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Unit 5 What a Delicious Meal!
科目 英语 年级 八年级 班级 授课时间
课堂 Unit 5 What a Delicious Meal! (第一课时：Section A 1a - 2d) 课型 听说课
教学目标 语言能力 Language Competence Students should be able to accurately read, spell, and understand key vocabulary such as "add", "cut up", "mix", "pour", "boil", "bake", etc. The accuracy rate of spelling and paraphrasing in the in - class vocabulary test should reach over 80%. Students should be proficient in using imperative sentences and adverbs of sequence (such as "first", "next", "then", "finally") to express cooking steps. The accuracy rate of using these sentence patterns in in - class conversations and exercises should reach over 75%. Students should correctly use the learned vocabulary and sentence patterns to describe the cooking process of simple foods, improving the accuracy and fluency of their language expression
文化品格 Cultural Awareness By learning the cooking methods of different foods, guide students to understand the diversity of food cultures and cultivate an awareness of respecting and tolerating different cultures. Let students realize the importance of cooking in life and its role in transmitting emotions and enhancing interpersonal relationships.
思维品质 Thinking Quality By analyzing and describing cooking steps, cultivate students' logical thinking ability and teach them to express their opinions in an organized way. In discussions and exchanges, encourage students to think independently and express different opinions, exercising their critical thinking.
学习能力 Learning Ability Cultivate students' ability to obtain key information through listening. The accuracy rate of capturing key information in listening exercises should reach over 70%. Guide students to actively participate in classroom activities, learn to cooperate in groups, and improve their autonomous learning ability. They should be able to review and consolidate the learned content after class on their own.
教学重点 Learning and application of key vocabulary, including mastering the spelling, pronunciation, and basic meanings of words. Master the sentence - pattern structure of using imperative sentences and adverbs of sequence to express cooking steps. Students should be able to use this sentence pattern proficiently to describe the cooking process of simple foods.
教学难度 In real - life situations, students should be able to flexibly use the learned vocabulary and sentence patterns to accurately and naturally describe the cooking process of foods, avoiding grammar mistakes and inappropriate expressions. Guide students to understand and correctly use adverbs of sequence to ensure the logic and coherence of their expressions.
教具准备 Multimedia equipment, PPT courseware, word cards, pictures or video materials related to cooking
教学内容及过程 教学方法及手段
Step 1 Greeting and Lead - in (5 minutes) The teacher warmly greets the students and has a simple daily conversation, such as "How are you today What did you have for breakfast " to create a relaxed classroom atmosphere. Show some pictures or video clips of people cooking food. Guide the students to observe and ask questions like "What can you see in the pictures/videos What are they doing " Encourage the students to express their observations in simple English to lead in the theme of this lesson - food cooking. Step 2 Vocabulary Learning (8 minutes) Use the PPT to display the vocabulary in 1a one by one, such as "add", "cut up", "mix", "pour", "boil", "bake", etc. Lead the students to read the words and correct their pronunciations. Help the students understand the meanings of the words by showing relevant cooking - action pictures or videos. For example, play a video of cutting vegetables to explain "cut up" and show a picture of pouring liquid into a container to explain "pour". Distribute word cards. Let the students work in pairs. One student shows the card, and the other reads the word and says its meaning. Then they switch roles. The teacher walks around the groups to check the students' practice and give timely guidance and help. Play a vocabulary game called "Action Guessing". The teacher makes a certain cooking action, and the students quickly guess the corresponding word. Through this game, stimulate the students' learning interest and deepen their memory of the vocabulary. Step 3 Listening Practice (10 minutes) Let the students look at the pictures and vocabulary in 1a. The teacher says, "Now, let's listen to a conversation about making food. Please listen carefully and tick the ingredients you hear in 1b." Play the recording of 1b, and the students listen and complete the task. After playing the recording, invite the students to share their answers. The teacher checks the answers and gives a simple explanation of the listening content to help the students understand the key information in the listening material. Play the recording of 1b again. Let the students listen and complete the task in 1c, numbering the instructions. After playing, invite the students to share their answers, check and explain the answers to help the students understand the listening content. When explaining the answers, the listening text can be combined to help the students better understand the sentence structures and key information. Step 4 Oral Practice (7 minutes) The teacher makes a demonstration: "Let's talk about how to make mashed potatoes. First, wash the potatoes. Next, cut them into pieces. Then, put the potatoes in a pot and boil them until they are soft. After that, add salt and pepper. Finally, mash the potatoes." Guide the students to observe the pictures and use the learned vocabulary and adverbs of sequence to describe the process of making mashed potatoes. Let the students work in pairs. According to the pictures and vocabulary in 1a, they choose a food and have a conversation practice, describing its cooking process to each other. The teacher walks around the groups, encourages the students to speak actively, and corrects their grammar mistakes and pronunciation problems in time. Invite several pairs of students to show their conversations. The other students listen carefully and give evaluations. The evaluation content includes the accuracy of vocabulary usage, the correctness of sentence patterns, and the fluency of expression. The teacher summarizes and gives feedback on the students' performance, gives affirmation and encouragement, and also puts forward suggestions for improvement. Step 5 Pronunciation Practice (5 minutes) Play the pronunciation - practice audio and display the classification of phonetic symbols, such as / / (potato, coat, etc.), /a / (house, how, etc.). Let the students follow and imitate, paying attention to the mouth - shape and tongue - position of pronunciation. Play the audio again. The students follow the audio, and the teacher emphasizes the rhythm and intonation of the sentences. Invite individual students to imitate and read aloud. The teacher corrects and guides them to help the students master the correct pronunciation skills. Step 6 Listening and Oral Expansion (10 minutes) Play the recording of the conversation in 2a. Let the students listen and think about the questions: "What dish are they talking about What are the steps to make it " After playing the recording, invite the students to answer the questions. Play the recording again. The students follow the recording and imitate the pronunciation and intonation. Then let the students work in pairs and read the conversation in roles, paying attention to the pronunciation, intonation, and emotional expression. Invite several pairs of students to show their performance. The other students listen carefully and give evaluations. The teacher finally summarizes and gives feedback. Guide the students to pay attention to the vocabulary and sentence patterns describing the cooking process in the conversation and encourage them to use them flexibly in real - life communication.
布置作业 Recite the key vocabulary learned in this lesson. Get the signature of parents to confirm. There will be a vocabulary quiz the next day. Use the learned vocabulary and sentence patterns to describe the cooking process of a simple food you like, with no less than 5 sentences. Preview the content of Section A's Grammar Focus - 3c and try to understand the grammar knowledge.
板书设计 Key Vocabulary and Phrases: add; cut up; mix; pour; boil; bake Sentence Patterns for Describing Cooking Steps: First,... Next,... Then,... Finally,... Pronunciation Practice: / / potato coat; /a / house how

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