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第 2 课时 Section A (2a-2d)
一、教学目标
1.能够听懂关于制作番茄炒蛋的对话,并准确完成填空。
2.能够根据对话完成番茄炒蛋的食谱。
3.能够运用所学词汇和句型,流利地进行口语对话,描述烹饪步骤,提升口语表达能力。
二、核心语言知识
1.核心词汇:
单词:
bowl;heat;oil;simple;instruction
短语:
do with;put sth back;mix…with…;steamed fish;hot and sour soup
2.核心句式:
(1)Hey Teng Fei,can you teach me how to cook a popular Chinese dish?
(2) —How many tomatoes and eggs do we need?—Four tomatoes and three eggs.
(3)— What should we do with the tomatoes and eggs?—First,cut the tomatoes into small pieces.
(4) What an amazing smell!
(5) How simple!
3.教学重难点:
(1)掌握与烹饪相关的词汇和听力内容。理解制作stir-fried eggs and tomatoes的步骤顺序。
(2)使用“首先、接着、然后、最后”来流利复述烹饪步骤。在实际交流中应用新知识。
三、教学过程
学习活动 效果评价
教师通过观察学
生在观看视频时
的反应和回答问
◆Step 1 Lead-in
Play a video of making a home-cooked meal,which shows various
题的表现,了解
ingredients,bowls,and detailed cooking steps,including cutting up 学生对食物制作
vegetables and mixing in salt and sugar.This will capture students' 的兴趣和语言能
attention and stimulate their interest in food preparation. 力,并给予适当
T:What kind of food did you see in the video?Do you like it?Do you know
的语言支持和引
how to make it?
导,帮助他们更
准确地表达自己
的想法。
设计意图:通过播放视频和提问,激活学生的背景知识,激发学习兴趣,自然地导入话题,并为
后续学习如何用英语描述食物制作过程做好铺垫。
◆Step 2 Pre-listening
Predicted Ingredients Predicted Steps
eggs,… First,…
检查预测是否合
理且与烹饪逻辑
Divide students into groups.Distribute a chart with two columns:
相关。
T:We'll learn about making stir-fried eggs and tomatoes.What ingredients
do you think are needed?What steps might there be?Groups discuss and fill
in the chart.
设计意图:激发发散性思维,将已有知识与即将学习的内容联系起来。
◆Step 3 While-listening 教师通过观察学
Work on 2a 生在听力任务中
1.Play the recording at normal speed.Students listen and answer: 的表现,了解他
“Is the conversation about introducing ingredients,steps,or both?” 们提取关键信息
2.Play the recording again.Students listen and fill in the blanks.
的能力。设计意图:培养学生的听力理解能力,帮助他们掌握从对话中提取关键信息的技巧,为后续
的口语输出和实际应用奠定基础。
教师通过观察学
生在阅读过程中
◆Step 4 Post-listening
的表现,了解他
Work on 2b
们提取关键信息
1.Let students read the passage in 2a and answer the following questions:
的能力,并根据
(1)What kind of food is the passage about?
(2)What ingredients are needed to make it? 学生的回答情
(3)What are the steps to make it? 况,帮助他们理
Guide students to quickly skim the passage to obtain key information. 解新词汇和短语
2.Complete the recipe in 2b. 的用法,同时分
3.Let students read the passage again to identify the connecting words and
析描述食物制作
phrases used,such as “First,Next,Then,Finally,” and “After that,” and let
过程的关键句
them experience the role these connectors play in making the article clear
子,确保学生能
and logically coherent.Guide students to learn how to use these words to
describe the sequence of events. 够准确、清晰地
用英语描述食物
的制作步骤。
设计意图:通过阅读和回答问题,帮助学生快速获取关键信息,理解文章内容,并掌握描述食
物制作过程的连接词和短语,培养学生在描述事件顺序时的逻辑性和连贯性,为后续的写作
和口语表达奠定基础。
◆Step 5 Role-play
Work on 2c
教师观察学生
Play the dialogue again,and ask students to practise speaking in
口语表达的流
pairs,introducing the process of making stir-fried eggs and tomatoes.
畅度、语法的
Work on 2d
Pair work 准确性及对烹
T:What dish can you make by yourself?Talk about how to cook it with your 饪过程描述的
partner. 完整性,针对学
A:How do we make steamed fish/…? B:First,we need some fish/…
生在词汇运用
A:How much beef/salt/to fu/…do we need? B:We need a spoon of/…
和语句连贯性
A:How many green peppers/onions/…do we need?B:One/Two…
上的问题给予
A:What else do we need? B:We also need some sugar/oil…
及时指导。
T:Do you often cook at home?What's your father's/mother's/…favourite
dish?
设计意图:通过再次阅读文本与模仿对话表达,强化学生对烹饪相关英语表达的运用能力,
以两人小组互动形式提升学生口语交流的自信与实践机会,培养其在真实情境中运用英语
进行信息传递与交流的能力。
板书设计
Unit 5 What a Delicious Meal!
第2课时 Section A (2a-2d)
Ingredients Steps
eggs,… First…,Next…,Then…,Finally…
How many tomatoes/potatoes/carrots…do we need?
How much salt/sugar/butter…do we need?
What else do we need?
How simple!
课堂评价
作业布置
必做:1.Make a list of the ingredients and steps of making a kind of food you like and write them
down in English.
2.Recite the key vocabulary,phrases,and sentence patterns from 2a.
选做:
Ask students to go home and make a dish with their parents,and take photos or videos of the
process.
教学反思
本次教学立足语言知识与文化体验,借听力活动推动烹饪话题学习;但听力策略引导、
分层教学落实待加强,后续需优化活动设计,深化个体能力培养。
