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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 Project: Create a recipe for a tasty dish (4a-4d)
学情教材分析 Textbook Analysis: This project-based section focuses on creating a complete recipe for a tasty dish. It includes research (4a), practical cooking with documentation (4b), recipe creation with ingredients and instructions (4c), and presentation with voting (4d). The materials integrate all language skills and encourage collaborative learning, creativity, and real-world application of cooking vocabulary and procedural language. Student Analysis: Students have learned food vocabulary, cooking verbs, and sequence words in previous sections. They can describe simple cooking processes and identify ingredients. However, they need guidance in researching authentic recipes, documenting cooking processes, and creating well-structured recipe cards. Some students may struggle with organizing information clearly and presenting their work confidently in English.
核心素养目标 1.By researching and analyzing recipe examples (4a), students will be able to understand the structure and components of a complete recipe. 2.Through practical cooking and documentation (4b) and recipe creation (4c), students will be able to apply cooking vocabulary and sequence words to create their own authentic recipes. 3.By presenting their recipes and voting for favorites (4d), students will be able to creatively showcase their cooking projects and evaluate others' work using appropriate criteria.
重点 1.Understanding and applying the complete structure of a recipe (name, ingredients, instructions, visuals). 2.Using appropriate cooking vocabulary and sequence words to create clear, logical instructions.
难点 1.Guiding students to create authentic, well-researched recipes rather than invented ones. 2.Helping students document their cooking process effectively and present it clearly in English.
板 书 设 计 Recipe Components Dish Name Ingredients Instructions Visuals Serving Suggestions Additional Notes 教学准备 1.Examples of well-designed recipe cards from various cuisines 2.Template for recipe creation with sections for all required components 3.Evaluation rubric for recipe presentations and voting 4.Device for displaying example recipes and student work Materials for creating physical recipe cards (paper, markers, etc.)
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 Introduction to recipe project and examples 【 5 min】 1.Show examples of well-designed recipe cards from different cuisines and cultures. 2.Introduce the project goal: creating their own recipe for a tasty dish. 3.Present the lesson objectives and evaluation criteria for the project. 1.Examine recipe examples and identify common components and structures. 2.Brainstorm potential dishes they might want to research and create. 3.Listen carefully to understand project requirements and evaluation criteria.
Ⅱ. Presentation Research guidance and recipe structure (4a) 【 10 min】 1.Guide students through the research process for authentic recipes. 2.Explain the complete structure of a recipe with examples from the textbook. 3.Demonstrate how to document ingredients and instructions clearly. 1.Form groups and begin researching their chosen dishes using provided resources. 2.Analyze recipe structures and identify key components for their own recipes. 3.Start documenting ingredients and instructions for their chosen dish.
Ⅲ. Practice Recipe creation and planning (4b, 4c) 【 15 min】 1.Facilitate group work as students create their recipe plans and documentation strategies. 2.Provide guidance on taking effective process photos and writing clear instructions. 3.Circulate among groups offering feedback and suggestions for improvement. 1.Work in groups to plan their recipe creation, assigning tasks for cooking and documentation. 2.Develop a detailed plan for ingredients, instructions, and visual documentation. 3.Create draft versions of their recipe cards with all required components.
Ⅳ. Promotion Presentation planning and reflection (4d) 【 10 min】 1.Guide students in preparing their recipe presentations for the next class. 2.Explain the voting process and criteria for evaluating the recipes. 3.Lead a reflective discussion about the recipe creation process and learning outcomes. 1.Prepare presentation plans for their recipes, including how to showcase their work. 2.Understand the voting criteria and prepare to evaluate peers' recipes fairly. 3.Participate in reflective discussion about what they learned through the project.
作业 布置 Must do: 1.Cook the chosen dish at home, document the process with photos, and create the final recipe card. 2.Prepare a 2-minute presentation about your recipe for the next class. Choose to do: 1.Create a short video demonstrating one key step in your cooking process. 2.Research the cultural background of your dish and include it in your presentation. 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 (3a-3c)
学情教材分析 Textbook Analysis: This section focuses on the cultural and social aspects of cooking, exploring what cooking gives us beyond just food. It includes reading comprehension (3a), vocabulary in context (3b), and a writing task (3c). The materials help students understand cooking as a means of cultural expression, family bonding, and personal satisfaction, developing their reading comprehension and reflective writing skills. Student Analysis: Students have learned food vocabulary and cooking procedures in previous sections. They can describe cooking processes using sequence words and basic cooking verbs. However, they need to expand their vocabulary to express emotions, cultural significance, and social aspects of cooking. Some students may struggle with abstract concepts and reflective writing, needing scaffolding to express personal connections to food and cooking experiences.
核心素养目标 1.By reading and discussing the text "What does cooking give us " (3a), students will be able to identify and understand the cultural, emotional, and social values of cooking. 2.Through vocabulary exercises (3b) and group discussions, students will be able to apply new expressions to describe the non-nutritional benefits of cooking. 3.By writing a reflective paragraph (3c) about their personal cooking experiences, students will be able to creatively express how cooking contributes to their family life and personal growth.
重点 1.Understanding the multiple dimensions of cooking beyond mere food preparation (cultural, emotional, social). 2.Using appropriate vocabulary to express the non-material benefits of cooking.
难点 1.Guiding students to comprehend abstract concepts about the cultural significance of cooking. 2.Helping students express personal reflections and emotional connections to cooking experiences.
板 书 设 计 Personal Satisfaction Key Vocabulary cultural heritage family traditions emotional connection personal achievement social bonding creative expression Writing Structure for 3c Introduction → Personal Experience → Cultural Connection → Reflection 教学准备 1.Teaching PPT with images showing cultural aspects of cooking 2.Audio recording of the reading text "What does cooking give us " 3.Worksheets for exercises 3a-3c 4.Video clips showing cooking traditions from different cultures Graphic organizers for reflective writing
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 Discussion about cultural food traditions and experiences 【 5 min】 1.Show pictures of different cultural foods and ask students about their experiences with them. 2.Introduce the topic by asking "What does cooking give us besides food " to stimulate thinking. 3.Present the lesson objectives: exploring the cultural and emotional aspects of cooking. 1.Share personal experiences with cultural foods and family cooking traditions. 2.Brainstorm ideas about what cooking provides beyond nutrition. 3.Listen carefully to understand today's learning goals about cooking's cultural significance.
Ⅱ. Presentation Reading comprehension and vocabulary introduction (3a) 【 10 min】 1.Guide students to read the text "What does cooking give us " and identify key ideas. 2.Explain new vocabulary related to cultural and emotional aspects of cooking. 3.Demonstrate how to complete the reading comprehension exercise 3a. 1.Read the text individually and highlight key concepts about cooking's value. 2.Learn new vocabulary through context and teacher explanation. 3.Complete exercise 3a by answering questions about the reading text.
Ⅲ. Practice Vocabulary application and discussion (3b) 【 15 min】 1.Organize pair work to complete exercise 3b, matching vocabulary with definitions. 2.Facilitate group discussions about students' personal connections to cooking. 3.Monitor group work and provide guidance on expressing abstract concepts. 1.Work in pairs to complete exercise 3b, connecting vocabulary to personal experiences. 2.Participate in group discussions about what cooking means in their families. 3.Practice using new vocabulary to express cultural and emotional aspects of cooking.
Ⅳ. Promotion Reflective writing and sharing (3c) 【 10 min】 1.Guide students to complete exercise 3c, writing a paragraph about their cooking experiences. 2.Select several students to share their writing with the class, providing positive feedback. 3.Summarize the key concepts about the multidimensional value of cooking. 1.Write a reflective paragraph about personal cooking experiences and their significance. 2.Volunteer to share writing with the class, practicing expression of personal reflections. 3.Review and internalize the concepts about cooking's cultural and emotional value.
作业 布置 Must do: 1.Interview a family member about a traditional family recipe and write about its significance. Create a vocabulary list with at least 10 words related to the cultural asp Choose to do: 1.Prepare a simple traditional dish with family and document the experience with photos. 2.Research a cooking tradition from another culture and prepare a short presentation. 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

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