一
教学预设
本次教学文本来自人教版八上U82d部分。
说实话，我也没想到怎么拿一个2d部分上完整节课，按道理一般都是2a-2d部分。因此我也没有什么很好的思路。
大任务方面，我预设的是教外国朋友如何做中国食物。在过程中，注意how much和how many的区分。
教学重点是运用表示顺序的关键词first/then/next/after that/finally，以及动词buy/cut up/cook….for/add。
教学难点：
1.如何贯彻教学情境，比如如何操作现场制作环节。
2.怎么找到适合情境升华的点。
带着初步的思考和疑问，我开启了这部分的优质课学习。
二
听课记录
Step1 Lead in&Pre-listening 2’30”
1.教师身穿厨师套装，谈论video内容：What did you see in the video?引出Today I will share my favorite dish with you.I will show you some ingredients and you are going to guess what is it is.（依次呈现potato.tomato.beef，最后出现本课话题：Russian soup）
说明下，课上并没有放出导入视频，有老师盲猜是播放了李安导演的电影《饮食男女》片段。
2.T谈论对Russian soup的个人感受：
Actually, well, every time I go back to my hometown in Shanghai, my mom cooks it for me. And every time I taste it, I can feel her love. Every time when I leave home for Chongqing, I really miss it.So that’s the taste of home.
3.链接2d情境：My best friend Anna also likes it very much, and we are going to learn it together today. Okay, first we need to listen for the ingredients. Are you ready? Let’s listen.
Step2 Listening
Know a common recipe
1.Listen for ingredients
听取食物名词和数量(Tip :take notes)
2.Learn to cook
①回忆听力中出现的相关动词。
②呈现动词cut up/add/cook，进行相关词组搭配操练。
eg:cut up the onion/carrot/cabbage/
potato/tomato;
add the potatoes/water/cabbage;
cook for 30minutes… …
3.Listen for steps. (Tip:listen for the key words in every word.)
①Listen and fill in the blanks in Column A.听顺序词。
②Listen and fill in the blanks in Column B.填入相关动词。
4.Think about the steps：What kind of words/sentences are they?
In Column A, they are adverbs of sequence. Let’s take a look at these words in column B. Maybe Chinese id Ok.They are imperative sentences.They can help to describe the steps clearly.
5.Read the process.(Tip:pay attention to the tones and linking.)
朗读技巧：英语中列举三个及以上事物时，前面用升调，最后一个用降调。
Step3 Post listening
1.Describe the process. Practice retelling with the vlog in 1min.
利用下面的视频来复述制作过程。
（由于教师在介绍活动时，没有明确小组合作复述的成员分工，导致了一个小失误。第一组小组复述是所有同学一起说，但没有拿话筒收音，复述过程中听不到任何声音。但教师很快邀请一个女生单独进行了第二次复述，弥补了短暂的尴尬。）
2.小总结
这里出现了本课点睛之笔：
教师早上做了Russian soup，装在保温杯里，请一位同学品尝：taste it and tell us the truth.What’s the taste?
品尝的学生开始是说great，老师笑着说Really? but your facial expression tells me the truth.I want to ask you again. Is it great or so so? 学生说出了心里话：so so.
教师巧妙利用学生的真实体验，引出How can we make it more delicious?
3.Recall Mom’s recipe.
①根据授课老师妈妈的食谱操作。
全班同学根据动图和关键词复述制作过程，一位同学主动上台，根据同学复述来操作厨具。
在复述过程中出现新词fry.butter.pepper,tomato paste，学习相关表达。
We can add a piece of butter,3 spoons of tomato paste. They give the soup rich tastes. Then,stew them until they are soft.
②小总结
4. A recipe for___soup.
①教师引导学生去思考如何根据自己口味去制作食谱：Okay, everyone, do you like all the ingredients and seasonings in it? Who doesn’t like onions, please? Hands up. No one. I don’t like onions. How about carrots? Who doesn’t like carrots?
Yes. If you want to make Russian soup according to your own taste, think about it. What can you do? Let’s look at the recipe. You need to choose the right ingredients and seasonings according to yourself. Okay? And think about how to make it. Now it’s time to create our own recipe.
② 明确四人小组 分工：student 1 needs to introduce the soup with a good name. Student 2 needs to choose the ingredients and seasonings. Remember to make it healthy and delicious. Okay? And student 3, you need to make the cooking process and write them down. And student 4, you are going to tell us who you want to share with and why.
Remember, your performance will be evaluated by the checklist.
③展示三组小组食谱。展示过程中播放咖啡厅音乐，根据小组表现打分，并分享之前现场刚刚做的妈妈汤。
5. Summary
最后两分40秒的收尾，太惊喜和感动了！
此处必须用逐字稿记录：
板书呈现：And boys and girls today, from words to sentences and to a passage, we prepare some ingredients, we get some cooking skills. And by learning the adverbs of sequence and imperative sentences, we Learned how to describe a process. Yes or no at last. We create new recipes and share them with our beloved ones.
Russian soup is a gift from my dear mom. It stands for her love to me. And today I share it with all of you. Do you like it? Thank you. I have one last vlog to share with you. Let’s watch it.
情感升华：One dish stands for one taste of your family. No matter how far you are away from your home, when you taste it, you feel the love.
Boys and the girls, when you go back to your home, cook something for your parents and tell them how. deeply you love them just like they always. Let’s do it for you. Can you do that? Good. And I’d like to end our lesson with one sentence.
三餐聚拢是烟火，四季摊开是人间。
I think today you help me to have a better understanding behind meals. What you do is cooking during seasons. What you share is love.
And there is a homework for you. Cook something, share with someone, and make a vlog. That’s the end of class. boys and girls. Bye. Bye. Class is over. Thank you.
三
评课及感想
整理完后，再倒回来看我预设的教学难点：
1.如何贯彻教学情境，比如如何操作现场制作环节。
2.怎么找到适合情境升华的点。
詹老师这节课很生活化，松弛淡定，不慌不乱地从服装，道具和音乐等细节来营造氛围，还抓住了mom’s taste这一点来升华，
最后的结尾可谓是神来之笔，很好地处理了教学难点。
教学内容也非常扎实，既操练了词汇运用，又有迁移创新。课件制作也很值得学习。
评委于海洋老师的点评也很精彩。
于老师自身也是第十二届全国大赛一等奖获奖选手，还得过重庆优质课比赛初中组特等奖第一名，专业水平非常高。
不足之处我们也深有同感。
比如前面个别环节操练得过细、有点重复。
关于情感升华，我们打卡群也进行了讨论。
有老师质疑，让还在初中的学生去体会教师离家游子的心情，感悟妈妈的味道，有些强行拔高。
还不如就让学生介绍自己的拿手菜更为实际。可我也觉得不一定学生都会做菜，或者不好表达。
詹老师借助soup来展开，是个更好操作的点。
不过就像于老师点评中说到的，要通过罗宋汤了解饮食文化，对比中西差异。
其实作为江西人，除了西餐厅，我几乎没有听过这道菜。
在网上查询之后才知道，罗宋汤是许多上海人从小吃到大的一道家常菜，也是海派西餐中极具代表性的一道。
俄国十月革命后，大批俄罗斯人来到上海，罗宋汤正是脱胎于被他们带来上海的红菜汤。罗宋汤中的“罗宋”，是上海人对英文“Russian”的音译。
传统版本的红菜汤虽然听起来洋腔洋调比较正统，但要想得到上海本地人的喜欢，还需要根据上海人的舌头来因地制宜。
因此罗宋汤背后代表的是，西方饮食文化进入中国后的融合。
我不禁联想到99%中国人都没听过和吃过，但号称几乎每家美式中餐店都会见到的名菜—— General Tso’s Chicken，或者General Tsao’s Chicken，译为左宗棠鸡。
在美国和很多其他国家，“左宗棠鸡”是一道最受欢迎的中国菜。
美剧《生活大爆炸》中固执的天才物理学家谢耳朵，每周的菜单都是固定的：周五吃中餐，出现频率最高的就是左宗棠鸡。
从洛杉矶到纽约、从巴黎到伦敦的各地中餐馆里都有这道菜：酥脆炸鸡块勾上糖芡汁做成的所谓“中国传统美食”。
关于左宗棠鸡的起源，较为公认的说法是大厨彭长贵在1950美国第七舰队司令雷德福访台时创作的。
这道菜从台湾传到美国，味道也不断演变，最终形成了和最初的味道截然不同的偏甜、粘稠口味，从而迎合比湖南人更喜甜不喜酸的美国消费者的胃口。
这也算是中国文化进入西方后的融合。
但如果用这一点的话，就不好联系到妈妈的味道，这节课的整体框架和升华都要变，又会是另外一个版本。
教学是遗憾的艺术，无法面面俱到。
相比之下，詹老师现在对课程的处理，可能现在不会会让学生有那么深的感悟。
但从课后学生依依不舍的表情中，我可以看出，这节课已经在他们心里种下了种子，等他们长大后了，就会慢慢传播。
学生的现场感受是对这节课最真实的评价。
来源 |Rose Luo 教学追光记
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