Unit5 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“美食与烹饪”主题，核心知识点涵盖烹饪动词（cut, mix等）、顺序副词（first, then等）及感叹句表达。通过中国各地特色美食图片导入，过渡到日常家常菜预测听力内容，以听力填空、食谱补全、角色扮演构建学习支架，实现从语言输入到真实情境输出的递进。 亮点在于情境化教学与核心素养融合：真实烹饪场景任务（如2d讨论清蒸鱼步骤）提升语言运用能力，融入中国饮食文化（家常菜情感传递）培养文化意识，分层作业（视频演示、海报设计）兼顾不同学生学习能力。助力学生综合运用英语，帮助教师高效落实听读说训练与素养培养。

课题 Unit 5 What a Delicious Meal! Section A (2a-2d) 学段 初中 年级 八 课型 听读说 课时 2 学科 English 单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“饮食与健康”子主题内容。本单元以“美食与烹饪”为主题，旨在帮助学生掌握与食物相关的词汇，学会用顺序副词描述烹饪步骤，并通过感叹句表达对美食的情感。单元内容不仅涵盖语言技能还强调烹饪的社会文化意义——通过美食联结人与人之间的关系。通过家庭烹饪场景的讨论和实践活动，学生将理解烹饪不仅是生活技能，更是传递情感、传承文化的重要方式，从而培养跨学科认知与社会情感能力。 文本解读 What:本课是人教版(2024)八年级上册第五单元What a Delicious Meal!的第二课时，本听力语篇本课围绕“Stir-fried Eggs and Tomatoes”的烹饪过程展开，包含一段对话填空和食谱补全任务，学生需通过听力填写食材、数量和步骤关键词，并模仿对话进行角色扮演，拓展部分要求学生合作讨论其他家常菜（如清蒸鱼、酸辣汤）的制作方法。 Why:本课旨在强化烹饪相关词汇和步骤连接词，提升学生的听力与口语表达能力，培养学生在真实情境中运用英语的能力，如遵循指令、描述流程，同时通过中式菜肴制作，渗透饮食文化，促进跨文化理解。 How:通过填空和食谱补全，引导学生聚焦关键信息，巩固目标语言； 角色扮演对话还原生活场景，增强语言运用真实感；讨论其他菜肴时复用句型（How much/many...? First...），实现知识迁移，鼓励创造性表达。 学情分析 1.学生基本情况 本课面向初二年级学生，具备基础词汇量和简单句型表达能力。大部分学生对烹饪话题感兴趣，尤其是生活中常见的家常菜（如西红柿炒鸡蛋、清蒸鱼），这为本课提供了真实语境支撑。 2.已有知识经验 部分学生能熟练使用烹饪动词（cut, mix, fry），但连接词（first, then, finally）的运用不够流畅；少数基础较弱的学生对食材词汇（oil,bowl）仍不熟悉。多数学生能模仿课本对话进行简单问答，但自主描述完整烹饪流程时，易出现句式单一或逻辑跳跃的问题。 3.学习难点预测 部分学生因缺乏烹饪经验，对流程性指令的理解可能抽象;听力任务中，连读或弱读可能造成听辨障碍。 4.教学对策 听力前用图片展示食材和工具，激活背景知识;播放对话时同步呈现关键词填空，降低听力压力。 教学目标 语言 能力 1.Students will be able to identify and use cooking-related verbs (cut, mix, stir-fry, heat) and sequence adverbs (first, next, then, finally) accurately. 2.Students will comprehend key information from a recipe dialogue (eg, ingredients, quantities, steps) and orally describe a cooking process with logical coherence. 文化意识 1.Students will compare cooking methods and discuss how ingredients reflect cultural preferences. 2.Students will recognize the cultural significance of sharing homemade dishes in Chinese families and mimic polite language for offering food. 思维品质 1.Students will analyze and arrange cooking steps chronologically, demonstrating cause-and-effect reasoning. 2.Students will adapt recipes by substituting ingredients and justify their choices. 学习能力 1.Students will work in pairs to role-play cooking dialogues and give peer feedback on clarity and fluency. 2.Students will self-assess their progress through checklists and set goals for improvement. 教学 重难点 教学重点 Master the vocabulary and listening content related to cooking, understand the sequence of steps for making stir-fried eggs and tomatoes. 教学难点 Use "first, next, then, finally" to fluently restate the cooking steps,apply new knowledge in actual communication. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up 1.Teacher shows some pictures about local specials from all over China through PPT, such as Beijing Roast Duck, Sichuan Mapo Tofu, Guangdong White Cut Chicken, etc. T:Do you know these local specials? 2.Teacher gives brief introductions to the origins and methods of making these specials to the students. Students observe the pictures and learn about these specials. 通过展示中国各地的特色美食引入话题，激发学生的学习兴趣，同时让学生感受中国各地的美食文化。 Step 2 Lead-in 1.T:Delicious food can make us feel comfortable and excited.But these dishes are too difficult to cook and takes time.So,today we will learn a daily and easy dish.Now let’s look at 2a. 2.Before proceeding to the next step of listening, teacher guides students to predict. T:Peter asks Teng Fei to teach him a popular Chinese dish.Which one do you think it will be? Students have a prediction about the dish they will learn in 2a. 教师通过美食话题引导学生对于Teng Fei要教Peter的中国美食进行预测，激发学生对于听力内容的好奇心。 Step 3 Listening Work on 2a 1.Play the audio of the conversation for the first time without stopping. Then ask students"What kind of food are they making?""How many steps are needed?"Let students test whether their predictions are correct. 2.Play the audio for the second time,and ask students to fill in the blanks while listening.The teacher can pause the audio appropriately to give students enough time to write. 3.Give students time to do a peer review, and then the teacher leads students to correct the answers together. 1.Listen and answer the questions. 2.Listen and fill in the blanks. 3.Students do a peer review,and then check answers together. 第一遍听让学生检验自己的猜测是否正确，以及对西红柿炒鸡蛋的步骤有一个大致的了解。 第二遍听培养学生的听力理解能力，帮助他们掌握从对话中提取关键信息的技巧，为后续的口语输出和实际应用奠定基础。 Step 4 Reading Work on 2b 1.Let students read the dialogue in 2a and answer the following questions: ①What ingredients are needed to make stir-fried eggs and tomatoes? ②How many tomatoes and eggs are needed? ③What are the steps to make it? Guide students to quickly skim the passage to obtain key information. 2.Teacher shows the task of 2b,lets students complete the recipe.After completing, have students check if what they have written is logical and coherent by reading the steps of stir-fried eggs and tomatoes several times. 3.Teacher invites several students to check the answers for 2b, and focused on stating the steps for making stir-fried eggs and tomatoes. 4.Let students read the dialogue again to identify the connecting words and phrases used,such as "First, Next, Then, Finally" and let them experience the role these connectors play in making the article clear and logically coherent.Guide students to learn how to use these words to describe the sequence of events. 1.Students read the dialogue in 2a and answer the questions. 2.Students complete the recipe,and read the steps to check if what they have written is logical and coherent. 3.Students share their answers in 2b. 4.Students read the dialogue again and learn how to use these words to describe the sequence of events. 教师通过观察学生在阅读过程中的表现,了解他们提取关键信息的能力，并根据学生的回答情况，帮助他们理解新词汇和短语的用法，同时分析描述食物制作过程的关键句子，确保学生能够准确、清晰地用英语描述食物的制作步骤。 通过观察学生复述西红柿炒鸡蛋的制作过程的表现，判断学生对于食物制作过程的连接词和短语的掌握，培养学生在描述事件顺序时的逻辑性和连贯性，为后续的写作和口语表达奠定基础。 Step 5 Speaking Work on 2c 1.Teacher plays the dialogue again,asks students to follow the reading, paying attention to the intonation and tone. 2.Organize students to work in pairs to introduce the process of making stir-fried eggs and tomatoes. 3.Invite several pairs of students to role-play the dialogue. Work on 2d 1.Teacher shows pictures of beef with black pepper, steamed fish, and hot and sour soup, and asks:What dish can you make by yourself?Talk about how to cook it with your partner.The following sentence patterns can help: -How do we make steamed fish/...? -How much beef/salt/tofu/ ...do we need? -How many green peppers/onions/...do we need? -What else do we need? 2.Teacher gives students time to make and practice conversations with peers, teacher walks around and gives students guidance when necessary. 3.Teacher invites several pairs of students to come to the front of the stage to show their conversations. 1.Listen and repeat, pay attention to the intonation and tone. 2.Students have a practice with their partners. 3.Students role play with their partners. 4.Look at the pictures and learn about the requirements in 2d. 5.Make up a conversation and practice with partners. 6.Students have a show time. 教师观察学生口语表达的流畅度、语法的准确性及对烹饪过程描述的完整性，针对学生在词汇运用和语句连贯性上的问题给予及时指导。 通过再次阅读文本与模仿对话表达，强化学生对烹饪相关英语表达的运用能力，以两人小组互动形式提升学生口语交流的自信与实践机会，培养其在真实情境中运用英语进行信息传递与交流的能力。 Step 6 Free talk 1.Teacher guides students to freely discuss the following questions: -Do you often cook at home? -Do you know what your father’s/mother’s favourite dish is? 2.Give students time to share answers with their peers and then have an emotional education to students:Our parents cook for us every day, and today when we go home we also try to cook a dish for our parents, even if it is just the simple stir-fried eggs and tomatoes we learned today, they will be very happy to eat it. Students have a free talk about the questions and share answers with their peers. 通过自由讨论，以轻松愉快的基调为本节课画上圆满的句号。 接着教师对学生进行情感教育和任务布置:父母每天为我们做饭，我们今天也可以尝试为他们做一次，比如仅仅是我们所学的西红柿炒鸡蛋，相信他们也会吃的很开心。这样不仅使学生进一步了解烹饪能传递爱的意义，同时将理论应用于实践中。 Step 7 Summary New words and expressions: stir-fried; bowl; heat; oil; pan; tool; simple; ingredient; instruction; steamed do with; put sth back; mix … with … Functions: Be able to use sequential adverbs to talk about the process of Chinese dish. Sentences: What should we do with the tomatoes and eggs? First, cut the tomatoes into small pieces. What an amazing smell! Follow teacher’s steps and review the key points what they have learned in this lesson. 教师带领学生回顾本节课的重点知识，巩固所学，加深记忆。 Step 8 Homework Level A:Choose a home-cooked dish (such as steamed fish), and write a new dialogue with the same sentence pattern, which must include amount of ingredients and steps. Level B:1.Make a list of the ingredients and steps of making a kind of food you like and write them down in English. 2.Ask students to go home and make a dish for their parents,and take photos of the process. Level C:1.Design a poster of a recipe with pictures and text, including the ingredients ratio, step-by-step illustration, and cooking tips. 2.Record a short video to demonstrate the cooking process, explain the steps in English, and share it on the class platform. 本作业设计遵循分层教学理念，兼顾语言能力与实践应用,满足不同学生需求，从机械操练到真实情境应用，逐步提升语言综合运用能力，同时渗透文化意识与生活技能培养。 板书设计 Unit 5 What a Delicious Meal! Section A (2a-2d) For example: A:How do we make beef with black pepper? B:First, we need some beef, green peppers and onions. A:How much beef do we need? B:Maybe 200 grams. A:How many onions do we need? B:Two. A:What else do we need? B:We also need oil, salt and so on. Next, cut the beef and vegetables.Then, fry them in the pan... 教学反思 1、 成功之处: 1.情境化教学激发学习兴趣:本节课以“西红柿炒鸡蛋”这一贴近学生生活的主题展开，通过对话填空、食谱编写和角色扮演等活动，让学生在真实的语言情境中学习。这种情境化教学方式有效激发了学生的学习兴趣，课堂参与度较高。许多学生在角色扮演环节表现积极，能够模仿对话中的句型进行互动，部分学生甚至能加入自己的语言创意，如调整食材用量或添加个人烹饪经验。 2.文化意识与生活技能的结合:通过学习中餐烹饪，学生不仅学习了英语表达，还了解了中国饮食文化。许多学生在课后反馈中表示，他们愿意尝试在家制作西红柿炒鸡蛋，并和家人分享所学内容，体现了语言学习与实际生活的结合。 二、存在问题: 1.听力训练效果有待加强:在听力填空环节，部分学生对关键词的捕捉存在困难，反映出听力输入不足的问题。 2.语言输出机械性较强:在提高层的对话创编任务中，多数学生仅替换了食材名称，但未能灵活运用其他句型（如“How much salt do we need?”或“What else can we add?”）,这说明学生对句型的掌握仍停留在模仿阶段，缺乏自主拓展的能力。 三、改进措施: 1.优化听力教学设计:听前通过图片或实物展示关键词汇并让学生预测对话内容，激活背景知识;听中采用分段播放策略，先整体听一遍，再逐句精听，重点抓取关键信息,可设计选择题或判断题辅助理解，降低听力难度;听后通过复述检查学生对细节的掌握情况，确保听力输入的有效性。 2.加强语言输出的灵活性与深度:提供更多句型模板和替换词库鼓励学生在对话中多样化表达;设计“问题链”任务，要求学生围绕一道菜进行多轮问答,推动语言运用的深度。 学科网（北京）股份有限公司 $