人教版（2024）八年級(jí)上冊(cè)英語Unit5WhataDeliciousMeal!教案

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thethemeofthisunitis“WhataDeliciousMeal!”.Throughaseriesof

activitiesandtasks,itaimstoguidestudentstotalkaboutfoodandcooking,give

cookinginstructions,describeaprocessusingadverbsofsequence,useexclamatory

sentencestoexpressstrongfeelings,andexplorehowfoodandcookingcanbring

peopletogether.Studentscanunderstandthejoyandsignificanceofcookingand

sharingfoodthroughlearning.

OverviewofUnitEmphasisandDifficulties（單元重難點(diǎn)一覽）

1.Masterthevocabularyandsentencepatterns

relatedtofoodandcooking.

KeyPoints2.Beabletogiveaccuratecookinginstructions.

3.Useadverbsofsequenceandexclamatory

sentencescorrectly.

l.Useadverbsofsequencepreciselyindifferent

cooking-relateddescriptions.

Key2.Expressfeelingsaboutfoodvividlywith

Difficultiesexclamatorysentences.

3.Organizethoughtsanddescribethecooking

processclearly.

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單元學(xué)情分析及教學(xué)建議

LearningSituationAnalysis（學(xué)情分折）

1.Studentsmayhavesomebasicknowledgeaboutfood,buttheirEnglish

expressionsforcookinginstructionsmaybelimited.

2.Usingadverbsofsequenceandexclamatorysentencescorrectlymaybe

difficultforstudents,andtheyneedmorepractice.

3.Somestudentsmaylacktheabilitytoorganizetheirthoughtswhendescribing

thecookingprocess.

4.Studentsmaystrugglewithcross-culturalfoodterminologyandunderstanding

howculturalcontextsinfluencecookingmethods.

5.Manystudentsmayfinditchallengingtouseexclamatorysentencesnaturally

incookingcontexts,suchasexpressingexcitementaboutadish'saromaorappearance

withoutoverusingbasicadjectives.

TeachingSuggestions（教學(xué)史議）

1.Usemultimediaresourceslikecookingvideos,picturesofdeliciousfood,and

audioofcookingsoundstomaketheteachingmorevividandinteresting,andarouse

students1interest.

2.Adopttask-basedandcooperativelearningmethods.Letstudentscomplete

cooking-relatedtasksingroups,suchasgroupdiscussionsaboutfavouriterecipes,to

improvetheircooperationandcommunicationskills.

3.Providewritingtemplatesandexamplesforwritingtasksaboutcooking

processestohelpstudentsorganizetheirwriting.Andgivestudentsmoreopportunities

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topractisewritingandgetfeedback.

4.Payattentiontoindividualdifferencesamongstudents.Offerdifferentlevelsof

tasksandguidancetomeettheneedsofdifferentstudents.

5.Incorporatecross-culturalfoodcomparisonactivities,suchasdiscussingthe

differencesbetweenWesternbakingandChinesestir-frying,toexpandvocabularyand

contextualunderstanding.

6.Designgrammar-focusedcookinggames,likeSequenceAdverbBingo,where

studentsmatch"first","next"etc.,withcorrespondingcookingstepsfromthe

textbook.

單元整體目標(biāo)

1.Masterthevocabularyandsentencepatternsaboutfood

andcooking.

2.Understandcooking-relatedconversationsandtextsin

LanguageProficiencyEnglishthroughlisteningandreading.

（語言能力）3.Talkaboutfoodandcooking,andgivecookinginstructions

fluently.

4.Writeshortdescriptionsaboutcookingprocesseswith

correctgrammarandvocabulary.

1.Understanddifferentfoodculturesandcookingtraditions

CulturalAwareness

aroundtheworld.

（文化意識(shí)）

2.Appreciatetheroleoffoodinbringingpeopletogetherin

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第一課時(shí)SectionA[（la—ld）&Pronunciation1—2]

TeachingProcedures（教學(xué)過程）

Activity1Warmingupandrevision（感知與注意）

T:Let'splayaquickgame!Youhave1minute.WritedownasmanyEnglish

wordsasyoucanthinkofrelatedtofoodandcooking.Workinpairs.

{Studentswritedownwordslikebread,fry,bake,vegetable***）

T:Time'sup!Let'sseewhichonehasthemostwords.Now,let'scircletheones

youoftenseeinyourdailymeals.

設(shè)計(jì)意圖：采用游戲形式，激發(fā)學(xué)生對(duì)“食物與烹飪”話題的興趣。通過詞

匯頭腦風(fēng)暴，調(diào)動(dòng)學(xué)生思維，為新課學(xué)習(xí)做好鋪墊。

Activity2Presentation（獲取與梳理）

T:Let'sstartwithla.Matchtheinstructionswiththepictures.Thenshareyour

answerswithyourpartner.

（Studentsmatchandshare.）

T:Now,let'slearnsomenewwordsrelatedtocookinginstructions.

設(shè)計(jì)意圖：通過匹配活動(dòng)，幫助學(xué)生復(fù)習(xí)和鞏固與烹飪說明相關(guān)的詞匯，為

后續(xù)的語言輸出做準(zhǔn)備。

Activity3Listening（獲取與梳理）

T:Beforelisteningtolb,guess:Whatkindsoffoodcanbemadewiththese

ingredients?Whatcookingstepsmighttheyfollow?

（Studentsguessinpairs.Theteachenoritespredictionsontheblackboard.）

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T:Nowlistenandcheckyourpredictions.Ticktheingredientsyourhear.

設(shè)計(jì)意圖：通過聽前預(yù)測(cè)和聽后核對(duì)，培養(yǎng)學(xué)生的推理能力和聽力技巧，提

高他們對(duì)對(duì)話內(nèi)容的關(guān)注度。

Activity4Listening(獲取與梳理)

T:Listentotheconversationagainin1candnumbertheinstructions.

(Playtherecording.Stuclentslistenandnumber.)

T:Let'schecktheanswers.Explaintheorderiftherearemistakes.

設(shè)計(jì)意圖：進(jìn)一步提升學(xué)生的聽力理解能力，讓學(xué)生學(xué)會(huì)在聽力中理解烹飪

步驟的順序，加深對(duì)對(duì)話內(nèi)容的理解。

Activity5Pairwork(想象與創(chuàng)造)

T:Nowthatweknowthecookingstepsofmakingmashedpotatoes,let'stryto

actouttheconversationaboutmakingitwithyourpartner.Youcanusethesame

sentences,butfeelfreetochangetheingredientsorthefinaldish.

(Givestudentsascimpleframeworkonthescreen.)

A:Howdowemake[dishname]?

B:First,[firststep].

A:Whatdowedoafterthat?

B:Then,[secondstep]'''

T:Nowit'syourturn.Workinpairsandmakeyourownversionofthedialogue.

設(shè)計(jì)意圖：通過仿說練習(xí)，讓學(xué)生在熟悉的語境中練習(xí)句型和表達(dá)，降低語

言輸出的難度。模仿制作土豆泥的對(duì)話結(jié)構(gòu)，幫助學(xué)生在句式整合上建立信心，

從而更順利地過渡到Id中“談?wù)撆腼冞^程”的任務(wù)。

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Activity6Pronunciation（歸納與應(yīng)用）

T:Let'slistentothepronunciationinPronunciation1.Repeataftertherecording.

（playtherecording）

T:Nowwellplayacompetitiongame!Eachgroupgets1minutetowritedown

asmanywordsaspossiblewiththesamepronunciationpattern.

T:Group1,ready?Go!

設(shè)計(jì)意圖：結(jié)合競(jìng)賽活動(dòng)提高學(xué)生的參與度，通過歸納練習(xí)讓學(xué)生掌握發(fā)音

規(guī)則。

Activity7Listenandrepeat（歸納與應(yīng)用）

T:ListentothesentencesinPronunciation2andrepeat.Payattentiontothe

intonationandpauses.

（Playtherecording.Studentslistenandrepeat.）

設(shè)計(jì)意圖：幫助學(xué)生關(guān)注句子的語調(diào)與停頓。通過朗讀練習(xí)，使口語表達(dá)更

加自然流暢，培養(yǎng)語感，提升英語口語水平。

Activity8Homework（課后作業(yè)）

Makeadishforyourparentsandwritedownwhatyoudidandwhatyou

prepared.

BlackboardDesign（板書設(shè)計(jì)）

第一課時(shí)SectionA[（la—ld）&Pronunciation1—2]

Keywords：pepper,mix,bake,boil,pour,butter-,,

Keysentencepatterns：

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Howdowemakemashedpotatoes?

Whatdowedoafterthat?

Pronunciation：

/au/,/au/,/io/,/eo/,/ua/,/sk/,/st/,/sp/,/str/

TeachingReflection（教學(xué)反思）

Thislessonusedgames,pairworkandspeakingtasksaboutcookingtokeep

studentsengaged.Thepronunciationpracticewasfunandhelpedstudentslearnsound

patterns.Butsomestudentsstillfoundithardtofollowthesequenceofcookingsteps.

Nexttime,usingmorepicturesorflowchartscouldmakethisclearer.

第二課時(shí)SectionA（2a—2d）

TeachingProcedures（教學(xué)過程）

Activity1Warmingup（感知與注意）

T:Class,todaywe'regoingtolearnaboutcooking.Lookatthesepictures（show

picturesofeggs,tomatoes,etc.）.Doyouknowwhatdishwecanmakewiththem?

{Studentsanswer.）

T:Right,stir-friedeggsandtomatoes.Now,let'slearnsomewordsrelatedtothis

dish.

設(shè)計(jì)意圖：激活學(xué)生關(guān)于烹飪的已有知識(shí)，以直觀且互動(dòng)的方式引入新詞匯,

為后續(xù)學(xué)習(xí)奠定基礎(chǔ)。

Activity2Listening（獲取與梳理）

T:Readtheconversationin2a.Then,fillintheblanksin2aaccordingtothe

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listening.Focusontheingredientsandstepsofmakingstir-friedeggsandtomatoes.

{Studentsreadandcomplete.Theteacherchecksanswers.)

設(shè)計(jì)意圖：通過閱讀和填空，訓(xùn)練學(xué)生提取關(guān)鍵信息的能力，強(qiáng)化與烹飪相

關(guān)的詞匯。

Activity3Practice(概括與整合)

T:Lookat2b.Wehavearecipeforstir-friedeggsandtomatoes,butsomeparts

aremissing.Readtheconversationin2aagainandcompletetherecipe.

(Studentsworkindependentlyforafewminutes^

T:Afteryou'vefinished,shareyouranswerswithyourpartnerandexplainyour

reasons.

T:Now,let'shavealookatthecorrectrecipe.

(Showthecompletedrecipeonthescreenorwriteitontheblackboard.)

設(shè)計(jì)意圖：通過閱讀理解活動(dòng)，培養(yǎng)學(xué)生提取和組織信息的能力，加深對(duì)對(duì)

話中烹飪相關(guān)信息的理解。

Activity4Languagepractice(內(nèi)化與運(yùn)用)

T:Listentotheconversationonemoretime.Thistime,focusontheintonation

andthewaytheyspeak.Trytoimitate.

(Playtherecording.)

T:Now,formpairs.OnestudentisPeter,andtheotherisTengFei.Role-playthe

conversation.

設(shè)計(jì)意圖：通過反復(fù)聽讀和角色扮演強(qiáng)化學(xué)生的聽說技能。表演和評(píng)價(jià)環(huán)節(jié)

鼓勵(lì)學(xué)生關(guān)注語言細(xì)節(jié)，提升口語交際能力。

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Activity5Pairwork(想象與創(chuàng)造)

T:Class,besidesstir-friedeggsandtomatoes,whatotherdishesdoyoulike?

(Elicitstudents'answers.)

T:Now,workwithyourpartner.Chooseadishyoucanmake.Usethesentence

patternswe'velearned,like“Howmany*doweneed?"and"Howmuch…do

weneed?”todiscusstheingredients.Then,describethecookingstepsusing

“First…,Next…,Then…,Finally…”.

T:Somepairs,cometothefrontandshareyourdiscussionwiththeclass.The

restofyou,listenandyoucanaskquestionsorgivesuggestions.

設(shè)計(jì)意圖：通過討論不同菜肴的烹飪方法來拓展學(xué)生的語言運(yùn)用能力，有助

于學(xué)生在類似真實(shí)交流場(chǎng)景中內(nèi)化并運(yùn)用所學(xué)語言句式。

Activity6Homework(課后作業(yè))

WriteashortEnglishrecipeforyourfavouritedish(atleast5steps),including

theingredientsandcookingprocedures.Usethesentencepatternslearnedinclass(e.g.

First…，Next…，Then…，F(xiàn)inally*).

BlackboardDesign(板書設(shè)計(jì))

第二課時(shí)SectionA(2a—2d)

Keywords:stir-fry,ingredient,steam,mix,

cut---

Keysentencepatterns：

Howdowemake---?

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Howmuch/many…doweneed?

Whatelsedoweneed?

First-**Next-**Then-**Finally*

TeachingReflection(教學(xué)反思)

Throughthislesson,students1abilitytodescribecookingprocessesinEnglishhas

beenimproved,andtheyhavealsoenhancedtheircommunicationskillsina

cooking-relatedcontext.Infutureteaching,morevideomaterialsaboutcookingcanbe

addedtomakethelearningmorevividandengaging,andalsotoexposestudentsto

moreauthenticlanguageuseinreal-lifecookingscenarios.

第三課時(shí)SectionA(GrammarFocus3a—3c)

TeachingProcedures(教學(xué)過程)

Activity1Presentation(獲取與梳理)

T:Class,lookatthesentencesin3aonthescreen.Let'sreadthemaloudtogether.

Paycloseattentiontotheintonation.Forexample,whenweread“Whatanamazing

smell(itis)!”，weshouldsoundexcited.Now,startreading.

(Studentsreadthesentencesaloud.)

T:Goodjob!Now,turntoyourpartneranddiscussthisquestion:Whatarethe

differencesbetweenthesentenceswith"what"andthosewith“how"？Youhavetwo

minutes.

(Studentsdiscussinpairs.)

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T:Time'sup.Whowouldliketoshareyourfindings?Yes,theboyinthefront.

(Studentssharelheirthoughts.)

T:Excellent!You'venoticedthekeypoints.Forsentenceswith"what”,we

usuallyfbcusonnouns;forsentenceswith"how",wefocusonadjectivesoradverbs.

Letmewritethebasicstructuresontheblackboard."What+(a/an)+。的.+n.(+

subject+verb)!”and“How+adj./adv.(+subject+verb)!”Copythem

downinyournotebooks.

設(shè)計(jì)意圖：引導(dǎo)學(xué)生在具體語境中觀察、分析“what”和“how”感嘆句的結(jié)構(gòu)

規(guī)律，培養(yǎng)自主探究能力和邏輯思維，加深對(duì)感嘆句構(gòu)成的理解，提升學(xué)習(xí)主動(dòng)

性與參與感。

Activity2Practice(概括與整合)

T:Now,lookatthesentencesin3b.We'regoingtochangetheseordinary

sentencesintoexclamatorysentences.

{Studentsdotheexerciseandshareanswers^

T:Welldone.Butremember,whenusing"what”foracountableandsingular

noun,weneedtouse"a"or"an"properly.Ifthereareanymistakes,correctthemin

yournotebooks.

設(shè)計(jì)意圖：通過針對(duì)性練習(xí)，讓學(xué)生在實(shí)際操作中鞏固“what”和“how”感嘆

句的用法，強(qiáng)化語法規(guī)則的應(yīng)用能力，提升語言表達(dá)的準(zhǔn)確性與熟練度，實(shí)現(xiàn)知

識(shí)向技能的轉(zhuǎn)化。

Activity3Practice(內(nèi)化與運(yùn)用)

T:Next,wehavetheconversationsin3c.First.readtheconversationssilently

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andtrytounderstandthecontext.Thinkaboutwhichexclamatorysentencefitsbestin

eachblank.

(Studentscompletetheconversations.Theteacherchecksanswers.)

T:Afterthat,findapartnerandrole-playtheconversations.Whenyourole-play,

payspecialattentiontotheintonationandemotionwhenusingexclamatorysentences.

Startnow.

{Studentsrole-plaympairs^

T:Okay,let'sstophere.Whowouldliketocometothefrontandperformoneof

theconversationsforus?

{Studentsvolunteertoperform?)

T:Greatperformance!Nowjet'sasktherestoftheclasstoevaluate.Howwas

theirgrammaraccuracy?Andwhatabouttheiremotionalexpression?

(Studentsevaluatetheperformance.)

設(shè)計(jì)意圖：結(jié)合對(duì)話場(chǎng)景，訓(xùn)練學(xué)生在真實(shí)交際中靈活運(yùn)用感嘆句，提升語

言交際能力。

Activity4Writing(想象與創(chuàng)造)

T:Class,let'slookatsomepicturesonthescreen.Here'sapictureofabeautiful

sunset.Howwouldyouuseanexclamatorysentencetoexpressyourfeelings?Think

aboutitandthensharewithyourgroup.

{StudentsthinkanddiscussirigroupsJ)

T:Timetoshare.Whichgroupwantstostart?

{Studentssharetheirsentences.)

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T:Wonderful!You'reallusingexclamatorysentencesquitewell.Now,lets

reviewtheusageofexclamatorysentencesagain.Remember,it'scrucialtouse"what”

and“how"accuratelyindifferentsituations.

設(shè)計(jì)意圖：通過拓展練習(xí)，進(jìn)一步鞏固學(xué)生對(duì)感嘆句的掌握，培養(yǎng)用英語表

達(dá)情感的能力。

Activity5Homework(課后作業(yè))

Writeashortpassageaboutyourfavouriteeventorplace.Useatleastthree

exclamatorysentencesinyourpassage.

BlackboardDesign(板書設(shè)計(jì))

第三課時(shí)SectionA(GrammarFocus3a—3c)

Exclamatorysentencestructures：

What+(a/an)+adj,+n.(+subject+verb)!

How-\~adjJadv.(+subject+verb)!

Examples：

Whatabigapple(itis)!

Howfast(heruns)!

TeachingReflection(教學(xué)反思)

Throughthislesson,studentsshouldhaveabetterunderstandingandapplication

ofexclamatorysentencesformedwith“what"and"how”.Infutureteaching,more

diverseexercisesandreal-lifeexamplesshouldbeprovidedforpractice,especially

focusingonhelpingstudentsdistinguishtheappropriatesituationsforusing"what”

and"how"exclamatorysentences.

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第四課時(shí)SectionB（la—If）

TeachingProcedures（教學(xué)過程）

Activity1WarmingUp（感知與注意）

T:Class,let'sstartwithadiscussion.Lookatthequestionsinla.First,what's

yourfavouritedish?Whooftenmakesthedishforyou?Shareyourideaswithyour

partner.

{Studentsdiscussinpairs^

T:Okay,time'sup.Whowantstoshare?Yes,thegirlinthefrontrow.

（Studentssharetheiifavouritedishesandthepeoplewhomakethem.）

T:Greatsharing!Now,thesecondquestion:Whatkindoffoodmakesyouhappy?

Let'shaveanotherroundofsharing.

{StudentscontinuetoshcireJ）

T:Wonderful!Foodisreallyimportantinourlives.Today,we'llexplorewhat

cookinggivesus.Let'smoveon.

設(shè)計(jì)意圖：激活學(xué)生與食物相關(guān)的已有知識(shí)和經(jīng)驗(yàn)，激發(fā)他們對(duì)該話題的興

趣，為接下來的閱讀做好鋪墊。

Activity2Reading（獲取與梳理）

T:Now,lookat1b.Herearesomestatements.Beforereadingthetext,tickthe

oneyouthinkmightbethebestideaaccordingtoyourunderstanding.Youcandiscuss

withyourpartner.

{Studentsdiscussandtickthestatements^

T:Let'sseewhatyou'vechosen.Whowantstoexplainyourchoice?

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{Studentsexplaintheirpredictions

T:Well-thought-out!Let*sreadthetexttoseeifyourpredictionsareright.

設(shè)計(jì)意圖：培養(yǎng)學(xué)生的預(yù)測(cè)能力，引導(dǎo)他們積極思考，幫助學(xué)生對(duì)文本的主

旨有初步的理解。

Activity3Practice（概括與整合）

T:Now,readthetext“FoodforThought"carefully.Whilereading,trytofindthe

answerstothequestionsin1c.

（Studentsreadthetextandanswerthequestions.）

設(shè)計(jì)意圖：通過回答問題提高學(xué)生的閱讀理解能力，幫助他們深入理解文本

內(nèi)容，掌握關(guān)鍵信息。

Activity4Practice（概括與整合）

T:Next,lookatthe“PumpkinPieRecipe^^andthepicturesinId.Readtherecipe

instructionscarefullyandtrytoputthepicturesinthecorrectorder.

（Studentsreadtherecipeandarrangethepictures.）

設(shè)計(jì)意圖：通過閱讀食譜和排列圖片，學(xué)生能夠理解文本中描述的烹飪過程,

提升其實(shí)用性閱讀能力，并對(duì)文本內(nèi)容有更深入的理解。

Activity5Summary（概括與整合）

T:Now,we'llcompletethesummaryinle.Readthetextagainifyouneedto.

Fillintheblanksaccordingtothetextcontent.

{Studentscompletethesummary^

T:Afterfinishing,exchangeyourpaperswithyourpartnerandcheckeachothefs

work.

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（Studentscheckeachother'swork.）

T:Let'schecktheanswerstogether.Makesureyouunderstandwhywefillin

thesewords.

設(shè)計(jì)意圖：鞏固學(xué)生對(duì)文本內(nèi)容的理解，訓(xùn)練其寫作能力和語言組織能力，

幫助學(xué)生復(fù)習(xí)并總結(jié)文本的關(guān)鍵信息。

Activity6Pairwork（想象與創(chuàng)造）

T:Finally,thinkaboutamemoryyouhaveoffoodandloveasinIf.Shareitwith

yourpartner.Youcanstartlikethis:"Irememberwherr-”.

（Studentssharetheirmemoriesinpairs.）

T:Someofyouhavereallytouchingstories.Foodisnotjustforfillingour

stomachs,butalsoabridgeconnectingouremotionsandmemories.

設(shè)計(jì)意圖：鼓勵(lì)學(xué)生運(yùn)用所學(xué)知識(shí)和思維方式表達(dá)個(gè)人經(jīng)歷，進(jìn)一步培養(yǎng)口

語交際能力，并加深對(duì)食物所蘊(yùn)含的文化與情感內(nèi)涵的理解。

Activity7Homework（課后作業(yè)）

Writean80-wordshortpassageaboutafamilymemoryrelatedtofood,basedon

theclassdiscussionof“FoodandLove”.

BlackboardDesign（板書設(shè)計(jì)）

第四課時(shí)SectionB（la—IC

Title:WhatDoesCookingGiveUs?

Keywords:cooking,love,memory,

connect,recipe,hostfamily

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Recipesteps（PumpkinPie）:MixfAdd

fPourfBakefCool（withiconsfor

eachstep,matchingpicturesinId）.

Theroleofcooking:sharelove,create

memories

TeachingReflection（教學(xué)反思）

Thislessononfoodandculturalmemoriesrevealedstudents'strongemotional

engagementwithpersonalnarratives.Whiletheyreadilysharedstoriesaboutfamily

recipes,somestruggledtoarticulatehowfoodsymbolizesloveduetoitsabstract

nature.

第五課時(shí)SectionB（2a一女）

TeachingProcedures（教學(xué)過程）

Part1VocabularyinUse

Activity1Warmingupandpresentation（感知與注意）

T:Class,let'sstartourvocabularyjourneyaboutfoodandcooking.First,think

aboutallthewordsyouknowrelatedtothesetopics.Tilgiveyoutwominutestowrite

themonyournotebooks.

（Studentsthinkanclwritedownwords.）

T:Greatjob!Now,we'regoingtoclassifythesewords.Lookat2a.Wehave

differentcategorieslike44Vegetables,\"Fruit“andsoon.Let*sworktogethertofillin

theblanks.Also,weneedtothinkaboutwhetherthesewordsarecountableor

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uncountablenouns.

設(shè)計(jì)意圖：激活學(xué)生與食物和烹飪相關(guān)的已有詞匯知識(shí)，引入可數(shù)名詞和不

可數(shù)名詞的概念。

Activity2Vocabularypractice(概括與整合)

T:Next,wehave2b.Lookatthepicturesandthephrases.Weneedtomatch

themcorrectly.Thesephrasesareveryusefulwhenwetalkaboutthequantityoffood.

Forexample,4€abottleofmilk”isacommonexpression.Now,trytomatchthemon

yourownfirst.

設(shè)計(jì)意圖：通過匹配練習(xí)，學(xué)生能夠掌握與食物數(shù)量相關(guān)的短語，提升識(shí)別

和運(yùn)用這些短語的能力。

Activity3Vocabularypractice(內(nèi)化與運(yùn)用)

T:Now,we'regoingtomakean“ApplePie^^throughwords.Lookat2c.Here*sa

recipeforApplePie,butsomewordsaremissing.Weneedtousethephrasesinthe

boxtocompleteit.Thesephrasesareaboutcookingactions.

(Studentsrecidtherecipeandthuikabouttheanswers.)

T:Let'schecktheanswerstogether.Forthefirstblank,“First,cuttheapplesinto

pieces.,,Whydoweuse“cut…into”?Becauseweneedtomaketheapplesinto

smallpiecesforthepie.

(Studentscheckandunderstandthecorrectusageofphrases.)

T:Now,let'sreadthewholerecipealoudtogethertofeelthecookingprocess.

(Studentsreadtherecipealoud.)

設(shè)計(jì)意圖：此活動(dòng)幫助學(xué)生在食譜語境中內(nèi)化所學(xué)短語，提升他們的閱讀理

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解能力和詞匯運(yùn)用能力。小組合作還能鼓勵(lì)學(xué)生相互交流、相互學(xué)習(xí)。

Activity4Extendedpractice(內(nèi)化與運(yùn)用)

T:Greatjob!Now,I'llgiveyouanotherrecipe,butthistimeit'sincomplete.You

needtousetheknowledgeyouvelearnedtodaytocompleteit.It'sarecipefor

"BananaSmoothie”.

{Theteacherhandsouttherecipeworksheet^

T:Workindependentlyfirst,andthenexchangeyouranswerswithyourpartner.

Ifyouhaveanyquestions,youcanaskmeoryourclassmates.

(Studentscompletetherecipeandexchangeanswers.)

設(shè)計(jì)意圖：通過這個(gè)拓展練習(xí)，學(xué)生能夠進(jìn)一步鞏固所學(xué)的詞匯和短語，并

提升在新語境中運(yùn)用它們的能力。它也為學(xué)生提供了復(fù)習(xí)和強(qiáng)化知識(shí)的機(jī)會(huì)。

Part2ReadingforWriting

Activity1Warmingup(感知與注意)

T:Class,todaywe'regoingtolearnaboutaveryspecialanddeliciousChinese

dish.Lookatthispicture(showapictureofGuoqiaoRiceNoodles).Canyouguesswhat

itis?Haveyouevertriedit?Shareyourthoughtswithyourpartner.

(Studentsdiscussbriefly.)

T:Now,whowantstosharewhatyoutalkedabout?

(Studentssharetheirideas.)

T:Great!ThisdishiscalledGuoqiaoRiceNoodles.Let'sreadtheposttolearn

moreaboutit.

設(shè)計(jì)意圖：通過展示過橋米線的圖片，引發(fā)學(xué)生的興趣和已有認(rèn)知，激活他

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們關(guān)于美食的背景知識(shí)，營(yíng)造輕松的課堂氛圍，自然地引入閱讀主題，為后續(xù)閱

讀做好鋪墊。

Activity2Readingandcomprehension(概括與整合)

T:Readthepostin3aquicklyandcircletheingredientsthatthechefuses.You

havetwominutes.

(Studentsreadandcircletheingredients.)

T:Readthepostagaincarefullyandanswerthesequestionsinyourmind：

Whydidthewifeusealargepottokeepthesoupwarm?

WhatarethestepstomakeGuoqiaoRiceNoodles?

T:Now,shareyouranswerswithyourgroup.Eachgroupmembershould

contributetothediscussion.

設(shè)計(jì)意圖：引導(dǎo)學(xué)生圈出文中廚師所用材料以強(qiáng)化信息提取能力，再通過答

題深化文本理解，最后以小組分享促進(jìn)思維碰撞與成功整合，實(shí)現(xiàn)從信息識(shí)別到

協(xié)作輸出的學(xué)習(xí)閉環(huán)。

Activity3Brainstormingforfavouritedish(內(nèi)化與運(yùn)用)

T:Now,thinkaboutyourfavouritedish.Completethenotesin3b.Youcantake

fiveminutes.

(Studentscompletethenotes:Myfavouritedish;Whyllikeit;Ingredients;Steps.)

T:Afteryou'vefinished,sharewithyourpartner.Youcanlearnfromeachother

andgetmoreideas.

(Studentsshareinpairs.)

設(shè)計(jì)意圖：讓學(xué)生獨(dú)立完成關(guān)于自己最喜歡菜肴的筆記，培養(yǎng)其獨(dú)立思考和

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信息整理的能力。搭檔間分享則進(jìn)一步拓展學(xué)生的思路，使其接觸到更多不同的

美食及理由，豐富語言素材。

Activity4Writingpractice(想象與創(chuàng)造)

T:Basedonthenotesyou'vecompleted,writearesponsetothepostabouthowto

makeyourfavouritedish.Remembertousethecooking-relatedwordsand

expressionswe'velearned.Youhaveeightminutestowrite.

(Studentswrite.)

T:Whenyou'redone,exchangeyourwritingwithyourgroupmembers.Read

eachothefsworkandgivesomesuggestions,likewhetherthestepsareclearorif

thereareanygrammarmistakes.

(Studentsexchangeandgivefeedback.)

設(shè)計(jì)意圖：基于之前的思考和分享進(jìn)行寫作，將口頭表達(dá)轉(zhuǎn)化為書面語言，

鞏固所學(xué)知識(shí)，提升寫作能力。小組內(nèi)交換作文并互評(píng)，能讓學(xué)生從不同角度審

視自己的作品，學(xué)習(xí)他人長(zhǎng)處，發(fā)現(xiàn)自身不足，培養(yǎng)批判性思維和自我糾錯(cuò)能力。

Activity5Homework(課后作業(yè))

Revisewritingbasedonpeerfeedback.Drawavisualofyourdish(e.g.

ingredients,cookingsteps)andpresentitinthenextclass.

BlackboardDesign(板書設(shè)計(jì))

第五課時(shí)SectionB(2a—3c)

Countablenouns(Food-related)：

Uncountablenouns(Food-related)：

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Vegetables:tomato,potatoVegetables:

broccoli

Fruit:apple,bananaFruit:orangejuice

Others:egg,cakeOthers:rice,milk,

flour

Phrasesforquantity：

abottleofmilk,abowlofrice,acupoftea

Phrasesforcookingactions：

cut-?,into,add,--to,pour,??into,mix---with,

sharewith

TeachingReflection（教學(xué)反思）

Thislessonintegratesvocabularypracticewithfoodwriting,leveragingreal-life

contextstoenhancelanguageproficiency.Byconnectingreading,writing,and

personalexperience,studentsdevelopbothfood-relatedvocabularyanddescriptive

writingskills.

第六課時(shí)SectionB（Project&Reflecting）

TeachingProcedures（教學(xué)過程）

Activity1Groupwork（感知與注意）

T:Goodmorning,class!Today,we'llstartafunproject-creatingarecipefora

tastydish.First,workingroups.Discussandchooseadishyouwanttomake.Recall

orresearchwhatingredientsandstepsareneededforit.

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{Studentsworkingroups,

brainstormingdishideasandinitialthoughtsoningredients/instructions.

Somegroupssharetheirchosendisheswiththeclass.）

設(shè)計(jì)意圖：通過小組討論選擇要制作的菜肴，激活學(xué)生對(duì)烹飪知識(shí)和菜肴的

已有認(rèn)知，激發(fā)他們對(duì)“創(chuàng)作食譜”項(xiàng)目的興趣。同時(shí)，以小組合作的形式促進(jìn)

學(xué)生間的交流互動(dòng)，培養(yǎng)團(tuán)隊(duì)協(xié)作意識(shí)，為后續(xù)的食譜創(chuàng)作奠定基礎(chǔ)。

Activity2Recipecreation（獲取與梳理）

T:Afteryou'vedonewithyourresearch,it'stimetocreateyourrecipeinclass.