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Unit 5 What a Delicious Meal！
Language Skill (语言技能) Talk about food and cooking.
Linguistic Knowledge (语言知识) Key Words pepper，mix，bake，oven，flour，boil，butter，cheese，tablespoon，mash，stir-fry，bowl，heat，oil，pan，simple，ingredient，instruction，sour，mess，pretty，Christmas，pancake，dream，university，memory，visible，pumpkin，pie，cinnamon，sweetness，college，host，hostess，recipe，cream，crust，mixture，least，secret，whenever，item，spaghetti，spoon，slice，couple，island，wife，separate，born
Key Phrases cut up，pour sth into sth，cut sth in/into sth，mashed potatoes，do with，put sth back，mix…with…，steamed fish，hot and sour soup，go boating，along with sb/sth，warm up，fill…with…，at least，according to，one by one
Key Sentences 1What an amazing smell （it is）！ 2.How delicious the dish looks！ 3.What a mess （it is）！ 4.What luck （we have）！
Key Grammar 1.Exclamatory sentences. 2.Adverbs of sequence.
Linguistic Competency (语言能力) 1.Be able to talk about food and cooking and give cooking instructions. 2.Can describe a process using adverbs of sequence and use exclamatory sentences to express strong feelings.
Cultural Awareness （文化意识） 1.Explore how food and cooking can bring people together. 2.Understand cooking brings us happiness and love.
Teaching Periods (教学课时) Period 1 Section A（1a-Pronunciation）
Period 2 Section A（2a-3c）
Period 3 Section B（1a-1f）
Period 4 Section B（2a-4d）
　　本单元教材以“cooking”为中心话题，整个单元都是围绕着“烹饪”来展开的，包括解释怎么做饭，了解在一个食谱中应该包含哪些信息以及表达食物和烹饪带来的感受。通过本单元的学习，学生将能谈论食物和烹饪，提供烹饪指导，使用顺序副词来描述一个过程，用感叹句来表达强烈的感情，以及探索食物和烹饪是如何让人们聚在一起的。语音部分要求掌握字母o，字母组合oa及其他字母组合的发音；以及朗读中的升降调、停顿的技巧。语法部分要求掌握感叹句的用法。
第1课时　Section A（1a-Pronunciation）
Describe how to cook food.
1.Master the main idea of the listening text.
2.Master some key words，phrases and sentences in this period.
3.Master the pronunciation of the letters and letter groups.
1.Describe how to cook some food.
2.Help students to improve their listening ability.
Pictures，a tape recorder，PowerPoint and multimedia.
Step 1　Lead-in
1.Greetings.
2.Revision.
Show the recipes to review the words they learned before.Then ask students some questions：
What’s your favourite food？
Who makes food for you？
Do you like making food？
What can you make？How？
Then lead in the topic：How do we make food？
Step 2　Cooperative inquiry
1.Show the pictures in 1a.Lead students to look at the pictures and describe them.Present the phrases in 1a and teach the new words.Lead the students to read them after the teacher and then ask the students to match the instructions with the pictures.Check the answers with the class.
2.Help students to think of more words about ingredients.Show the words in 1b and teach the new words：butter，cheese.
3.（1）Play the tape for the first time.Let students listen to the conversation and tick the ingredients they hear.Then check the answers together.
（2）Present the sentences in 1c first.Play the tape for the second time.Ask students to listen again and number the instructions.Check the answers with the class.
（3）Play the tape and let students repeat and imitate the intonation.
（4）Lead students to make a summary of making mashed potatoes using the adverbs of sequence，such as：first，next，then and finally.
4.Pair work：Let students talk about how to make mashed potatoes in their own words with a partner.Use the sentence structures in 1d.
After a few minutes，invite some pairs to present in front of the class.
5.Present the words in activity 1.Lead students to read them one by one and then find out the pronunciation of the letter groups.The teacher makes a summary：o，oa/ /；ou，ow/a /；ear/I /；air，are/e /；ure，our/ /；sk，sch/sk/；st/st/；sp/sp/；str/str/.After that，play the tape and let students listen and repeat.Add one more word to each group.Finally check the answers together.
6.Play the tape and let students listen and repeat the sentences in activity 2.Pay attention to the intonation and pauses.At last，make a summary.
Step 3　Homework
1.Recite the new words.
2.Try to make mashed potatoes for your family.
第1课时　Section A（1a-Pronunciation）
1.Key vocabularies： pepper，cut up，mix，bake，oven，pour sth into sth，flour，boil，butter，cheese，cut sth in/into sth，tablespoon，mash，mashed potatoes 2.Key sentences： —How do we make mashed potatoes？ —First，wash the potatoes. —What do we do after that？ —Then，…
　　本单元话题与实际生活相关联，教师可以把实物带进课堂，使课堂更直观生动。本课时要让学生学会表达如何做某样食物，教师应该提供更多的听和说的练习，并鼓励学生更多地参与其中。
第2课时　Section A（2a-3c）
Give cooking instructions.
1.Master some key words，phrases and sentences in this period.
2.Learn to give cooking instructions.
3.Master the usage of exclamatory sentences.
1.Master the usage of exclamatory sentences.
2.Help students to improve their listening and speaking abilities.
Pictures，a tape recorder，PowerPoint and multimedia.
Step 1　Lead-in
Greet the class as usual.Lead students to talk about how to make a banana milk shake using what they have learned.
Then encourage students to talk about how they cook in their daily life so that they can review how to describe a process.
Step 2　Cooperative inquiry
1.Show some pictures of popular Chinese dishes.Invite two students to talk about the Chinese dishes they like.
2.（1）Play the tape for the first time.Let students listen to the conversation and fill in the blanks.Then check the answers with the class.
（2）Show the pictures in 2b.Ask students to read the conversation and complete the recipe.Then invite three students to share the answers.
（3）Play the tape for the second time.Let students listen to the conversation again and imitate the intonation.
（4）Help the students solve the difficult words and sentences in groups.
3.Role-play：Ask students to role-play the conversation and then invite some pairs to present in front of the class.
4.Ask students what dish they can make by themselves and let them talk about how to cook it with a partner.
5.Present the sentences in 3a and let students read the sentences in pairs first.Then lead them to observe these sentences and discuss how to make exclamatory sentences with what or how.At last，the teacher makes a summary.
6.Show the sentences in 3b.Ask students to change the sentences into exclamatory sentences. Invite six students to write their sentences on the blackboard and then check the answers together.
7.Present the conversations in 3c.Ask students to complete the conversations using the correct exclamatory sentences.Invite some pairs to read the conversations to check the answers.
Step 3　Homework
1.Read the conversation in 2a.
2.Recite the sentences in 3a.
第2课时　Section A（2a-3c）
1.Key vocabularies： stir-fry，do with，bowl，heat，oil，pan，put sth back，mix…with…，simple，ingredient，instruction，sour，steamed fish，hot and sour soup，mess，pretty，Christmas，pancake，dream，university，go boating 2.Key sentences： （1）What an amazing smell （it is）！ （2）How delicious the dish looks！ （3）What a mess （it is）！ （4）What luck （we have）！
　　本课时主要训练学生的听和读的能力。在听力结束后，教师可以帮助学生简单地复述听力材料。这不仅是学习内容的阶段性总结，还可以加深学生对听力材料的理解，帮助他们消化和使用听力材料。利用这些听力材料能快速地完成食谱。
第3课时　Section B（1a-1f）
Know what cooking gives us.
1.Master the main idea of the passage.
2.Master some key words，phrases and sentences in this period.
3.Know what cooking gives us.
1.Know what cooking gives us.
2.Help the students to improve their reading ability and use reading skills to search for information.
A tape recorder，PowerPoint and multimedia.
Step 1　Lead-in
After greeting with students，play a video about how to make the pumpkin pie and lead students to talk about the process and anything they know about the pumpkin pie.
Lead in the topic：What does cooking give us？
Step 2　Cooperative inquiry
1.Ask students to discuss the questions in 1a with a partner.Then invite two students to share with us.
2.（1）Present the title of the text in 1b.Let students guess and predict what the text is about.Then show the sentences in 1b.Ask students to read the text and tick the best main idea.Check the answer together.
（2）Let students read the text again and answer the questions in 1c.Check the answers with the class.
（3）Ask students to read the recipe and put the pictures in the correct order.Invite one student to share the answers.
（4）Help students complete the summary of the text.Then check the answers.
（5）Lead students to solve the key and difficult words and sentences in pairs.The teacher makes a summary.
3.Play the tape and ask students to repeat and imitate the intonation.
4.Pair work：Ask students to think about a memory they have of food and love and share it with a partner.
Step 3　Homework
1.Recite the new words.
2.Share the memory you have of food and love with your family.
第3课时　Section B（1a-1f）
1.Key vocabularies： memory，visible，along with sb/sth，pumpkin，pie，warm up，cinnamon，fill…with…，sweetness，college，host，hostess，recipe，cream，crust，mixture，least，at least，secret，according to，whenever 2.Key sentences： First，…Then，… Next，…After that，… Finally，…
　　在本课时的教学中，教师应该更加注意如何教学生阅读，而不是仅仅向学生灌输太多的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和构成技能的过程。学生完成任务的过程是学生发现和解决问题的过程，以及逐渐提高阅读技能的过程。
第4课时　Section B（2a-4d）
Write a response to the post about how to make a favourite dish.
1.Master some key words，phrases and sentences in this period.
2.Use the key sentence structures to write a response to the post about how to make a favourite dish.
3.Learn to create a recipe for a tasty dish.
1.Use the key sentences to write a response to the post about how to make a favourite dish.
2.Help students improve their writing ability and create a recipe for a tasty dish.
Pictures，PowerPoint and multimedia.
Step 1　Lead-in
1.Revision.
Show some pictures and let students describe how to make the pumpkin pie to have a review.
Step 2　Cooperative inquiry
1.List the words they learnt about food and cooking in 2a.Ask students to judge whether the words are countable nouns or not.And put them into two groups.Check the answers together.
2.Present the pictures in 2b.Let students match the pictures with the phrases.Then invite three students to share the answers.
3.Show the words in the box in 2c.Ask students to complete the recipe with the words in the box.Check the answers and learn the new words.
4.Let students read the post in 3a and circle the ingredients that the chef uses.Invite one student to share the answers.
5.Ask students what dish they like the best.And then let them complete the notes in 3b.Invite three students to share with the class.
6.Help students write a response to the post about how to make a favourite dish.Walk around the class and correct their spelling and grammar mistakes if any.
7.Create a recipe for a tasty dish according to 4a-4d.
8.Reflecting
Lead students to reflect themselves from the following aspects：
（1）Can you explain how to cook some dishes？
（2）What information should a recipe include？
（3）What words and expressions can you use to describe a process？
（4）What sentences can you use to express strong feelings？
（5）How do food and cooking make you feel？
9.Help students summarize what they have learned in this unit and tell them：Cooking brings us happiness and love.
Step 3　Homework
1.Recite the new words in this unit.
2.Introduce your recipes to your parents.
第4课时　Section B（2a-4d）
1.Key vocabularies： item，spaghetti，spoon，slice，couple，island，wife，separate，born，one by one 2.Key sentences： Hi！My favourite dish is… Here’s how to make it.First，…
　　本课中，在写作的过程中，一些学生大胆地分享了他们的作文。大多数学生都可以用“First…Then…Next…Finally…”来表达如何做自己喜欢的食物。然而，有些学生在使用给定的单词时，并不能独立地完成这些句子。他们下课后应该多做些练习。

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