Unit 5 Section B (3a～3c) 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7个核心词汇、叙事文阅读三步法及顺序词写作，通过“谈论最喜爱的菜肴”句型导入，衔接Section A烹饪词汇基础，搭建从已知到新知的学习支架。 资料融合PPP与任务型教学法，阅读“圈画食材→补全笔记→复述故事”培养信息重构能力，写作“仿写→词汇激活→顺序词运用”结合评价表提升表达逻辑。通过过桥米线故事渗透文化意识，分析因果培养思维品质，助力学生语言能力与学习能力提升，为教师提供清晰教学路径。

Unit 5 Section B (3a~3c) 教案 —— What a Delicious Meal! （人教版八年级上册 2026-2027学年） 课题 Unit 5 What a Delicious Meal! Section B (3a~3c) 学科 英语 年级 八年级 教材版本 人教版（2024） 课时 第6课时 课型 阅读与写作课 教学方法 PPP教学法、任务型教学法、情境教学法 教学用具 多媒体课件、黑板、课本p.49 学情分析 八年级学生已在本单元Section A学习了部分烹饪词汇和感叹句，具备一定的食物类词汇基础。本课时阅读文本涉及过桥米线的传说故事，叙事线索较长，学生在抓取人物/地点/事件/时间信息时需要策略引导；3c写作要求用顺序词组织步骤，学生在段落衔接和动词搭配上易出错，需要通过仿写和提示框进行突破。 教学目标 ①语言能力：能阅读理解过桥米线由来的故事，圈出食材词汇，掌握7个核心词汇（couple, island, wife, separate, born, one by one, Guoqiao Rice Noodles）；能用First/Next/Then/After that/Finally顺序词完成3a食材圈画、3b笔记补全和3c回应帖写作。②学习能力：通过3a圈画→3b笔记→复述的阅读策略，培养信息抓取与重构能力；通过3c仿写→词汇激活→顺序词运用的写作策略，提升过程性写作能力。③思维品质：通过分析过桥米线故事中人物关系与发明缘由，培养因果分析与归纳思维。④文化意识：了解过桥米线这一中国传统饮食文化背后的夫妻情谊，体会饮食文化承载的情感价值。 教学重难点 重点：掌握7个核心词汇（couple, island, wife, separate, born, one by one, Guoqiao Rice Noodles）；叙事文阅读策略（圈画食材→补全笔记→复述故事）；3c写作任务（用顺序词和本单元词汇介绍一道菜的做法）。难点：separate作形容词(/ˈseprət/)和动词(/ˈsepəreɪt/)的发音和词义区别；wife的复数wives(不规则变化)；one by one与First/Next/Then/Finally的语用区别。 教学过程 Step 1 Warm-up 口语导入（3~5 min） 【教师活动】用亲切的语气温和导入本课主题：T: Good morning, everyone! In this unit we have learned a lot about food and cooking. Today we will read a story about a famous Chinese dish. Before that, let's talk about your favourite dish. Please answer: What's your favourite dish? Why do you like it? 【学生活动】Ss: 根据教师提问思考自己的最爱菜肴，用句型 'My favourite dish is ... because ...' 进行回答。学生活动示例：My favourite dish is tomato and egg soup because it's light and healthy. 2-3名学生分享，其余学生认真倾听并记录同伴提到的菜肴名称。 【教师活动】教师板书核心问题句型并示范回答，引导学生从味道(taste)和回忆(memory)角度展开：T: My favourite dish is dumplings because they taste delicious and my mom makes them for me every weekend. 教师追问1-2名学生：What about you, Tom? Why do you like that dish? 鼓励学生用完整的英语句子回答。 【过渡语】You all have your favourite dishes. Now let's look at a special dish in the picture and guess what it is. 口语导入：谈论最喜爱的菜肴 【提示框】理解要点：叙事文阅读三步法 本课时阅读采用'圈画→笔记→复述'三步法：3a先快速圈出食材词汇（抓取细节信息），再通过3b补全故事笔记（人物+地点+事件+时间），最后用笔记复述过桥米线的由来故事。这种从细节到整体、从输入到输出的策略有助于突破叙事文阅读难点。 Step 2 Presentation 知识呈现（10~15 min） 2.1 Look and say 看图说话（3 min） 【教师活动】展示过桥米线图片，引导学生观察并思考三个问题：T: Look at the dish in the picture. What is the dish in the picture? How do you like the dish? Do you know how to cook it? 教师引导学生说出'rice noodles''chicken soup'等已学词汇。 【学生活动】Ss: 观察图片，思考并回答教师提问。学生活动示例：S1: It's rice noodles with chicken soup. S2: I think it looks delicious and hot. S3: I don't know how to cook it, but I want to learn. 【教师活动】教师适时引出本课核心词组'Guoqiao Rice Noodles'，板书并领读：T: This dish is called Guoqiao Rice Noodles. It's a famous dish from Yunnan. Read after me: Guoqiao Rice Noodles. 教师领读三遍，纠正发音，强调'Guoqiao'的声调。 【学生活动】Ss: 跟读'Guoqiao Rice Noodles'三遍，注意发音。学生在课本p.49标题处标注该词组，并尝试用英语描述图片中的菜肴。 过桥米线图片观察 【过渡语】Do you know the story behind this dish? Let's read a post about it. 2.2 3a 阅读过桥米线故事（7~8 min） 【教师活动】布置3a阅读任务：T: Now open your books to page 49. Read the post about Guoqiao Rice Noodles and circle the ingredients that the chef uses. 教师引导学生快速阅读帖子，圈出食材类词汇，限时3分钟。 【学生活动】Ss: 独立阅读3a帖子文本，用笔圈出食材词汇。学生活动示例：圈出 vegetables, mushrooms, chicken, pork, chicken soup, rice noodles。完成后与同桌核对答案。 【教师活动】阅读后核对答案：T: What ingredients did you circle? The ingredients are vegetables, mushrooms, chicken, pork, chicken soup, and rice noodles. 教师板书食材词汇并领读，强调'mushrooms'和'pork'的发音。教师进一步讲解故事中的核心词汇：couple（夫妻）, island（岛）, wife（妻子）, separate（分开的）, born（出生）, one by one（逐个地）。 【学生活动】Ss: 1-2名学生口头汇报所圈食材，其余学生补充。学生活动示例：在课本上标注6个食材词汇的英文，并跟读couple, island, wife, separate, born, one by one等核心词汇。 3a过桥米线帖子阅读 【知识点】核心词汇7个：couple /ˈkʌpl/ n.夫妻；情侣；两人 | island /ˈaɪlənd/ n.岛 | wife /waɪf/ n.(pl. wives /waɪvz/) 妻子 | separate adj. /ˈseprət/ 单独的；分开的 v. /ˈsepəreɪt/ (使)分开；(使)分离 | born /bɔːn/ v.出生；出世 adj.天生(有某方面才能)的 | one by one 逐个地；逐一地 | Guoqiao Rice Noodles 过桥米线。 【知识点】叙事文阅读策略：3a圈画食材词汇（抓取细节信息）→ 3b补全故事笔记（人物a couple+地点Yunnan/island+事件wife kept food hot+结果Guoqiao Rice Noodles was born）→ 用笔记复述过桥米线的由来故事。 【提示框】易错提示：separate形容词与动词发音区别 separate作形容词时读 /ˈseprət/（尾音ət，轻读），意为'单独的；分开的'，如：She kept the ingredients separate.（她把食材分开存放。）separate作动词时读 /ˈsepəreɪt/（尾音eɪt，重读），意为'(使)分开；(使)分离'，如：Please separate the eggs from the sugar.（请把鸡蛋和糖分开。）记忆口诀：形容词短读/ət/，动词长读/eɪt/。 【提示框】易错提示：wife复数不规则变化 wife的复数不是wifes，而是wives /waɪvz/（f变v再加es）。类比记忆：knife→knives（刀）, life→lives（生命）, leaf→leaves（树叶）, wolf→wolves（狼）。规律：以f或fe结尾的部分名词，变复数时把f/e变为v再加es。例句：The wife cooked for her husband. → The wives cooked for their husbands. 【提示框】重点强调：born的用法be born in born /bɔːn/ v.出生；出世 adj.天生(有某方面才能)的。常用结构：be born in + 地点/年份（出生在某地/某年），如：The Guoqiao Rice Noodles was born in Yunnan.（过桥米线诞生于云南。）He was born in 2008.（他出生于2008年。）born作形容词时表示'天生的'，如：a born artist（天生的艺术家）。注意：born不能单独作谓语，必须与be动词连用。 【过渡语】We know the ingredients now. But do you know how to make this dish? Let's complete the recipe. Step 3 Practice 巩固练习（15~20 min） 3.1 Read and complete the recipe 食谱填空（6~8 min） 【教师活动】引导学生再次阅读3a帖子，完成过桥米线食谱填空。T: Read the post again and complete the recipe of Guoqiao Rice Noodles. Fill in the blanks with the correct verbs and prepositions. 教师呈现食谱框架并讲解填空要求。 【学生活动】Ss: 再次阅读3a文本，根据上下文和烹饪逻辑填写动词和介词。学生活动示例：First, wash the vegetables and mushrooms. Next, cut the chicken and pork into thin pieces. Then, boil the chicken soup and pour it into a large bowl. After that, put the ingredients into the bowl, one by one. Finally, add the boiled rice noodles to the bowl. 【教师活动】教师核对答案，逐空讲解动词和介词的选用理由：wash（洗）+vegetables/mushrooms；cut...into（切成）+thin pieces；boil（煮沸）+chicken soup；pour...into（倒入）+large bowl；put...into（放入）+bowl；add...to（加到）+bowl。教师强调'one by one'在步骤中的修饰作用。 【学生活动】Ss: 在课本上补全食谱，用红笔标注动词和介词。学生活动示例：小组内核对答案，1名学生口头朗读完整食谱，其余学生判断是否正确并纠正。 【提示框】理解要点：one by one与First/Next/Then/Finally的语用区别 one by one意为'逐个地；逐一地'，强调动作对象是一个一个依次进行，如：Put the ingredients into the bowl, one by one.（把食材一个一个放入碗中。）First/Next/Then/After that/Finally是顺序连词，强调步骤的先后顺序，用于组织段落结构。区别：one by one修饰具体动作的方式，顺序词连接不同步骤。例：First, wash the vegetables. Next, cut them.（顺序词连接步骤）Put them in one by one.（one by one修饰放入方式） 【过渡语】You can make Guoqiao Rice Noodles now. But what's the story behind it? Let's discuss. 3.2 Story discussion 故事讨论（4~5 min） 【教师活动】引导学生讨论过桥米线的故事：T: What do you think of the story of Guoqiao Rice Noodles? 教师提示故事要素：Long ago, there was a couple living in Yunnan Province. The husband studied on an island far from his home. His wife went a long way to send meals, but the food always got cold. One day, the wife boiled chicken soup and kept the ingredients separate. She put the ingredients into the soup when she reached the island. The Guoqiao Rice Noodles was born! 【学生活动】Ss: 4人一组讨论故事感受，从'故事感人之处'和'妻子智慧'两个角度展开。学生活动示例：S1: The story is very touching. It shows the love between the couple. S2: The wife's idea to keep the food hot is really smart. S3: The dish has a special meaning beyond just being tasty. 每组派1名代表分享讨论结果。 过桥米线故事讨论 3.3 3b Complete the notes 笔记补全（5~6 min） 【教师活动】布置3b任务：T: What dish do you like best? Complete the notes on page 49. 教师讲解笔记框架：My favourite dish / Why I like it / Ingredients / Steps。提示学生可从味道(taste)和回忆(memory)两方面写喜爱原因；步骤部分用First/Next/Then/After that/Finally组织；语言简洁可用wash.../cut...into.../Mix...with.../Add...to...等短语。 【学生活动】Ss: 独立完成3b笔记填空，写下自己最喜爱菜肴的信息。学生活动示例：My favourite dish: fried rice. Why I like it: it's tasty and my mom cooks it often. Ingredients: rice, eggs, oil, salt, green onions. Steps: First, crack the eggs. Next, heat oil in a pan. Then, stir-fry the eggs. After that, add the rice. Finally, add salt and green onions. 【教师活动】教师示范一个例子并巡视指导：T: My favourite dish is tomato and egg soup. I like it because it's tasty and healthy. Ingredients: tomatoes, eggs, oil, salt. Steps: First, wash and cut the tomatoes. Next, crack the eggs. Then, heat oil and put the tomatoes in. After that, pour water and boil. Finally, add the eggs and salt. 教师巡视时提醒学生使用顺序词和烹饪动词。 【学生活动】Ss: 完成后与同伴交换笔记互相检查，检查项目：是否写出菜肴名称、喜爱原因、食材和步骤，步骤是否用顺序词组织，动词是否正确。学生活动示例：给同伴提1条建议，如'你的步骤缺少After that'。 【过渡语】Now you have your notes. Let's write a response to the post about how to make your favourite dish. Step 4 Production 写作输出（5~8 min） 4.1 3c Write a response 回应帖写作（4~5 min） 【教师活动】布置3c写作任务：T: Write a response to the post about how to make your favourite dish. Use your notes in 3b. 教师讲解写作框架：开头：点明喜爱的菜肴——Hi! My favourite dish is ... 中间：分步描述制作步骤——Here's how to make it. First, ... Next, ... Then, ... After that, ... Finally, ... 结尾：简单总结或邀请互动——It's not too hard to make, right? You can try it at home! 【学生活动】Ss: 根据3b笔记独立完成3c回应帖写作，用Hi! My favourite dish is ...开头，用First/Next/Then/After that/Finally串联制作步骤，用It's not too hard to make, right?等句子结尾。学生活动示例：Hi! My favourite dish is tomato and egg soup. I love it because it's light and healthy. Here's how to make it. First, wash two tomatoes and cut them into pieces. Next, crack three eggs into a bowl and stir them. Then, heat some oil in a pot and put the tomatoes in. After that, pour water into the pot and wait for it to boil. Finally, pour the eggs into the boiling water and add a little salt. You can try it at home! 【知识点】3c写作框架：开头点明喜爱的菜肴（Hi! My favourite dish is ...）+ 简要说明喜爱原因（tasty/healthy/memory）；中间分步描述制作步骤（Here's how to make it. First, ... Next, ... Then, ... After that, ... Finally, ...），每步包含'动作+对象'；结尾简单总结或邀请互动（It's not too hard to make, right? You can try it at home!）。 【知识点】顺序词运用：First（第一步）→ Next（接下来）→ Then（然后）→ After that（之后）→ Finally（最后），用于组织制作步骤的先后顺序，使段落逻辑清晰。每个步骤包含'动词+对象'，如wash the tomatoes, cut them into pieces, boil the soup, pour it into a bowl, add the rice noodles to the bowl。 【提示框】写作技巧：3c回应帖写作三步法 第一步：仿写——参考2b食谱格式（食材+步骤），模仿3a帖子的语言风格。第二步：词汇激活——调用本单元烹饪词汇（wash, cut...into, boil, pour...into, put...into, add...to, mix...with等）。第三步：顺序词运用——用First/Next/Then/After that/Finally组织步骤，每个步骤包含'动作+对象'，如'wash the tomatoes''cut them into pieces'。结尾用1句话收尾，让回应更自然，如：It's not too hard to make, right? 4.2 One Possible Version 范文学习（2~3 min） 【教师活动】展示范文：T: Here is one possible version. Let's read it together. 教师呈现番茄蛋汤范文，引导学生关注：①开头点明菜肴和喜爱原因（tasty, healthy, mom makes it）；②中间用First/Next/Then/After that/Finally串联步骤；③结尾邀请互动（You can try it at home!）。教师带领学生齐读范文，并圈出顺序词和烹饪动词。 【学生活动】Ss: 齐读范文，圈出顺序词（First, Next, Then, After that, Finally）和烹饪动词（wash, cut, crack, stir, heat, put, pour, add）。学生活动示例：在范文中标注出6个顺序词和8个烹饪动词，并与自己的3c写作对比，找出可以改进的地方。 4.3 Evaluation 写作评价（1~2 min） 【教师活动】呈现评价表，引导学生从三个维度自查和互评：①内容完整：明确写出喜爱的菜肴名称，补充1-2句喜爱原因，完整列出3个及以上制作步骤。②语言准确：食材、动作词汇使用正确，句式无语法错误，制作步骤用一般现在时。③逻辑清晰：用First/Next/Then/After that/Finally串联步骤，段落衔接自然。教师组织同伴互评：T: Exchange your writing with your partner. Read and give suggestions according to the evaluation table. 【学生活动】Ss: 根据评价表先自查自己的3c写作，再与同伴交换互评。学生活动示例：用三维度评价表给同伴打分并提出1-2条修改建议，如'你应该用After that连接第3和第4步''你的步骤缺少动词对象'。2名学生上台分享自己的写作，注意语气亲切，像和朋友回复信息一样。 Step 5 Summary & Homework 总结与作业（2~3 min） 5.1 Class summary 课堂总结（1~2 min） 【教师活动】带领学生回顾本课所学：T: Today we learned a lot. Let's summarize. 教师呈现总结表格，引导学生齐读：1. 词汇：couple, island, wife, separate, born, one by one, Guoqiao Rice Noodles（7个核心词汇）。2. 理解：过桥米线制作的故事及步骤描述。3. 填写：关于自己最喜爱菜肴的信息（名称、原因、食材、步骤）。4. 写作：用英语清晰、有条理地描述菜肴制作方法，完成回应帖。 【学生活动】Ss: 跟随教师齐读课堂总结内容，在课本p.49旁边标注7个核心词汇的音标和释义，并在笔记本上默写separate adj./ˈseprət/和v./ˈsepəreɪt/的发音区别。学生活动示例：口头复述过桥米线的故事要素（人物：a couple；地点：Yunnan, an island；事件：wife kept food hot with chicken soup；结果：Guoqiao Rice Noodles was born）。 【教师活动】教师强调本课难点：T: Remember, separate has two pronunciations. As an adjective, it's /ˈseprət/. As a verb, it's /ˈsepəreɪt/. And wife becomes wives in plural form. Please review these after class. 教师用提问方式检测学生掌握情况：How do you pronounce 'separate' as an adjective? What is the plural form of 'wife'? 【学生活动】Ss: 回答教师提问，巩固本课难点。学生活动示例：S1: /ˈseprət/. S2: wives. 学生在笔记本上写下separate的两种发音和wife→wives的复数变化，并口头造句巩固。 5.2 Homework 作业布置（1 min） 【教师活动】布置课后作业：T: Here is your homework. 第一，根据评价指标和同伴的建议，修改完善自己的3c回应帖，工整抄写在英语作业本上，注意使用First/Next/Then/After that/Finally顺序词，并检查动词时态（一般现在时）和主谓一致。第二，向家人或通过网络搜索学习一道新的菜肴，尝试烹饪该菜肴，并拍照记录，下节课用英语口头介绍这道菜的做法（至少5句话）。教师强调作业提交时间和格式要求。 【学生活动】Ss: 记录作业要求，明确两项任务：①修改完善3c回应帖并工整抄写在作业本上，运用顺序词和烹饪动词；②学习一道新菜肴并拍照，准备下节课口头介绍。学生活动示例：在课本p.49作业栏标注完成日期，并向同伴口头确认作业内容，确保理解无误。 板书设计 Key Vocabulary Grammar Focus Useful Expressions 1. couple /ˈkʌpl/ n.夫妻；情侣；两人 2. island /ˈaɪlənd/ n.岛 3. wife /waɪf/ n.(pl. wives) 妻子 separate词性转换： adj. /ˈseprət/ 单独的；分开的 v. /ˈsepəreɪt/ (使)分开 例：kept the ingredients separate First, wash the vegetables. Next, cut ... into thin pieces. Then, boil ... and pour ... into ... After that, put ... into ..., one by one. Finally, add ... to ... 4. separate adj. /ˈseprət/ 单独的；分开的 v. /ˈsepəreɪt/ (使)分开；(使)分离 5. born /bɔːn/ v.出生；出世 adj.天生(有某方面才能)的 wife复数不规则变化： wife → wives /waɪvz/ 类比：knife→knives, life→lives born用法：be born in + 地点/年份 one by one 逐个地；逐一地 Guoqiao Rice Noodles 过桥米线 The Guoqiao Rice Noodles was born! It's not too hard to make, right? 6. one by one 逐个地；逐一地 7. Guoqiao Rice Noodles 过桥米线 （7个核心词汇） 叙事文阅读三步法： 3a圈画食材 → 3b补全笔记 → 复述故事 写作三步法：仿写 → 词汇激活 → 顺序词运用 回应帖框架： Hi! My favourite dish is ... Here's how to make it. First, ... You can try it at home! 学科网（北京）股份有限公司 $