Unit 5 What a Delicious Meal! Section A 2a～2d 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相关电视节目主题，核心知识点包括“soap opera”“recipe”等词汇、“I love... because...”等喜好表达句型，以及听辨节目名称、观点等关键信息和口语交际能力训练。课堂导入通过头脑风暴活动，引导学生列举已知的食物类电视节目（如MasterChef），激活已有知识，搭建学习支架，自然衔接新词汇与句型教学。 其特色在于深度融合新课标核心素养：语言能力方面，通过听力抓关键信息、口语模仿对话及小组讨论“最受欢迎节目”提升听说能力；思维品质方面，听力前预测内容、讨论中西节目差异培养分析能力；学习能力方面，作业中“观看节目记录新词汇”促进自主学习。实例丰富，如用图片辅助词汇教学、小组合作表达观点，既提升学生语言应用与思维，又为教师提供情境化、易操作的教学方案，高效落实教学目标。

Unit 5 What a Delicious Meal! Section A 2a-2d 教学设计 The first listening (2a - 2b) involves two students discussing their favorite TV shows related to food, such as cooking shows, food review programs, etc. This listening helps students familiarize themselves with food - related vocabulary and expressions in the context of TV shows. For example, words like "recipe", "chef", "ingredient" may be mentioned. The second part, the dialogue in 2d, takes place in a classroom setting where students are sharing their opinions about different TV programs related to food. They express likes, dislikes, and reasons, which provides rich language input for students to learn how to express preferences and give reasons in English. 教学目标 1. Students will be able to master food - related vocabulary and phrases that appear in the listening and dialogue, such as "soap opera" (in the context of TV shows related to food culture), "game show" (possibly about food - guessing games), "find out" (e.g., find out new cooking methods), "learn... from..." (learn cooking skills from TV shows). 1. Understand and be able to use sentence patterns for expressing preferences and giving reasons, like "I love... because...", "I can't stand... because...", "I don't mind...". 2. Improve students' listening comprehension ability in the context of food - related TV shows. They should be able to catch key information, such as the names of TV shows, people's opinions, and reasons from the listening materials. 3. Develop students' oral communication skills. Students are expected to be able to imitate the dialogue in 2d and have similar conversations with their classmates about their favorite food - related TV programs, expressing their own opinions clearly and fluently. 教学重难点 1. The key vocabulary and phrases related to food - related TV shows and expressing preferences, ensuring students can pronounce, understand, and use them correctly. For example, emphasizing the correct pronunciation of "recipe /ˈresəpi/" and the proper usage of "I like... better than...". 1. The sentence patterns for expressing likes, dislikes, and reasons. Students need to be proficient in using these patterns to communicate their views on food - related TV shows. 6. Helping students understand the nuances of different expressions of preferences and how to use appropriate intonation when expressing them. For instance, the difference in intonation between "I really love it!" and "I like it a little bit." 7. Training students to integrate the learned vocabulary and sentence patterns to have natural and fluent conversations. They may face difficulties in quickly organizing their thoughts and expressing complex ideas in English during the conversation. 1. TV Show - related 0. Soap opera: /ˈsəʊp ˈɒprə/ (n.). In the context of this unit, it could be a TV show that tells a continuous story about food - related family life, such as a family - run restaurant's story. For example, "My grandma likes to watch soap operas about food - making families." 0. Game show: /ˈɡeɪm ʃəʊ/ (n.). Maybe a show where contestants play games related to food, like guessing food names from pictures. "There is a new game show on TV that tests people's knowledge of food ingredients." 0. Talk show: /ˈtɔːk ʃəʊ/ (n.). A program where hosts and guests talk about various food - related topics, like new food trends. "I enjoy watching talk shows because I can learn a lot about different foods." 9. Food - related in TV Show Context 0. Recipe: /ˈresəpi/ (n.). A set of instructions for cooking a particular dish. "The chef on the TV show shared a wonderful recipe for Italian pizza." 0. Chef: /ʃef/ (n.). A professional cook, especially the main cook in a restaurant. "The famous chef demonstrated his cooking skills on the cooking show." 0. Ingredient: /ɪnˈɡriːdiənt/ (n.). Any of the foods or substances that are combined to make a particular dish. "Tomato is a common ingredient in many food recipes." 10. Expressing Opinions 0. Find out: /faɪnd aʊt/ (v. phrase). To discover or learn something. "I want to find out more about the history of Chinese food from this documentary." 0. Learn... from...: /lɜːn... frəm.../ (v. phrase). To gain knowledge or skills from a certain source. "We can learn a lot of cooking tips from cooking shows." 教学过程 I. Warming - up (5 minutes) 1. Greeting and Introduction 0. Greet the students as usual and briefly introduce the topic of today's class. "Hello, everyone! Today, we are going to explore more about food, but in a very interesting way - through TV shows related to food. I believe you all have watched some food - related programs on TV. Let's share our experiences later." 2. Brainstorming 0. Write the title "What a Delicious Meal! - Food - related TV Shows" on the blackboard. Then, start a brainstorming session. Ask students to call out the names of any food - related TV shows they know in English. Write down their answers on the blackboard, such as "MasterChef", "The Great British Bake Off", "Food Paradise". This activity can quickly engage students and activate their prior knowledge about the topic. II. Pre - listening (8 minutes) 1. Vocabulary Introduction 0. Present the new vocabulary related to food - related TV shows and the dialogue in 2d. Words like "soap opera" (explain that it could be a TV show with a continuous story about food - related family life), "game show" (might be about food - guessing games), "find out" (e.g., find out new cooking methods from a show), "learn... from..." (learn cooking skills from TV shows). Write the words on the blackboard, mark the phonetic symbols clearly, and read them aloud several times. For example, for "recipe /ˈresəpi/", emphasize the stress on the first syllable. 0. Use pictures or short video clips to help students understand the meaning of the words better. For instance, show a picture of a chef writing down a recipe to illustrate the word "recipe". 1. Prediction 0. Show the pictures or the titles related to the listening materials in 2a - 2b. Let students predict what the two students in the listening might talk about. Guide them to think about possible topics such as their favorite food - related TV shows, reasons for liking or disliking a show, and any new things they learned from these shows. This can help students prepare their minds for the upcoming listening. III. While - listening (12 minutes) 1. First Listening (2a - 2b) 0. Play the first part of the listening material for the first time. Students listen carefully and try to catch the general idea, such as what TV shows the speakers are talking about. After the listening, ask some general comprehension questions, like "What are the two TV shows they mentioned?" "Which show does the boy like better?" 0. Play the listening material again. This time, students listen more carefully and complete the exercises in 2a - 2b, such as filling in the blanks about the details of the TV shows, like the features of a cooking show or the reason why the girl doesn't like a certain show. Walk around the classroom to monitor students' work and offer help if needed. 14. Second Listening (2d - Preparation) 0. Before playing the dialogue in 2d, introduce the context briefly. "Now, we are going to listen to a conversation in a classroom. The students are sharing their opinions about different food - related TV programs. Listen carefully to find out their likes, dislikes, and reasons." 0. Play the dialogue in 2d for the first time. Students listen to get a general understanding of the conversation. Then, ask some basic questions, like "Who are talking in the dialogue?" "What kind of TV shows are they mainly discussing?" 0. Play the dialogue again. Students listen and pay attention to the specific sentence patterns used for expressing preferences and giving reasons, such as "I love... because...", "I can't stand... because...", "I don't mind...". IV. Post - listening and Speaking Practice (15 minutes) 1. Dialogue Imitation (2d) 0. Divide the students into pairs. Each pair reads the dialogue in 2d together, imitating the intonation and pronunciation as accurately as possible. Walk around the classroom to correct their pronunciation and intonation. 0. After a few minutes of practice, invite some pairs to come to the front of the class and perform the dialogue. The rest of the students listen carefully and evaluate their performance in terms of pronunciation, intonation, and fluency. 2. Group Discussion 0. Group the students into groups of 4 - 5. Each group is given a topic related to food - related TV shows, such as "The most popular food - related TV show in our class" or "The differences between Chinese and Western food - related TV shows". 0. Students in each group discuss the topic for 5 - 7 minutes. They are required to use the sentence patterns they learned from the listening and dialogue, like expressing their own preferences and giving reasons. Encourage them to use the new vocabulary as much as possible. 0. After the discussion, each group chooses a representative to report their discussion results to the whole class. The representative should speak clearly and fluently, presenting the group's opinions and ideas. V. Summary and Homework (5 minutes) 1. Summary 0. Summarize the key points of this class with the students. Review the new vocabulary related to food - related TV shows, the important sentence patterns for expressing preferences and reasons, and the main content of the listening and dialogue. Ask students if they have any questions or need further clarification. 16. Homework 0. Assign two homework tasks. First, ask students to write a short passage about their favorite food - related TV show. They need to include the name of the show, what it is about, why they like it, and something they learned from it. The passage should be at least 80 words. 0. Second, ask them to watch a food - related TV show at home and record some new words or interesting expressions they hear. They can share these with the class in the next lesson. This homework can help students review and consolidate what they have learned in class and also encourage their autonomous learning. 学科网（北京）股份有限公司 $$