warm-up & Personal Connection (1a, 5 mins) Discussion Starter: Ask: “What’s your favorite dish? Who makes it for you? How does it make you feel?” Elicit responses like: “My mom’s dumplings. They make me feel loved.” Vocabulary Activation: Write love, memory, connect on the board. Link to food: “Food can carry love and memories. How?” Step 2: Pre-reading & Prediction (1b, 8 mins) Predict the Main Idea: Show the title “What does cooking give us?” and the pumpkin image. Ask: “What might the text talk about?” (Elicit: Love, memories, family). Skim & Choose the Best Idea: Students skim 1b’s options and the text. Guide them to select: “Through food and cooking we create memories and show love to others.” Explain why: The text mentions “cooking is love made visible” and memories of grandmother’s pie. Step 3: While-reading: Comprehension & Analysis (1b-1c, 15 mins) 精读细节 (Close Reading for 1c): Students read the text again to answer 1c’s questions: Why does the writer love cooking? → Because it’s a good way to share love. What was special about the grandmother’s kitchen? → It connected people and created memories. Where did the grandmother learn to make pumpkin pie? → From her host family in the US (when she was a college student). When did the grandmother usually make the pie? → In autumn. What kind of person is the grandmother? → Loving, open-minded (learns from other cultures), and good at cooking. Vocabulary Focus: Visible: “Cooking is love made visible” → love you can see/taste. Connect: “The smells and the foods... connect us” → bring people together. Cinnamon: A spice in pumpkin pie (link to sensory memories). Infer Character Traits: Discuss: “How do we know the grandmother is open-minded? → She learned to cook from other cultures and taught the author.” Step 4: Post-reading: Recipe Sequence (1d, 10 mins) Extract Recipe Steps: From the text, identify the pumpkin pie steps: First, mix the eggs. → Then, add sugar, cinnamon, salt, pumpkin, and cream. → Next, pour into the pie crust. → After that, bake for 40–50 minutes. → Finally, cool for an hour. Image Sorting: Students group to match steps to images (A-F). Correct order: B → D → F → A → E → C (verify with actions: mixing, adding, pouring, baking, cooling). Language Focus: Highlight sequence words (first, then, next) and cooking verbs (mix, add, pour, bake). Step 5: Text Summary & Writing (1e, 10 mins) Complete the Summary: Students fill in 1e’s blanks using the text: Food connects people and creates memories. For example, I remember my grandmother and her pumpkin pie whenever I smell cinnamon. My grandmother first learnt how to make it from her host family, and after that, she made it every year. She also taught me to make it. My grandmother made food from other cultures and made friends with people from different places. Sentence Structure Focus: Analyze whenever (time clause) and connect... with... (relationship). Step 6: Oral Sharing: Food & Love (1f, 12 mins) Personal Memory Prompt: Ask: “Think of a food that reminds you of love or a special memory. Who made it? When? How did it make you feel?” Sentence Frames: Provide scaffolding: “I remember _______ when _______. It made me feel _______ because _______.” Group Sharing & Feedback: Students share in pairs, then 2–3 volunteers share with the class. Teacher praises emotional expression and corrects language errors (e.g., past tense, prepositions). Step 7: Summary & Homework (5 mins) Class Recap: Summarize: “Cooking is more than food—it’s love, memories, and cultural connection.” Homework: Basic: Write a 5-sentence passage about your food memory (use whenever). Advanced: Interview a family member about a traditional dish and write its story (including a recipe snippet). Blackboard Design What does cooking give us? ▍Core Ideas: - Cooking = Love made visible - Creates memories (e.g., grandmother’s pumpkin pie) - Connects people & cultures ▍Key Vocabulary: visible, connect, memory, cinnamon, recipe, host family Teaching Reflection Strengths: Personalization: Linking text to students’ own memories increases engagement. Skill Integration: Reading → writing → speaking creates a cohesive learning flow. Improvements: Expression Scaffolding: Some students may struggle to express complex emotions. Provide more sentence frames (e.g., “The most unforgettable food memory is... because...”). Cultural Depth: Explore more cultural dishes (e.g., dumplings, mooncakes) to enrich discussion. 第5课时 Section B（2a-3c） Teaching Objectives 1. Language Competence Vocabulary: Classify food nouns as countable/uncountable (2a). Master quantifier phrases (a bottle of, a bowl of) and cooking verbs (2b-2c). Reading: Extract ingredients from the Guoqiao Rice Noodles text (3a). Writing: Describe a favorite dish with ingredients and sequential steps (3b-3c). 2. Cultural Awareness Appreciate the cultural story behind Guoqiao Rice Noodles and the role of food in sharing culture. 3. Thinking Quality Logical Thinking: Classify nouns and sequence cooking steps. 4. Learning Ability Use collaborative learning for vocabulary tasks and scaffolding for recipe writing. Teaching Key Points Classify food nouns (countable/uncountable). Use cooking verbs and quantifiers correctly. Extract and organize recipe information. Teaching Difficulties Distinguishing countable/uncountable nouns (e.g., chicken as “meat” vs. “animal”). Writing coherent recipes with sequence words. Teaching Procedures Step 1: Warm-up & Food Vocabulary Activation (5 mins) Discussion Starter: Ask: “What’s your favorite food? Describe it in one sentence.” (Elicit: I love dumplings. They’re delicious!) Vocabulary Preview: Write food categories (vegetables, fruit, drinks) on the board. Students shout out words for each (e.g., tomato, apple, milk). Step 2: 2a — Countable vs. Uncountable Nouns (10 mins) Group Classification: Students work in pairs to list food words under 2a’s categories, marking countable (C) or uncountable (U): Vegetables: tomato (C), potato (C), onion (C)... Fruit: apple (C), banana (C), rice (U)... Drinks: milk (U), juice (U), tea (U)... Meat: chicken (U), beef (U), fish (C/U)... Snacks: cake (C), cookie (C), bread (U)... Kitchen items: spoon (C), bowl (C), flour (U)... Rule Summary: Highlight: Countable: Can use a/an or plural (e.g., a tomato, two tomatoes). Uncountable: Use some, a piece of (e.g., some rice, a piece of bread). Step 3: 2b — Quantifier Phrases (10 mins) Image-Phrase Matching: Students match 2b’s pictures to phrases (e.g., a bottle of milk → D, a bowl of rice → A). Sentence Practice: Pairs create sentences with the phrases (e.g., “I need a cup of tea to wake up.”). Error Correction: Address common mistakes (e.g., a bag of flour vs. a bowl of rice). Step 4: 2c — Cooking Verbs in Context (12 mins) Verb Introduction: Teach verbs: cut...into, mix...with, add...to, pour...into, share...with. Demo with gestures: cut apples into pieces, mix flour with sugar. Recipe Completion: Students fill in 2c’s apple pie recipe: First, cut the apples into pieces. Mix the flour, salt, and sugar with the apples and mix them. Then, in a bowl, mix the eggs with the yogurt and oil. Add the apples. Next, pour the mixture into a pan. Place the pan in the oven... Finally, share the cake with your friends... Logic Check: Discuss: “Why ‘pour into’ before baking? Why ‘share with’ at the end?” Step 5: 3a — Reading About Guoqiao Rice Noodles (10 mins) Cultural Hook: Introduce Guoqiao Rice Noodles: “This dish has a sweet story about love and care. Let’s read!” While-reading: Students read 3a and circle ingredients: vegetables, mushrooms, chicken, rice noodles. Story Analysis: Discuss the legend: “Why did the wife create this dish? How does it show love?” Step 6: 3b-3c — Write About Your Favorite Dish (15 mins) Pre-writing Planning (3b): Students fill in the note template: My favorite dish: _______ Why I like it: _______ Ingredients: _______ Recipe Writing (3c): Use 3a’s structure (First... Next... Then... Finally...) and 2c’s verbs. Provide frames: “Hi! My favorite dish is _______. Here’s how to make it. First, _______. Next, _______. Then, _______. Finally, _______. Enjoy!” Peer Review: Pairs exchange drafts, checking for: Correct vocabulary/verbs. Clear sequence. Step 7: Summary & Homework (5 mins) Recap: Vocabulary: Countable/uncountable nouns, cooking verbs, quantifiers. Skill: Recipe writing with sequence words. Homework: Basic: Draw and label your favorite dish’s ingredients (countable/uncountable). Advanced: Record a video demonstrating your dish, using English instructions. Blackboard Design Vocabulary in Use ▍2a Countable (C) vs. Uncountable (U): - Vegetables: tomato (C), potato (C)... - Fruit: apple (C), rice (U)... - Drinks: milk (U), juice (U)... ▍2b Quantifier Phrases: a bottle of milk → D a bowl of rice → A a cup of tea → E ▍2c Cooking Verbs: cut...into, mix...with, add...to, pour...into, share...with ▍3c Recipe Frame: Hi! My favorite dish is _______. Here’s how to make it. First, _______. Next, _______. Then, _______. Finally, _______. Enjoy! Teaching Reflection Strengths: Cultural Integration: The Guoqiao Rice Noodles story adds depth to vocabulary learning. Skill Application: Vocabulary is practiced in real contexts (recipes, personal stories). Improvements: Noun Confusion: Clarify edge cases (e.g., fish as food vs. animal). Writing Fluency: Provide sentence banks for struggling writers (e.g., “First, wash the ingredients.”). 第 1 页 共 20 页 学科网（北京）股份有限公司 $$