文档内容
第 4 课时 Section B (1a-1f)
一、教学目标
1.能根据文章,提取和梳理出作者对食物的情感、与祖母相关的美食回忆等信息,加深对文章
主题的理解。
2.能从文中获取有关如何制作南瓜派的信息,清晰梳理出制作南瓜派的步骤、所需原料、相
关动作以及所用工具,准确把握食谱类文本关键内容。
3.能根据总分结构以及按时间顺序叙述回忆等方式,并基于对文章的理解,有逻辑地概括和转
述课文内容。
4.能够理解食物背后蕴藏的人文意义,了解并包容不同文化中食物与情感的异同,培养跨文化
理解与包容的态度。
二、核心语言知识
1.核心词汇:
单词:
memory;visible;pie;sweetness;college;host;hostess;mixture;least;secret;whenever
短语:
along with sb/sth;warm up;fill…with…;at least;the secret to;according to
2.核心句式:
(1)That is what my grandmother always told me.
(2)It's a great way for me to share my love with others.
(3)The smells and the food's taste,along with our conversations,connect us to each other.
(4)What wonderful memories I have!
(5)I still remember the days when the smell of cinnamon filled the room with sweetness.
(6)Thanks to my grandmother,I love to try new food and new recipes from other countries and
cultures.
3.教学重难点:
(1)抓住文章的主旨;理解关于烹饪和记忆的细节。
(2)深刻理解烹饪、食物与爱之间的情感联系。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in
通过观察小组合作
Game:Food Guessing Game
拼图及回答问题的
1.Prepare some pictures of common dishes,cut them into small
情况,可评估学生
pieces,and mix up the order.Divide the students into groups and give
each group a set of the jumbled pieces.Ask the groups to work together 对常见美食英语词
to piece together the complete food pictures within 3 minutes and guess 汇的掌握程度、小
the name of the dish,saying it in English. 组协作能力以及用
2.After the game,the teacher asks:“What's your favourite dish among
英语表达个人喜好
these?Who often makes it for you?” Guide students to answer the
的水平,针对表述
questions in 1a,share their favourite dishes and the person who often
不清或词汇错误及
makes them for them,thus introducing the theme of this lesson about
时纠正指导。
food and memories.
设计意图:借助 “美食猜猜猜” 游戏,以趣味性的方式激发学生的学习兴趣和参与热情,
自然地引入关于食物的话题,为探讨食物与回忆的主题做铺垫,同时锻炼学生的团队合作与
英语表达能力。
◆Step 2 Pre-reading 检查学生是否能提
Show the title “What does cooking give us?”and ask:“What do you think 供相关想法(爱、cooking can bring us?” 回忆)。
设计意图:营造对文本的期待感,引导学生预测内容。
◆Step 3 While-reading
Work on 1b 检查学生是否能正
1.Fast-reading 确识别主旨。
Read the text quickly and tick the best main idea.
设计意图:让学生略读文章选择主旨大意,培养其快速获取关键信息和把握文章整体结构的
能力。
教师观察学生在匹
配练习和回答问题
2.Careful-reading
中的表现,评估他
Work on 1c and 1d
们对文章内容的理
(1)Ask them to read the text again and answer the questions in 1c.
解,能领悟食物背
(2)Show the Pumpkin Pie Recipe.Ask students to match pictures (A-
E)with instructions in 1d. 后蕴藏的人文意
(3)Answer the following questions(见课件) 义,了解并包容不
同文化中食物与情
感的异同。
设计意图:通过排序、总结和回答问题等活动,帮助学生巩固对食谱步骤的理解,促进合作
学习,并鼓励学生用英语表达与食物相关的情感和回忆,提升语言输出能力和情感表达能
力。
◆Step 4 Post-reading 帮助学生掌握食
Group work 材、烹饪步骤等描
Work on 1e and 1f
述食谱的词汇和表
1.Complete 1e by filling in the summary of the text,and discuss the
达;深入理解食物
answers within groups.
承载的情感与记
2.Mooncakes are our traditional food.What is your favourite kind of
忆,体会烹饪中的
mooncake?How to make it?Discuss and write the recipe down,then share
it with other groups. 爱意,传递促进情
3.Think about a memory you have of food and love and share it with a 感交流,增强文化
partner. 意识。
学生能够积极参与
讨论并贡献自己的
◆Step 5 Language points and discussion.
1.Explain the key words,phrases and sentences in the article. 想法。 学生能够
2.Divide students into groups of 4. 清晰地表达自己的
Each group discusses a cooking-related memory or story.Then each 记忆和感受。 学
group selects a representative to present their mind map to the class and
生能够展示团队合
share their story.
作精神,共同完成
任务。
设计意图:这个活动不仅让学生有机会分享个人经历,还能帮助他们更好地理解文本中关于
烹饪与记忆的主题。通过小组合作,学生还能学习如何有效地沟通和协作。
板书设计
Unit 5 What a Delicious Meal!
第4课时 Section B (1a-1f)课堂评价
作业布置
必做:
Based on the pumpkin pie recipe in the text,list in English the ingredients and steps for making
a simple dish you like.Share it with your classmate in the next class.
选做:
Look up the information about another recipe for pumpkin pie.
教学反思
本课通过多种活动形式,有效地激发了学生的兴趣,提高了学生的阅读理解和口语表达
能力。但在讨论环节,部分学生在表达时仍存在困难,需要进一步提供语言支持和练习机
会。未来可以增加更多互动和讨论环节,以提高学生的参与度和表达能力。
