Unit 5 Section A (1a～Pronunciation) 教学设计 2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦烹饪相关词汇（bake, cut up等）、顺序副词（first, then等）及描述制作过程句型，通过“Look and share”主题图导入，激活学生生活经验，以词汇呈现（图文+TPR）、听力（预测+排序）、阅读（对话分析）为支架，构建从输入到输出的连贯学习脉络。 该资料融合任务型与情境教学，通过制作土豆泥、香蕉奶昔任务链，提升语言能力（角色扮演、步骤描述），培养思维品质（听力信息提取、逻辑排序），渗透文化意识（饮食文化差异）。为教师提供可操作活动设计，助力学生掌握听说策略与自主学习能力。

Unit 5 Section A (1a~Pronunciation) 教案 —— What a Delicious Meal! (人教版八年级上册 2026-2027学年) 课题 Unit 5 Section A (1a~Pronunciation) What a Delicious Meal! 学科 英语 年级 八年级（上册） 教材版本 人教版（2026-2027学年） 课时 第1课时 课型 听说课（Listening & Speaking） 教学方法 PPP五步教学法、任务型教学法、情境教学法 教学用具 多媒体课件、食材图片、听力音频 教学目标 ①语言能力：能掌握烹饪食物相关词汇（bake, cut up, boil, add, mix, pour等）及顺序副词（first, then, next, finally），能用英语描述制作土豆泥等食物的步骤。②文化意识：了解中西方饮食文化的差异，认识到食物和烹饪可以凝聚人际关系。③思维品质：通过听力提取信息和排序练习，培养逻辑思维能力。④学习能力：能在听说活动中运用预测、抓取关键信息等策略，提升自主学习能力。 教学重难点 重点：烹饪食物相关词汇及顺序副词first, then, next, finally的用法；描述制作食物过程的句型。难点：听懂并提取制作土豆泥的步骤信息；正确使用顺序副词描述烹饪过程；清辅音在/s/后的浊化现象（/sk/, /st/, /sp/, /str/）。 一、教学过程 Step 1 Warm-up（复习导入）（3~5 min） 【教师活动】T: Good morning, class! Look at this photo. Who are the people in the photo and what are they doing? How do you think they feel? 教师展示Look and share主题图，用英语提问引导学生观察图片并表达观点，自然导入食物与烹饪话题。 【学生活动】Ss: They are mom and son. / I think they are cooking together in the kitchen. / I think they feel happy. 学生观察图片并用英语回答，激活已有生活经验，为后续学习做好铺垫。 【教师活动】T: In your family, who usually does the cooking? Do you help? Can you cook? What dish can you cook? 教师继续追问，了解学生的生活经验和烹饪能力，拉近话题与学生的距离。 【学生活动】Ss: My mother usually does the cooking. / Sometimes I help wash vegetables. / I can cook tomatoes and eggs. / I can make noodles. 学生用英语分享家庭烹饪经验，激活已有词汇储备。 【过渡语】Food brings people together. Today we're going to learn how to talk about food and cooking in English. Let's start with some cooking actions! Look and share：观察图片讨论食物与烹饪话题 Step 2 Presentation（知识呈现：1a词汇→1b~1c听力→1d阅读）（15~20 min） 2a 烹饪词汇呈现 Vocabulary（5~8 min） 【教师活动】T: Look at these pictures. What cooking actions do you know? Let's learn some new words. First, 'bake' - it means to cook in the oven. For example, 'Bake the cake in the oven.' What does 'oven' mean? 教师依次呈现bake, oven, cut up, boil, add, pepper, mix, pour, flour等词汇，结合图片和动作示范帮助学生理解词义。 【学生活动】Ss: 学生观察图片，跟读词汇并模仿动作。Bake - 烘焙。Oven - 烤箱。Cut up - 切碎。Boil - 煮沸。Add - 添加。Pepper - 胡椒粉。Mix - 混合。Pour - 倒入。Flour - 面粉。学生通过图文结合和TPR教学法记忆词汇。 【知识点】bake v. 烘焙。oven n. 烤箱；烤炉。cut up 切碎；剁碎。boil v. 煮沸；烧开。add v. 添加。pepper n. 胡椒粉；菜椒。mix v. （使）混合。pour v. 倾倒。flour n. 面粉。cut...into pieces 将……切成小块。add...to... 将……加入……。pour...into... 将……倒入……。 【重点强调】烹饪动词短语搭配 烹饪动词常跟特定介词搭配： cut up the tomatoes 切碎西红柿 boil the potatoes 煮土豆 add pepper to the soup 往汤里加胡椒粉 mix the vegetables 混合蔬菜 pour the milk into the flour 把牛奶倒入面粉中 bake the cake in the oven 在烤箱里烤蛋糕 注意区分add...to...和pour...into...的用法。 词汇呈现：bake, oven, cut up等烹饪词汇 词汇呈现：boil, add, pepper等烹饪词汇 词汇呈现：mix, pour, flour等烹饪词汇 【过渡语】Great! Now you know the cooking words. Let's do a matching activity to check your understanding. 2b 词汇匹配与TPR巩固（3~5 min） 【教师活动】T: Activity 1a. Look at the pictures A-F and the instructions. Match each instruction with the correct picture. 教师展示1a匹配题，引导学生观察图片细节，将烹饪指令与对应图片配对。 【学生活动】Ss: A - Boil the potatoes. B - Cut up the tomatoes. C - Bake the cake in the oven. D - Add pepper to the soup. E - Mix the vegetables. F - Pour the milk into the flour. 学生完成匹配并核对答案，巩固词汇与图片的对应关系。 【教师活动】T: Now let's do TPR. Read the instructions and do the corresponding actions. When I say 'Cut up the tomatoes,' you pretend to cut. When I say 'Mix the vegetables,' you pretend to mix. Let's go! 教师组织TPR全身反应活动，让学生通过动作加深对词汇的理解和记忆。 【学生活动】Ss: 学生根据教师指令做出相应动作。Cut up - 做切菜动作。Mix - 做搅拌动作。Pour - 做倾倒动作。Boil - 做煮东西动作。Bake - 做放烤箱动作。Add - 做撒调料动作。学生在动作中强化词汇记忆。 【知识点】TPR (Total Physical Response) 全身反应法：通过身体动作来学习语言，将词汇与具体动作联系起来，加深记忆。匹配题（matching）考查学生对词汇含义的理解和图片识别能力。 1a词汇匹配：将烹饪指令与图片配对 TPR活动：听指令做动作巩固词汇 【过渡语】Excellent! You know the cooking words very well. Now let's listen to a conversation about making mashed potatoes. What ingredients do we need? 2c 听力输入：制作土豆泥的食材与步骤（7~10 min） 【教师活动】T: Activity 1b. Look at the ingredients on the screen. What ingredients do you think we need to make mashed potatoes? Before listening, let's predict. I think we need potatoes, butter, and milk. What do you think? 教师展示食材图片，引导学生预测制作土豆泥需要的食材，培养听前预测策略。 【学生活动】Ss: I think we need potatoes. / We need salt and pepper. / Maybe we need butter and milk. 学生根据生活经验预测所需食材，为听力任务做准备。 【教师活动】T: Now listen to the conversation and tick the ingredients you hear. Pay attention to key words. 教师播放1b听力音频，学生听对话并勾选听到的食材。 【学生活动】Ss: 学生听第一遍录音，在食材列表中勾选听到的项目。Potatoes, salt, pepper, butter, milk. 学生核对答案，讨论哪些食材被提到。 【知识点】ingredient n. 食材；原料。mashed potatoes 土豆泥。听前预测（prediction）是听力理解的重要策略，通过提前思考话题相关内容，可以帮助大脑激活相关知识，更好地理解听力材料。 【判断技巧】听力抓取关键词技巧 听力中抓取食材类关键词的方法： 1. 听前浏览食材列表，熟悉选项 2. 重点听名词（potatoes, butter, milk等） 3. 注意数量词（six potatoes, one tablespoon, half a cup） 4. 忽略无关信息，聚焦与食材相关的句子 这种策略适用于所有购物清单、食谱类听力任务。 1b听前预测：讨论制作土豆泥所需食材 1b听力任务：听对话勾选所需食材 【教师活动】T: Activity 1c. Listen again and number the instructions in the correct order. There are six steps. Pay attention to the adverbs of sequence like 'first,' 'next,' 'then,' and 'finally.' 教师播放第二遍听力，引导学生关注顺序副词，完成步骤排序任务。 【学生活动】Ss: 学生听第二遍录音，根据对话内容给制作步骤编号。1. Wash the potatoes and cut them into pieces. 2. Put the potatoes in a pot and boil them until they are soft. 3. Get one tablespoon of butter and half a cup of milk. 4. Mash the potatoes. 5. Add the milk and the butter to the potatoes, and mix. 6. Add salt and pepper. 学生核对答案，理解正确顺序。 【知识点】adverb of sequence 顺序副词：first（首先），then（然后），next（接下来），finally（最后）。这些副词用于描述过程或步骤，使表达更有条理。until conj. 直到……为止。mash v. 捣碎。tablespoon n. 汤匙。 【易错提示】顺序副词的位置与用法 顺序副词通常位于句首，后接逗号： First, wash the potatoes. Then, cut them into pieces. Next, boil them. Finally, add salt. 也可位于句中： Wash the potatoes first. 注意：first, then, next, finally一般不用逗号与主句隔开时放在句末。 1c听力排序：根据对话给制作步骤编号 【过渡语】Now you know how to make mashed potatoes. Let's read the conversation and find more useful expressions. 2d 阅读输入：对话中的顺序副词与功能句（5~7 min） 【教师活动】T: Activity 1d. Read the conversation between Peter and Teng Fei. Underline the adverbs of sequence. Then answer: How many steps are there? What does Peter ask Teng Fei to do? 教师展示对话文本，引导学生阅读并划出顺序副词，分析对话结构和功能句。 【学生活动】Ss: 学生阅读对话，划出first, next, then, now, finally等顺序副词。There are six steps. Peter asks Teng Fei to get milk and butter, cut potatoes into pieces, and mash the potatoes. 学生理解对话中两人分工合作的语言表达方式。 【知识点】对话中的功能句：Let's make some mashed potatoes. / How do we make them? / Well, first... / How many do we need? / Six. Cut them into pieces. / OK. Done. / Got it. / Can you get them for me, please? / Sure. How much do we need? / Like this? / Great! / We're done! / How delicious they taste! 这些句子体现了合作烹饪时的英语交流方式。 【理解要点】烹饪对话中的数量表达 烹饪时常用的数量表达： How many + 可数名词复数：How many potatoes do we need? Six. How much + 不可数名词：How much milk do we need? Half a cup. a tablespoon of butter 一汤匙黄油 a cup of milk 一杯牛奶 注意区分可数名词（potatoes, pieces）和不可数名词（milk, butter）的提问方式。 1d阅读对话：Peter与Teng Fei制作土豆泥 1d对话续：完成土豆泥制作并品尝 【过渡语】You've learned the vocabulary, listened to the conversation, and read the dialogue. Now let's practice using what we've learned. Step 3 Practice（操练巩固：1a~1d综合操练）（15~20 min） 3a 词汇与句型控制性练习（8~12 min） 【教师活动】T: Let's review the cooking words. I'll show you a picture, and you tell me the action. 教师通过快速闪现图片，组织学生进行词汇快闪复习，巩固烹饪动词。 【学生活动】Ss: Bake! / Cut up! / Boil! / Add! / Mix! / Pour! 学生快速反应说出对应词汇，进行词汇巩固训练。 【教师活动】T: Now let's practice the sentence pattern. Look at these steps for making mashed potatoes. Use 'First, ... Then, ... Next, ... Finally, ...' to describe the process. 教师引导学生用顺序副词描述土豆泥制作过程，从控制性练习过渡到半开放性表达。 【学生活动】Ss: First, wash the potatoes and cut them into pieces. Then, put them in a pot and boil them until they are soft. Next, mash the potatoes and add butter and milk. Finally, add salt and pepper. We're done! 学生用顺序副词串联步骤，描述制作过程。 【知识点】描述制作过程的句型框架：First, ... Then, ... Next, ... After that, ... Finally, ... 该框架适用于描述任何有步骤的过程，如烹饪、手工制作、实验操作等。 描述土豆泥制作过程：运用顺序副词组织语言 【过渡语】Good job! Now let's put it all together. It's time for role-play! 3b 角色扮演与口语输出（5~8 min） 【教师活动】T: Activity 1d. Work in pairs. One is Peter, the other is Teng Fei. Role-play the conversation about making mashed potatoes. Pay attention to the pronunciation, intonation, and pauses. Use the evaluation criteria on the screen. 教师组织学生两人一组进行角色扮演，展示评价标准（语音语调10分、内容呈现10分、合作表现10分）。 【学生活动】Ss: 学生两人一组分角色扮演对话。Peter: Let's make some mashed potatoes for lunch. Teng Fei: Great idea! How do we make them? ... 学生模仿对话中的语气和表情，注意连读弱读和语调变化。表演后根据评价标准互评。 【知识点】role-play 角色扮演：通过模仿真实情境中的对话，提升口语表达能力和交际能力。评价维度包括语音语调（发音准确、连读弱读、语调自然）、内容呈现（流畅度、关键信息重读、意群停顿）、合作表现（交流感、动作表情贴合语境）。 【发音注意】对话中的连读与弱读 对话中常见的连读现象： Let's make → /lets meɪk/ How do → /haʊ də/ cut them → /kʌt əm/ add salt → /æd sɔːlt/ 弱读现象： can → /kən/ (Can you get them?) to → /tə/ (listen to) for → /fə/ (for me) 掌握连读弱读能让口语更自然流畅。 角色扮演：听录音模仿并表演对话 角色扮演评价标准：语音语调、内容呈现、合作表现 【过渡语】Wonderful performances! Now let's move on to something new - how about making a banana milk shake? Step 4 Production（拓展输出：语音学习+综合表达）（5~8 min） 4a 语音学习：意群停顿与语调（3~4 min） 【教师活动】T: Pronunciation 2. Listen and repeat. Pay attention to the intonation and pauses. When we read long sentences, we need to pause at the right places. This is called 'sense groups' or '意群.' 教师播放语音2音频，示范长句中的意群划分和停顿，引导学生模仿。 【学生活动】Ss: 学生听录音并跟读，注意句子的语调和停顿位置。First, / wash the potatoes / and cut them into pieces. Then, / put the potatoes in a pot / and boil them / until they are soft. 学生模仿意群停顿，提升朗读的自然度和流畅度。 【知识点】sense group 意群：句子中按意义和语法结构划分的小单位，朗读时在意群之间短暂停顿。正确的意群停顿有助于理解句意，使朗读更自然。intonation 语调：陈述句用降调，疑问句用升调，感叹句用降调。 【发音注意】意群划分规则 意群划分的基本原则： 1. 主语和谓语之间可停顿：The potatoes / are done. 2. 从句前后可停顿：boil them / until they are soft 3. 并列成分之间可停顿：wash the potatoes / and cut them 4. 介词短语前后可停顿：in a pot / and boil them 停顿位置不当会影响理解，如错误停顿：boil them until / they are soft。 语音练习：意群停顿与语调模仿 【过渡语】Good pronunciation! Now let's talk about making a banana milk shake. Can you describe the process? 4b 综合口语输出：描述香蕉奶昔制作过程（3~4 min） 【教师活动】T: Look at the picture. This is a banana milk shake. How do we make it? Work in pairs. Use 'First, ... Then, ... Next, ... Finally, ...' to describe the process. 教师展示香蕉奶昔图片，引导学生运用所学词汇和句型描述制作过程。 【学生活动】Ss: A: How do we make banana milk shake? B: First, peel the bananas and cut them into pieces. A: And then? B: Then, put the bananas into the blender. A: What's next? B: Next, pour the milk into the blender. A: Finally? B: Finally, turn on the blender and mix them. 学生运用顺序副词和新学词汇描述制作过程，实现语言的综合运用。 【知识点】peel v. 剥皮。blender n. 搅拌机。turn on 打开（电器）。描述过程的句型可在不同情境中迁移使用，从土豆泥到香蕉奶昔，体现了语言的灵活运用。 综合输出：描述香蕉奶昔的制作过程 口语活动：两人合作描述香蕉奶昔制作步骤 【过渡语】Great descriptions! Before we finish, let's learn one more thing about pronunciation - the consonant clusters. 4c 语音拓展：双元音与辅音连缀（2~3 min） 【教师活动】T: Pronunciation 1. Listen and repeat. Look at these word groups. What sound do they have in common? Group 1: tomato, boat. Group 2: loud, down. Can you add one more word to each group? 教师展示语音1单词分组，引导学生发现共同发音规律。 【学生活动】Ss: Group 1 has /əʊ/ sound: potato, boat, tomato, go, home. Group 2 has /aʊ/ sound: loud, down, house, out, now. 学生根据发音规律补充更多单词，巩固双元音识别能力。 【知识点】/əʊ/ 双元音：由/ə/滑向/ʊ/，常见字母组合有o, oa, ow。例：potato, boat, home, go。/aʊ/ 双元音：由/a/滑向/ʊ/，常见字母组合有ou, ow。例：loud, down, house, out。/ɪə/ 双元音：ear, eer, ere。/eə/ 双元音：air, are, ear。/ʊə/ 双元音：ure, oor。 【教师活动】T: Now look at these words: skill, schedule, stop, student. What's special about the pronunciation of /sk/, /st/, /sp/, /str/? 教师引导学生观察清辅音在/s/后的浊化现象。 【学生活动】Ss: 学生发现规律：/sk/读成/sg/，/st/读成/sd/，/sp/读成/sb/，/str/读成/sdr/。skill → /sgɪl/，schedule → /ˈsɡedʒuːl/，stop → /sdɒp/，student → /ˈsdjuːdənt/。学生跟读并模仿浊化发音。 【发音注意】清辅音浊化规则 清辅音浊化的条件（必须同时满足）： 1. 清辅音前有清辅音/s/ 2. 清辅音后有元音 3. 该清辅音有其对应的浊辅音 4. 该清辅音与前面的/s/在同一个音节内 常见浊化组合： /s/+/p/ → /sb/: spring, speak, sport /s/+/t/ → /sd/: stand, stop, student /s/+/k/ → /sg/: skill, schedule, school /s/+/tr/ → /sdr/: street, strong, strawberry 注意：不在重读音节中的清辅音不一定浊化，如master中的/t/不浊化。 语音1：双元音/əʊ/与/aʊ/单词分组练习 语音1：辅音连缀/sk/, /st/, /sp/, /str/浊化练习 语音知识：清辅音浊化的条件与规律 【过渡语】Excellent pronunciation work! Let's summarize what we've learned today. Step 5 Summary & Homework（总结与作业）（2~3 min） 【教师活动】T: Let's review. What cooking words did we learn today? What adverbs of sequence do we use to describe a process? Can you say the浊化规则？教师引导学生回顾本课核心内容，总结词汇、句型和语音知识。 【学生活动】Ss: 学生回顾总结。Cooking words: bake, oven, cut up, boil, add, pepper, mix, pour, flour. Adverbs of sequence: first, then, next, finally. 浊化规则: /sk/→/sg/, /st/→/sd/, /sp/→/sb/, /str/→/sdr/. 学生系统梳理本课知识要点。 【知识点】本课核心内容总结：①烹饪词汇（bake, cut up, boil, add, mix, pour等）②顺序副词（first, then, next, finally）③描述制作过程的句型（First, ... Then, ... Next, ... Finally, ...）④语音知识（双元音/əʊ/, /aʊ/和清辅音浊化）。 【教师活动】T: For homework, please complete two tasks. First, listen to the recording and repeat the 1b conversation and the Pronunciation 2 dialogue, imitating the intonation and pauses. Second, write down the steps for making your favorite dish using the adverbs of sequence. Next class, we'll share your recipes. 教师布置课后作业，明确要求。 【学生活动】Ss: 学生记录作业：①听录音跟读模仿1b对话和语音2对话，注意语调和停顿；②用顺序副词写下自己最喜欢的一道菜的制作步骤。学生明确课后任务。 课后作业：听录音模仿及用顺序副词写制作步骤 二、板书设计（三栏式） Key Vocabulary （重点词汇） Grammar Focus （语法聚焦） Useful Expressions （重点句式） 1. bake v. 烘焙 2. oven n. 烤箱 3. cut up 切碎 4. boil v. 煮沸 5. add v. 添加 6. pepper n. 胡椒粉 7. mix v. 混合 8. pour v. 倒入 9. flour n. 面粉 Adverbs of Sequence 顺序副词 First, ... Then, ... Next, ... After that, ... Finally, ... 用于描述步骤过程 1. Let's make... 2. How do we make...? 3. First, wash... 4. Then, put... 5. Next, mash... 6. Finally, add... 7. How delicious! 8. Can you get...? 9. How much/many...? Unit 5 Section A (1a~Pronunciation) 主题：What a Delicious Meal! 语音：/əʊ/, /aʊ/双元音 浊化：/sk/→/sg/ etc. 活动：1a→1b→1c→1d 学科网（北京）股份有限公司 $