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What a Delicious Meal !教学设计
课题 What a Delicious Meal ! 单元 Unit 5 学科 英语 年级 八年级
教材分析 本课时以“人与美味的食物”为核心主题，围绕如何学习制作食物的场景而展开，项学马日标:口较人与手物、切。课时开篇通过驱动型问题Why do we learn to cook 引发思考，明确学习目标学会：烹饪不仅是为了填饱肚子，掌握一种生活技能，更是为了cooking for own family and creating some sweet memories.尤为重要的是，Cooking is a great way to make friends from around the world.这一点在SectionB 1b的主阅读Food for Thought里有充分体现。
学习目标 （一）能够通过观察单元主题及“match the instructions with the pictures.”环节的问题识别及理解制作食物的过程，通过浏览问题及任务明确本课时的核心主题。（二）能够通过听获取对话中人物在制作食物中的具体顺序，并使用自己的话语进行类似的对话。
重点 学习和应用关键词汇，包括掌握单词的拼写、发音和基本含义。
难点 指导学生理解和正确使用顺序副词，以确保表达的逻辑性和连贯性。
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 Step 1 Greeting and Lead - in (5 minutes)The teacher greets the all of the student and has a simple daily conversation, such as "How it is going today What did you have for breakfast " to create a relaxed classroom atmosphere.Show some pictures or video clips of people cooking food for the student.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. Students respond to the teacher's daily greetings, think about the teacher's questions, watch a video or picture to think about the theme of the lesson 通过日常问候调动学生积极性，利用小视频和图片激活本课相关主题，让学生们更容易进入到情境中来，为本课教学定下了轻松、愉悦的基调。
讲授新课 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.The teacher walks around the groups to check the students' practice and give timely guidance and help.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.After playing the recording, invite the students to share their answers. And encourage students to share their answers, the teacher checks the answers and gives a 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, 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.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 give them encourages immediately ,and let students speak loudly and corrects their grammar mistakes and pronunciation problems in time.The teacher summarizes and gives feedback on the students' performance, gives affirmation and encouragement, and also puts forward suggestions for improvement.Step 5 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 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. 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. One student shows the card, and the other reads the word and says its meaning. Then they switch roles. The students listen and complete the task.The students share their answers for everyone.The students listen and complete the task in 1c.Students need to observe the pictures and use the learned vocabulary and adverbs to describe the process.students work in pairs. several pairs of students to show their conversations.Students listen and think about the questions, follow the recording and imitate the pronunciation and intonation.pay attention to the vocabulary and sentence patterns. 通过问答找细节的方式，训练学生的提问能力，培养学生思维的深刻性和主动性。通过听对话和读图讨论，引发学生的阅读期待。通过讨论，指向文本主题意义的传递，培养了学生的思维能力。通过学生问题的呈现发展学生对待问题的创造性，引导学生关注重点信息。从表层信息到深层信息，教师通过提出有层次性的问题，激发学生深度思考问题。在层层递进的问题引导下，学生思维的灵活性、逻辑性、批判性也得到了有效的培养。《义务教育英语课程标准(2022年版)》指出，拓展环节需要学生内化所学知识，活化文本内容，并创造性地运用所学知识，超越语篇，形成素养。活动既是目标语言的应用与实践，又能展示和提升学生思维能力。学生通过复述文本，以口头的方式输出，初步实现对语言的内化与运用。
课堂练习 Complete the exercises and the workbook
课堂小结 1b&1c听力对话 制作土豆泥说明文制作香蕉奶昔2a听力对话学习制作西红柿炒鸡蛋,了解菜肴制作步骤 总结本单元重点词汇和短句句型 培养学生归纳总结的能力。
板书 1.Key Vocabulary and Phrases: add; cut up; mix; pour; boil; bake2.Sentence Patterns for Describing Cooking Steps: First,... Next,... Then,... Finally,...3.Pronunciation Practice: / / potato coat; /a / house how
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