Unit 5 Section B (4a～4d) 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“设计美味菜肴食谱”项目，整合食物词汇、量词结构、烹饪动作短语、顺序连接词（first, next等）及感叹句型。课堂导入通过提问学生能做的菜，复习recipe、ingredient等核心词汇，搭建从已知语言知识到项目实践的学习支架。 该资料以项目式学习（PBL）为特色，完整流程涵盖选菜研究、烹饪拍照、制作食谱、课堂展示及投票评选，在真实情境中提升语言能力。小组角色分工明确（如Recipe maker撰写步骤），培养思维品质与合作能力，自评互评环节助力学习能力发展，“Cooking brings us happiness and love”主题深化文化意识。学生在实践中提升综合语言运用与协作能力，教师可依托结构化流程高效落实核心素养。

Unit 5 Section B (4a~4d) 教案 —— Create a Recipe for a Tasty Dish（人教版八年级上册 2026-2027学年） 课题 Unit 5 What a Delicious Meal! Section B (4a~4d) Project 学科 英语 年级 八年级 教材版本 人教版（2024） 课时 第1课时 课型 项目实践课 教学方法 项目式学习（PBL）、任务型教学法、合作学习法 教学用具 多媒体课件、黑板、评价表、烹饪工具 教学目标 语言能力：能运用本单元所学食物词汇、量词结构、烹饪动作短语和顺序连接词，撰写包含食材、步骤和图片的标准化英文食谱，并清晰流畅地进行口语汇报。文化意识：通过烹饪实践体会"Cooking brings us happiness and love"的文化内涵，理解烹饪作为家庭情感纽带的意义。思维品质：在小组协作中运用分析、决策和评价思维，完成从选菜到汇报的完整项目流程。学习能力：通过项目反思与互评，掌握自主规划、合作探究和自我评价的学习策略。 教学重难点 重点：小组合作完成实际烹饪操作，运用本单元所学语言撰写标准化食谱并完成汇报展示。难点：在真实任务情境中综合运用食物词汇、量词结构、顺序连接词和感叹句型，完成逻辑清晰、语言准确的食谱撰写与口语汇报。 教学过程 Step 1 情景导入 Warm-up（5 min） 教师活动：T: Good morning, everyone! In this unit, we have learned a lot about food and cooking. Now let me ask you a question: What dish can you cook? Can you create a recipe for it? 学生活动：Ss: I can cook tomato and egg soup / fried rice / noodles / ... 教师活动：T: Great! Today we are going to do a project. You will work in groups to create a recipe for a tasty dish. Let's first review some key words we have learned. 【知识点】项目核心词汇共10个：recipe(n. 食谱)、ingredient(n. 食材;材料)、instruction(n. 说明;指示)、present(v. 展示;呈现)、vote(v. 投票)、evaluate(v. 评价)、independent(adj. 独立的)、creative(adj. 有创造力的)、teamwork(n. 团队合作)、presentation(n. 展示;汇报)。 recipe (n.) 食谱 ingredient (n.) 食材;材料 instruction (n.) 说明;指示 present (v.) 展示;呈现 vote (v.) 投票 evaluate (v.) 评价 independent (adj.) 独立的 creative (adj.) 有创造力的 teamwork (n.) 团队合作 presentation (n.) 展示;汇报 学生活动：Ss: 学生齐读核心词汇，并尝试用每个词汇造一个简短的句子，如 I have a recipe for fried rice. / The ingredients are eggs and tomatoes. Speaking: What dish can you cook? Now that we have reviewed the key words, let's look at what we are going to do in this project! Step 2 项目介绍与分组 Presentation & 4a（8 min） 教师活动：T: Look at this project. The title is 'Create a recipe for a tasty dish.' You need to work in groups to complete this project. Here are the steps: Step 1: Choose a dish you want to make and do research on it. Step 2: Cook the dish at home and take pictures. Step 3: Make your own recipe with the ingredients, cooking instructions, and the pictures. Step 4: Present your recipe in class. Step 5: Vote for your favourite recipes. 【知识点】项目式学习（PBL）流程共5个步骤：选菜研究→在家烹饪拍照→制作食谱（含食材、步骤、图片）→课堂展示→投票评选。该流程强调在实践中运用语言，通过真实任务驱动学习。 Project: Create a recipe for a tasty dish 教师活动：T: Now let's look at Activity 4a. Work in groups of six or eight. Choose a dish you want to make and do research on it. Each group should choose a different dish. You can search for recipes online or ask your family members for help. 学生活动：Ss: 分组讨论，确定本组要制作的菜品，确保不与其他小组重复。各组初步搜集菜品信息，包括所需食材和烹饪方法。 4a: Work in groups and choose a dish Now that each group has chosen a dish, let's see what roles each member will take! Step 3 小组角色分工 Group Roles（10 min） 教师活动：T: In each group, there are four roles. Let's see what each role does. Every member should choose a role and understand your responsibilities. 教师活动：T: Role 1 — Group leader (小组负责人). You have three responsibilities: (1) 组织协调：组织小组讨论，确定要制作的菜品，确保不与其他小组菜式重复，及小组内各成员明确任务与目标。 (2) 进度把控：监督小组成员完成各阶段任务的进度，如研究菜品、烹饪、制作食谱等，及时解决小组内出现的问题，保证项目顺利推进。 (3) 资源整合：整合小组成员收集的菜品资料、拍摄的照片等资源，为食谱制作和汇报提供全面的素材支持。 小组负责人职责 教师活动：T: Role 2 — Recipe maker (食谱制作人). Your responsibilities: (1) 资料整理：根据小组确定的菜品，整理所需食材（ingredients）的名称、数量等信息，确保准确无误。 (2) 步骤撰写：结合烹饪过程，按照先后顺序（first、next、after that、then、finally 等），清晰、有条理地撰写烹饪步骤（instructions）。 (3) 内容优化：将整理好的食材信息和烹饪步骤，搭配拍摄的照片，制作成完整、美观且易读的食谱，确保食谱内容准确、逻辑清晰。 食谱制作人职责 食谱制作人工作示例 教师活动：T: Role 3 — Cook (厨师). Your responsibilities: (1) 烹饪实施：按照小组确定的菜品及食谱制作人整理的步骤，在家进行实际烹饪操作。 (2) 过程记录：在烹饪过程中，及时拍摄不同阶段的照片，记录烹饪时的关键细节，为食谱制作和汇报提供直观的视觉素材。 (3) 问题反馈：若烹饪过程中遇到食材用量调整、步骤优化等问题，及时反馈给小组负责人和食谱制作人，以便对食谱进行完善。 厨师职责 教师活动：T: Role 4 — Speaker (汇报人). Your responsibilities: (1) 内容熟悉：熟练掌握小组制作的食谱内容，包括食材、烹饪步骤等，确保汇报时能准确、流畅地进行介绍。 (2) 汇报展示：向全班同学展示小组的食谱，清晰、有条理地讲解菜品的食材和烹饪过程，运用恰当的语言表达，如表示顺序的词汇，让听众易于理解。 (3) 互动交流：回答同学们和老师关于菜品及食谱的提问，与大家进行互动交流，展现小组的成果与思考。 汇报人职责 【知识点】小组角色分工共4个角色：Group leader（组织协调/进度把控/资源整合）、Recipe maker（资料整理/步骤撰写/内容优化）、Cook（烹饪实施/过程记录/问题反馈）、Speaker（内容熟悉/汇报展示/互动交流）。每个角色各司其职，协作完成项目。 学生活动：Ss: 小组内部讨论并分配角色，明确各自的职责和任务。各角色成员开始准备自己的工作内容。 【提示】食谱撰写要点：一份完整的食谱应包含三个部分——Ingredients（食材名称和数量）、Instructions（烹饪步骤，需使用first/next/after that/then/finally等顺序连接词）、Pictures（关键步骤的照片）。步骤描述要清晰、有条理，语言准确。 Before you start cooking, let's talk about safety and presentation methods! Step 4 实践指导与安全提示 Safety Guidance（5 min） 教师活动：T: Now, about cooking methods. For dishes that need open fire or high-power appliances, you can present them through PPT or video. For other dishes, you can bring ingredients and simple tools (like a manual juicer or salad dressing) to class and make them on site. 展示方式与安全提示 【安全提示】展示方式分两类：需使用明火、大功率电器等厨具的菜式，通过PPT、视频等多媒体形式展示；其他菜式可将食材或必要厨具（如手动榨汁机、沙拉酱）带至教室进行现场制作。烹饪安全注意事项：1. 使用明火或电器时须有家长陪同；2. 注意刀具使用安全；3. 烹饪过程中注意防烫防溅；4. 保持厨房清洁卫生；5. 如遇问题及时向家长求助。 学生活动：Ss: 各组根据所选菜品确定展示方式，记录安全注意事项，并开始规划课后烹饪和食谱制作的分工安排。 After cooking and making your recipes, it's time to evaluate your own work! Step 5 小组自评 4b Group Self-Evaluation（5 min） 教师活动：T: Now let's look at Activity 4b — Group Evaluation Checklist. Fill in your group information: Group leader, Recipe maker(s), Cook(s), and Speaker(s). Then discuss and evaluate your group's performance. 4b: Group Evaluation Checklist 小组自评表 教师活动：T: For the self-evaluation, you need to answer two questions. First, 'We did best at...' — you can choose from the following options: - making a recipe - cooking - presentation - teamwork - others 教师活动：T: Second, 'Next time, we could improve our...' — you can choose from the following options: - poster / video making - English speaking - teamwork - others 自评内容: We did best at... / Next time, we could improve our... 学生活动：Ss: 小组讨论并完成自评表，填写成员姓名（Group leader, Recipe maker(s), Cook(s), Speaker(s)），勾选本组做得最好的方面和需要改进的方面，并简要说明理由。 【知识点】小组自评表（Group Evaluation Checklist）包含两个维度：We did best at...（选项：making a recipe / cooking / presentation / teamwork / others）和 Next time, we could improve our...（选项：poster/video making / English speaking / teamwork / others）。自评有助于小组反思项目过程，明确优势和不足。 Now it's Show Time! Let's see what each group has prepared! Step 6 成果展示 Show Time & 4c Peer Evaluation（10 min） 教师活动：T: It's Show Time! Each group will present in the order of drawing lots. While one group is presenting, other groups should watch carefully and use the peer evaluation form to evaluate them. Show Time: 按抽签顺序轮流上台展示 教师活动：T: Let's look at Activity 4c — the peer evaluation form. Write down the presenting group's name and your group's name. The scoring criteria: 1 — needs improvement, 2 — acceptable, 3 — excellent. 4c: 小组互评表及评分标准 互评表详细内容 【知识点】小组互评表（Peer Evaluation Form）评分标准采用三级制：1 — 需完善（needs improvement）、2 — 合格（acceptable）、3 — 优秀（excellent）。评价维度包括食谱内容、语言表达、展示效果和团队协作。投票评选（Voting）：小组互评，得票最多的小组为"最受欢迎食谱"（Most Popular Recipe）小组，评选标准包括创意、可操作性和呈现效果。 【提示】汇报展示技巧：1. 声音洪亮，语速适中；2. 使用first/next/after that/then/finally等顺序词描述烹饪步骤；3. 配合图片或实物展示关键环节；4. 与观众有眼神交流；5. 准备好回答提问。 学生活动：Ss: 各组按抽签顺序上台展示食谱，运用所学语言介绍菜品食材和烹饪步骤。其他小组认真观看并填写互评表。 All groups have presented. Now let's vote for the best recipe! Step 7 投票评选 4d Voting（5 min） 教师活动：T: Now let's look at Activity 4d — Present your recipes in class. Then vote for your favourite recipes. The group with the most votes will be the 'Most Popular Recipe' group! 4d: 投票评选最受欢迎食谱 学生活动：Ss: 各组进行投票，选出得票最多的"最受欢迎食谱"小组。教师宣布结果并给予表扬。 Now let's reflect on what we have learned from this project! Step 8 项目反思 Reflection（7 min） 教师活动：T: What have you learned from this project activity? Think about the cooking process, the recipe you made, and the teamwork. Share your thoughts with the class. Speaking: What have you learned from this project? 教师活动：T: Now let's think about a bigger question — Why do we learn to cook? Here is a passage about the reasons. Let's read it together. We learn to cook for many reasons. First, we can make yummy and healthy food for ourselves and others. Also, cooking lets us be independent instead of always eating out. Second, cooking is fun and creative — we can try different ingredients and tastes. Third, cooking with family or friends helps us stay close and share love, like the text says 'Cooking brings us happiness and love'. Speaking: Why do we learn to cook? 学生活动：Ss: 学生齐读语篇，讨论自己学习烹饪的原因，与同伴分享个人感受。部分学生发言：I learn to cook because I want to make food for my family. / I think cooking is fun and makes me happy. 【知识点】学习烹饪的理由共4个：1. 为自己和他人制作美味健康的食物；2. 获得独立能力，不必总是外出就餐；3. 烹饪充满乐趣和创造力，可尝试不同食材和口味；4. 与家人或朋友一起烹饪有助于增进感情、分享爱——正如课文所言"Cooking brings us happiness and love"。 教师活动：T: Now let's do the Reflecting activity. In pairs, share your answers. Give your partner a hand if he or she needs help. Here are the questions: Reflecting: 五个反思问题 1. Can you explain how to cook some dishes? 2. What information should a recipe include? 3. What words and expressions can you use to describe a process? 4. What sentences can you use to express strong feelings? 5. How do food and cooking make you feel? 学生活动：Ss: 同伴讨论，分享对五个反思问题的回答，互相帮助补充。 教师活动：T: Let's check the answers together. Here are the reference answers: Q: What information should a recipe include? A: Ingredients, instructions and pictures. Q: What words and expressions can you use to describe a process? A: First, next, after that, then, finally. Q: What sentences can you use to express strong feelings? A: Exclamatory sentences with what or how. Reflecting: 反思问题参考答案 【知识点】食谱要素（Recipe elements）：Ingredients（食材）、Instructions（步骤）、Pictures（图片）。顺序连接词共5个：first, next, after that, then, finally。感叹句型：用what或how引导的感叹句表达强烈情感，如What an amazing smell! / How simple it is!。 Reflecting: How do food and cooking make you feel? 【提示】项目反思方法：从三个层面进行反思——1. 知识层面：回顾本单元学到的词汇、语法和表达；2. 技能层面：评估自己在烹饪、食谱撰写和口语汇报方面的进步；3. 情感层面：思考烹饪和食物给自己带来的感受与成长。 Let's summarize what we have learned in this project and look at today's homework! Step 9 课堂总结与作业 Summary & Homework（5 min） 教师活动：T: Today we completed a wonderful project. Let's summarize what we have done: We worked in groups, chose a dish, cooked it, made a recipe with ingredients and instructions, presented it to the class, and voted for the best one. We also reflected on why we learn to cook and what we have learned. 课堂总结 【知识点】本课核心总结：通过"为美味佳肴设计菜谱"项目任务，综合运用了本单元所学语言知识——食物词汇、量词结构、烹饪动作短语、顺序连接词和感叹句型，在实践中完成了从选菜、烹饪、食谱制作到汇报展示的完整项目流程，深化了对"Cooking brings us happiness and love"的理解。 教师活动：T: Here is your homework: First, improve your group's recipe and record a short video introducing how to make the dish in English. You can share it online. Second, review this unit based on your reflection results and fill in any gaps. Homework: 完善菜谱与录制视频 学生活动：Ss: 记录作业要求：1. 完善小组菜谱，录制英语介绍视频；2. 根据单元反思结果复习本单元知识。 板书设计 Project Process Group Roles Key Language 4a Choose a dish & research Group leader: organize / monitor / integrate recipe, ingredient, instruction Cook at home & take pictures Recipe maker: organize / write / optimize present, vote, evaluate, teamwork Make recipe (ingredients + instructions + pictures) Cook: cook / record / feedback Sequence words: first, next, after that, then, finally 4b Self-evaluation Speaker: know / present / interact Exclamatory: What/How... 4c Show Time & peer evaluation Evaluation: 1-needs improvement / 2-acceptable / 3-excellent Cooking brings us happiness and love 4d Vote for favourite recipes Reflection: What have you learned? / Why do we cook? Homework: improve recipe & record video 学科网（北京）股份有限公司 $