资源简介

Unit 5 What a Delicious Meal! Section B(1a-1f)教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 5What a Delicious Meal! Section B（1a-1f）
教科书 书 名： 教材 出版社：人民教育出版社 出版日期：2024
设计者 姓名 学校 电话
教学目标
通过本节课学习，学生能够： 1掌握与食物、情感相关的词汇和句型，如“Thanks to...”, “It’s a great way to...”, “One of my favourite... is...”等。 2通过阅读分析个人随笔的文本特征，理解其内容组织方式和语言表达特点。 通过文本解读，把握作者在美食烹饪方面的记忆与感悟，对文中核心人物的性格特点进行合理分析与推断，获取主旨和细节信息，能运用所学语言表达食物与情感、文化的关联。 3理解烹饪作为传递爱与文化的方式，增强家庭情感与文化认同感。 4. 能够理解南瓜派的制作步骤，并学会描述一道菜的完整制作过程。
教学内容
教材分析： 本课选自人教版八年级上册 Unit 5 “Do you want to watch a game show ” 的 Section B 部分，主题为“食物与记忆”。通过一篇关于祖母烹饪南瓜派的记叙文，引导学生理解食物背后的情感与文化意义，并学习相关语言表达。 学情分析： 八年级学生已经具备一定的英语阅读和表达能力，对食物话题有浓厚兴趣。但在理解抽象情感和文化内涵方面仍有困难，需要教师通过情境创设和语言支架帮助学生进行深度理解和表达。 重点：理解文本主旨，掌握重点句型结构。 难点：运用“along with”等复合主语结构，以及“the secret to + doing”等表达方式。
教学过程
教学环节教学活动学生活动设计意图Part1： Lead in （3min）T shows pictures of different foods (hot pot, dumplings, sushi, spaghetti, pizza, pumpkin pie) quickly. Pose discussion questions: "What’s your favorite dish " "Who often makes it for you " "What kind of food makes you happy " 3.Play a short video about Priya making pumpkin pie and ask students to answer 3 questions: "What is Priya doing " "Who taught her " "Why does she like pumpkin pie "观察图片，说出菜名 通过对话，鼓励学生积极参与关于菜式的话题讨论，为阅读做好铺垫。 观看视频回答问题。通过看图说菜的活动，引导学生回顾已学。 播放Ai视频，导入文章相关的故事背景视频，帮助感知文章内容。效果评价：Students can correctly name at least 5 dishes. Most students actively participate in the discussion and express their ideas clearly. Students can accurately answer the 3 video-related questions.。Part 2： Pre-reading（10min）1. Distribute the text to students and ask them to read the title "Food for Thought" and the opening quote "Cooking is love made visible". 2. Guide students to predict the text content: "What food will the text talk about " "When might people usually eat it " 3. Introduce key vocabulary (e.g., cinnamon, host family, recipe) to help students overcome reading obstacles.1. Read the title and the opening quote carefully. 2. Work in groups to predict the text content and share their predictions. 3. Learn and memorize the key vocabulary, ask questions if they have any doubts.1. Train students’ prediction ability, which is an important reading strategy. 2. Familiarize students with the core theme and key elements of the text in advance. 3. Remove vocabulary barriers to ensure smooth reading.效果评价：师评。Students can make reasonable predictions based on the title and quote. Students can master the meaning and pronunciation of the key vocabulary.Part 3： While-reading（15min）Skimming (5 minutes) 1. Ask students to read the text quickly and answer: "How does the article begin " "What type of text is it (argument/exposition/personal essay) " 2. Guide students to summarize the core themes of the text (e.g., Cooking creates memories and shows love; Learning food from other cultures is fun). Scanning (10 minutes) 1. Ask students to read the text again carefully and answer the 1c questions (e.g., Why does the writer love cooking Where did the grandmother learn to make pumpkin pie ). 2. Provide reading tips: Use signal words (e.g., because, thanks to) to find reasons; Locate key words to find specific details. Recipe Analysis (5 minutes) 1. Show the pumpkin pie recipe and ask students to put the cooking steps in the correct order (1d). 2. Guide students to retell the cooking instructions based on the ordered picturesSkimming 1. Read the text quickly, find the answers to the questions, and share with the class. 2. Discuss in groups and summarize the core themes. Scanning 1. Read the text carefully, locate key information, and write down the answers to the 1c questions. 2. Check answers with the teacher and correct mistakes. Recipe Analysis 1. Analyze the recipe and arrange the pictures in the correct order. 2. Retell the cooking steps in English using sequence words (first, then, next, after that, finally).1. Train students’ skimming ability to grasp the overall structure and theme of the text. Help students understand the text type and writing style. 1. Improve students’ ability to extract specific details from the text. 2. Teach practical reading strategies for detail-based questions. Recipe Analysis 1. Combine the text with practical cooking steps to enhance students’ interest. 2. Practice using sequence words to improve language expression ability.效果评价：师评 + 组评。Students can correctly answer the questions about the opening and text type. Students can find the answers to the 1c questions quickly and correctly. Students can retell the steps coherently using sequence words.Part 4： Post-reading（15min）Finish 1e (5 minutes) 1. Present the text summary with blanks (1e) and ask students to fill in the blanks using the given words (e.g., memories, smell, host). 2. Check the answers with the whole class and explain the key points. Mind-mapping (5 minutes) 1. Guide students to complete the mind map about the grandmother’s first pumpkin pie (e.g., when, where, who taught her). 2. Encourage students to add more details if possible. Oral Sharing (5 minutes) 1. Ask students to think about their own food and love memories, and use the provided template to prepare a short speech (e.g., What is the food Who taught you to make it How do you feel about it ). 2. Organize students to share their stories in pairs or groups.Finish 1e 1. Fill in the blanks independently based on the text. 2. Check answers with the teacher and correct mistakes. Mind-mapping 1. Complete the mind map individually or in pairs. 2. Share their mind maps with the class. Oral Sharing 1. Prepare the speech according to the template. 2. Share their personal stories with partners or the class.Finish 1e 1. Help students consolidate the key information and vocabulary of the text. 2. Improve students’ ability to summarize and use words in context. Mind-mapping 1. Train students’ logical thinking and ability to organize information. 2. Deepen students’ understanding of the grandmother’s experience. Oral Sharing 1. Apply the learned language to real-life situations. 2. Enhance students’ oral communication skills and emotional resonance with the theme.效果评价：组评 + 师评。Students can fill in the blanks correctly with the given words. Students can complete the mind map with clear logic and key details. Students can express their ideas clearly and use the learned vocabulary and sentence structures appropriately.Part 5： Exercise Summary（2min）Exercise 1. Distribute the supplementary reading passage "Food for the Soul" and ask students to answer 5 questions (multiple-choice and short-answer). 2. Walk around the classroom to provide guidance and answer students’ questions. 3. Check the answers with the class and explain the difficult points. Guide students to review the key points of the lesson1. Read the supplementary passage carefully. 2. Answer the questions independently. 3. Check answers with the teacher and discuss the difficult points.做与本文相似的文本阅读练习题。巩固做题方法。总结本课所学内容，巩固加深印象。 Extend students’ reading input and consolidate reading skills. 2. Compare the two passages (similar theme and structure) to deepen students’ understanding of the theme. 3. Train students’ ability to apply reading strategies to new materials. 匹配每段大意总结文章Part 6： HomeworkAssign three types of homework: - Practical task: Try to make a pumpkin pie (or your favorite dish) for your family. - Writing task: Write a short personal essay about your favorite food (following the text’s structure). - Cognitive task: Design a mind map of the text to sort out the key information. 2. Provide tips for the writing task (e.g., use a quote to begin, describe the process and memories).将家庭作业做好记录。作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。板书设计教学反思Strengths Theme Connection to Life: The lesson starts with students’ favorite foods and personal experiences, which effectively stimulates their learning interest and emotional resonance. The oral sharing activity in the post-reading section allows students to apply the learned language to real-life situations, improving their oral communication skills. Layered Reading Activities: The while-reading section is designed with skimming and scanning activities, which are in line with the cognitive law of students. It helps students gradually grasp the overall theme and specific details of the text, and effectively trains their reading strategies. Integration of Knowledge and Skills: The lesson integrates vocabulary learning, reading, writing, and oral communication, realizing the comprehensive development of students’ language skills. The supplementary reading and writing tasks help students consolidate and extend the learned knowledge. 2. Weaknesses Time Management: The while-reading and oral sharing sections may take more time than expected, leading to a rush in the exercise and summary sections. Some students may not have enough time to fully think and express themselves. Differentiated Teaching: The design of activities and homework does not fully consider the differences in students’ language levels. For low-level students, the oral sharing and writing tasks may be too difficult, while for high-level students, the exercises may be too simple. Cultural Depth: The introduction of cross-cultural elements (e.g., Thanksgiving, Songkran Festival) is relatively superficial. Students may not have a deep understanding of the cultural background behind the food, which affects their overall understanding of the text. 3. Improvement Suggestions Optimize Time Allocation: Before the lesson, estimate the time required for each activity more accurately. During the lesson, flexibly adjust the time according to students’ performance. For example, set a time limit for group discussions and oral sharing to ensure the smooth progress of the lesson. Implement Differentiated Teaching: Design different levels of tasks for students with different language levels. For low-level students, provide more vocabulary prompts and sentence templates for oral sharing and writing; for high-level students, add more challenging tasks, such as analyzing the rhetorical devices in the text or expanding the cultural background. Deepen Cultural Exploration: Before reading the text, introduce the cultural background of Thanksgiving and Songkran Festival through short videos or pictures. Encourage students to search for information about the cultural connotations of their favorite foods after class, and share it in the next class to enrich the cultural content of the lesson. Strengthen Feedback and Evaluation: In the oral sharing and writing sections, provide timely and specific feedback to students. For example, praise students for their correct use of vocabulary and sentence structures, and give suggestions for improvement in terms of coherence and logic. At the same time, encourage peer evaluation to improve students’ ability to self-evaluate and evaluate others.。
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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