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Unit 5 What a Delicious Meal!-Section B 1a-1f
This section of Unit 5 focuses on deepening students' understanding of food - related topics. Through a series of activities from 1a - 1f, students will expand their vocabulary related to food characteristics, such as "delicious", "expensive", etc. They will also engage in listening exercises to extract specific information about food preferences and experiences. The speaking activities aim to encourage students to share their own opinions and stories about food, enhancing their communicative skills in the context of food culture.
教学目标 Students will be able to master and use the new vocabulary related to food features, like "delicious", "terrible", "cheap", "expensive", "exciting", "boring". They can understand and use key sentences for expressing food opinions, such as "What do you think of... ", "I think it's...". Students will learn to extract detailed information from listening materials about food - related experiences.
教学重难点 Key Points New vocabulary related to food features and the correct usage of sentences for expressing food opinions. Training students to effectively listen for specific information about food in the listening materials. Guiding students to actively participate in speaking activities and clearly express their ideas about food. Difficult Points Helping students use the newly - learned vocabulary and sentence patterns accurately and fluently in real - life communication. Improving students' listening comprehension ability, especially in understanding the context and intonation in food - related conversations. Encouraging students who are less confident to actively participate in speaking and sharing their thoughts.
1. Vocabulary
delicious /d l s/ adj. tasting very good; highly pleasing to the taste
Example: The pizza is so delicious that I want to have another slice.
expensive / k spens v/ adj. costing a lot of money
Example: This dress is too expensive for me to buy.
exciting / k sa t / adj. causing great enthusiasm and eagerness
Example: The new food festival in town is really exciting.
cheap /t i p/ adj. low in price; costing little money
Example: We can buy some cheap and fresh fruits at this market.
terrible / ter bl/ adj. extremely bad or unpleasant
Example: The food at that restaurant was terrible. I won't go there again.
boring / b r / adj. not interesting; dull
Example: Eating the same food every day is really boring.
2. Sentence Patterns
What do you think of... This is used to ask for someone's opinion about something, in this case, food.
Answer: I think it's... / It's... (using the new adjectives learned)
Example: What do you think of the ice - cream I think it's delicious.
教学过程
Step 1: Warming - up (5 minutes)
Greet the students as usual.
Show some pictures of different kinds of food on the PPT, such as pizza, sushi, hamburgers, and dumplings. While showing the pictures, ask students some simple questions like "Do you like this food " "What's your favorite food " to quickly engage them in the topic of food and arouse their interest.
Step 2: Vocabulary Presentation (10 minutes)
Present the new vocabulary related to food features on the PPT one by one. For each word, show a relevant picture. For example, when presenting "delicious", show a picture of a mouth - watering cake; for "expensive", show a picture of a high - end French restaurant dish.
Read the words aloud slowly, and ask students to repeat after you several times, paying attention to the pronunciation.
Divide students into pairs. Each pair takes turns to describe a food using one of the new adjectives, and the other guesses what food it is. For example, one student says "It's a kind of fruit. It's delicious and cheap." The other student tries to guess. This activity helps students practice using the new vocabulary in a fun way.
Step 3: Listening (10 minutes)
1b: Tell students they are going to listen to a conversation between two people about food. Before playing the recording, let students look at the pictures in 1b and predict what the speakers might talk about.
Play the recording for the first time. Students listen carefully and number the pictures in the order they hear.
Play the recording again. This time, students listen and fill in the blanks in the sentences below the pictures according to what they hear. Check the answers together.
1d: Let students look at the questions in 1d first. Explain any difficult words or phrases in the questions.
Play the recording for 1d. Students listen and answer the questions. After that, check the answers and ask some students to read out the sentences they used to answer the questions to ensure they understand the content.
Step 4: Speaking (15 minutes)
1e: Divide students into groups of four. In each group, students take turns to talk about a food they have eaten recently. They should use the sentence pattern "What do you think of... " and describe the food using the new adjectives. For example, "What do you think of the noodles you had yesterday " "I think they were delicious, but a bit expensive." Encourage other group members to ask follow - up questions like "Why do you think it's expensive "
Select some groups to come to the front of the class and share their conversations. The rest of the class listens and can ask questions or give comments. This activity can not only improve students' speaking skills but also their ability to communicate and interact in English.
Step 5: Summary and Homework (5 minutes)
Summary: Briefly review the new vocabulary and sentence patterns learned in this class. Ask students to recall the key points by randomly calling on some students to answer.
Homework:
Ask students to write a short passage about their favorite food, using at least three of the new adjectives and the sentence pattern "What do you think of... ".
Encourage students to search for information about a special food from another country and be ready to share it in the next class.
教学反思
After this class, I will reflect on the following aspects. First, in terms of vocabulary teaching, I will check if students can really master and use the new words. If some students still have difficulties in pronunciation or usage, I will design more targeted exercises in the next class. Second, for the listening part, I will consider whether the listening materials are appropriate for students' current English levels. If many students have problems understanding the materials, I may need to choose some easier ones or provide more pre - listening guidance in the future. Third, during the speaking activities, I will think about whether all students actively participated. If there are some students who were too shy to speak, I will find ways to encourage them, such as giving more praise and creating a more relaxed atmosphere. Overall, through continuous reflection and improvement, I hope to make my teaching more effective and better meet the needs of students.

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