资源简介

第2课时　Section A (2a-2d)
一、教学目标
1.能够听懂关于制作番茄炒蛋的对话,并准确完成填空。
2.能够根据对话完成番茄炒蛋的食谱。
3.能够运用所学词汇和句型,流利地进行口语对话,描述烹饪步骤,提升口语表达能力。
二、核心语言知识
1.核心词汇:
单词:
bowl;heat;oil;simple;instruction
短语:
do with;put sth back;mix…with…;steamed fish;hot and sour soup
2.核心句式:
(1)Hey Teng Fei,can you teach me how to cook a popular Chinese dish
(2) —How many tomatoes and eggs do we need —Four tomatoes and three eggs.
(3)— What should we do with the tomatoes and eggs —First,cut the tomatoes into small pieces.
(4) What an amazing smell!
(5) How simple!
3.教学重难点:
(1)掌握与烹饪相关的词汇和听力内容。理解制作stir-fried eggs and tomatoes的步骤顺序。
(2)使用“首先、接着、然后、最后”来流利复述烹饪步骤。在实际交流中应用新知识。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Play a video of making a home-cooked meal,which shows various ingredients,bowls,and detailed cooking steps,including cutting up vegetables and mixing in salt and sugar.This will capture students' attention and stimulate their interest in food preparation. T:What kind of food did you see in the video Do you like it Do you know how to make it 教师通过观察学生在观看视频时的反应和回答问题的表现,了解学生对食物制作的兴趣和语言能力,并给予适当的语言支持和引导,帮助他们更准确地表达自己的想法。
设计意图:通过播放视频和提问,激活学生的背景知识,激发学习兴趣,自然地导入话题,并为后续学习如何用英语描述食物制作过程做好铺垫。
◆Step 2　Pre-listening Predicted IngredientsPredicted Stepseggs,…First,…
Divide students into groups.Distribute a chart with two columns: T:We'll learn about making stir-fried eggs and tomatoes.What ingredients do you think are needed What steps might there be Groups discuss and fill in the chart. 检查预测是否合理且与烹饪逻辑相关。
设计意图:激发发散性思维,将已有知识与即将学习的内容联系起来。
◆Step 3　While-listening Work on 2a 1.Play the recording at normal speed.Students listen and answer: “Is the conversation about introducing ingredients,steps,or both ” 2.Play the recording again.Students listen and fill in the blanks. 教师通过观察学生在听力任务中的表现,了解他们提取关键信息的能力。
设计意图:培养学生的听力理解能力,帮助他们掌握从对话中提取关键信息的技巧,为后续的口语输出和实际应用奠定基础。
◆Step 4　Post-listening Work on 2b 1.Let students read the passage in 2a and answer the following questions: (1)What kind of food is the passage about (2)What ingredients are needed to make it (3)What are the steps to make it Guide students to quickly skim the passage to obtain key information. 2.Complete the recipe in 2b. 3.Let students read the passage again to identify the connecting words and phrases used,such as “First,Next,Then,Finally,” and “After that,” and let them experience the role these connectors play in making the article clear and logically coherent.Guide students to learn how to use these words to describe the sequence of events. 教师通过观察学生在阅读过程中的表现,了解他们提取关键信息的能力,并根据学生的回答情况,帮助他们理解新词汇和短语的用法,同时分析描述食物制作过程的关键句子,确保学生能够准确、清晰地用英语描述食物的制作步骤。
设计意图:通过阅读和回答问题,帮助学生快速获取关键信息,理解文章内容,并掌握描述食物制作过程的连接词和短语,培养学生在描述事件顺序时的逻辑性和连贯性,为后续的写作和口语表达奠定基础。
◆Step 5　Role-play Work on 2c Play the dialogue again,and ask students to practise speaking in pairs,introducing the process of making stir-fried eggs and tomatoes. Work on 2d Pair work T:What dish can you make by yourself Talk about how to cook it with your partner. A:How do we make steamed fish/… 　　　B:First,we need some fish/… A:How much beef/salt/to fu/…do we need B:We need a spoon of/… A:How many green peppers/onions/…do we need B:One/Two… A:What else do we need B:We also need some sugar/oil… T:Do you often cook at home What's your father's/mother's/…favourite dish 教师观察学生口语表达的流畅度、语法的准确性及对烹饪过程描述的完整性,针对学生在词汇运用和语句连贯性上的问题给予及时指导。
设计意图:通过再次阅读文本与模仿对话表达,强化学生对烹饪相关英语表达的运用能力,以两人小组互动形式提升学生口语交流的自信与实践机会,培养其在真实情境中运用英语进行信息传递与交流的能力。
板书设计 Unit 5　What a Delicious Meal! 第2课时　Section A (2a-2d) IngredientsStepseggs,…First…,Next…,Then…,Finally…
How many tomatoes/potatoes/carrots…do we need How much salt/sugar/butter…do we need What else do we need How simple!
课堂评价
作业布置
必做: 1.Make a list of the ingredients and steps of making a kind of food you like and write them down in English. 2.Recite the key vocabulary,phrases,and sentence patterns from 2a. 选做: Ask students to go home and make a dish with their parents,and take photos or videos of the process.
教学反思
　　本次教学立足语言知识与文化体验,借听力活动推动烹饪话题学习;但听力策略引导、分层教学落实待加强,后续需优化活动设计,深化个体能力培养。

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