課題Unit5WhataDeliciousMeal!SectionA(1aPronunciation)學段初中年級八課型聽說＆語音課課時1學科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，旨在幫助學生掌握與食物相關的詞匯，學會用順序副詞描述烹飪步驟，并通過感嘆句表達對美食的情感。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)結人與人之間的關系。通過家庭烹飪場景的討論和實踐活動，學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)跨學科認知與社會情感能力。文本解讀What:本課時是人教版(2024)八年級上冊第五單元WhataDeliciousMeal!的第一課時，本課時聚焦食物制作流程，通過圖文匹配、聽力任務和口語練習，學習烹飪指令動詞和順序副詞，同時掌握食材詞匯。發(fā)音部分訓練雙元音和輔音連綴，并通過語調(diào)練習強化步驟描述的節(jié)奏感。Why:學習烹飪英語不僅培養(yǎng)實際生活技能，更通過流程描述提升邏輯表達能力，而小組討論（如“如何制作土豆泥”）促進合作學習，體現(xiàn)“做中學”理念。How:采用多模態(tài)輸入輸出結合的方式，圖文匹配（1a）強化視覺記憶，聽力任務（1b1c）訓練關鍵信息捕捉，口語復述（1d）內(nèi)化語言結構。發(fā)音練習通過分類對比和語調(diào)模仿，系統(tǒng)提升語音準確性。任務鏈設計由易到難（詞匯→句子→語段），符合認知規(guī)律。學情分析1.學生基本情況本課面向初二年級學生，其認知特點為形象思維主導,對生活化話題（如烹飪）興趣濃厚，可聽懂簡單烹飪指令，但自主描述流程時易遺漏連接詞，且發(fā)音（如雙元音/??/、輔音連綴/str/）不夠準確。2.已有知識經(jīng)驗能識別常見食材詞匯（如potatoes,milk），但對步驟性指令（如“boil”“mash”）和順序副詞（first,then）的理解較弱，需借助圖片和動作示范。3.學習難點預測順序副詞的邏輯銜接；發(fā)音中輔音連綴和語調(diào)起伏（步驟陳述的停頓與重音）。4.教學對策多模態(tài)輸入:用圖片、動作演示輔助詞匯理解（如“cut”配剪刀手勢）；強化語音:通過對比朗讀和節(jié)拍訓練（如擊掌分音節(jié)：potato）突破發(fā)音難點。教學目標語言能力1.Studentscanrecognizeandusecookingverbs(cut,bake,boil,)andsequenceadverbs(first,next,finally)todescribeprocesses.2.Studentscanconstructimperativesentences("Addpeppertothesoup.")andexclamations("Whatatastydish!").文化意識1.Discusshowcookingfostersfamily/munityconnections(eg,"Whydopeoplecooktogether?").2.Bydescribingthestepsoffoodpreparation,cultivatestudents'interestincookingandtheirloveforfinecuisine.思維品質(zhì)1.Studentscandescribetheprocessofmakingfoodinalogicalsequencewithappropriatesequencingwords.2.Experiencethejoyandchallengeofcookingbylearningthestepstoprepareandmakemashedpotatoes.學習能力1.Throughlistening,studentscandescribetheprocessofmakingmashedpotatoesinthecorrectorder.2.Throughgroupcooperation,studentscancreateandproducedialoguesformakingotherfoods.教學重難點教學重點Mastertheinstructionsforfoodpreparationandfoodvocabulary.教學難點Usethecorrectsequencewordstodescribethestepsoffoodmakingandimprovelisteningskills.教學過程設計教學環(huán)節(jié)教師活動學生活動設計意圖Step1Warmingup1.Greetingeachother.2.Explainlearningobjectivestostudents.Inthisunit,youwilltalkaboutfoodandcooking.givecookinginstructions.describeaprocessusingadverbsofsequence.useexclamatorysentencestoexpressstrongfeelings.explorehowfoodandcookingcanbringpeopletogether.3.LookatthecoverpageofthisunitandthinkthequestionsinLookandshare:Whoarethepeopleinthephotoandwhataretheydoing?Howdoyouthinktheyfeel?Inyourfamily,whousuallydoesthecooking?Doyouhelp?1.Greeting.2.Learnaboutlearningobjectivesinthisunit.3.Observethephotoandanswerthequestions.教師通過引導學生觀察封面頁，介紹本單元的學習目標,使學生對于本單元話題有一個整體初步的認知，為后續(xù)學習做準備。Step2Leadin1.Teacherleadsstudentstohaveafreetalkbyaskingthequestions:“What’syourfavouritefood?”fries/cakes...renchfries/cakes...2.Teacherplaysavideoaboutmakingadeliciousdishtosparkstudents'interest,thenaskthem"Doyoulikecooking?Whatkindoffooddoyouknowhowtomake?"Guidestudentstorespond,therebyintroducingthetopicoftoday'slessonmakingmashedpotatoes.1.Studentshaveafreetalkabouttheirfavouritefood.2.Studentswatchthevideoandanswerquestions.通過自由討論學生最喜愛的食物，調(diào)動學生的積極性，同時復習七年級所學過的關于食物的詞匯，建立新舊知識間的聯(lián)系。通過播放視頻和問問題，激發(fā)學生學習的興趣，使學生迅速進入到英語學習的狀態(tài)，為接下來的聽說活動做好鋪墊。Step3PrelisteningWorkon1a1.TeachershowsthepicturesfromlathroughPPTandletsstudentstrytodescribethecontentofeachpicture.2.Teachthenewwordsandphrasesin1a,letstudentsrepeatthem,andaskindividualstudentstoreadthemaloud,correctingtheirpronunciationasneeded.3.Guidestudentstoobservethepicturesandmatchtheinstructionswiththepictures.4.Inviteoneortwostudentstosaythestepsofmakingthefoodinthecorrectorder.1.Studentstrytodescribethecontentofeachpicture.2.Studentslearnthenewwords.3.Studentsmatchtheinstructionswiththepictures.4.Checkanswers.通過圖片，形象直觀地為學生展示食物制作的相關詞匯、短語，以及簡單句句型，根據(jù)學生對食物制作相關圖片的回答，了解學生對新授內(nèi)容的掌握情況,為接下來的聽說活動掃除障礙。Step4WhilelisteningWorkon1b1.Letstudentsreadtheingredientsinlbtopredictwhatthelisteningmaterialwillbeabout.2.Playtherecordingof1b,askstudentstoticktheingredientstheyhear.3.Teacherleadsstudentstocheckanswerstogetherandexplainunclearpoints.Workon1c1.Teacherorganizesstudentstoreadandanalyzethelogicofstepsfirst(eg,washpotatoes→boil→get→mash→add...to...,mix→add).2.Playtherecordingfor1c,askstudentstonumbertheinstructionsaboutmakingmashedpotatoes,toverifywhethertheiranalysisiscorrect.3.Teacherinvitesseveralstudentstosharetheiranswersandstatethesteps.1.Studentsreadandpredictwhatthelisteningmaterialwillbeabout.2.Listen1bandticktheingredientstheyhear.3.Checkanswerstogether.4.Studentsreadandanalyzethelogicofstepsfirst.5.Listen1candnumbertheinstructions.6.Sharetheiranswersandstatethesteps.通過聽前預測和分析，降低學生的聽力焦慮，增強克服聽力任務的信心。觀察學生在聽力練習對關鍵詞的注意情況，把握其在聽力當中獲取關鍵信息的能力；通過完成聽力任務，讓學生學會在聽力過程中提高聽力技能，理解語言內(nèi)容組織的邏輯順序，為學生語言表達的輸出做準備。Step5PostlisteningWorkon1d1.Teacherasksstudentstolookattheingredientsinlbandthestepsin1c,andthenthinkabouthowtoorganizelanguagestostatethestepsofmakingmashedpotatoes.2.Teachergivesstudentstimetoworkinpairstomakeupdialoguesforpractice.3.Teacherinvitesseveralpairstodemonstratetheirconversations,focusingonthelogicofsequentialexpression.Production1.Teacherasksstudentstothinkabouthowtomaketheirfavouritefood,writedownthestepsbyusingFirst...Then...Next...2.Afterwriting,letthemexchangewiththeirpeersthestepsformakingtheirfavoritefood.3.After5minutes,teacherinvitesseveralstudentstosharethepreparationprocessoftheirfavoritefood.1.Studentsorganizelanguagestostatethestepsofmakingmashedpotatoes.2.Makeaconversationwithpartnersin1d.3.Studentsshareconversations.4.Studentsthinkandwritethestepsabouthowtomaketheirfavouritefood.5.Studentsexchangewiththeirpeersthestepsformakingtheirfavoritefood.6.Studentssharetheprocessoftheirfavoritefood.觀察學生在與同伴對話中的表現(xiàn)闡述制作過程中語言的準確性和豐富性，判斷學生掌握土豆泥制作步驟的程度。輸出環(huán)節(jié)是對本節(jié)課土豆泥制作過程的學以致用，讓學生思考并寫下自己最喜歡的食物的制作過程，與同伴分享并展示，是對學生口語表達能力和寫作能力的雙重輸出鍛煉。Step6PronunciationWorkon11.TeacherpresentsthetableinPronunciation1throughPPT,andteachesthephoneticsymbolsandwords,studentslistentothewords,focusonlearningthepronunciation.2.Playtherecording,andletstudentsfollowandread.Thenaskstudentstoaddonemorewordthatfollowsthesamepronunciationruletoeachgroupontheirown.Workon21.Letstudentstoreadtheparagraphfirst,andlearnabouthowtomakeabananamilkshake.2.PlaytherecordingofPronunciation2,askstudentstopayattentiontotheintonationandpause,andfollowandimitate.2.Teacherexplainsthepronunciationrules,utilizegesturestograspthecharacteristicsoftheintonationandpausesandpractisetheparagraph.1.Studentslearnthephoneticsymbolsandwords.2.FinishPronunciation1.3.Studentsreadtheparagraphandlearnabouthowtomakeabananamilkshake.4.Studentsfollowandimitate.5.Studentslearnthepronunciationrules,utilizegesturestopractisetheintonationandpauses.通過Pronunciation1教師觀察學生的反應速度，判斷學生對字母組合發(fā)音的準確性以及句子的語調(diào)及意群的停頓規(guī)律，并給予及時的講解和糾正。通過Pronunciation2幫助學生提高學習興趣，利用手勢高低幫助學生掌握音調(diào)及停頓特點，通過分類和辨析的方式幫助學生構建語音知識網(wǎng)絡。Step7SummaryTeachershowsthestudentsthemindmapofthekeypointsofthislessonthroughPPT,leadsthemtoreview.Followteacher’ssteptoreviewthekeypointsinthislesson.教師帶領學生利用思維導圖將本節(jié)課進行有序地梳理，鞏固所學，加深印象。Step8HomeworkLevelA:WritedownthestepsformakingmashedpotatoesinEnglishpletelyandcoherently,payingattentiontothecorrectuseofadverbsofsequencesuchas"first,""next,""then,"and"finally."LevelB:1.Describeorallyhowtomakeabananamilkshakeusingthemandwordsyouhavelearned,suchasfirst,then,next,byreferringtotheinthepronunciationpartofthetextbook.2.Askyourfatherormotheraboutmakingacertaintypeoffood.WritedowntheingredientsandinstructionsinEnglish.LevelC:1.Designasimplerecipe(suchasfruitsalad),andwritethestepsin56sentencesinEnglish,usingthevocabularyfromthislessonandconjunctions.