Unit 5 Lesson1 Learning to cook 教学设计 2025-2026学年冀教版八年级英语上册

该初中英语教学设计聚焦家务劳动相关词汇与表达，通过播放学生做家务的视频导入，激活已知经验，再用图片呈现家务词汇并引导简短对话练习目标句型，搭建语言支架，为后续听后调查活动铺垫。 其特色在于创设“家务小能手”评选情境，听中通过分层练习（填空、选择、细节理解）提升语言能力，听后小组调查活动分工合作完成报告，结合自评表培养学习能力，既深化家务劳动认知，又提升语言运用与团队协作，助力教师高效落实教学目标。

Lesson1: Learning to cook 教学设计 八年级英语组 Mia 1、 教学目标(Teaching aims) 1. Students can master new words and understand the basic meaning of the dialogue. 2. Students can improve their listening, speaking and reading skills. 3. Students can talk about doing chores with related expressions correctly. 4. Students can be active in doing chores and learn from it. Try to explore more life skills. 2、 教学重难点(Teaching key and difficult points) 1. Key points : students can master new words and sentences; students can talk about doing chores; students can improve their listening, speaking and reading skills. 2. Difficult points: students can express doing chores fluently and correctly; students can be active in doing chores at home and learn from it, try to explore more life skills for themselves. 3、 教学过程(Teaching procedures) Step1: Lead-in(导入) Show a video about students are doing chores, then ask students: What are they doing ? Then lead to the topic of Lesson1: Learning to cook. (通过视频导入,联系学生生活实际,激发学生已知,导入课题。) Step2:Presentation(呈现) Show pictures about different chores and lead students to speak out, then make a short dialogue about what they do at home? A: What chores do you do at home? B: I…… A: How often do you do…? B: …… (通过图片呈现,将相关家务表达进行输入,引导学生进行简短对话,练习目标句型,为最终生成活动做铺垫。) Step3: Pre-listening(听前) Create a situation for students: Our government will hold a selection of the outstanding students in doing chores. Show a picture of three students chatting online. Lead students to get some information from the picture. T: Who are they? What are they talking about? They are going to take part in the selection. Listen to the tape and get the main idea of the dialogue. (创设情境,政府将评选‘家务小能手’,利用聊天截图相关信息导入文本。) Step4:While-listening(听中) After getting the main idea of the dialogue, lead students to finish exercises: 1. Listen to the tape and fill in the blanks. Bill is going to_ with his mother. Jenny is going to help her parents _. Danny is going to_. Before listening, show some listening tips for students. After finishing the exercises, lead students to talk about: What do you think of Danny, Jenny and Bill. 2. Listen to the tape and choose. ( )1.How long does Danny watch the cartoons? A. One hour B. A few minutes C. All the day ( )2.Where does Danny go after watching cartoons? A. To the bedroom B. To the kichen C. To the playground ( )3.What does he want to do? A. Do his homework B. Help his mum with dinner C.Learn to make donuts Show listening tips before listening ,after finishing the exercises and lead students to answer the question: What makes Danny change his mind to help his mum? 3. Listen ans fill in the blanks again. One day, Danny goes to the kitchen to help his mother with dinner. He washes the _,_,_ and_.Then _ them carefully. What does Danny’s mum remind him of when he chops the vegetables? Show a video. Then sum up, when students do chores, be careful, safety is first. 4. Read the conversation and answer questions. What life skills does Danny want to learn? What can you learn from the conversation? (discussion (通过练习,帮助学生理解对话内容以及提升听、说、读的技能。) Step5: Post-reading(听后) Show the situation again and lead students to do a survey about who is the outstanding student in doing chores/housework in your group. Name What How often/when What can you learn from it?/What do you think of it? /How do you feel about it? Show the teamwork: Student 1: the group leader(remind and supervise(监督) student2 : write down something Student3 : interview your group members(ask questions) Student4: do a report about your result After doing the survey, students do a report about their result, write down the name of the outstanding student in doing chores on the blackboard. Hello,everyone: In our group, likes to_ (what chores), he/she does...on weekends/ three times a week. He/she thinks _ is meaningful/....He/she feels......So, we think is the outstanding student in doing housework. Let’s clap for him/her. (通过在小组内做调查,培养学生团队合作意识和能力,深化学生对于家务劳动的理解;鼓励学生积极参与家务劳动并探索更多生活技能。) Step6: checklist(学生自评)Just tick or cross. I can express the housework skills: sweep the floor; prepare dinner; cooking; cleaning; make some porridge. I can get the details from the conversation and answer the questions by listening and reading. I can talk about doing housework or housework skills. help... with...; how to... ; be careful with... ; the sooner..., the better; corn; beans; cucumber; onion; chop; porridge; prepare... I can make a conversation about doing housework and act it with my group members. I will be active in doing chores at home. Step 7:Homework(作业) Required(必做):Survey more students and complete your report. Optional(选做):Make a vlog about doing chores at home and share it with us. Blackboard design(板书设计) 学科网(北京)股份有限公司 $