资源简介

新人教版八年级上册英语Unit 5 What a Delicious Meal！
Period 1 Section A 1a ~ Pronunciation
Ⅰ. Teaching Objectives
1. Through picture observation, students will be able to identify the ingredients needed to make mashed potatoes and accurately state the steps involved using relevant verbs and verb phrases.
2. Through listening activities, students will be to describe the complete process of making mashed potatoes in the correct sequence.
3. Through group work, students will be able to create dialogues about "selecting ingredients and describing food preparation processes" for other dishes, ingredient and describing food preparation processes" for other dishes, internalizing the language and applying it comprehensively.
4. Systematically review letters and letter combinations that produce the sounds: / /, /a /, /i /, /e /, / /,/sk/, /st/, /sp/, /str/.
Ⅱ. Language Knowledge
1. Key words & phrases:
pepper, mix, oven, boil, butter, cheese, cut up, pour sth into sth, cut sth in/into sth; mashed potatoes
2. Key sentences:
(1) — How do we make mashed potatoes
— First, wash the potatoes.
(2) — What do we do after that
— Then, ...
3. Key & Challenging points:
(1) Master vocabulary related to food preparation and developing listening skills.
(2) Use sequential instructions to describe the steps in making food.
Ⅲ. Teaching Procedure
Learning Activities
Step 1 Lead-in
Play a video about making a delicious dish to spark students' interest, then ask them: "Do you like cooking What kind of food do you know how to make " Guide Ss to respond, thereby introducing the topic of today's topic — making mashed potatoes.
Step 2 Pre-listening
Work on 1a
1. Show the pictures from 1a and teach the new words and phrases. Let Ss repeat the words after you, and ask individual Ss to read them aloud,correcting their pronunciation as needed.
2. Guide Ss to observe the pictures and match the instructions with the pictures.
Step 3 While-Listening
Work on 1b and 1c
1. Let Ss look at the ingredients in 1b and the content in 1c to predict what the listening material will be about.
2. 1b Listening - Tick Ingredients
Play the recording for 1b. Ask Ss to tick the ingredients they hear (potatoes, milk, butter, salt, pepper). Check answers and explain unclear points.
3. 1c Listening - Number Instructions
Play the recording for 1c. Ask Ss to number the instructions about making mashed potatoes. Analyze the logic of steps
wash potatoes → boil → get → mash→ add... to...,mix → add
Step 4 Post-listening
Work on 1d
1. Group Discussion
Ask Ss to talk about how to make mashed potatoes in groups, using first..., then..., next...
2. Role-play
Students look at the ingredients in 1b and the steps in 1c, and then work in pairs to practise speaking. For example:
A: How do we make mashed potatoes
B: First, wash the potatoes.
A: What do we do after that
B: Then, put the potatoes in a pot and boil them until they are soft.
Step 5 Pronunciation
1. Pronunciation Practice: Listen to the words and focus on learning the pronunciation of / /, /a /,/i /, /e /, / /, /sk/, /st/, /sp/ and /str/. Each group add one more word to each phonetic group.
2. Imitation and analysis of Pronunciation Rules:
Utilize gestures to grasp the characteristics of the intonation and pauses and practise reading along with the dialogue.
Assessment of Teaching Effectiveness
1. Observe students' performance in answering the questions. Assess their grasp of vocabulary related to ingredients used in food preparation based on the phrases they articulate.
2. Based on students' responses to the pictures related to "food preparation", evaluate their understanding of the newly taught content.
3. Observe students' attention to key words during the listening exercises to gauge their ability to extract key information from the audio.
4. Observe students' performance in dialogues with their partners, assessing the accuracy and richness of the language used when describing the process, to evaluate their level of knowledge mastery.
5. Observe the Ss' reaction speed, assesses the accuracy of their pronunciations and corrections.
Design Purpose
1. To activate Ss' prior knowledge and spark the interest in learning by playing a video, showing pictures, and asking questions. This fully engages Ss and encourages participation. Reviewing the required ingredients help Ss quickly transition into an English learning mindset. Providing a visual demonstration of vocabulary, phrases, and simple sentence structures related to "food preparation" paves the way for subse-
quent listening and speaking activities.
2. To provide a visual demonstration of the vocabulary, phrases, and simple sentence structures related to "food preparation", laying the groundwork for the upcoming listening and speaking activities.
3. To allow Ss to engage in semi-open comprehensive language use by referring to information and food preparation steps. By completing the listening tasks, Ss learn to improve their listening skills and understand
the logical sequence of language content organization.
The listening input prepares them for language output.
4. Select an appropriate number of groups to present. Use follow-up questions based on the language generated during Ss' in-class presentations, focusing the entire class on the target language of the lesson. This maximizes the utilization of generated classroom resources
in real-time.
5. To help Ss increase their interest in learning; use hand gestures to help Ss build a network of phonetical knowledge through categorization and differentiation.
Ⅳ. Blackboard Design
Unit 5 What a Delicious Meal！
Period 1 Section A 1a ~ Pronunciation
Key phrases:
cut up, pour sth into sth; cut sth into sth
mashed potatoes
Make New Conversations:
A: How do we make mashed potatoes
B: First, ... Then, ... Next, ... Finally...
Ⅴ. Homework
Required:
Write down the steps for making mashed potatoes,
pay attention to the correct use of adverbs of sequence
such as "first", "next", "then", and "finally".
Optional:
Ask your father or mother about making a certain
type of food. Write down the ingredients and
instructions in English.
Ⅵ. Teaching Reflection
Through picture matching, listening tasks, and
group activities, students can master and use the
vocabulary and procedures. However, some students
still face difficulties in oral output, lacking fluency
and coherence. They should engage in more practice
to reinforce their language application skills.

展开更多......

收起↑