8.1 Cooking Skills-Warm-up&Listening（教学设计）-《英语 基础模块3》（语文版2022版）《上好课》

课程名称 《英语 基础模块3》（语文版2022版） Unit 8 Cooking Skills -Warm-up&Listening 教材分析 This unit focuses on "Cooking Skills," a practical and culturally rich topic. It is strategically positioned to: 1　 Build on students' existing vocabulary related to daily life. 2　 Serve as a bridge for future topics on cultural exchange and social skills. 3　 Help students master core vocabulary (e.g., boil, steam, stir-fry, bake) and sentence patterns for discussing cooking methods. 4　 The listening section contrasts Chinese and Western culinary cultures, providing real-world context for language learning. 学情分析 Knowledge Base: Students have a basic grasp of 800-1000 common English words but struggle with pronunciation and listening comprehension. Ability Level: They can express simple ideas but lack confidence in speaking and listening. Interest & Attitude: Students show strong interest in food-related topics, which can be leveraged to increase engagement. Learning Difficulties: Key challenges include distinguishing between similar cooking terms, understanding fast speech, and applying vocabulary in context. 教学目标 (1) Knowledge Objectives 1　 Master core vocabulary for cooking methods: boil, steam, stir-fry, bake, roast, grill. 2　 Understand sentence patterns for comparing cooking cultures: Chinese people like to..., while Westerners prefer to.... 3　 Grasp the key differences between Chinese and Western cooking styles. (2) Skill Objectives 1　 Listening: Improve the ability to identify specific information (cooking methods, tableware) from listening materials. 2　 Speaking: Enhance skills to discuss cooking preferences and methods using target vocabulary. 3　 Cultural Awareness: Develop the ability to describe cultural differences in food preparation. (3) Emotional & Cultural Objectives 1　 Cultivate an interest in exploring culinary cultures. 2　 Build confidence in using English to discuss daily topics. 3　 Foster appreciation for both Chinese and Western food cultures. 教学重难点 Key Points: Mastering cooking vocabulary and the ability to extract specific information from listening exercises. Difficult Points: Correctly pronouncing and distinguishing between similar cooking methods, and accurately comparing cultural differences in cooking. 教学方法 Task-Based Language Teaching (TBLT): Uses real-life tasks to guide language learning. Communicative Language Teaching (CLT): Encourages pair work and group discussions to practice speaking. Audio-Visual Method: Uses pictures, videos, and realia to create a vivid learning environment. 课前准备 (1) Teacher Preparation 1　 Tools: A computer, projector, speakers, and realia (a toy wok, toy knife, fork, and spoon). 2　 Backup Plan: Prepare a simplified listening script for students with weaker foundations. (2) Student Preparation 1　 Preview the new words in the unit. 2　 Bring a photo of a favorite dish and be ready to describe how it's cooked. 教学媒体 A PPT presentation with cooking method videos, picture cards of kitchen utensils, and a listening script with key words highlighted. 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in Greet students and show a short, fun video of a chef cooking. -Present three questions and invite students to answer: 1) Do you like cooking? Why or why not? 2) What can you cook for your family? Watch the video and share their opinions with the class. Activate prior knowledge and arouse interest through a relatable topic. Warm-up 3) If you had the chance, would you cook for your classmates? Praise and encourage all answers, writing key words on the blackboard. Discuss their answers in pairs first, then volunteer to speak in front of the class. Lower the affective filter by starting with easy, personal questions. Pre-Listening Present the learning objectives for the lesson. Teach the core vocabulary using TPR (Total Physical Response): * Show a picture card for boil and mime the action. * Do the same for steam, stir-fry, bake, roast, and grill. Use the realia to teach knife, fork, and wok. Check understanding by asking students to match the actions to the words. Repeat the words after the teacher and mimic the cooking actions. Play a quick "Guess the Action" game in pairs. - Take notes of the new words in their notebooks. Build the necessary vocabulary foundation before listening. Use multi-sensory learning (visual, auditory, kinesthetic) to aid memory. While-listening First Listening: Play the audio and ask students to get the main idea. Second Listening: Distribute the fill-in-the-blank worksheet and play the audio again. Third Listening: Play the audio a third time, pausing at key sentences to check answers. Write the correct answers on the blackboard and explain any difficult parts. Listen to the audio and fill in the blanks on their worksheets. Compare their answers with a partner after the second listening. Check and correct their answers during the third listening. Break down the listening task into manageable steps to reduce anxiety. Focus on specific information extraction, which is a key skill for the students. Post-listening Divide the class into groups of 4. Assign each group a task: Create a short dialogue where one student is a Chinese chef and the other is a Western chef, comparing their cooking methods. Circulate to offer help and take notes of common mistakes. Invite 2-3 groups to perform their dialogues in front of the class. Work in groups to prepare and practice their dialogues. Use the target vocabulary and sentence patterns from the lesson. Perform their dialogues and give feedback to other groups. Provide a meaningful context for students to practice the new language. Encourage collaboration and build confidence through speaking. Summary &Homework Summarize the key vocabulary and sentence patterns learned in the lesson. Assign homework: 1) Write a short paragraph (50-80 words) about the cooking method of their favorite dish. 2) Watch a short English video about cooking and write down 3 new words. Blackboard design Unit 8 Cooking Skills Warm-up: Do you like cooking? What can you cook? Key Vocabulary: boil, steam, stir-fry, bake, roast, grill knife, fork, wok Key Sentence Pattern: Chinese people like to..., while Westerners prefer to... Listening Answers: 1. in small pieces 2. knives and forks 3. boil 4. steam 5. bake 6. grill 7. right 8. exact Teaching Evaluation (1) Formative Assessment 1　 Observation: Monitor students' participation in pair work and group discussions. 2　 Questioning: Ask individual students to explain the meaning of key words. 3　 Worksheet Check: Review the completed listening worksheets to assess understanding. (2) Summative Assessment Evaluate the students' written homework paragraphs for vocabulary usage and sentence structure. (3) Self-Assessment Ask students to rate their own understanding of the new words (1-5 scale) at the end of the lesson. Teaching reflection (1) Successes 1　 The food topic successfully engaged students, especially those who are usually quiet. 2　 The TPR method proved effective for teaching vocabulary; students remembered the words better through actions. (2) Areas for Improvement 3　 The listening material was slightly too fast for some students. In future, I will provide a slower version or a transcript with key words bolded. 4　 More time should be allocated for group work to ensure all students have a chance to speak. (3) Future Adjustments 5　 Differentiate the listening task by providing two versions of the worksheet: one with more word banks for weaker students, and one with fewer clues for stronger students. 6　 Integrate more cultural elements, such as introducing a famous Chinese dish and a famous Western dish, to deepen cultural understanding. 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $