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人教版八 年级 英语 科目课堂教学设计
课题 Unit5 Section B(1a－1f) 时间 教师 二次备课
教学目标： 理解文本内容，明确食物是如何帮助作者构建回忆的。 探讨食物如何连接不同文化背景的人们。 谈论自己与食物相关的回忆。
教学重点难点： 1.探讨食物如何连接不同文化背景的人们。 2.谈论自己与食物相关的回忆。
教 学 过 程 设 计 Lead-in Watch and Share Show students a video about the flavor of home and ask questions. ◆In the video，which scene touched you most？Why ◆Just like the people in the video，what food always reminds you of your family members 1a Have students discuss the questions with their partners. 2．Invite several students to share their answers. Pre-reading Think and Predict Let students read the title and make predictions. ◆What do you think this title means ◆Can you predict what this text is about While-reading 1b Skim Reading Have students read the text and tick the best main idea. Check the answers and explain why. Have students read again and match the main idea with each paragraph. Paragraph 1The writer cherishes the memory of her grandmother's pumpkin pie. Paragraph 2The writer's grandmother passed her passion for cooking to the writer. Paragraph 3Cooking is a way to share love and create memories. Paragraph 4When and where the grandmother learned the pumpkin pie recipe. 1c Careful Reading Let students read the text paragraph by paragraph and ask them the following questions. Paragraph 1 ◆Why does the writer love cooking ◆What does cooking mean to the writer ◆What wonderful memories do you think cooking brings to the writer ◆How do you understand the sentence “Cooking is love made visible”？ Paragraph2 ◆What was so special about the grandmother's kitchen ◆When did the grandmother usually make the pie ◆Why was the grandmother's kitchen a perfect place to enjoy the taste of changing seasons ◆Why does the writer use “friendly” to describe her grandmother's kitchen Paragraphs 3－4 ◆Where did the grandmother learn to make pumpkin pie ◆Why is cooking a way to make friends around the world Think and Share Ask students the last question in 1c. According to the text，what kind of person do you think the writer's grandmother is Draw a conclusion and guide students to explore the meaning of this text. A person who loves cooking is usually a person who loves life.Just like the writer's grandmother，for many people，cooking is not just making food.What can you learn about cooking from this text？Try to complete the following sentence according to your own understanding. Cooking brings us ______________________． 1d 1.Ask students to look at the pictures and tell what food the person is making. 2.Ask students to read the recipe in 1b and find out what ingredients are needed.Teach the new words “cinnamon” and “pie crust” using the pictures. 3.Have students read the recipe again and put the pictures in the correct order. 4.Check the answers with the students，and then let them retell the steps of making the pumpkin pie. Post-reading Language Points Cooking is love made visible. 在这句话中，made visible是过去分词短语作后置定语，修饰love，表示“爱被变得可见”。 这句话运用了隐喻的手法，将cooking比作love made visible, 把无形的爱通过烹饪变成了可以被看到、被感知的东西，使人们对烹饪所蕴含的情感有了更深刻的理解和感受。 visible adj. 看得见的；可见的 2. The smells and the food’s taste, along with our conversations, connect us to each other. along with sb / sth 除......以外（还）；与......同样地。 3.Her friendly kitchen was the perfect place to warm up and enjoy a taste of the changing seasons. warm up （使）活跃起来；热身；预热 4.I still remember the days when the smell of cinnamon filled the room with sweetness. fill ... with ... （使）充满；（使）填满 2a 1.Have students list the words they learned about food and cooking. 2.Categorize the countable nouns and uncountable nouns. 3．Review countable and uncountable nouns with students. “a + 表示容器或度量单位的名词 + of + 不可数名词” 结构，是用来表示不可数名词数量的常用方式。 a bottle of 一瓶 a plate of 一盘 a bag of 一袋 2b Let students read the phrases and check if they know the meanings. Have students match the pictures with the phrases.Then check the answers. Ask students to pay attention to the measure words before the nouns. 2c 1.Let students read the words in the box and check if they know the meanings. 2.Ask students to complete the recipe with the words in the box. 3.Invite one student to read the recipe and check answers with the whole class. 课堂小结 让学生总结本节课所学的内容（包括文本核心主旨、关键表达及食物与情感 / 文化的关联等）。
作业布置： 完成课本中的相关练习。 教学反思及作业反馈： 存在问题： （2） 解决办法：

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