Unit5WhataDeliciousMeal!第5課時SectionB(2a3c)一、教學目標1.能夠識別并分類與食物和烹飪相關的詞匯,區(qū)分可數(shù)名詞和不可數(shù)名詞。2.學會運用“add…to”“pour…into”等短語描述烹飪步驟。3.讀懂介紹美食的文本,提取關鍵食材信息。4.能夠用英語介紹自己最喜歡的菜肴,包括喜愛原因和制作方法。二、核心語言知識1.核心詞匯:單詞:spoon;couple;island;wife;separate;born短語:add…to…;pour…into…;cut…into…;share…with…;mix…with…;farfrom;onebyone2.核心句式:(1)Longago,therewasacouplelivinginYunnanProvince,China.(2)Thehusbandstudiedonanislandfarfromhishome.(3)Oneday,thewifeboiledsomechickensoupandusedalargepottokeepitwarm.3.教學重難點:(1)掌握本單元重點詞匯和短語的含義、拼寫及用法。(2)能夠在不同語境中正確運用這些詞匯,能夠運用恰當?shù)恼Z言和清晰的邏輯思維表述做事的步驟。(3)用英語介紹自己最喜歡的菜肴,包括喜愛原因和制作方法。三、教學過程學習活動效果評價◆Step1Leadinsmell.Followingstory.Naturallyeriousopeningtoastoryaboutfood:“Alittleboygotlostintheforest,whensuddenlyhecaughtastrangeandwonderfulsmell.Followingthesmell,hediscovered…”Then,theteacherinvitesthestudentstotaketurnscontinuingthestory.Naturally,thestudentswillinvolvevariousfoodsandcookingrelatedcontent,whichwillleadintothevocabularysection.教師通過觀察學生的參與度和創(chuàng)造力,評估他們對故事接龍活動的投入程度以及對新詞匯的理解和運用能力。設計意圖:利用故事接龍激發(fā)學生的想象力和參與度,同時通過故事情節(jié)自然地導入新詞匯,幫助學生在語境中理解和記憶詞匯?！鬝tep2PresentationandPracticeWorkon2a1.Letgroups.Thereviewthevocabularyrelatedtofoodandcookingthattheyhavelearnt,plete2a,andthensharewithintheirgroups.Theteachercirculatestoprovideguidance,andfinallysummarizesandconsolidatesthevocabularyforthewholeclass.Workon2b2.Present2b.Letdeskmates.Thehrasesfrom2b.Letstudentsindependentlypletethematching,andthencheckwiththeirdeskmates.Theteacherverifiestheanswersthroughquestioningandexplainskeyphrases.Workon2c3.Studentsgroups.Discussentlytopletetheapplepierecipein2c,andthenpareanswerswithintheirgroups.Discussanydoubtfulpoints,andtheteacheraddressesmonissuescollectivelytoreinforcetheapplicationofthephrases.通過觀察學生在完成2a時的詞匯掌握情況、2b中圖片與短語匹配的準確性以及2c中對烹飪短語的運用,能夠評估學生對與食物和烹飪相關的詞匯及短語的理解與運用能力。設計意圖:安排2a、2b、2c活動,旨在讓學生回顧、鞏固與拓展與食物和烹飪相關的詞匯及短語知識,借助獨立完成、小組交流等方式,培養(yǎng)學生自主學習與合作學習的能力?！鬝tep3PrereadingNoodles.WhatofcookingGuoqiaoRiceNoodlesandaskstudentsiftheyhaveevereatenGuoqiaoRiceNoodles.WhatingredientsareneededtocookGuoqiaoRiceNoodles?Doyouknowhowtomakeit?教師通過觀察學生對視頻內(nèi)容的理解以及對所學知識的回顧,了解學生對本單元知識的掌握情況。設計意圖:通過播放過橋米線的烹飪視頻,激發(fā)學生的興趣并引入話題?！鬝tep4WhilereadingWorkon3a1.Fastreadingpart.Theyntstoquicklyreadthetextandfindoutthemainideaofeachpart.Theycanwritedownafewkeywordsforeachpart.T:Whatisthefirstpartmainlyabout?Andthesecondpart?檢查學生寫下的關鍵詞,確認他們能否準確地總結(jié)各部分的主旨。設計意圖:培養(yǎng)學生把握文本整體結(jié)構(gòu)并獲取主旨的能力。2.Carefulreading(1)Askstudentstoscanthetexttofindtheanswers.①Wheredidthecouplelive?②Whydidthefoodalwaysgetcold?③Whatdidthewifedotokeepthefoodwarm?(2)Circletheingredientsthatthechefuses,andunderlinetheverbsthechefdoes.(wash,cut…into…,boil,pour…into…,put…into…,add…to…)檢查學生能否讀懂介紹美食的文本,提取關鍵食材信息及步驟介紹。設計意圖:通過閱讀文章和各項活動,鞏固學生對文本內(nèi)容的理解,幫助學生識別和理解烹飪過橋米線所需的關鍵食材及烹飪步驟。3.PostreadingWorkon3bpairs.Onemistakes.Thenkinpairs.OnestudentretellsthestoryofGuoqiaoRiceNoodles,andtheotherstudentlistensandchecksforanymistakes.Thentheyswitchroles.(2)Guidestudentstothinkabouttheirfavouritedishbasedonthearticlein3a,andpletethecontentin3b,includingthenameofthedish,thereasonwhytheylikeit,andtheingredients.根據(jù)流利度、準確度和完整性評估學生的復述情況。對于其他菜肴的介紹,評估其語言運用、內(nèi)容和創(chuàng)造力。設計意圖:通過復述鞏固學生對課文的理解。鼓勵學生運用所學技能介紹其他中國傳統(tǒng)菜肴,這有助于提升他們的語言輸出能力與文化意識?！鬝tep5WritingWorkon3cEnglish.FirsttowritedownthemethodofmakingtheirfavouritedishinEnglish.First,pleteitindependently,thensharewithinthegroup,exchangesuggestionsforimprovements,andfinallyselectarepresentativetopresenttothewholeclass.教師通過觀察學生獨立完成寫作和小組分享的表現(xiàn),了解他們對菜肴描述和制作步驟的掌握情況,并根據(jù)學生的展示和修改建議,給予針對性的反饋和指導。設計意圖:通過寫作和小組分享,確保學生能夠掌握相關語言知識并運用于實際情境中,全面提升學生的語言和文化認知能力。板書設計Unit5WhataDeliciousMeal!第5課時SectionB(2a3c)課堂評價見課件作業(yè)布置必做:1.Recitethewords,phrases,andsentencesfromthislesson.2.Writeashortessayintroducingacookingexperienceyouhaveparticipatedin,usingthefoodandcookingrelatedvocabularyandphrasesyouhavelearnt,withnofewerthan80words.選做:pictures.ThenointroduceaChinesetraditi