8.3 Cooking Skills-Speaking&Pronunciation（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-Speaking&Pronunciation 教材分析 1． Build on the vocabulary and cultural knowledge from the previous reading lesson. 2． Develop students' speaking skills through role-playing and discussions about food. 3． Improve their pronunciation, specifically focusing on sentence stress and pausing. 4． The role-play dialogue provides a clear structure, making it accessible for students with a basic English level. 学情分析 Knowledge Base: Students have a basic vocabulary of cooking methods and ingredients. Ability Level: They can understand short dialogues but lack confidence in speaking. Interest & Attitude: Students are enthusiastic about food topics, which can be leveraged to increase participation. Learning Difficulties: Key challenges include speaking in complete sentences, using correct pronunciation, and expressing personal opinions. 教学目标 (1) Knowledge Objectives 1　 Master key vocabulary for describing food and cooking: ingredient, procedure, flavour, taste, sandwich, bread, vegetable, sauce. 2　 Learn useful expressions for giving instructions and making suggestions. 3　 Understand the importance of pausing and stress in spoken English. (2) Skill Objectives 4　 Speaking: Improve the ability to follow and give instructions for making food, and to discuss personal food preferences. 5　 Pronunciation: Enhance the ability to identify and use correct pausing in sentences. 6　 Listening: Develop the ability to understand a dialogue about making a sandwich. (3) Emotional & Cultural Objectives 7　 Build confidence in speaking English through role-play and discussions. 8　 Foster an appreciation for different foods and the joy of cooking. 9　 Encourage students to express their own ideas and opinions. 教学重难点 Key Points: Mastering the key vocabulary and expressions for giving instructions, and improving pronunciation through pausing. Difficult Points: Speaking fluently in role-plays and discussions, and correctly using pausing in sentences. 教学方法 Task-Based Language Teaching (TBLT): Students complete speaking tasks to achieve specific learning goals. Audio-Lingual Method: Use repetition and imitation to improve pronunciation. Cooperative Learning Method: Encourage pair and group work to facilitate discussion and peer learning. 课前准备 (1) Teacher Preparation 1　 Tools: A computer, projector, speakers, and realia (toy food models, toy bread, toy vegetables). 2　 Backup Plan: Prepare a simplified version of the dialogue for students with weaker foundations. (2) Student Preparation 3　 Review the cooking vocabulary learned in previous lessons. 4　 Think about their favorite sandwich and be ready to share what's in it. 教学媒体 A PPT presentation with pictures of sandwiches and ingredients, audio recordings of the dialogue and pronunciation exercise, and a dialogue worksheet with blanks. 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 1. Greet students and show pictures of various foods. 2. Ask questions like "What's your favorite food?" and "Do you know how to make it?". 3. Show a short video of making a sandwich. 1. Answer the teacher's questions. 2. Watch the video and discuss in pairs what they saw. 1. Stimulate students' interest and activate their prior knowledge. 2. Introduce the topic of the lesson. Pre-speaking 1. Play the audio of the dialogue and ask students to listen and repeat. 2. Explain key phrases and sentence structures, such as "how to make...", "first... second... next... then...", "cut... into pieces", "it's time to...". 3. Model the dialogue with a student, demonstrating intonation and pronunciation. 1. Listen to the audio, repeat, and practice pronunciation. 2. Take notes on key language points. 3. Role-play the dialogue with a partner, focusing on using the sequence markers correctly. 1. Help students understand the dialogue and master the target language. 2. Provide a model for students to practice speaking. While-speaking 1. Divide students into pairs and ask them to discuss the questions in the textbook: What are the basic procedures of making a sandwich? What ingredients can be put in a sandwich? How can we make sandwiches according to different people's tastes? 2. Walk around the classroom, monitor the discussions, and offer help when needed. 1. Discuss the questions in pairs, using the target language. 2. Share their ideas with the class. 1. Encourage students to use the language they have learned in a meaningful context. 2. Develop their ability to express opinions and have discussions. Post - speaking 1. Ask students to prepare a short speech about Chinese cooking, using the useful expressions provided in the textbook (e.g., "There are many cooking methods.", "Steaming is a cooking method.", "Dishes taste fresh and delicious.", "There is a great variety of food.", "You may try different local dishes in the future."). 2. Invite some students to give their speeches in front of the class. 1. Prepare the speech individually, using the useful expressions. 2. Deliver the speech and listen to others' speeches. 1. Help students consolidate the language and develop their public speaking skills. 2. Enhance their cultural awareness of Chinese cooking. Pronunciation 1. Explain the importance of pauses in speaking and how to identify them. 2. Play the audio recording of the pronunciation passage and ask students to mark the pauses. 3. Model the passage, emphasizing the pauses, and ask students to repeat. 1. Listen to the audio and mark the pauses. 2. Practice reading the passage aloud, paying attention to the pauses. 3. Read the passage in groups and give feedback to each other. 1. Improve students' pronunciation and intonation. 2. Help them speak more fluently and naturally. Summary &Homework 1. Summarize the key language points and skills learned in the lesson. 2. Assign homework: Write a short paragraph describing how to make their favorite food. Practice the pronunciation passage at home. Blackboard design Unit 8 Cooking Skills Warm-up: My favorite sandwich has... Key Vocabulary: bread, vegetable, onion, cucumber, sauce, ingredient Useful Expressions: - First, ... Second, ... Next, ... - You may... - It's time to... Pronunciation Focus: Pausing for clarity: "Ms Dai loves to / host dinner parties, but she is not good at cooking." Teaching Evaluation (1) Formative Assessment 1　 Observation: Monitor students' participation in role-plays, discussions, and pronunciation practice. 2　 Questioning: Ask individual students to explain the process of making a sandwich. 3　 Worksheet Check: Review the completed dialogue worksheets. (2) Summative Assessment Evaluate the students' written homework dialogues for content accuracy and use of key expressions. (3) Self-Assessment Ask students to rate their own speaking confidence (1-5 scale) at the end of the lesson. Teaching reflection (1) Successes 1　 The use of realia and toy food models significantly increased student engagement. 2　 Pair work allowed students to practice speaking in a low-pressure environment. (2) Areas for Improvement 3　 Some students struggled with the pronunciation exercise. In future, I will provide more examples and practice time. 4　 More time should be allocated for group discussions to ensure all students contribute. (3) Future Adjustments 5　 Differentiate the speaking tasks by providing two versions of the dialogue: one with more vocabulary support for weaker students, and one with fewer clues for stronger students. 6　 Integrate a "Mystery Ingredient" game in the next lesson, where students have to describe and guess ingredients, to make the learning more interactive. 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 $