課題Unit5WhataDeliciousMeal!SectionB(1a1f)學(xué)段初中年級八課型閱讀課課時4學(xué)科English單元主題分析本單元的主題屬于“人與自我”范疇，涉及“飲食與健康”子主題內(nèi)容。本單元以“美食與烹飪”為主題，旨在幫助學(xué)生掌握與食物相關(guān)的詞匯，學(xué)會用順序副詞描述烹飪步驟，并通過感嘆句表達(dá)對美食的情感。單元內(nèi)容不僅涵蓋語言技能還強調(diào)烹飪的社會文化意義——通過美食聯(lián)結(jié)人與人之間的關(guān)系。通過家庭烹飪場景的討論和實踐活動，學(xué)生將理解烹飪不僅是生活技能，更是傳遞情感、傳承文化的重要方式，從而培養(yǎng)跨學(xué)科認(rèn)知與社會情感能力。文本解讀What:本課是人教版(2024)八年級上冊第五單元WhataDeliciousMeal!的第四課時的閱讀課，本課以食物為載體，包含記敘文（祖母的南瓜派回憶）和說明文（食譜步驟）兩種文體。核心語言聚焦情感表達(dá)詞匯、時間順序連接詞和感官描寫句式。通過個人敘事→食譜指令→文化總結(jié)，既訓(xùn)練學(xué)生提取記敘文情感主線的能力，又培養(yǎng)說明文的步驟排序與信息轉(zhuǎn)化能力。Why:文本在情感維度上，以"烹飪是愛的可視化"為核心，揭示食物作為情感載體的意義；文化維度上，通過祖母用食物結(jié)交世界朋友的實踐，展現(xiàn)飲食文化的交際功能；生活維度上，食譜操作步驟培養(yǎng)學(xué)生邏輯思維與勞動意識。這種設(shè)計將語言學(xué)習(xí)升華為生活教育，深化學(xué)生的文化認(rèn)知。How:本課程設(shè)計采用"理解內(nèi)化遷移"的遞進(jìn)路徑，通過事實性問題抓取表層信息；借助摘要填空整合關(guān)鍵詞，建立"食物記憶文化"的認(rèn)知框架；通過分享個人食物記憶，實現(xiàn)語言輸出與情感表達(dá)的融合，強化從理解到應(yīng)用的跨越，提升學(xué)生的思維深度，文本顯性呈現(xiàn)了"烹飪記憶情感"的關(guān)聯(lián)模式，隱性則通過祖母學(xué)習(xí)異國食譜的經(jīng)歷，滲透跨文化交際意識。學(xué)情分析1.學(xué)生基本情況本節(jié)閱讀課授課對象為初中生（八年級），學(xué)生對于食物主題普遍表現(xiàn)出較高興趣，偏好多模態(tài)輸入，圖片可使理解效率提升40%，他們的抽象思維能力處于發(fā)展階段，對"食物與情感聯(lián)結(jié)"的深層含義需要具象引導(dǎo)。2.已有知識經(jīng)驗學(xué)生已掌握基礎(chǔ)飲食詞匯和簡單現(xiàn)在時態(tài)，對記敘文的時間順序和說明文的步驟性指令有初步認(rèn)知。3.學(xué)習(xí)難點預(yù)測隱喻性表達(dá)的字面化誤解風(fēng)險；文化專有名詞（如"Thanksgiving"）的背景知識缺失。4.教學(xué)對策預(yù)教關(guān)鍵隱喻表達(dá)，用視覺化圖示解析；設(shè)計"動詞指令"匹配游戲強化食譜動作詞匯；提供句型模板輔助情感表達(dá)。教學(xué)目標(biāo)語言能力1.Studentswillaccuratelyidentifyandarticulatethemaintheme("Cookingislovemadevisible")andtwosupportingdetailsfromthetext,demonstratingprehensionthroughwrittenresponsestoquestions.2.Studentswillfollowsequentialinstructionsbycorrectlyorderingrecipestepsusingtemporaladverbs(First/Next/Finally).文化意識1.Studentswilldemonstrateunderstandingoffoodasculturalbridgebycitingtwoexamplesfromthetextwherecookingfacilitatedcrossculturalconnections.2.Studentscanunderstandthehumanisticsignificancebehindfood,andcultivateacrossculturalunderstandinginclusiveattitude.思維品質(zhì)1.Studentswillanalyzecauseeffectrelationshipsbyexplaininghowspecificsensorydetails(smellofcinnamon)triggeremotionalmemoriesinthetext.2.Students2.Studentswillunderstandacrossculturalcookinglessonscenariodemonstratingthegrandmother'sphilosophyof"cookwithlove".學(xué)習(xí)能力1.Studentswillprovideconstructivefeedbackontwoclassmates'foodmemoryparagraphsusinga3pointrubric(content,language,organization).2.Studentscannarrateaccordingtothetotalstructureandtheorderoftime,andbasedontheunderstandingofthetext,restatethecontentofthetextinlogicalway.教學(xué)重難點教學(xué)重點Graspthemainideaofthetext;understandthedetailsaboutcookingandmemory,andtheemotionalconnectionbetweenfoodandlove.教學(xué)難點Studentswillproducea50wordparagraphincorporatingsensoryadjectivesandsequencemarkerstodescribetheirownfoodrelatedmemory.教學(xué)過程設(shè)計教學(xué)環(huán)節(jié)教師活動學(xué)生活動設(shè)計意圖Step1LeadinFoodGuessingGame1.Teacherpreparessomepicturesofmondishes,cutthemintosmallpieces,andmixuptheorder.2.Dividethestudentsintogroupsandgiveeachgroupasetofthejumbledpieces.Askthegroupstoworktogethertopiecetogetherthepletefoodpictureswithin3minutesandguessthenameoftheofthedish,sayingitinEnglish.1.Studentsplayaguessinggame.2.Studentsworkingroupstoguessthenameoftheofthedish.通過“美食猜猜猜”游戲為導(dǎo)入，以趣味性的方式激發(fā)學(xué)生的學(xué)習(xí)興趣與熱情，自然地引入關(guān)于美食的話題。Step2PrereadingWorkon1a1.Teachershowsthequestionsof1a,andleadsstudentstothinkaboutthefollowingquestions:What'syourfavouritedish?Whooftenmakesitforyou?Whatkindoffoodmakesyouhappy?2.Teacherinvitesseveralstudentstosharetheirideas.Prediction1.Teachershowsthetitleof1bandasks"Whatdoyouthinkcookingcanbringus?”,thenleadsstudentstopredictthecontentofthepassage.2.T:Classmates,pleasecloseyoureyesandrecallascentthatbringsyouhappiness—itcouldbethenoodlescookedbyyourmotherorthecakebakedbyyourgrandmotherWhydothesearomaslingerinourminds?Becausecookingisnotjustaboutpreparingfood;it'sawaytoconveyloveandmemories.Throughtheshortstory"FoodforThought",we'lldiscoverhowasimplepumpkinpieconnectsthestoriesofthreegenerations.1.Studentsthinkthequestionsin1a.2.Studentssharetheiranswers.3.Studentshaveapredictionaboutthepassage"FoodforThought".4.Studentscloseeyesandrecallascentthatbringsthemhappiness.根據(jù)學(xué)生回答1a的問題的情況，評估學(xué)生對于相關(guān)美食詞匯的掌握程度和課堂參與度。通過引導(dǎo)學(xué)生預(yù)測文章內(nèi)容，營造學(xué)生對文章的期待感，檢查學(xué)生是否能提供相關(guān)想法(愛、回憶)。通過教師的引導(dǎo)，用氣味引發(fā)學(xué)生的共鳴，點名烹飪與愛的主題，呼應(yīng)文章的核心，通過祖孫三代人的故事激發(fā)學(xué)生的閱讀興趣。Step3WhilereadingWorkon1bSkimming1.Readthepassagequicklyandtickthebestmainidea.2.Lookthroughthepassagequicklyandcircleallthewordsthatexpressemotions(suchaslove,memory,warmth,etc.)inredpen.Workon1cScanning1.Askstudentstoreadthetextcarefullyandfindtheanswerstosomespecificquestionsin1c.①Whydoesthewriterlovecooking?②Whatwassospecialaboutthegrandmother'skitchen?③Wheredidthegrandmotherlearntomakepumpkinpie?④Whendidthegrandmotherusuallymakethepie?⑤Accordingtothetext,whatkindofpersondoyouthinkthewriter'sgrandmotheris?2.Givestudentstimetothinkandinviteseveralstudentstosharetheiranswers.Workon1d1.TeachershowsthePumpkinPieRecipe,letsstudentsreadfirstandasksthemtoputthepicturesincorrectorder.2.Teacherinvitesseveralstudentstosharetheanswersof1d.3.Teacherencouragesstudentstotrytostatetheprocessofmakingpumpkinpiewithoutlookingatthetextbook,andinvitesoneortwostudentstopresent,givessometipsifnecessary.1.Studentsreadthepassagequicklyandtickthebestmainidea.2.Studentsreadthepassagequicklyandcircleallthewordsthatexpressemotionsinthepassage.3.Studentsreadthepassagecarefullyandfindtheanswers.4.Sharetheiranswers.5.Studentsreadtherecipeandputthepicturesincorrectorder.6.Shareanswers.7.Studentstrytostatetheprocessofmakingpumpkinpie.讓學(xué)生略讀文章選擇主旨大意，培養(yǎng)其快速獲取關(guān)鍵信息和把握文章整體結(jié)構(gòu)的能力。讓學(xué)生快速瀏覽文章圈出文中所有表達(dá)情感的詞匯，訓(xùn)練學(xué)生掃讀關(guān)鍵信息的能力，聚焦食物傳遞情感的核心線索。教師觀察學(xué)生回答具體問題的表現(xiàn)，評估他們對文章內(nèi)容的理解,即領(lǐng)悟食物背后蘊含的人文意義。通過排序和自己陳述南瓜派的制作過程，幫助學(xué)生鞏固對食譜步驟的理解，進(jìn)一步感受食物中蘊含的愛，提升語言輸出能力和情感表達(dá)能力。Step4PostreadingWorkon1e1.Teacherasksstudentstopletethesummaryofthetextindependentlyfirst.2.Teacherletsstudentsdiscusstheanswerswithingroups.3.Theninviteseveralstudentstosharetheiranswers,teachergivessomefeedback.LanguagepointsStudentsreadthepassageagain,circletheknowledgepointstheydon'tunderstandinit,andteachergivesadetailedexplanation,andthenletstudentsgivesomeexamples.①Thatiswhatmygrandmotheralwaystoldme.②It’sagreatwayformetosharemylovewithothers.③It’smywayofmakingfriendsfromaroundtheworld.1.Studentspletethesummaryofthetextindependently.2.Studentshaveadiscussionabouttheanswersingroups.3.Studentssharestheiranswers.4.Studentsfindthelanguagepointstheydon’tunderstandandtakenotes.通過學(xué)生獨立完成1e和小組討論校對答案的情況，評估學(xué)生對于文本整體的把握。教師讓學(xué)生再次整體閱讀文本，勾畫出亟待解決的知識點并給予細(xì)致的講解，之后讓學(xué)生給出相關(guān)例子，幫助學(xué)生準(zhǔn)確理解和應(yīng)用。Step5SharingWorkon1f1.Teachershowsapictureoffriedricewitheggtothestudentsandintroducesthestorybehindit:Mymother'sfriedricewitheggsisamemoryfulloflove.She'dstartbyheatingoilinthewok.Then,she'dcrackineggsandstirfrythemuntilfluffy.Next,sheaddedcookedrice,breakingupanyclumps.She'dthrowinsomedicedcarrotsandpeasforcolorandnutrition.Thefinaltouchwasasprinkleofsoysauce.Eachbitetookmebacktohercozykitchen,filledwithherloveandthedelicioussmell.2.Teachershowsthetaskof1f,letsstudentsthinkaboutamemorytheyhaveoffoodandlove.3.Askstudentstosharewiththeirpartnersfirst,afterthat,teacherinvitesseveralstudentstosharetheirmemorywiththewholeclass.1.Studentslistentheirteacher’smemory.2.Studentsthinkabouttheirownmemorytheyhaveoffoodandlove.3.Studentssharewiththeirclassmates.教師通過舉例為學(xué)生做示范，調(diào)動學(xué)生的積極性；學(xué)生通過分享個人記憶幫助他們更好地理解文本關(guān)于烹飪和記憶的主題，并清晰地表達(dá)自己的記憶與感受。Step6Summary1.Teachershowsthemindmapofthissectionaboutthepassage"FoodforThought"throughPPT,andleadsthestudentstoreviewthekeypoints.2.Teachersummarizes:Foodandcookingcarryloveandmemories,weshouldenjoyeverymealwithourfamily.Followteacher’ssteptoreviewwhattheylearnedtoday.教師帶領(lǐng)學(xué)生回顧本節(jié)閱讀課的內(nèi)容，幫助學(xué)生構(gòu)建知識框架，便于復(fù)述和記憶。教師再次總結(jié)本課主題:美食與烹飪承載著愛與回憶，我們應(yīng)該享受每一次和家人共餐的時光。Step7HomeworkLevelA:1.Trytomakethemindmapandretellthepassage.2.Describeyourfoodmemorywith"Thesmellof______alwaysremindsmeof______"(inthesimplepasttense).LevelB:1.Designa"familyrecipecard"thatincludesingredients,steps,andthestorybehindit(abinationoftextandpictures).2.Roleplayadialoguesimulatingagrandmotherteachinghergranddaughterhowtomakepumpkinpie(usinginstructionslike"First,then,finally").LevelC:1.Chooseasentencethatembodiesthethemeof"