Unit5WhataDeliciousMeal【人教新版八上英語授課典案+備課素材】/讓教學(xué)更有效___精品試卷|英語學(xué)科

SectionB

第一課時(1a-1f)

StudyoftheText_______________

What:Thetextrevolvesaroundthe“significanceofcooking".Fromtheauthor’sperspective,itdescribeshergrandmother’spassionforcooking—howshelearnedtocreatedishesfromdifferentcultures,builtfriendshipsthroughcooking,andtaughttheauthortocook,conveyingtheideathat“Cookingislovemadevisible.”Thearticlealsoincludesapumpkinpierecipe,detailingitsingredientsandinstructions.Additionally,variousexercisessuchasdiscussion,mainideaselection,Q&A,picturesorting,andsummarytodeepenstudents’understandingofthetext.

Why:Throughreading,studentscanlearnaboutthevocabularyandexpressionsrelatedtocooking,food,andmemories,improvetheirreadingcomprehensionskills,enhanceoralandwrittencommunication,aswellasinformationextractionandsummarizationabilitieswhiledoingexercises.Thegrandmother’sexplorationofdiverseculinarycultureshighlightscross-culturalexchange,helpingstudentsappreciatedifferentfoodtraditionsandfosteringculturalinclusivenessandaglobalperspective.Thetextemphasizeshowcookingandfoodcreatecherishedmemoriesandexpressloveandcare.

How:Thepassagecombinesnarrativeandexpositorywriting.Itusespersonalmemoriesandexperiencestoexploretheconnectionbetweencookingandlove.Thelanguageisvividandpractical,suitableformiddleschoolstudents.Theexercisesprogressfromdiscussionandcriticalthinkingtocomprehensionandhands-ontasks,aligningwithstudents’cognitivedevelopment.Simpleandcompoundsentencesdominate,makingthetextaccessibleformiddleschoolstudents,whilesomecomplexstructuresintroducegradualexposuretoadvancedsyntax.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.readquicklyandunderstandthemainideaofthetext;

2.answerthequestionstounderstandthedetailedinformationofthetext;

3.completethesortingandsummarizingtasksbasedonthetextcontent;

4.imitateandcommunicatebyusingrelevantsentencepatterns.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toreadquicklyandunderstandthemainideaofthetext.Step1Lead-in1.Greetings.2.Enjoyavideoaboutdeliciousdishes.3.Workon1a.Discussthequestions.What’syourfavouritedishWhooftenmakesthedishforyouWhatkindoffoodmakesyouhappy4.Guess.Accordingtothetitle,canyoupredictthebestmainideaofthistextStep2FastreadingWorkon1b.Readthetextquickly.Isyourpredictionright√Throughfoodandcookingwecreatememoriesandshowlovetoothers.Observestudents’performanceandknowaboutwhethertheypreviewthelessonwell.

PurposeTohelpstudentsunderstandthecontentandthestructureofthepassagequickly.

2.Toanswerthequestionstounderstandthedetailedinformationofthetext.Step3Carefulreading1.Readforthedetailsandanswerthequestions.(1)Whatdoesthewriterthinkofcooking(2)Whatmakesthewriterthinkofhergrand-mother’spumpkinpienow(3)Whocancookthepumpkinpie◎Key:

(1)Cookingisagreatwaytoshareherlovewithothersandcreatememorieswithfamily.(2)Everytimethewritersmellscinnamon,shethinksofhergrandmother’spumpkinpie.(3)Grandmaandthewriter.2.Retelltherecipeformakingpumpkinpie.Whataretheingredientsandinstructions3.Workon1c.Readagainandanswerthequestions.(詳見課件資源)Observewhetherstudentsareabletoanswerthequestionscorrectlytoknowtheirunderstandingofthereadingmaterialandtheirmasteryofthetargetlanguage.Gradually,thequestionstransitionfromsimplefact-findingtothinking.

PurposeToletstudentsgraspthedetailsofthearticle,improveinformation-findingskills,thinkdeeplyandunderstandthemeaningofit,andpavethewayforthenexttask.

3.Tocompletethesortingandsummarizingtasksbasedonthetextcontent.Step4Post-reading1.Workon1d.Readtherecipeandputthepicturesinthecorrectorder.◎Key:B;D;C;A;E2.Finishpletethesummaryofthetext.◎Key:connects;memories;smell;host;cultures;friends;recipesCheckthecorrectnessofstudents’answersandassesstheirunderstandingofrecipesandtexts.

PurposeStudentscandeepentheirunderstandingofkeyexpressionsbyretellingthepassageindifferentexercises.

4.Toimitateandcommunicatebyusingrelevantsentencepatterns.Step5Pairwork1.Workon1f.Thinkaboutamemoryyouhaveoffoodandlove.Shareitwithapartner.Usefulexpressions:Thetasteofthisfoodwasreallyspecial.EverytimeIeatit,Icanfeelmy…Thisdishalwaysbringsbackwarmmemories…My…showsher/hislovebycookingthisforme.WhenIwaslittle,my…madethisformeon…2.Summary:Cookingisnotonlyaprocessofmakingdeliciousfood,butalsoabridgetoconveyloveandcreatememories.3.Languagepoints.4.Exercises.Listentostudents’expressions,understandtheirmasteryofthislessonandwhattheylearnedbefore,correcterrorsintime,andencouragethemtoexpressthemselves.

PurposeToenhanceoralcommunicationskills,fostercross-culturalexchange,andhelpstudentstoexperiencetheemotionalbondsoffamily.

Homework1.Basichomework:Readandrememberthenewwordsandsentencesinthispart.2.Practicalhomework:Writeashortpassageofabout80-100wordstointroduceadeliciousfoodrelatedtoyourfamily.3.Extendedhomework:RecordanEnglishvideo,introducingyouropinionsoncookinganddeliciousfood.Rewritethestoryinyourownwords.Trytousethenewwordsandphrasesyou’velearned.

TeachingReflection___________

______________________________

第二課時(VocabularyinUse)

StudyoftheText_______________

What:2aasksstudentstolistthevocabularyrelatedtofoodandcookinganddistinguishbetweencountablenounsanduncountablenouns.2bmatchespictureswithquantitativephrases.2ccompletestheapplepierecipewithverbphrasestolearnEnglishexpressionsforthecookingsteps.

Why:Throughvocabularycategorization,graphicmatchingandrecipefilling,studentscansystematicallymasterthecountable/uncountableattributesoffoodvocabulary,quantifiermatchingandcookingprocessexpressions,improvetheirEnglishcommunicationskillsinfoodandcookingscenes,letvocabularylearningservereal-lifeapplications,andcultivatelanguagepracticeability.

How:Theactivitiesaredesignedfromshallowtodeep.2astartsfromvocabularysorting,2bstrengthensphraserecognitionthroughgraphicmatching,and2ccomprehensivelyutilizestherecipephrases,formingthelearningchainof“Vocabularyaccumulation-Phraseconsolidation-Phraseapplication".

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.mastervocabularyrelatedtofoodandcookingproficiently,andbeabletoaccuratelydistinguishbetweencountablenounsanduncountablenouns;

2.matchfoodpictureswithEnglishphrasespreciselytoenhancethevisual-languagecorrespondenceability;

3.consolidatetheuseofphrasestoexpressmorerecipes.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tomastervocab-ularyrelatedtofoodandcookingproficiently,andbeabletoaccu-ratelydistinguishbetweencount-ablenounsanduncountablenouns.Step1Lead-inGreetings.Step2Workon2aListthewordsyoulearntaboutfoodandcooking.ArethewordscountablenounsoruncountablenounsPutthewordsintotwogroups.(詳見課件資源)Tips:Countablenounsrefertopeopleorthingsthatcanbecountedanddividedintoindividualparts.Uncountablenounsrefertothingsthatcannotbedirectlycountedbynumbers.Theyareusuallyabstractconcepts(抽象概念),substances(物質(zhì)),orthingsthatcannotbedividedintoindividualparts.◎Possiblekey:

1.Vegetables:cucumber,lettuce,carrot,onion,potato,tomato…2.Fruit:pear,banana,apple,orange…3.Drinks:juice,tea,coffee,water,milk…4.Meat:fish,pork,beef,chicken,mutton…5.Snacks:cake,sandwich,cookie,chip…6.Kitchenitems:pan,knife,fork,flour,salt,sugar…Judgewhetherstudentshavegraspedthetargetlanguageaccordingtotheirperformanceinreviewingandhelpthemenhancewhattheyhavelearned.

Observehowwellstudentslistfoodandcooking-relatedvocabularyandwhethertheycandistinguishbetweencountablenounsanduncountablenouns,categorizingthemby“vegetables,fruit,drinks,meat,snacks,andkitchenitems”.

PurposeTohelpstudentstosystematicallygraspthecountable/uncountableattributesoffoodwords.

2.TomatchfoodpictureswithEnglishphrasespreciselytoenhancethevisual-languagecorrespondenceability.Step3PracticeWorkon2b.Matchthepictureswiththephrases.◎Key:

1.D2.F3.E4.B5.H6.A7.I8.G9.CObservewhetherstudentscanmatchpictureswithquantita-tivephrasestorein-forcevisualassocia-tionsandmemoriza-tionofquantitativephrases.

PurposeTomasterthecountable/uncountableattributesoffoodvocabularyandmeasurewordcombinationsthroughgraphicmatching.

3.Toconsolidatetheuseofphrasestoexpressmorerecipes.Step4PractisemoreDoyouliketheapplepieLookatthepicture,andguesswhattheapplepierecipeis.WhatdoweneedHowtocook

Workon2c.Completetherecipewiththewordsinthebox.◎Key:

cut;into;Add;to;mix;with;pour;into;share;withStep5SummarySharethedeliciousfoodandexperiencethejoyandwarmthoflifebroughtbycooking.Step6LanguagepointsStep7ExercisesObservewhetherstudentscancompletetheapplepierecipewithmultipleverbphrasesandlearnEnglishexpressionsforthecookingsteps.Giveguidanceandfeedbackbasedonstudents’performance.

PurposeIntheactualapplication,studentscaninternalizewhattheyhavelearned,learntoexpressthecookingprocess,improvetheirEnglishcommunicationskillsinfoodandcookingscenarios,makevocabularylearningservereal-lifeapplication,andcultivatelanguagepracticeability.

Homework1.Basichomework:Readandrememberthenewwordsandsentencesinthispart.2.Practicalhomework:Usethewordsindicatingorder(first,then,next,finally)learnedtodaytowriteashortpassageintroducingtheprocessofmakingasimpledish,withnolessthan50words.3.Extendedhomework:Makeahand-copiednewspaperaboutcountablenounsanduncountablenouns.

TeachingReflection_______________

_____________________________________________

第三課時[(3a-3c)Writing&Project]

StudyoftheText_______________

What:3a-3cpartmainlyfocuson“MyFavouriteDish:GuoqiaoRiceNoodles",whichintroducestheoriginstory.Italsoexplainsthestepsinvolvedinmakingthericenoodles.TheProjectsectioniscentredon“RecipesforMakingDeliciousDishes”.Ittakesspaghettibologneseasanexampleandintroducestheingredientsneededandtheinstructions.

Why:Throughstudying3a-3c,studentsareabletomastervocabularyandsentencepatternsdescribingtheprocessofmakingfood,correctlyusethesimplepasttensetotellthestoryandimperativesentencestodescribethesteps.ThroughtheactivitiesoftheProject,studentsareabletomasterEnglishvocabularyandexpressionsdescribingthecookingprocessandingredients,andlearntousevocabularyindicatingsequencetodescribethesteps.

How:Creatingsituationsmakesstudentsfeelasiftheywereinthehistoricalscenetoenhancethefunandparticipationoflearning.Arranginggroupactivities,suchasdiscussingtheirfavouritedishes,promotescommunicationandcooperationamongstudents.TheProjectpartallowsstudentstolearnanduseEnglishknowledgeinpracticeanddevelopcomprehensiveabilitybycompletingtheProjectofmakingandpresentingrecipes.Italsoarrangesgroupactivitiestopromotecommunicationandcooperationamongstudents.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.gettoknowtheingredientsandinstructionsofmakingGuoqiaoRiceNoodles;

2.createarecipeforatastydishbychoosingadish,researching,cookingit,andtakingpictures;

3.usetheusefulexpressionstosharecookingexperiences.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.TogettoknowtheingredientsandinstructionsofmakingGuo-qiaoRiceNoodles.Step1Lead-inGreetings.Step2Workon3aReadthepostandcircletheingredientsthatthechefuses.◎Key:vegetables,mushrooms,chickenandpork,chickensoup,ricenoodlesStep3Workon3bWhatdishdoyoulikethebestCompletethenotes.(詳見課件資源)Step4Workon3cWritearesponsetothepostabouthowtomakeyourfavouritedish.Tips:Pickadishyouknowwell.Usesequencewords.Wordslike“First"“Next”“Then"and“Finally”canmakeyourwritingmoreorganized.Keepyoursentencessimple.Checkformistakes.Sample:(詳見課件資源)

Judgethestudents’masteryofexpressionsbasedontheirresponsestothecookingsequence.Understandthestudents’masteryofthetargetlanguagebasedontheircompletionofwriting.

PurposeTomasteraseriesofquestionsaboutthecookingsteps.

2.Tocreatearecipeforatastydishbychoosingadish,researching,cookingit,andtakingpictures.Step5CreatearecipeforatastydishWorkon4a.Workingroups.Chooseadishyouwanttomakeanddoresearchonit.Step6Workon4cCreatearecipeforatastydish.Usefulexpressionscutup;mix…with…;pour…into…;bakethecake;boilthepotatoes;add…to…;intheblender…Observegroupwork:listingredientsneededforadish,steps,nutritionalvalueandculturalbackground.Providenecessaryassistanceasneeded.

PurposeTounderstandandknowmoreclearlyhowtomakeadish,understandthesequenceofitsstepstoexpresscooking.

3.Tousetheusefulexpressionstosharecookingexperiences.Step7Performance1.Presentyourrecipeinclass.Thenvoteforyourfavouriterecipes.2.Summary.Cookingbringsushappinessandlove.Observestudents’performanceingroupcollaborativedesigndebriefing,andprovidehelpandencouragement.

PurposeTohelpstudentscreativelyapplythelanguagetheyhavelearnedforcommunicationinthecontextoftransfer.Studentsmovefromtextbookstoreallifeanddeveloppragmaticabilities.

Homework1.Basichomework:ReadthepostaboutGuoqiaoRiceNoodlesandcircletheingredientsused.Learnnewcooking-relatedwordslike“boil"“cutinto”,etc.2.Extendedhomework:Writearesponsetothepostabouthowtomakeyourfavouritedish.

TeachingReflection_______________

__________________________________________

()/讓教學(xué)更有效___精品試卷|英語學(xué)科

SectionB

導(dǎo)入一:問題導(dǎo)入

Askstudents,“What’syourfavouritedishWhooftenmakesthedishforyouDoescookingjustgiveusfood,ordoesitgivesomethingmoreLet’sexplorewhatcookinggivesus."Thisconnectswithstudents’dailyexperiencesandsparkstheirinterest.

導(dǎo)入二:圖片導(dǎo)入

Showpicturesofpeoplecookingtogether,sharingfood,andsmiling.Ask,“WhatdoyouseeinthesepicturesHowdothesepeoplefeelWhatdoescookingbringtothemNow,let’sfindouttheanswers.”Picturesareintuitiveandcanquicklydrawstudents’attention.

導(dǎo)入三:故事導(dǎo)入

Tellashortstory,“Once,alittleboyfeltverywarmwhenhismothercookedhisfavouritemealafterabaddayatschool.Thefoodwasn’tjustfood;itwaslove.So,whatelsedoescookinggiveusLet’ssee."Storiesareengagingandhelpstudentsrelatetothetopic.

導(dǎo)入四:討論導(dǎo)入

Letstudentsdiscussinpairs:“WhatdoyouthinkcookinggivespeopleShareyourideaswithyourpartner.”Afterashortdiscussion,invitesomepairstoshare.Thensay,“Now,let’sseewhatthetextsaysaboutwhatcookinggivesus."Discussionencouragesstudents’activeparticipationandexchangesofideas.

活動設(shè)計_______________

活動一:角色扮演

將學(xué)生分成小組,每組兩人,分別扮演作者和祖母,模仿文中對話及情境進(jìn)行表演。

學(xué)生A(祖母):WhenIwasacollegestudentintheUS,Istayedwithahostfamily.Thehostesstaughtmehowtomakeapumpkinpie.

學(xué)生B(作者):Thatsoundsinteresting!What’sspecialaboutthepumpkinpie

通過模仿對話,加深對文本的理解與語言運用。

活動二:美食分享

基于1a的問題,讓學(xué)生分組討論。What’syourfavouritedishWhooftenmakesthedishforyouWhatkindoffoodmakesyouhappy鼓勵學(xué)生用英語分享自己的經(jīng)歷與感受。

Student1:Myfavouritedishisnoodles.Mymotheroftenmakesthemforme.Theymakemehappybecausetheyarewarmanddelicious.

Student2:Ilikedumplings.Mygrandmotheroftenmakesthem.Eatingdumplingsmakesmefeelloved.

活動三:我的食譜設(shè)計

參考文中南瓜派的食譜(PumpkinPieRecipe),讓學(xué)生用英語設(shè)計自己喜歡的一道菜的食譜,包括食材(Ingredients)和制作步驟(Instructions),然后在班級內(nèi)分享。

案例:學(xué)生設(shè)計“番茄炒蛋”食譜。Ingredients:eggs,tomatoes,oil,salt.Instructions:First,breaktheeggsandstirthem.Then,cutthetomatoes.Next,putsomeoilinthepanandpourtheeggsin.Afterthat,addthetomatoes.Finally,addalittlesaltandstirwell.

通過設(shè)計食譜,鍛煉學(xué)生英語寫作與對烹飪過程的描述能力。

閱讀突破_______________

突破一根據(jù)短文內(nèi)容,選出正確選項(教材原文:SectionB1b)

()1.Whydoesthewriterlovecooking

A.Becauseit’sfun._

B.Becauseitmakesmoney.

C.Becauseit’sawaytosharelove.

()2.Whatwassospecialaboutthegrandmother’skitchen

A.Itwasverybig.

B.Itwasfriendlyandperfectforwarmingup.

C.Ithadmanyappliances.

()3.Wheredidthegrandmotherlearntomakepumpkinpie

A.Fromherparents.

B.FromherhostfamilyintheUS.

C.Fromacookingclass.

()4.Whendidthegrandmotherusuallymakethepie

A.Inspring.B.Insummer.C.Inautumn.

()5.Accordingtothetext,whatkindofpersondoyouthinkthewriter’sgrandmotheris

A.Strict.B.Quiet.C.Lovingandopen-minded.

◎Key:1.C2.B3.B4.C5.C

突破二語法填空(教材原文:SectionB1b)

“Cookingislovemadevisible."Thanks1._mygrandmother,Ilovecooking.It’sagreatwayforme2._(share)mylovewithothers.Thesmellsandthefood’staste,along3._ourconversations,connectustoeachother.WhatwonderfulmemoriesIhave!

Oneofmyfavourite4._(memory)ismygrandmother’spumpkinpie.Shealwaysmadeitinautumn,whentheweathergotcolder.Herfriendlykitchenwastheperfectplacetowarm5._andenjoyatasteofthechangingseasons.Istillrememberthedayswhenthesmellofcinnamonfilledtheroomwith6._(sweet).Now,everytimeIsmellcinnamon,Ithinkofmygrandmother’spumpkinpie.

Mygrandmothertoldmeabouther7._(one)pumpkinpie.WhenshewasacollegestudentintheUS,she8._(stay)withahostfamily.Thehostesstaughtherhowtomakeapumpkinpie.Manyyearslater,shetaughtmehowtomakeittoo.

Mygrandmotherlovedlearninghowtomakefoodfromothercultures.“It’smywayofmakingfriendsfromaroundtheworld,”shesaid.Grandmothertaughtmethesecretto9._(cook):Cookwithlove.Thankstomygrandmother,Ilovetotrynewfoodandnewrecipesfromother10._(country)andcultures.

◎Key:1.to2.toshare3.with4.memories5.up6.sweetness7.first

8.stayed9.cooking10.countries

()/讓教學(xué)更有效___精品試卷|英語學(xué)科

SectionA

導(dǎo)入一:提問導(dǎo)入

Theteachersays,“Dearclassmates,haveyouevermadefoodbyyourselvesForexample,asimplesandwichorafruitsalad.HowdidyoumakeitToday,let’sdiveintothetopic‘Howdowemakefood’andexploremoreaboutfood-makingsteps."Thisconnectswithstudents’experiences,sparkingtheirinterestinsharingandlearning.

導(dǎo)入二:圖片導(dǎo)入

Showstudentspicturesofdifferentfood-makingsteps,likecuttingupvegetables,mixingingredients,andbaking.Ask,“Lookatthesepictures.WhatdoyouthinkishappeningineachstepCanyouguesswhatfoodisbeingmadeNow,let’slearnhowtomakefoodproperly.”Picturesareintuitive,drawingstudents’attentionandpromptingthemtothinkaboutfood-makingprocesses.

導(dǎo)入三:游戲?qū)?/p>

Playa“Step-guessingGame".Describestepsinmakingakindoffood,like“First,boilsomewater.Then,putnoodlesintoit.”Letstudentsguesswhatfooditis.Afterthegame,say,“Great!Thesearestepsinmakingfood.Now,let’sformallylearn‘Howdowemakefood’".Gamesmaketheclasslively,increasingstudents’participationandenthusiasmforlearning.

導(dǎo)入四:頭腦風(fēng)暴導(dǎo)入

Askstudentstoquicklycalloutverbsrelatedtomakingfood,suchas“cut”“mix"“boil”and“bake".Thensay,“Theseverbsareallaboutmakingfood.ButhowdoweusetheminorderLet’sstartourlessonandfindout‘Howdowemakefood’.”Brainstormingactivatesstudents’thinking,recallingfood-makingactionsandlayingafoundationforlearningthetopic.

活動設(shè)計_______________

活動一:步驟排序大挑戰(zhàn)

將制作土豆泥的步驟(如“Washthepotatoes."“Putthepotatoesinapotandboilthem…”等)分別寫在卡片上并打亂順序。學(xué)生分組,合作將卡片按正確順序排列,并用英語依次描述步驟,如“First,washthepotatoes.Next,…"。

活動二:模擬烹飪對話秀

學(xué)生分組,每組兩人。一人扮演“指導(dǎo)者”,另一人扮演“執(zhí)行者",模仿對話模式,圍繞制作另一道簡單食物(如水果沙拉)進(jìn)行對話。對話需包含食材準(zhǔn)備、制作步驟等,如“Let’smakeafruitsalad.First,getsomeapplesandbananas…”。

學(xué)生A(指導(dǎo)者):Let’smakeafruitsalad.First,washtheapplesandbananas.

學(xué)生B(執(zhí)行者):OK.What’snext

學(xué)生A:Next,cutthemintopieces.Then,puttheminabowlandaddsomeyogurt…

該活動提升學(xué)生在真實情景中運用英語交流烹飪步驟的能力。

活動三:聽力填表格

展示一個關(guān)于制作土豆泥的表格,包含“步驟"和“對應(yīng)操作/食材”兩列(部分內(nèi)容空白)。學(xué)生聽對話,填寫表格。如步驟“1.Washthepotatoesand

_."需填“cutthemintopieces”。此活動鍛煉學(xué)生聽力理解與信息提取能力,加深對對話內(nèi)容的掌握。

聽說訓(xùn)練_______________

聽錄音,回答下列問題。(聽力原文:SectionA1b&1c)

1.Howmanypotatoesdotheyneed

2.Whatingredientsdotheyneedbesidespotatoes

3.What’sthefirststepinmakingmashedpotatoes

4.Whatdotheydoafterboilingthepotatoes

5.DoyoulikecookingWhyorwhynot

◎Key:1.Six.

2.Butter,milk,saltandpepper.

3.Washthepotatoes.

4.Mashthepotatoes,addthemilkandbuttertothepotatoes,andmix.

5.Yes,Ido.Becausecookingallowsmetocreatedeliciousfoodandshareitwithfamilyandfriends,bringingjoyandasenseofaccomplishment./No,Idon’t.BecauseIfindittime-consumingandabitcomplicated,andI’dratherspendtimeonotherhobbies.(答案不唯一,合理即可)

聽錄音,回答下列問題。(聽力原文:SectionA2a&2c)

1.WhatdishdoesTengFeisuggestcooking

2.Whatingredientsdotheyneed

3.Howmanytomatoesandeggsdotheyneed

4.What’sthefirststep

5.Whatdotheydoaftercookingthetomatoes

◎Key:1.Stir-friedeggsandtomatoes.

2.Eggs,tomatoes,salt,andsugar.

3.Fourtomatoesandthreeeggs.

4.Cutthetomatoesintosmallpieces.

5.Addsomesaltandsugar.

語法探究_______________

一、祈使句

【觀察】

First,cutthetomatoesintosmallpieces.

Next,mixtheeggsinabowl.

Then,heatsomeoilinapanandaddtheeggstoit.

Finally,puttheeggsbackintothepanandmixthemwiththetomatoes.

Don’tsmokehere.

【探究】

(一)在描述過程的時候,我們經(jīng)常使用四個步驟連接詞:first,next,then和finally;且常使用祈使句。祈使句用來表示命令、請求或勸說等。祈使句中的謂語動詞應(yīng)使用動詞原形。否定的祈使句以Don’t開頭。

(二)語法巧記口訣:

祈使句

祈使句表命令,動詞原形是特征;

否定句怎么辦,Don’t在前原形連;

客氣請求please,句前句后都可以;

祈使句表步驟,四個詞匯不忘記;

first,next前兩步,then,finally后湊齊。

二、感嘆句

【觀察】

Whatadeliciousmeal!

Whatimportantjobstheyare!

Howdelicioustheytaste!

Howtimeflies!

【探究】

感嘆句是表示驚訝、贊美、喜悅、憤怒等感情的句子,通常由what或how引導(dǎo)。常見結(jié)構(gòu):

What+a/an+形容詞+可數(shù)名詞單數(shù)(+主語+謂語)!

What+形容詞+可數(shù)名詞復(fù)數(shù)/不可數(shù)名詞(+主語+謂語)!

How+形容詞/副詞(+主語+謂語)!

How+主語+謂語!

()世界

Unit5WhataDeliciousMeal

教材導(dǎo)學(xué)_______________

課標(biāo)落實_______________

02

Whydowelearntocook

Howdowemakefood

Whatdoescookinggiveus

Listening&

Listening&

Grammar

Reading

Vocabulary

Writing&

Speaking

Speaking

Focus

Readabout

inUse

Project

(1a-Pronunciation)

(2a-2d)

Howtouse

thetextwhich

Learnto

Writea

Listentothe

Discusshowto

exclamatory

describesher

usewords

responseto

conversationabout

cookstir-friedeggs

sentences

grandmother's

relatedto

thepostabout

howtomake

andtomatoes,

toexpress

passionfor

food

howtomake

mashedpotatoes

involvingthe

strong

cookinganda

production.

yourfavourite

andsummarizethe

inquiryof

feelings.

pumpkinpie

dish.Createa