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教学内容 Unit 5 What a Delicious Meal! Section A (1a-Pronunciation) 课 时 第1课时
备课日期 授课日期
教学目标 Language Ability 1.Students can recognize and use cooking verbs and sequence adverbs to describe processes. 2.Students can construct imperative sentences and exclamations. Cultural Awareness 1.Discuss how cooking fosters family/community connections. 2.By describing the steps of food preparation, cultivate students' interest in cooking and their love for fine cuisine. Thinking Quality 1.Students can describe the process of making food in a logical sequence with appropriate sequencing words. 2.Experience the joy and challenge of cooking by learning the steps to prepare and make mashed potatoes. Learning Ability 1.Through listening, students can describe the process of making mashed potatoes in the correct order. 2.Through group cooperation, students can create and produce dialogues for making other foods.
教学 重点、难点 1.Master the instructions for food preparation and food vocabulary. 2.Use the correct sequence words to describe the steps of food making and improve listening skills.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. In this unit,you will -talk about food and cooking. -give cooking instructions. -describe a process using adverbs of sequence. -use exclamatory sentences to express strong feelings. -explore how food and cooking can bring people together. 3.Look at the cover page of this unit and think the questions in Look and share. Step 2 Lead-in 1.Teacher leads students to have a free talk by asking the questions:What’s your favourite food Ss:Ice-cream/French fries/cakes... 2.Teacher plays a video about making a delicious dish to spark students' interest, then ask them "Do you like cooking What kind of food do you know how to make " Guide students to respond, thereby introducing the topic of today's lesson-making mashed potatoes. Step 3 Pre-listening Work on 1a 1.Teacher shows the pictures from la through PPT and lets students try to describe the content of each picture. 2.Teach the new words and phrases in 1a,let students repeat them, and ask individual students to read them aloud, correcting their pronunciation as needed. 3.Guide students to observe the pictures and match the instructions with the pictures. 4.Invite one or two students to say the steps of making the food in the correct order. Step 4 While-listening Work on 1b 1.Let students read the ingredients in lb to predict what the listening material will be about. 2.Play the recording of 1b, ask students to tick the ingredients they hear. 3.Teacher leads students to check answers together and explain unclear points. Work on 1c 1.Teacher organizes students to read and analyze the logic of steps first(eg,wash potatoes--boil --get--mash--add...to...,mix--add). 2.Play the recording for 1c, ask students to number the instructions about making mashed potatoes,to verify whether their analysis is correct. 3.Teacher invites several students to share their answers and state the steps. Step 5 Post-listening Work on 1d 1.Teacher asks students to look at the ingredients in lb and the steps in 1c,and then think about how to organize languages to state the steps of making mashed potatoes. 2.Teacher gives students time to work in pairs to make up dialogues for practice. 3.Teacher invites several pairs to demonstrate their conversations, focusing on the logic of sequential expression. Production 1.Teacher asks students to think about how to make their favourite food, write down the steps by using First...Then...Next... 2.After writing, let them exchange with their peers the steps for making their favorite food. 3.After 5 minutes,teacher invites several students to share the preparation process of their favorite food. Step 6 Pronunciation Work on 1 1.Teacher presents the table in Pronunciation 1 through PPT,and teaches the phonetic symbols and words, students listen to the words, focus on learning the pronunciation. 2.Play the recording,and let students follow and read. Then ask students to add one more word that follows the same pronunciation rule to each group on their own. Work on 2 1.Let students to read the paragraph first,and learn about how to make a banana milk shake. 2.Play the recording of Pronunciation 2,ask students to pay attention to the intonation and pause,and follow and imitate. 2.Teacher explains the pronunciation rules,utilize gestures to grasp the characteristics of the intonation and pauses and practise the paragraph. Step 7 Summary Teacher shows the students the mind map of the key points of this lesson through PPT, leads them to review. Step 8 Homework 1.Write down the steps for making mashed potatoes in English completely and coherently,paying attention to the correct use of adverbs of sequence such as"first," "next," "then," and "finally." 2.Design a simple recipe (such as fruit salad), and write the steps in 5-6 sentences in English, using the vocabulary from this lesson and conjunctions. 通过引导学生观察封面页，介绍本单元的学习目标,使学生对于本单元话题有一个整体初步的认知，为后续学习做准备。 通过自由讨论学生最喜爱的食物，调动学生的积极性，同时复习七年级所学过的关于食物的词汇，建立新旧知识间联系。 通过图片，形象直观地为学生展示食物制作的相关词汇、短语，以及简单句句型，根据学生对食物制作相关图片的回答，了解学生对新授内容的掌握情况,为接下来的听说活动扫除障碍。 观察学生在听力练习对关键词的注意情况，把握其在听力当中获取关键信息的能力；通过完成听力任务，让学生学会在听力过程中提高听力技能，理解语言内容组织的逻辑顺序，为学生语言表达的输出做准备。 输出环节是对本节课土豆泥制作过程的学以致用，让学生思考并写下自己最喜欢的食物的制作过程，与同伴分享并展示，是对学生口语表达能力和写作能力的双重输出锻炼。 通过 教师观察学生的反应速度，判断学生对字母组合发音的准确性以及句子的语调及意群的停顿规律，并给予及时的讲解和纠正。 帮助学生提高学习兴趣，利用手势高低帮助学生掌握音调及停顿特点，通过分类和辨析的方式帮助学生构建语音知识网络。 教师带领学生利用思维导图将本节课进行有序地梳理，巩固所学，加深印象。
板书设计 Unit 5 What a Delicious Meal! Section A (1a-Pronunciation) A:How do we make mashed potatoes B:First,wash the potatoes. A:What do we do after that B:Then,...
教学反思
教学内容 Unit 5 What a Delicious Meal! Section A (2a-2d) 课 时 第2课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to identify and use cooking-related verbs and sequence adverbs accurately. 2.Students will comprehend key information from a recipe dialogue and orally describe a cooking process with logical coherence. Cultural Awareness 1.Students will compare cooking methods and discuss how ingredients reflect cultural preferences. 2.Students will recognize the cultural significance of sharing homemade dishes in Chinese families and mimic polite language for offering food. Thinking Quality 1.Students will analyze and arrange cooking steps chronologically, demonstrating cause-and-effect reasoning. 2.Students will adapt recipes by substituting ingredients and justify their choices. Learning Ability 1.Students will work in pairs to role-play cooking dialogues and give peer feedback on clarity and fluency. 2.Students will self-assess their progress through checklists and set goals for improvement.
教学 重点、难点 1.Master the vocabulary and listening content related to cooking, understand the sequence of steps for making stir-fried eggs and tomatoes. 2.Use "first, next, then, finally" to fluently restate the cooking steps,apply new knowledge in actual communication.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Warming-up 1.Teacher shows some pictures about local specials from all over China through PPT, such as Beijing Roast Duck, Sichuan Mapo Tofu, Guangdong White Cut Chicken, etc. T:Do you know these local specials 2.Teacher gives brief introductions to the origins and methods of making these specials to the students. Step 2 Lead-in 1.T:Delicious food can make us feel comfortable and excited.But these dishes are too difficult to cook and takes time.So,today we will learn a daily and easy dish.Now let’s look at 2a. 2.Before proceeding to the next step of listening, teacher guides students to predict. T:Peter asks Teng Fei to teach him a popular Chinese dish.Which one do you think it will be Step 3 Listening Work on 2a 1.Play the audio of the conversation for the first time without stopping. Then ask students"What kind of food are they making ""How many steps are needed "Let students test whether their predictions are correct. 2.Play the audio for the second time,and ask students to fill in the blanks while listening.The teacher can pause the audio appropriately to give students enough time to write. 3.Give students time to do a peer review, and then the teacher leads students to correct the answers together. Step 4 Reading Work on 2b 1.Let students read the dialogue in 2a and answer the following questions: What ingredients are needed to make stir-fried eggs and tomatoes How many tomatoes and eggs are needed What are the steps to make it Guide students to quickly skim the passage to obtain key information. 2.Teacher shows the task of 2b,lets students complete the recipe.After completing, have students check if what they have written is logical and coherent by reading the steps of stir-fried eggs and tomatoes several times. 3.Teacher invites several students to check the answers for 2b, and focused on stating the steps for making stir-fried eggs and tomatoes. 4.Let students read the dialogue again to identify the connecting words and phrases used,such as "First, Next, Then, Finally" and let them experience the role these connectors play in making the article clear and logically coherent.Guide students to learn how to use these words to describe the sequence of events. Step 5 Speaking Work on 2c 1.Teacher plays the dialogue again,asks students to follow the reading, paying attention to the intonation and tone. 2.Organize students to work in pairs to introduce the process of making stir-fried eggs and tomatoes. 3.Invite several pairs of students to role-play the dialogue. Work on 2d 1.Teacher shows pictures of beef with black pepper, steamed fish, and hot and sour soup, and asks:What dish can you make by yourself Talk about how to cook it with your partner.The following sentence patterns can help: -How do we make steamed fish/... -How much beef/salt/tofu/... do we need -How many green peppers/onions/...do we need -What else do we need 2.Teacher gives students time to make and practice conversations with peers, teacher walks around and gives students guidance when necessary. 3.Teacher invites several pairs of students to come to the front of the stage to show their conversations. Step 6 Free talk 1.Teacher guides students to freely discuss the following questions: -Do you often cook at home -Do you know what your father’s/mother’s favourite dish is 2.Give students time to share answers with their peers and then have an emotional education to students:Our parents cook for us every day, and today when we go home we also try to cook a dish for our parents, even if it is just the simple stir-fried eggs and tomatoes we learned today, they will be very happy to eat it. Step 7 Homework 1.Make a list of the ingredients and steps of making a kind of food you like and write them down in English. 2.Ask students to go home and make a dish for their parents,and take photos of the process. 通过展示中国各地的特色美食引入话题，激发学生的学习兴趣，同时让学生感受中国各地的美食文化。 通过美食话题引导学生对于Teng Fei要教Peter的中国美食进行预测，激发学生对于听力内容的好奇心。 第一遍听让学生检验自己的猜测是否正确，以及对西红柿炒鸡蛋的步骤有一个大致的了解。 第二遍听培养学生的听力理解能力，帮助他们掌握从对话中提取关键信息的技巧，为后续的口语输出和实际应用奠定基础。 通过观察学生在阅读过程中的表现,了解他们提取关键信息的能力，并根据学生的回答情况，帮助他们理解新词汇和短语的用法，同时分析描述食物制作过程的关键句子，确保学生能够准确、清晰地用英语描述食物的制作步骤。 通过观察学生复述西红柿炒鸡蛋的制作过程的表现，判断学生对于食物制作过程的连接词和短语的掌握，培养学生在描述事件顺序时的逻辑性和连贯性，为后续的写作和口语表达奠定基础。 通过自由讨论，以轻松愉快的基调为本节课画上圆满的句号。
板书设计 Unit 5 What a Delicious Meal! Section A (2a-2d) A:How do we make beef with black pepper B:First, we need some beef, green peppers and onions. A:How much beef do we need B:Maybe 200 grams. A:How many onions do we need B:Two. A:What else do we need B:We also need oil, salt and so on. Next, cut the beef and vegetables.Then, fry them in the pan..
教学反思
教学内容 Unit 5 What a Delicious Meal! Grammar Focus (3a-3c) 课 时 第3课时
备课日期 授课日期
教学目标 Language Ability 1.Students will master the grammatical structures of "What + (a/an) + adjective + noun" and "How + adjective/adverb + subject + verb" through guided discovery and practice. 2.Students will apply exclamatory structures in simulated dialogues and written descriptions with grammatical accuracy. Cultural Awareness 1.Students will compare emotional expression norms between Chinese and English-speaking cultures through exclamatory sentence usage. 2.Students will recognize culturally appropriate situations for strong exclamations. Thinking Quality 1.Students can systematize grammatical rules through inductive reasoning with example sentences. 2.Students can solve communication problems by selecting contextually appropriate exclamatory forms. Learning Ability 1.Students will collaborate in peer-assessment activities to identify common error patterns. 2.Students can develop cognitive strategies for acquiring new grammatical structures through reflection logs.
教学 重点、难点 1.The grammatical structures of "What + (a/an) + adjective + noun" and "How + adjective/adverb + subject + verb" . 2.Distinguish correctly and use what and how in different contexts.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in 1.Teacher plays a video clip containing diverse scenes (a thrilling sports game,a beautiful natural landscape,a funny comedy scene).Pause the video at key moments and ask students to express their feelings immediately, and leads students to have a "Quick Exclamation" competition.Ask them to use exclamatory sentences to describe the scenes in the video. 2.Invite some students to share their sentences, like "Wow,how exciting the game is!" or "What a beautiful view!" Write some sentences on the blackboard. 3.After sharing,guide students to observe the sentence structures they used, naturally introducing the topic: "Today,we'll systematically learn how to use what and how to make exclamatory sentences." Step 2 Presentation Work on 3a 1.Teacher lets students read the sentences in 3a,observe the bold words,let students understand that exclamatory sentences are mainly divided into two types: those introduced by what and those introduced by how. 2.Teacher guides students to observe and discuss in groups,and summarize the guiding words and structure of exclamatory sentences. 3.Teacher invites group representatives to report the rules and sentence patterns of exclamatory sentences they had summarized, and encourages other groups to correct or supplement. 4.Teacher explains and summarizes the grammar rules of exclamatory sentences. Step 3 Practice Exercises After explaining the knowledge points about exclamatory sentence,teacher shows some exercises through PPT. 1.-More free health service will be provided for the elderly in the near future. - big news! China is developing more and more rapidly. A.What B.What a C.How D.How a 2.- useful advice on English Mr. Li gave us! -I agree. I think we have improved our English with his help. A.What B.What a C.How D.How a 3. useful advice the friendly customer gave us about the Magic Hotel! A.How B.What C.What a D.What an 4. special classes we had! We have learned a lot about paper cutting. A.What a B.What an C.What D.How 5. awful weather it is! We can't go out for a picnic. A.What an B.How C. What D.What a Work on 3b 1.Show the practice 3b, let students work independently on 3b,transforming declarative sentences into exclamatory sentences, with the teacher circulating to provide guidance. 2.After students complete 3b, peers then compare answers and discuss any sentences that are contentious, with the teacher addressing common issues collectively. Work on 3c 1.Teacher shows the exclamatory sentences of 3c, asks students to read these sentences, and guides the students to guess and describe the situations in these exclamatory sentences are used. 2.Teacher asks students to complete 3c by selecting the appropriate exclamatory sentences based on context. 3.Teacher invites several students to share their answers and read aloud in character roles. Step 4 Discussion 1.Teacher throws out a question and let the students discuss it in groups:What are the benefits of using exclamatory sentences in our daily life 2.Teacher invites several group representatives to share answers and supplement:They can strongly show your feelings, make our words more emphatic and help us better connect with others! Step 5 Summary Teacher leads students to summarize the key points of the exclamatory sentences through PPT. Step 6 Homework 1.Analyze five exclamatory sentences with typical errors (such as missing articles, word order errors, etc.) and correct them. 2.Describe "the most unforgettable birthday", using five different structures of exclamatory sentences (label the sentence patterns used). 借助多样化的情境激发学生兴趣，自然引入感叹句的运用场景，让学生在真实感受中初步体会感叹句表达情感的功能。通过观察学生的分享，能判断其对感叹句的初步理解与运用能力，并自然地引入本节课的主题。 通过引导学生观察、讨论和总结感叹句的结构，结合教师的解释与总结，帮助学生掌握感叹句的语法规则，并能够在口语和写作中正确使用感叹句表达强烈的情感。通过观察学生的汇报情况，了解他们对感叹句的理解程度，确保他们能够正确区分和使用what和how 引导的感叹句。 教师通过PPT展示感叹句的相关练习，趁热打铁，对刚刚讲解的知识点进行学以致用,强化学生的理解和记忆。 通过观察学生独立完成练习的情况，了解学生对感叹句结构的掌握程度；根据同伴交流时的讨论，能反映出学生对知识点的疑惑点和争议点，教师据此给予针对性反馈与指导。 通过小组讨论在日常生活中使用感叹句的好处，使学生进一步明白感叹句的重要性。 教师带领学生系统总结感叹句的规则和句型，强化重点，突破难点，帮助学生构建清晰框架，巩固学习成果。
板书设计 Unit 5 What a Delicious Meal! Grammar Focus (3a-3c)
教学反思
教学内容 Unit 5 What a Delicious Meal! Section B (1a-1f) 课 时 第4课时
备课日期 授课日期
教学目标 Language Ability 1.Students will accurately identify and articulate the main theme ("Cooking is love made visible") and two supporting details from the text, demonstrating comprehension through written responses to questions. 2.Students will follow sequential instructions by correctly ordering recipe steps using temporal adverbs(First/Next/Finally). Cultural Awareness 1.Students will demonstrate understanding of food as cultural bridge by citing two examples from the text where cooking facilitated cross-cultural connections. 2.Students can understand the humanistic significance behind food, and cultivate a cross-cultural understanding inclusive attitude. Thinking Quality 1.Students will analyze cause-effect relationships by explaining how specific sensory details (smell of cinnamon) trigger emotional memories in the text. 2.Students will understand a cross-cultural cooking lesson scenario demonstrating the grandmother's philosophy of "cook with love". Learning Ability 1.Students will provide constructive feedback on two classmates' food memory paragraphs using a 3-point rubric (content, language, organization). 2.Students can narrate according to the total structure and the order of time, and based on the understanding of the text, restate the content of the text in logical way.
教学 重点、难点 1.Grasp the main idea of the text; understand the details about cooking and memory, and the emotional connection between food and love. 2.Students will produce a 50-word paragraph incorporating sensory adjectives and sequence markers to describe their own food-related memory.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in Food Guessing Game 1.Teacher prepares some pictures of common dishes, cut them into small pieces, and mix up the order. 2.Divide the students into groups and give each group a set of the jumbled pieces.Ask the groups to work together to piece together the complete food pictures within 3 minutes and guess the name of the of the dish,saying it in English. Step 2 Pre-reading Work on 1a 1.Teacher shows the questions of 1a,and leads students to think about the following questions: -What's your favourite dish Who often makes it for you -What kind of food makes you happy 2.Teacher invites several students to share their ideas. Prediction Teacher shows the title of 1b and asks “What do you think cooking can bring us ”,then leads students to predict the content of the passage. Step 3 While-reading Work on 1b -- Skimming 1.Read the passage quickly and tick the best main idea. 2.Look through the passage quickly and circle all the words that express emotions (such as love, memory, warmth, etc.) in red pen. Work on 1c -- Scanning 1.Ask students to read the text carefully and find the answers to some specific questions in 1c. According to the text, what kind of person do you think the writer's grandmother is 2.Give students time to think and invite several students to share their answers. Work on 1d 1.Teacher shows the Pumpkin Pie Recipe,lets students read first and asks them to put the pictures in correct order. 2.Teacher invites several students to share the answers of 1d. 3.Teacher encourages students to try to state the process of making pumpkin pie without looking at the textbook, and invites one or two students to present, gives some tips if necessary. Step 4 Post-reading Work on 1e 1.Teacher asks students to complete the summary of the text independently first. 2.Teacher lets students discuss the answers within groups. 3.Then invite several students to share their answers,teacher gives some feedback. Language points Students read the passage again,circle the knowledge points they don't understand in it, and teacher gives a detailed explanation,and then let students give some examples. That is what my grandmother always told me. It’s a great way for me to share my love with others. It’s my way of making friends from around the world. Step 5 Sharing Work on 1f 1.Teacher shows a picture of fried rice with egg to the students and introduces the story behind it: My mother's fried rice with eggs is a memory full of love.She'd start by heating oil in the wok.Then, she'd crack in eggs and stir-fry them until fluffy.Next, she added cooked rice, breaking up any clumps. She'd throw in some diced carrots and peas for color and nutrition.The final touch was a sprinkle of soy sauce.Each bite took me back to her cozy kitchen, filled with her love and the delicious smell. 2.Teacher shows the task of 1f,lets students think about a memory they have of food and love. 3.Ask students to share with their partners first,after that,teacher invites several students to share their memory with the whole class. Step 6 Summary Teacher shows the mind map of this section about the passage"Food for Thought" through PPT, and leads the students to review the key points. Step 7 Homework 1.Design a "family recipe card" that includes ingredients, steps, and the story behind it. 2.Role-play a dialogue simulating a grandmother teaching her granddaughter how to make pumpkin pie . 通过“美食猜猜猜”游戏为导入，以趣味性的方式激发学生的学习兴趣与热情，自然地引入关于美食的话题。 通过引导学生预测文章内容，营造学生对文章的期待感。 让学生略读文章选择主旨大意，培养其快速获取关键信息和把握文章整体结构的能力。 让学生快速浏览文章圈出文中所有表达情感的词汇，训练学生扫读关键信息的能力，聚焦食物传递情感的核心线索。 通过排序和自己陈述南瓜派的制作过程，帮助学生巩固对食谱步骤的理解，进一步感受食物中蕴含的爱，提升语言输出能力和情感表达能力。 通过学生独立完成1e和小组讨论校对答案的情况，评估学生对于文本整体的把握。 教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 回顾本节阅读课的内容，帮助学生构建知识框架，便于复述和记忆。
板书设计 Unit 5 What a Delicious Meal! Section B (1a-1f)
教学反思
教学内容 Unit 5 What a Delicious Meal! Section B (2a-3c) 课 时 第5课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to classify and use food-related countable /uncountable nouns and measure words. 2.Students will extract key details from a recipe text and cultural story. Cultural Awareness 1.Students will understand how food reflects cultural wisdom(eg, keeping soup warm in Guqiao Rice Noodles) and emotional bonds. 2.Students can introduce their favorite dishes, cultivate a love for fine cuisine and cooking. Thinking Quality 1.Students can arrange recipe steps chronologically and justify the order. 2.Students can discuss the practical and emotional purposes of food. Learning Ability 1.Students can work in groups to match vocabulary with visuals and role-play cooking instructions. 2.Students can self-assess recipe writing using a checklist.
教学 重点、难点 1.Write a short recipe for a favorite dish using learned structures. 2.Understand the text of Guoqiao Rice Noodles, clearly express its production steps and imitate to finish writing.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in Teacher begins with a mysterious opening to a story about food. Then,teacher invites the students to take turns to continue the story. Naturally,the students will involve various foods and cooking-related content, which will lead into the vocabulary section. Step 2 Vocabulary in use Work on 2a 1.Teacher lets students recall the vocabulary related to food and cooking that they have learned,complete 2a independently first. 2.Ask them discuss with their peers whether the words they filled in are countable or uncountable nouns,and add more related words. 3.Teacher lets several students share answers and finally consolidates the vocabulary for the whole class. Work on 2b 1.Teacher presents the pictures and phrases from 2b. Let students independently complete the matching. 2.Teacher guides students to observe these phrases, summarizing the expression of uncountable nouns changing to countable. 3.The class checks the answers together. Work on 2c 1.Teacher lets students read and work independently to complete the apple pie recipe in 2c. 2.Organize students to compare answers within their groups.Discuss any doubtful points, and teacher addresses common issues collectively to reinforce the application of the phrases. 3.Teacher gives students time to restate the process of making apple pie. Step 3 Pre-reading Teacher plays a video of cooking Guoqiao Rice Noodles and asks students:Have you ever eaten Guoqiao Rice Noodles Do you know how to make it Step 4 While-reading Work on 3a Fast reading Ask students to quickly read the post and find out the main idea of each part. They can write down a few key words for each part. Careful reading 1.Let students read the text carefully and answer the following questions: Where did the couple live Why did the food always get cold What did the wife do to keep the food warm 2.Teacher invites several students to share their answers. 3.Lead students to finish the task of 3a:Circle the ingredients that the chef uses,and then check answers together. Step 5 Post-reading Retelling 1.Teacher organizes students to work in pairs to retell the steps of making Guoqiao Rice Noodles,and the other student listens and checks for any mistakes.Then they switch roles. 2.Teacher invites several students to present, paying attention to the use of adverbs of sequence and the logic of expression. Work on 3b 1.Teacher guides students to think about their favourite dish based on the post in 3a,and complete the note in 3b, including the name of their favourite dish, the reason why they like it,and the ingredients. 2.Teacher invites several students to share their notes. Step 6 Pre-writing Before the students write, the teacher gives some writing guidance to the students. Topic analysis:Reply to the forum post, mainly introducing your favourite dish. Textual genre:According to the prompt of 3c, the first paragraph introduces your favourite dish and the reason, and the second paragraph gives the cooking process, so it is expository essay. Personal tense:First person, mainly in the simple present tense. Step 7 While-writing Work on 3c 1.Teacher lets students write a response to the post about how to make your favourite dish,including the name of the dish, the reason for liking it and the preparation process. 2.Teacher walks around to observe students' writing situations, provides timely guidance and help. Step 8 Post-writing 1.Invite several students to share their posts. 2.Other students listen carefully and evaluate the students’ passages according to the evaluation form. 3.Teacher finally makes a summary evaluation, affirms the students' advantages, points out the existing problems, and gives the direction for improvement. 4.Teachers give students time to self-evaluate and peer-evaluate their own writing. Step Homework 1.Write a short essay introducing a cooking experience you have participated in,using the food and cooking-related vocabulary and phrases you have learned, with no fewer than 60 words. 2.Make a post to introduce a Chinese traditional dish, including its origin, cooking method and pictures.Then share it in the class next time. 利用故事接龙激发学生的想象力和参与度，同时通过故事情节自然地导入新词汇，帮助学生在语境中理解和记忆词汇。 通过引导学生总结不可数名词变可数的表达方式，强化学生的短语应用和表达。 学生通过完成2c的填空任务和小组讨论，强化他们对于动词指令的使用；通过复述苹果派的制作过程，培养口语表达能力和逻辑思维能力。 通过快速阅读检查学生对段落主旨大意的概括能力。 通过精读问答细节问题和圈出制作过桥米线的原材料，检查学生对文本的把握程度，培养学生对关键细节信息的捕捉能力。 学生通过复述过桥米线的制作过程，再次强化对于顺序副词的使用和语言表达的逻辑性。 学生通过运用所学介绍他们最喜爱的菜肴，有助于提升他们的语言输出能力和文化意识，培养对于美食和烹饪的兴趣。 在学生写作前，教师从话题分析、文本体裁和人称时态方面给予学生写作指导，使学生明确写作任务。 教师邀请个别学生分享他们的帖子并组织学生借鉴和点评，然后教师进行总结式点评，指出存在的问题，提出进步的方向，最后给予学生时间让他们进行自我评价和同伴互评，体现了评价方式的多样化。
板书设计 Unit 5 What a Delicious Meal! Section B (2a-3c) How to make Guoqiao Rice Noodles: First, wash the vegetables and mushrooms. Next, cut the chicken and pork into thin pieces. Then, boil the chicken soup and pour it into a large bowl. After that, put the ingredients into the bowl, one by one. Finally, add the boiled rice noodles to the bowl.
教学反思
教学内容 Unit 5 What a Delicious Meal! Section B (Project) 课 时 第6课时
备课日期 授课日期
教学目标 Language Ability 1.Students will accurately use cooking verbs and measurement terms in written and oral instructions. 2.Students will construct coherent steps using sequence connectors (First, Next, Finally) and imperative sentences. Cultural Awareness 1.Students will explore the origin of Spaghetti Bolognese and compare it with local noodle dishes. 2.Students will discuss how food reflects cultural values. Thinking Quality 1.Students can organize steps chronologically and justify sequencing. 2.Students will evaluate peer recipes during voting to cultivate their critical thinking. Learning Ability 1.Students will assign roles to complete group tasks efficiently. 2.Students can use digital tools to design multimedia recipes independently.
教学 重点、难点 1.Orally present the cooking process using target phrases. 2.Write a clear, visually supported recipe with ingredients and steps.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in The teacher shows students some pictures of delicious dishes of different cultures and asks: What dish do you want to try the most Do you know how to make this dish Step 2 Work in groups Work on 4a 1.Introduce the project:Today we’ll learn the project “Create a recipe for a tasty dish”. 2.The teacher presents the task of 4a, and asks students to work in groups of four,discuss and choose a dish they want to make and do research on it,collect information about the dish such as ingredients,steps, cultural background... 3.The teacher invites several groups of students to share the delicious dishes they had chosen and briefly explain the reasons. Step 3 Recipe making Work on 4b 1.Teacher shows the requirement of 4b and has students ready with their pictures of dishes. 2.Teacher gives students time to write out the steps for making the dish and organizes them to share the steps. Work on 4c 1.Teacher organizes the students to make their own recipes, including ingredients,cooking instructions and pictures, reminding students to pay attention to the logic of the instructions and the aesthetics of the recipes. 2.Teacher patrols the classroom, providing guidance to students when necessary, setting a 15-minute timer. 3.Teacher organizes students into groups to check each other's recipes, giving them three minutes to check and polish them. Step 4 Sharing & Voting Work on 4d 1.Teacher records the time, organizing each group's representative to take turns presenting and introducing their recipes. 2.While the representatives are sharing, the teacher shows the evaluation form through PPT, asking the students to evaluate and score each group's recipe according to the standards the evaluation form. 3.After each group has presented, tally the students' scores, select your favourite recipes, and display it on the class bulletin board. Step 5 Reflecting 1.Lead students to discuss on reflecting questions: -Can you explain how to cook some dishes -What information should a recipe include -What words and expressions can you use to describe a process -What sentences can you use to express strong feelings -How do food and cooking make you feel 2.T summarizes:Cooking brings us happiness and love. Step 6 Summary Summarize the content learned in this class, including new expressions, questions, and the process of the project. Step 7 Homework 1.Choose a familiar dish, and write a recipe using the given sentence pattern structure, including ingredients and steps. 2.Compare the methods and cultural backgrounds of making the same dish between China and the West (eg, Spaghetti Bolognese VS. Zhajiangmian), and write a brief report. 教师通过展示一些来自不同文化的美食图片激发学生的兴趣，帮助他们快速地参与课堂教学。 通过介绍项目活动，使学生明确任务:制作美食食谱。 学生四人一组，通过分组讨论选择他们想要研究的美食并阐述理由，整个过程体现了学生的小组合作意识，锻炼了学生的口语表达能力。 教师出示4b的要求，让学生拿出提前准备好的美食照片并分享美食的制作步骤；接着按照4c的要求完成食谱的制作，教师设置计时器并巡视教室，必要时给予学生指导，确保教学进度的顺利推进。 教师为学生计时，组织学生代表轮流上台展示并介绍他们组的食谱，然后出示评价表让学生进行评价和打分，待各组展示完毕后选出你最喜欢的食谱并贴到公示栏向全班展示。 学生就自我反思中的五个问题进行自查，检验本单元的学习情况并分享;教师再次强化本单元的主题:烹饪带给我们幸福和爱。 回顾本节课所学知识，加深理解和记忆，帮助学生梳理知识脉络。
板书设计 Unit 5 What a Delicious Meal! Section B Project Useful Expressions: -Cooking verbs: cut up, boil, fry, pour; add -Sequence: first, then, next, finally -Description: It needs...; The key step is..., People eat it on... -Presentation: This is a recipe for...; We chose it because...; It tastes... -Voting: I vote for...; It is the best because...
教学反思

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