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(共21张PPT)
No.4
Unit5. what a delicious meal!
How do we make food
Section A:1a-1c
CONTENTS
目录
01
Analysis of teaching material
04
Teaching and learning methods
03
05
Teaching procedures
06
Blackboard design
07
Post-Class Reflection and Suggestions
02
Teaching objectives and demands
Teaching key and difficult points
ONE
Guiding philosophy
Analysis of teaching materials
C
B
A
This lesson serves as the foundational input of the unit. It introduces key cooking verbs, ingredients, and sequence adverbs through a real-life task: Describing how to make mashed potatoes. By applying task-based language teaching, students will learn language in a meaningful and functional context.
C
B
A
The students have learned English for more than one year. For most students, they have mastered some basic English knowledge, but there are still some students with poor foundation. So, teachers’ encouragement and a relaxing class atmosphere will be important.
TWO
Teaching objectives and demands
Linguistic Competence
Thinking Capacity
Learning Capacity
Cultural Awareness
Enable the students to identify, pronounce, and use the key cooking verbs and ingredients correctly from the lesson.
Enhance students’ ability of creative thinking and cooperative study. Encourage students to cook at home.
Empower students to obtain and use cooking language in listening and speaking.
Enrich students’ understanding of different foods, appreciate the culture behind food, and connect learning to real-life skills, fostering family interaction and teamwork.
Four “E”
Three
Teaching key and difficult points
Based on the requirement of the syllabus, I set the following points:
Identify,pronounce and use the vocabularies, then describe steps in order.
key points
Use sequence words correctly
in real situations.
difficulties
FOUR
Teaching and learning methods
task-based teaching approach
Audio-Lingual Method
Teaching methods
According to the concept of the new curriculum standard, combined with the teaching content，I'll mainly use:
Inquiry-based learning
cooperative learning
As for the learning methods, in my opinion, I think student is the master of the learning
FIVE
Teaching Procedures
Pre-listinging
While-listening
Post-listening
PWP
Teaching Procedures
02
Warming up
New words
free talk
pictures
Pre-listening:
1
Lead-in & Activation
To activate students' existing knowledge about cooking, engage their interest, and connect the lesson's content to their personal lives and the unit's overarching theme.
03
02
01
Task Cycle: Input & Processing
While-listening:
2
Task 1: Vocabulary Acquisition (1a - Match)
Task 2: Listening for Specific information (Listen & Tick)
Task 3: Listening for Sequence (Listen & Number)
First Listening: This trains their ability to identify key nouns.
Second Listening: This focuses their attention on the procedural flow and the use of sequence language.
Check answers in pairs, practicing the pronunciation of the verbs.
02
1
2
3
3
Post-listening；
Output & Creation
Creative task: students choose a different simple dish to create a simple poster with 4-5 steps in English
Presentation: Groups present their recipes to the class.
Controlled Practice (In-Your-Own-Words)
A
B
C
D
Write down the complete recipe for a dish
Summary & Homework
4
Retell the recipe for the mashed potatoes
Remember three new sentences
Remember the sequence adverbs
Blackboard design
Unit 5: What a Delicious Meal!
Big Question: Why do we learn to cook
Goal: Describe a cooking process
Actions (verbs)
Wash, cut up, boil, mash, add, mix, pour
Sequence adverbs：
First,...
Next / then,...
After that,...
Finally,...
six
Post-Class Reflection and Suggestions
seven
Through this lesson, students not only learn English but also gain life skills and cultural awareness. They learn by doing, sharing, and creating—truly embodying the spirit of the new curriculum. However, maybe for the students with poor foundations, the new words and sentences are still a huge challenge, I still need to give them more opportunities to practice.
THANK YOU!

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