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Unit 5 What a Delicious Meal! Section A 1a-1d 教学设计
This section of Unit 5 focuses on food - related vocabulary and simple cooking processes. Through pictures, dialogues, and listening materials, students will be exposed to words like "pepper", "mix", "bake", etc., and learn how to describe the steps of making some common foods. It aims to help students build a basic understanding of food - making expressions in English and improve their listening and speaking skills in a food - related context.
教学目标 Students will be able to master the key vocabulary related to cooking and food, such as "pepper", "cut up", "mix", "bake", "oven", "pour... into...", "flour", "boil", "butter", "cheese", etc. Students can understand and use the target sentences for describing cooking steps, like "First, cut up the onions. Then, pour the milk into the bowl." Enable students to listen for specific information about cooking instructions in the listening materials and complete relevant tasks. Develop students' speaking ability by asking them to describe simple cooking processes using the learned vocabulary and sentence patterns.
教学重难点 The acquisition of new vocabulary about cooking and food. The correct use of sentence patterns for describing cooking sequences. Helping students to use the learned vocabulary and sentence patterns flexibly in real - life communication about cooking. Improving students' listening comprehension ability, especially in catching the detailed cooking instructions.
Nouns:
pepper / pep (r)/: 胡椒粉；菜根
oven / v n/: 烤箱；烤炉
flour / fla (r)/: 面粉
butter / b t (r)/: 黄油
cheese /t i z/: 奶酪；干酪
tablespoon / te blspu n/: 一汤匙 (的量); 餐匙；汤匙
mashed potatoes /m t p te t z/: 土豆泥
bowl /b l/: 碗；钵；盆
oil / l/: 食用油；石油；燃油
pan /p n/: 平底锅；烤盘
ingredient / n ɡri di nt/: 材料；食材
instruction / n str k n/ (pl.): 用法说明；操作指南
steamed fish /sti md f /: 清蒸鱼
hot and sour soup /h t nd sa (r) su p/: 酸辣汤
mess /mes/: 脏乱；凌乱
Christmas / kr sm s/: 圣诞节
pancake / p nke k/: 烙饼；薄饼
dream /dri m/: 梦想；梦
university / ju n v s ti/:(综合性) 大学；高等学府
memory / mem ri/: 回忆；记忆
pumpkin / p mpk n/: 南瓜
pie /pa /: 果馅饼；肉馅饼
cinnamon / s n m n/: 肉桂皮；桂皮香料
sweetness / swi tn s/: 甜；芬芳；愉悦
college / k l d /: 学院；大学
host /h st/: 主人；东道主
hostess / h st s/: 女主人；女房东
recipe / res pi/: 食谱；烹饪法
cream /kri m/: 奶油；护肤霜；奶油色
crust /kr st/: 糕饼酥皮；面包皮
mixture / m kst (r)/: 混合物；结合体
secret / si kr t/: 诀窍；秘密
item / a t m/: 项目
spaghetti /sp ɡeti/: 意大利细面条
spoon /spu n/ (= spoonful): 一勺的量；勺
slice /sla s/: 薄片；片
couple / k pl/: 夫妻；情侣；两人
island / a l nd/: 岛
wife /wa f/ (pl. wives /wa vz/): 妻子
Verbs:
cut up: 切碎；剁碎
mix /m ks/:(使) 混合；融合；调配
bake /be k/: 烘焙
pour sth into sth: 将…… 倒入……
boil /b l/: 煮沸；烧开
cut sth in/into sth: 将…… 切成……
mash /m /: 捣烂；捣碎
stir - fry / st fra /: 翻炒；炒；熘；炒菜
do with: 处理
heat /hi t/: 加热；变热
put sth back: 将…… 放回
mix … with …:(使)…… 和…… 混合
fill … with …:(使) 充满；(使) 填满
warm up:(使) 活跃起来；热身；预热
host /h st/: 主办；主持 (活动)
separate adj. / sepr t/: 单独的；分开的 v. / sepr re t/:(使) 分开；(使) 分离
born /b n/: 出生；出世
Adjective and Adverb:
simple / s mpl/: 简单的；朴素的
pretty / pr ti/adj.: 漂亮的；美丽的 adv.: 相当；十分；非常
visible / v z bl/: 看得见的；可见的
least /li st/adv. & pron.: 最小；最少
secret / si kr t/adj.: 秘密的；隐秘的
教学过程
I. Greeting (1 minute)
Greet the students as they enter the classroom. This helps to create a friendly and relaxed atmosphere, making students feel comfortable and ready to learn.
II. Lead - in (4 minutes)
Show some colorful pictures of different delicious foods on the PPT, such as mashed potatoes, tomato and egg soup, pizza, etc.
Ask students questions like "What's your favorite food Do you know how to make it " Encourage several students to share their ideas briefly. This activity aims to arouse students' interest in the topic of food and cooking, and also activates their prior knowledge related to food.
III. Vocabulary Teaching (10 minutes)
1. 1a Activity
Present the instructions in 1a on the screen, such as "Add pepper to the soup.", "Mix vegetables.", "Bake the cake in the oven.", "Cut up the tomatoes.", "Pour the milk into the flour.", "Boil the potatoes."
Explain the meaning of each instruction one by one. For example, when teaching "cut up", make a cutting gesture with your hands to help students understand. Then ask students to match the instructions with the pictures in 1a on their own.
After they finish, have students check their answers in pairs. Walk around the classroom to offer help if necessary. Finally, check the answers together as a class and invite several students to read the instructions aloud to reinforce the vocabulary.
IV. Pre - listening (5 minutes)
Circle the ingredients mentioned in the instructions on the PPT, like "pepper", "vegetables", "cake", "tomatoes", "milk", "flour", "potatoes", etc. Explain the meaning of "ingredient" to students.
Then, put these ingredients into two groups on the blackboard: countable nouns and uncountable nouns. Have a short discussion with students about how to distinguish them. This step helps students review the knowledge of countable and uncountable nouns and better understand the vocabulary related to food ingredients.
V. While - listening (10 minutes)
1. 1b Activity
Tell students they will listen to a conversation about making mashed potatoes. Play the recording for the first time. Ask students to listen carefully and tick the ingredients they hear in 1b, such as "potatoes", "milk", "butter", "salt", "pepper".
After the first listening, check the answers quickly to make sure students are on the right track.
2. 1c Activity
Play the recording again. This time, ask students to number the instructions in 1c according to the order they hear. The instructions might be like "Wash the potatoes.", "Cut the potatoes into pieces.", "Put the potatoes in a pot and boil them until they are soft.", "Mash the potatoes.", "Add some milk and butter.", "Add salt and pepper."
After the second listening, have students compare their answers in groups. Then check the answers together as a class and play the recording one more time if there are still some doubts.
VI. Post - listening (10 minutes)
1. 1d Activity
Divide students into pairs. Ask them to talk about how to make mashed potatoes in their own words, using the instructions and sequence words they just learned, like "First", "Next", "Then", "Finally". Walk around the classroom to monitor students' conversations and offer help if they have any problems, such as incorrect grammar or unclear pronunciation.
Then invite several pairs to share their conversations in front of the class. Other students listen carefully and can ask questions or give comments. This activity helps students practice speaking and using the learned knowledge in a practical context.
2. Extension
Ask students to think about another simple food they know how to make, like scrambled eggs or instant noodles. Then ask them to write down the steps of making it on a piece of paper using the sequence words. After that, ask some students to share their writing with the class. This extension activity encourages students to apply what they have learned to new situations and promotes their creativity and independent thinking.
VII. Summary (3 minutes)
Summarize the key points of this class with students, including the new vocabulary about cooking and food ingredients, the use of sequence words to describe the cooking process, and the listening skills they practiced.
Emphasize the importance of these knowledge points in daily life and future English learning.
VIII. Homework (2 minutes)
1. Required Homework
Ask students to correct the mistakes in their 1b - 1c exercises and write down the reasons for the mistakes.
Let students write 3 - 5 sentences to describe how to make another simple food at home using the learned vocabulary and sentence patterns.
2. Optional Homework
Encourage students to search for the recipe of a Western food, like a salad or a sandwich, and write down at least 3 steps of making it in English.
Ask students to draw a picture of their favorite food and label the ingredients in English.

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