Unit 5 Section B (1a～1f) 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“食物与爱”主题，通过阅读语篇梳理烹饪经历与情感脉络，运用预测、略读、寻读策略理解内容。课堂导入从谈论喜欢的食物及感受切入，过渡到食物与回忆的关联，引入cooking、memory等词汇，搭建从生活经验到语篇理解的学习支架。 此资料亮点在于融合文化意识与思维品质，如通过美国感恩节南瓜派文化背景渗透跨文化理解，设计1c推理题培养学生分析归纳能力。任务型活动如1d制作步骤排序、1f结构化口语分享，提升语言表达与逻辑思维，为教师提供清晰教学流程，助力学生夯实阅读策略与情感表达能力。

Unit 5 What a Delicious Meal! Section B (1a~1f) 教案 —— Food for Thought（食物、爱与回忆） 课题 Unit 5 Section B (1a~1f) Food for Thought 学科 英语 年级 八年级上册 教材版本 人教版（2024） 课时 1课时 课型 阅读课 教学方法 PWP阅读教学法、任务型教学法、合作探究法 教学用具 课件、多媒体、学案 教学目标 ① 语言能力：能理解语篇内容，梳理、概括语篇中与烹饪相关的经历和情感脉络；能根据南瓜派制作步骤正确排列图片顺序，并完成文章摘要填空。② 文化意识：了解美国感恩节的南瓜派的意义，体会食物与情感（如爱、回忆）之间的紧密联系。③ 思维品质：能联系自身经历，清晰有条理地分享自己关于食物与爱的回忆。④ 学习能力：运用阅读策略（预测、略读、寻读）自主建构知识。 教学重难点 重点：理解语篇主旨大意和细节，掌握重炸词汇和短语。难点：完成语篇摘要填空，用英语有条理地分享食物与爱的回忆。 一、教学过程 Step 1 Warm-up（情景导入）（3~5 min） 【教师活动】T: Good morning, class! Today we are going to read a story about food and love. But first, let me ask you: What's your favourite food? How do you feel when eating it? 【学生活动】Ss: S1: My favourite food is dumplings. I feel happy when eating them. / S2: I like noodles. They make me feel warm. 【教师活动】T: Great! Now think about this: Can food make you think of someone or some happy memories? For example, when you smell a certain dish, does it remind you of a person? 【学生活动】Ss: S1: Yes! When I smell my grandma's soup, I think of her. / S2: My mum's pancakes remind me of Sunday mornings. 【过渡语】同学们的分享很棒！食物不仅仅是用来吃的，它还能带给我们爱和回忆。今天我们就来读一篇关于食物与爱的文章。 Speaking——谈论最喜欢的食物及其带来的感受 Speaking——食物能否让你想起某人或某些美好回忆 【理解要点】 Food is not just something to eat. It can also bring people love and memories. 食物不仅仅是用来吃的，它还能给人们带来爱和回忆。 【知识点】本课导入词汇：cooking (n. 烹饪)，memory (n. 回忆，复数memories)，love (n. 爱)。核心句型：Food can bring people love and memories. 1a Discuss the questions 【教师活动】T: Now please discuss these two questions with your partner: What's your favourite dish? Who often makes the dish for you? And what kind of food makes you happy? 【学生活动】Ss: S1: My favourite dish is tomato and egg. My mum often makes it for me. / S2: I love fried rice. My grandma makes the best fried rice. It makes me happy. 【过渡语】很好！各位都有自己喜欢的食物和与之相关的人。接下来我们读一篇文章，看看作者是如何通过食物表达爱的。 1a讨论问题——最喜欢的菜肴及让人开心的食物 Step 2 Presentation（阅读输入）（15~20 min） Pre-reading（读前预测）（3~4 min） 【教师活动】T: Look at the title and the picture below. The title is “Food for Thought”. Can you guess which is the main idea of the text? Here are three options: A. Through food and cooking we create memories and show love to others. B. It is fun to learn how to make food from other cultures. C. I have wonderful memories of my grandmother's kitchen. 【学生活动】Ss: S1: I think it's A, because the title “Food for Thought” suggests food and thinking. / S2: I guess C, because the picture shows a grandmother's kitchen. 【教师活动】T: Good predictions! Let's read the text and find out. 【过渡语】让我们带着问题进入阅读。 读前预测——观察标题和图片猜测文章主旨大意 1b Read the text and tick the best main idea 【教师活动】T: Now please read the text quickly and tick the best main idea. Remember, we are looking for the overall message, not just one detail. 【学生活动】Ss: Ss: The best main idea is A — Through food and cooking we create memories and show love to others. → ✓ 【教师活动】T: Excellent! Why did you choose A instead of B or C? 【学生活动】Ss: S1: Because B is only about learning food from other cultures, which is just one part. C is only about the grandmother's kitchen. A covers the whole text — food, cooking, memories, and love. 【知识点】阅读策略——略读（Skimming）：快速浏览文章，关注标题、首尾段和结尾段，把握文章主旨大意。本文主旨大意：Through food and cooking we create memories and show love to others. 1b阅读——勾选文章最佳主旨大意 【判断技巧】 主旨大意题解题策略： 1. 通读全文，了解大意； 2. 排除只涉及部分内容的选项； 3. 选择能涵盖全文核心主题的选项。 本文中，B只涉及学习其他文化的食物，C只涉及奶奶的厨房，均为细节，A涵盖了全文主题。 【过渡语】同学们已经把握了文章的主旨大意，现在让我们深入了解文章细节。 1c Read again and answer the questions 【教师活动】T: Now let's read the text again more carefully. There are five questions for you to answer. Please find the answers from the text. Question 1: Why does the writer love cooking? 【学生活动】Ss: S1: Because the writer's grandmother always told him / her “Cooking is love made visible.” and thanks to her, the writer loves cooking as it's a great way to share love with others. → Because the writer's grandmother always told him / her “Cooking is love made visible.” 【知识点】重点句型：Cooking is love made visible. （烹饪是爱的可见化。）这是文章的核心主题句，烹饪与爱的联系在此句中得到了概括。made visible 意为“使……可以看见”，是过去分词作后置定语。 1c第1题——作者为什么喜欢烹饪 【教师活动】T: Question 2: What was so special about the grandmother's kitchen? 【学生活动】Ss: S2: It was a friendly place where the writer could warm up and enjoy a taste of the changing seasons, and it was filled with wonderful memories related to grandmother's pumpkin pie. → It was a friendly place where the writer could warm up and enjoy a taste of the changing seasons. 【知识点】重点词汇：warm up (取暖)，a taste of the changing seasons (品尝季节变化的味道)，be filled with (充满……)，related to (与……相关)。这些词汇展现了厨房对作者的特殊意义。 1c第2题——奶奶的厨房有什么特别之处 【教师活动】T: Question 3: Where did the grandmother learn to make pumpkin pie? 【学生活动】Ss: S3: The grandmother learned to make pumpkin pie from her host family in the US when she was a college student. → From her host family in the US. 【知识点】重点词汇：host family (寄宿家庭)，college student (大学生)。奶奶在美国做交换生时从寄宿家庭学会了制作南瓜派，体现了跨文化交流。 1c第3题——奶奶从哪里学会制作南瓜派 【教师活动】T: Question 4: When did the grandmother usually make the pie? 【学生活动】Ss: S4: In autumn, when the weather got colder. → In autumn, when the weather got colder. 【知识点】文化背景：南瓜派与美国感恩节（Thanksgiving Day）密切相关。感恩节在每年11月的第四个星期四，家庭团聚，南瓜派是传统甜点，象征感恩与家庭团聚。 1c第4题——奶奶通常什么时候做派 南瓜派与美国感恩节的文化背景介绍 【知识拓展】 美国感恩节（Thanksgiving Day）：每年11月的第四个星期四。家庭团聚，共享丰盛的晚餐。 南瓜派（Pumpkin Pie）：感恩节的传统甜点，不仅是美味的食物，更象征着感恩、丰收和与亲人分享美食的喜悦。 这个文化背景帮助我们理解为什么南瓜派对作者和奶奶有特殊的意义。 【教师活动】T: Question 5: According to the text, what kind of person do you think the writer's grandmother is? 【学生活动】Ss: S5: She is a loving, friendly, and open-minded person as she loves to learn cooking from other cultures and share love through cooking. → She is a loving, friendly, and open-minded person. 【知识点】推理分析：从奶奶学习制作南瓜派、制作其他文化的食物、与世界各地的人交朋友等细节，可以推断奶奶是一个充满爱、友善且开放包容的人。这是阅读理解中的推理题，需要结合文章多个细节进行判断。 1c第5题——奶奶是什么样的人 【理解要点】 阅读理解层次： 第一层：字面理解（找到文中的直接信息） 第二层：推理理解（结合多个细节进行判断） 第三层：评价理解（表达自己的看法） 1c第5题属于第二层推理理解，需要从多个细节中提取信息并加以归纳。 【过渡语】同学们对文章细节的理解很到位。接下来我们进入实践环节。 Step 3 Practice（操练巩固）（15~20 min） 1d Read the recipe and put the pictures in the correct order 【教师活动】T: Now let's look at the recipe for pumpkin pie. Read the recipe and put the pictures in the correct order. Here is the recipe: First, mix the eggs. Then, add the sugar, cinnamon, salt, pumpkin, and cream. Next, pour the mixture into the pie crust. After that, place the pie in the oven and cook for 40 to 50 minutes. Finally, let the pie cool for at least an hour before serving. 【学生活动】Ss: S1: The correct order is B, D, C, A, E. → B (mix the eggs), D (add the ingredients), C (pour the mixture), A (place in the oven), E (let the pie cool). 【知识点】顺序词（Sequence words）：First → Then → Next → After that → Finally。这些词用于表达操作步骤的先后顺序，是描述过程和指导别人的重要连接词。本课中用于描述南瓜派的制作步骤。 1d食谱阅读——阅读食谱并将图片排列正确顺序 南瓜派制作步骤详解——五步流程及对应图片 1d答案——图片正确顺序：B, D, C, A, E 【重点强调】 食谱中的顺序词是阅读理解的关键： First — 第一步（打蛋） Then — 第二步（加原料） Next — 第三步（倒入派皮） After that — 第四步（烘烤） Finally — 最后一步（冷却） 掌握这些顺序词对于描述过程、写作和口语表达都很重要。 【过渡语】同学们已经掌握了南瓜派的制作步骤。现在让我们用口语复述制作过程。 Talk about how to make pumpkin pie 【教师活动】T: Now talk about how to make pumpkin pie with a partner according to the flow chart. Use the sequence words we just learned. For example: How do we make pumpkin pie? 【学生活动】Ss: S1: First, mix the eggs. / S2: Then, add the sugar, cinnamon, salt, pumpkin, and cream. / S1: Next, pour the mixture into the pie crust. / S2: After that, place the pie in the oven and cook for 40 to 50 minutes. / S1: Finally, let the pie cool for at least an hour before serving. 【知识点】口语交际策略：使用顺序词描述过程时，可以两人交替说每一步，确保每个步骤都清晰准确。注意动词形式：mix, add, pour, place, let。 口语交际——根据流程图与同伴讨论南瓜派的制作方法 【过渡语】很好！各位已经能用英语描述南瓜派的制作过程了。接下来我们完成一个更有挑战性的任务。 1e Complete the summary with the words from the text 【教师活动】T: Now let's complete the summary. Read the summary text and fill in the blanks with words from the original text. Here is the summary: I love to cook because it is a good way to share love with others. Food ________ people and creates ________. For example, I remember my grandmother and her pumpkin pie whenever I _______ cinnamon. My grandmother first learnt how to make it from her _______ family, and after that, she made it every year. She also taught me how to make it. My grandmother made food from other _______ and made _______ with people from around the world. Thanks to her, I also like to try new food and new ________ from different places. 【学生活动】Ss: S1: Food connects people and creates memories. → connects, memories 【学生活动】Ss: S2: whenever I smell cinnamon. → smell 【学生活动】Ss: S3: from her host family. → host 【学生活动】Ss: S4: food from other cultures. → cultures 【学生活动】Ss: S5: made friends with people. → friends 【学生活动】Ss: S6: new recipes from different places. → recipes 【教师活动】T: Excellent! All correct. The seven words are: connects, memories, smell, host, cultures, friends, recipes. 1e摘要填空——前两个空的填空过程 1e摘要填空——完整文本及全部七个空的答案 【判断技巧】 语篇填空解题策略： 第一步：通读摘要，预判空处“属性”（动词、名词、形容词等）； 第二步：定位原文“对应段落”，找“同义替换 / 原词”； 第三步：结合语法规则，验证“形式正确性”； 第四步：通读全文，检查“逻辑连贯性”。 【知识点】本课重点词汇（共7个）：connects (v. 连接)，memories (n. 回忆)，smell (v. 闻)，host (n. 寄宿)，cultures (n. 文化)，friends (n. 朋友)，recipes (n. 食谱)。这些词均来自原文，是理解语篇主旨大意的关键词。 【过渡语】同学们完成得很好！现在进入最后的输出环节。 Step 4 Production（拓展输出）（5~8 min） 1f Think about a memory you have of food and love 【教师活动】T: Now it's your turn. Think about a memory you have of food and love. You have 2 minutes to organize your memory. Think about these questions: What food do you want to share? Who is this food related to? In what situations do you usually eat this food? Why does this food make you feel love or bring back memories? 【学生活动】Ss: S1: I want to share my mum's tomato and egg dish. It's related to my mum. She makes it for me when I'm sad. It makes me feel loved. 【教师活动】T: Great! Now share your memory with a partner. Use the framework: beginning (introduce the food and person), middle (describe the scene and details), and ending (express your feelings). You can use expressions from the text, like “Every time I ..., I think of ...” and “share love”. 1f思考与分享——回忆与食物和爱相关的记忆 分享框架——开头、中间、结尾结构示例 表达小贴士——词汇助力和简单表达建议 【知识拓展】 分享互动规则： 1. 认真倾听：分享时搭档认真倾听，不打断。 2. 积极回应：听到同伴的分享后，可简单回应，比如 “That's a sweet story!” 或 “I like your mum's tomato dish too!” 3. 寻求支持：若想不出内容或不知道如何表达，可举手向老师求助。 【教师活动】T: Now let's share our memories in class. Who would like to share first? 【学生活动】Ss: S1: My favourite food memory is about the tomato and egg dish my mum makes. Last month, I got a bad score on my math test. When I came home, mum didn't say anything. She just cooked this dish for dinner. She said, ‘Eat more, and tomorrow will be better.’ Now, whenever I eat tomato and egg dish, I remember mum's love. 班级分享——在班级中分享自己关于食物与爱的回忆 【知识点】口语输出策略：使用“开头 + 中间 + 结尾”结构，结合文本中学过的表达。开头点明食物与人物，中间描述场景与细节，结尾表达感受并联结“爱”或“回忆”。 【过渡语】各位的分享非常感人。食物不仅仅是用来吃的，它还承载着爱和回忆。现在让我们来总结今天的学习。 Step 5 Summary & Homework（总结与作业）（2~3 min） 【教师活动】T: Let's summarize what we learned today. What is the main idea of the text? 【学生活动】Ss: Ss: Through food and cooking we create memories and show love to others. 【教师活动】T: What did the writer's grandmother teach us? 【学生活动】Ss: Ss: Cooking is love made visible. 【教师活动】T: What sequence words did we learn for describing a process? 【学生活动】Ss: Ss: First, Then, Next, After that, Finally. 【知识点】本课总结：核心主题——Through food and cooking we create memories and show love to others。核心句型——Cooking is love made visible.。顺序词——First, Then, Next, After that, Finally。重点词汇共7个：connects, memories, smell, host, cultures, friends, recipes。 课堂总结——梳理本课核心知识点 【教师活动】T: Here is your homework: 1. Read / retell the text from 1b. 2. Write a short passage about your favourite food and the story or emotional memory behind it. 【过渡语】今天的课就到这里。记住，Cooking is love made visible. 下课！ Homework——朗读/复述文本及写一篇关于最喜欢的食物及其背后故事的短文 二、板书设计（三栏式） Key Vocabulary Reading Strategy Useful Expressions cooking n. 烹饪 memory n. 回忆 (pl. memories) connect v. 连接 smell v. 闻 host family 寄宿家庭 culture n. 文化 recipe n. 食谱 cinnamon n. 肉桂 pumpkin pie 南瓜派 阅读策略： • Skimming：快速浏览把握主旨大意 • Scanning：寻读细节信息 • 语篇填空四步法： 预判属性→定位原文→验证形式→检查逻辑 • 顺序词： First → Then → Next → After that → Finally Cooking is love made visible. 烹饪是爱的可见化。 Food connects people and creates memories. 食物连接人们并创造回忆。 Every time I ..., I think of ... 每当……我就想起…… 1c答案： Q1: Cooking is love made visible. Q2: A friendly place, filled with memories. Q3: From her host family in the US. Q4: In autumn, when colder. Q5: Loving, friendly, open-minded. 1d答案： B → D → C → A → E 1e答案： 1. connects 2. memories 3. smell 4. host 5. cultures 6. friends 7. recipes 文化背景： 美国感恩节 Thanksgiving Day 每年11月第四个星期四 家庭团聚 南瓜派 = 感恩 + 丰收 + 分享的喜悦 Unit 5 What a Delicious Meal! Section B (1a~1f) 阅读课 — Food for Thought 学科网（北京）股份有限公司 $