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Unit 5 What a Delicious Meal! Section B 1a-1f 教学设计
Section B 1a - 1f in Unit 5 "What a Delicious Meal!" continues to explore the theme of food. 1a focuses on expanding food - related vocabulary, including different types of main dishes like "steak", "spaghetti", "fried chicken", common drinks such as "soda", "orange juice", "tea", and snacks like "cookies", "crackers", "ice - cream". This vocabulary expansion helps students have a more comprehensive understanding of the food world in English.
In 1b - 1d, students engage in listening activities. They listen to conversations about people ordering food in a restaurant, which not only trains their listening skills but also exposes them to real - life language usage in a food - ordering context. For example, they will hear expressions like "What can I get you ", "Would you like anything to drink ", "I'd like...".
The 1e - 1f part involves speaking practice. Students are required to role - play ordering food in pairs, applying the vocabulary and expressions they have learned from the listening. This speaking activity aims to enhance their oral communication ability in a practical food - ordering situation.
教学目标 Students will be able to master the new food - related vocabulary presented in 1a, including the correct pronunciation, spelling, and meaning of words like "steak /ste k/", "spaghetti /sp ɡeti/", "soda / s d /", "cookies / k kiz/". Understand and be able to use common expressions for ordering food and drinks, such as "What would you like to order ", "I'll have...", "Could I have a glass of...", "No, that's all for now." Grasp the usage of countable and uncountable nouns related to food, for example, knowing that "steak" is countable ("two steaks") while "soda" is uncountable ("some soda").
教学重难点 The new food - related vocabulary and its correct usage. Students need to be able to pronounce, spell, and use these words accurately in sentences. For example, correctly using "a plate of spaghetti" or "a cup of tea". The common expressions for ordering food and drinks. They should be proficient in using these expressions to have natural conversations in a restaurant - ordering scenario. Distinguishing between countable and uncountable nouns related to food and using the appropriate quantifiers. For instance, using "a few" with countable nouns like "cookies" and "a little" with uncountable nouns like "sugar".
A. Vocabulary
Main Dishes
Steak: /ste k/ (n.). A thick, flat piece of meat, usually beef, cooked by grilling, frying, etc. "I like my steak medium - rare."
Spaghetti: /sp ɡeti/ (n.). Long, thin, cylindrical pieces of pasta. "She made a delicious spaghetti with tomato sauce."
Fried Chicken: / fra d t k n/ (n.). Chicken pieces that are cooked in hot oil. "Fried chicken is a popular fast - food item."
Rice and Beans: /ra s nd bi nz/ (n.). A combination of cooked rice and beans, which is a common dish in many cultures. "Rice and beans is a staple food in some Latin American countries."
Drinks
Soda: / s d / (n.). A sweet, carbonated drink. Also known as "soft drink". "Do you want a can of soda "
Orange Juice: / r nd d u s/ (n.). Juice made from oranges. "Orange juice is rich in vitamin C."
Tea: /ti / (n.). A drink made by pouring hot water onto dried leaves of the tea plant. There are various types like black tea, green tea. "I prefer tea to coffee."
Bottled Water: / b tld w t (r)/ (n.). Water that is sold in bottles. "It's important to drink bottled water when traveling."
Snacks
Cookies: / k kiz/ (n.). Small, flat, sweet cakes. "My mom bakes delicious cookies."
Crackers: / kr k z/ (n.). Thin, dry, often salty biscuits. "I like to eat crackers with cheese."
Ice - cream: / a s kri m/ (n.). A sweet, frozen food made from milk or cream, sugar, and flavorings. "I want a scoop of chocolate ice - cream."
B. Expressions for Ordering Food and Drinks
Greeting and Offering Service
What can I get you : A common way for a waiter/waitress to ask a customer what they want to order. "Hello, what can I get you today "
May I take your order : Another polite way to ask for the customer's order. "May I take your order now, sir/madam "
Placing an Order
I'd like...: Used to express what the customer wants. "I'd like a steak and a side salad, please."
I'll have...: Similar to "I'd like...", more commonly used in a casual setting. "I'll have the fried chicken and a soda."
Could I have... : A more polite way to request something. "Could I have a glass of water, please "
Asking for Drinks
Would you like anything to drink : A question to inquire about the customer's drink preference. "Would you like anything to drink with your meal "
Do you have... : Used to ask if the restaurant has a particular drink. "Do you have any fresh lemonade "
Responding to the Order
Sure, coming right up. / "Ok, it will be ready soon.": Responses from the waiter/waitress to confirm the order.
No, that's all for now.: A way for the customer to indicate they have finished ordering. "No, that's all for now. Thank you."
教学过程
I. Warming - up (5 minutes)
Greeting and Introduction
Greet the students with enthusiasm: “Hello, everyone! In our previous classes, we've explored many aspects of delicious meals. Today, we are going deeper into the world of food, especially in a very common situation - ordering food in a restaurant. Are you excited ”
Food - related Memory Game
Write the names of some common food items on the blackboard, such as “pizza”, “hamburger”, “noodles”, “ice - cream”. Then, start a memory game. Say a food name, like “pizza”, and the first student has to repeat “pizza” and add another food name, for example, “pizza, burger”. The next student needs to repeat all the previous names and add a new one. This game helps students review food - related vocabulary and gets them in the mood for the class.
II. Vocabulary Presentation (10 minutes)
New Food Vocabulary Introduction (1a)
Present the new food - related vocabulary in 1a. Show pictures of “steak /ste k/”, “spaghetti /sp ɡeti/”, “soda / s d /”, “cookies / k kiz/” and other items on the PPT. Pronounce each word clearly and ask students to repeat after you several times.
Write the words on the blackboard, emphasizing the correct spelling and pronunciation. For example, for “steak”, point out the silent “k”. Explain the meaning of each word briefly. For instance, “Spaghetti is a type of long, thin pasta that is very popular in Italian cuisine.”
Grouping Vocabulary
Divide the students into small groups. Give each group a set of flashcards with the new food words on one side and pictures on the other side. Ask them to group the words into main dishes, drinks, and snacks. After they finish, ask each group to share their grouping results with the class. This activity helps students categorize the new vocabulary and understand the relationships between different food items.
III. Listening Practice (10 minutes)
Pre - listening (1b - 1c)
Introduce the listening context: “Now, we are going to listen to some conversations in a restaurant. The customers are ordering food and drinks. Before we listen, let's think about what questions a waiter or waitress might ask and what the customers might say.” Write some possible questions on the blackboard, such as “What would you like to order ”, “Would you like anything to drink ”, and ask students to think of possible answers.
Show the pictures in 1b and 1c. Let students predict what food and drinks the people in the pictures might order. This prediction activity can help students prepare for the listening.
While - listening
Play the recording in 1b for the first time. Students listen carefully and circle the food and drinks they hear. After the first listening, check the answers briefly.
Play the recording again. This time, students listen more carefully and fill in the blanks in 1c, writing down the specific food and drink items the customers order. Walk around the classroom to monitor students' work and offer help if needed.
Post - listening
Have a brief discussion about the listening content. Ask students some questions, like “What did the first customer order for the main dish ”, “What drink did the second customer choose ”. This can help students review and reinforce the information they got from the listening.
IV. Speaking Practice (15 minutes)
Model Dialogue Study (1d)
Present the dialogue in 1d on the PPT. Read the dialogue aloud with a student, playing the roles of the waiter and the customer. While reading, pay attention to the intonation and pronunciation, especially for the food - ordering expressions.
Analyze the dialogue with the students. Point out the useful expressions for ordering food and drinks, such as “I'd like...”, “Could I have... ”, “What would you like to drink ”, “No, that's all for now.” Explain the meaning and usage of each expression.
Role - play (1e - 1f)
Divide the students into pairs. One student plays the role of a waiter/waitress, and the other plays the role of a customer. They create their own dialogue based on the model in 1d, using the new food vocabulary and ordering expressions. Encourage them to be creative and add some extra details, like asking about the special of the day or making special requests.
After they practice for a few minutes, invite some pairs to come to the front of the class and perform their dialogues. The rest of the students watch and listen carefully, and then give a simple evaluation, focusing on the accuracy of vocabulary usage, the correctness of sentence structures, and the fluency of the conversation.
V. Summary and Homework (5 minutes)
Summary
Summarize the key points of this class with the students. Review the new food - related vocabulary, the important expressions for ordering food and drinks, and the main content of the listening and speaking activities. Ask students if they have any questions or need further clarification.
Homework
Assign two homework tasks. First, ask students to write a short dialogue about ordering food in a restaurant. They need to use at least 5 new food words and 3 different ordering expressions. Second, ask them to go to a real - life restaurant (if possible) or imagine themselves in a restaurant and write down a list of food and drinks they would order, along with the prices. This homework can help students review and consolidate what they have learned in class and also encourage them to apply the knowledge in real - life situations.

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