资源简介

人教版英语（2024）八年级上册电子教案
学科 English 年级 8 上课时间 总 节 次
课题 Unit 5 What a Delicious Meal! Section B Vocabulary in Use (2a-2c)
学情教材分析 Textbook Analysis: This section focuses on food-related vocabulary and cooking procedures. It includes a reading passage about Guogiao Rice Noodles, vocabulary exercises (2a-2c), and a writing task. The materials help students learn cooking verbs, sequence words, and food vocabulary in context, developing their reading comprehension and writing skills through practical food preparation descriptions. Student Analysis: Students have learned basic food vocabulary and simple present tense in previous units. They can name common foods and use simple cooking verbs like "cut" and "wash". However, they need to expand their cooking verb repertoire (e.g., boil, pour, add) and learn to use sequence adverbs (first, next, then, after that, finally) to describe cooking procedures coherently. Some students may struggle with organizing steps logically in writing.
核心素养目标 By reading about Guogiao Rice Noodles and completing vocabulary exercises (2a-2c), students will be able to understand and use cooking verbs and sequence words accurately. Through group discussions and recipe creation activities, students will be able to apply cooking vocabulary and sequence words to describe food preparation procedures clearly. 3. By writing and presenting their own recipe, students will be able to creatively use the target vocabulary and structure to explain how to make their favorite dish.
重点 1.Mastering cooking-related verbs (wash, cut, boil, pour, add) and sequence adverbs (first, next, then, after that, finally). 2.Understanding how to organize cooking steps logically using appropriate sequence words.
难点 1.Helping students distinguish between similar cooking verbs and use them appropriately in context. 2.Guiding students to organize cooking procedures coherently with proper sequence words.
板 书 设 计 Cooking VerbsSequence WordswashcutboilFirstNextThenpouraddmixAfter thatFinallyRecipe Structure
Dish Name → Ingredients → Steps (with sequence words)
教学准备 1.Teaching PPT with food images and cooking actions 2.Vocabulary cards with cooking verbs and sequence words 3.Worksheets for exercises 2a-2c 4.Real or picture examples of ingredients Paper for students to write their recipes
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Food vocabulary review and introduction to cooking 【 5 min】 1.Show pictures of various foods and cooking actions, eliciting vocabulary from students. 2.Introduce the topic of favorite dishes and ask students about their preferences. 3.Present the lesson objectives: learning cooking verbs and sequence words to describe food preparation. 1.Name foods and cooking actions shown in the pictures, activating prior knowledge. \ 2.Share their favorite dishes and briefly explain why they like them. 3.Listen carefully to understand today's learning goals and expectations.
Ⅱ. Presentation Reading comprehension and vocabulary introduction (2a) 【 10 min】 1.Guide students to read the passage about Guogiao Rice Noodles and identify cooking verbs. 2.Explain the meaning and usage of new cooking verbs and sequence words with examples. 3.Demonstrate how to complete the vocabulary exercise 2a by matching words with definitions. 1.Read the passage individually and underline all cooking verbs and sequence words. 2.Learn new vocabulary through teacher explanation and contextual examples. 3.Complete exercise 2a by matching cooking verbs with their appropriate definitions.
Ⅲ. Practice Vocabulary application and sentence formation (2b-2c) 【 15 min】 1.Organize pair work to complete exercise 2b, filling blanks with correct cooking verbs. 2.Guide students to exercise 2c, writing sentences about cooking steps using sequence words. 3.Monitor group work and provide corrective feedback on vocabulary usage and sentence structure. 1.Work in pairs to complete exercise 2b, selecting appropriate verbs for each cooking action. 2.Individually complete exercise 2c, writing coherent sentences about cooking procedures. 3.Participate in group discussions to compare answers and improve sentence construction.
Ⅳ. Promotion Recipe creation and presentation 【 10 min】 1.Instruct students to create their own recipe for a favorite dish using target vocabulary. 2.Select several students to present their recipes to the class, providing positive feedback. 3.Summarize the key vocabulary and language structures learned in the lesson. 1.Create a recipe card for a favorite dish, using cooking verbs and sequence words appropriately. 2.Volunteer to present recipes to the class, practicing speaking skills and vocabulary usage. 3.Review and internalize the cooking vocabulary and sequence words through teacher summary.
作业 布置 Must do: 1.Write a complete recipe for your favorite dish using at least five cooking verbs and all sequence words. 2.Create five sentences describing cooking steps using different verbs from today's lesson. Choose to do: 1.Make a video demonstrating a simple cooking procedure while explaining steps in English. 2.Research an international dish and prepare a short presentation about its ingredients and preparation. 预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5人教版英语（2024）八年级上册电子教案
学科 English 年级 8 上课时间 总 节 次
课题 Unit 5 What a Delicious Meal! Section B What does cooking give us (1a-1f)
学情教材分析 Textbook Analysis: This section explores the cultural and emotional aspects of cooking through a reading passage about family food memories. It includes pre-reading discussion (1a), main idea identification (1b), comprehension questions (1d), recipe sequencing (1e), text summary (1f), and personal reflection. The materials connect cooking with emotional experiences and cultural exchange, providing authentic context for language learning and personal connection. Student Analysis: Students have learned cooking vocabulary and imperative structures in previous sections. They can describe food preparation processes but need to expand their ability to discuss emotional and cultural aspects of food. Most students have personal experiences with family cooking traditions but may lack the vocabulary to express these memories in English. They need guidance in extracting implicit meanings from texts and making personal connections to reading content.
核心素养目标 1. Through discussing food memories and predicting content, activate prior knowledge and build personal connections to the reading topic about cooking and emotions.
2. By reading comprehension activities and text analysis, extract specific information about the writer's grandmother and pumpkin pie traditions while identifying main ideas and supporting details.
3. Through personal reflection and sharing food memories, apply the language and themes to express one's own experiences with food and family traditions in meaningful communication.
重点 1. Understanding the cultural and emotional significance of cooking as presented in the reading passage about family food traditions. 2. Extracting specific information from the text to answer comprehension questions and complete summary activities accurately.
难点 1. Making inferences about the writer's feelings and the grandmother's character based on textual evidence and implicit information. 2. Expressing personal food memories and emotional connections using appropriate vocabulary and narrative structures in English.
板 书 设 计 Pumpkin Pie Recipe Sequence:
1. Mix eggs → 2. Add ingredients → 3. Pour into crust → 4. Bake → 5. Cool Discussion Questions:
- What food memories do you have
- How does food connect people
- What does cooking give us 教学准备
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Discussing food memories (1a) 【 5 min】 1. Show images of different foods and ask students to share their personal associations and memories connected to these foods. 2. Introduce the lesson theme: "Today we'll explore how cooking creates memories and connects people across cultures." 1. Respond to food images by sharing personal memories and preferences using vocabulary from previous lessons. 2. Engage with the lesson theme by reflecting on their own experiences with food and family traditions.
Ⅱ. Presentation Reading for main ideas (1b) 【 10 min】 1. Guide students through previewing the text and predicting which statement best represents the main idea. 2. Read the text aloud while students follow along, pausing to check comprehension of key vocabulary and concepts. 1. Skim the text and select the best main idea statement, justifying their choice with textual evidence. 2. Follow along with the reading, noting unfamiliar vocabulary and main points about the grandmother's cooking traditions.
Ⅲ. Practice Comprehension check (1d) and recipe sequencing (1e) 【 15 min】 1. Facilitate detailed reading and discussion of comprehension questions about the text and characters. 2. Guide students through the recipe sequencing activity, connecting the instructions to the pumpkin pie description in the text. 1. Read the text carefully to answer comprehension questions about the writer's experiences and grandmother's traditions. 2. Work individually or in pairs to sequence the pumpkin pie recipe steps correctly based on the text description.
Ⅳ. Promotion Text summary (1f) and personal connection 【 10 min】 1. Assist students in completing the text summary with appropriate vocabulary from the reading passage. 2. Lead a sharing session where students discuss their own food memories and cultural traditions in pairs or small groups. 1. Complete the summary activity by selecting appropriate words to capture the main ideas and emotional themes of the text. 2. Share personal food memories with partners, making connections to the reading themes of family, culture, and emotional connections through food.
作业 布置 Must do: Write a paragraph about a food memory from your family, using at least five vocabulary words from today's lesson.
Choose to do: Interview a family member about a traditional food recipe and prepare a simple presentation about its history and significance.
预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5

展开更多......

收起↑