资源简介

Section A
导入一:提问导入
The teacher says, “Dear classmates, have you ever made food by yourselves For example, a simple sandwich or a fruit salad. How did you make it Today, let’s dive into the topic ‘How do we make food ’ and explore more about food-making steps.” This connects with students’ experiences, sparking their interest in sharing and learning.
导入二:图片导入
Show students pictures of different food-making steps, like cutting up vegetables, mixing ingredients, and baking. Ask, “Look at these pictures. What do you think is happening in each step Can you guess what food is being made Now, let’s learn how to make food properly.” Pictures are intuitive, drawing students’ attention and prompting them to think about food-making processes.
导入三:游戏导入
Play a “Step-guessing Game”. Describe steps in making a kind of food, like “First, boil some water. Then, put noodles into it.” Let students guess what food it is. After the game, say, “Great! These are steps in making food. Now, let’s formally learn ‘How do we make food’”. Games make the class lively, increasing students’ participation and enthusiasm for learning.
导入四:头脑风暴导入
Ask students to quickly call out verbs related to making food, such as “cut” “mix” “boil” and “bake”. Then say, “These verbs are all about making food. But how do we use them in order Let’s start our lesson and find out ‘How do we make food’.” Brainstorming activates students’ thinking, recalling food-making actions and laying a foundation for learning the topic.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:步骤排序大挑战
将制作土豆泥的步骤(如“Wash the potatoes.” “Put the potatoes in a pot and boil them…”等)分别写在卡片上并打乱顺序。学生分组,合作将卡片按正确顺序排列,并用英语依次描述步骤,如 “First, wash the potatoes. Next, …”。
活动二:模拟烹饪对话秀
学生分组,每组两人。一人扮演“指导者”,另一人扮演“执行者”,模仿对话模式,围绕制作另一道简单食物(如水果沙拉)进行对话。对话需包含食材准备、制作步骤等,如“Let’s make a fruit salad. First, get some apples and bananas…”。
学生A(指导者): Let’s make a fruit salad. First, wash the apples and bananas.
学生B(执行者): OK. What’s next
学生A: Next, cut them into pieces. Then, put them in a bowl and add some yogurt…
该活动提升学生在真实情景中运用英语交流烹饪步骤的能力。
活动三:听力填表格
展示一个关于制作土豆泥的表格,包含“步骤”和“对应操作/食材”两列(部分内容空白)。学生听对话,填写表格。如步骤“1. Wash the potatoes and 　　　　.”需填“cut them into pieces”。此活动锻炼学生听力理解与信息提取能力,加深对对话内容的掌握。

听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,回答下列问题。(听力原文: Section A 1b & 1c)
1.How many potatoes do they need

2.What ingredients do they need besides potatoes

3.What’s the first step in making mashed potatoes

4.What do they do after boiling the potatoes

5.Do you like cooking Why or why not

◎Key: 1.Six.
2.Butter, milk, salt and pepper.
3.Wash the potatoes.
4.Mash the potatoes, add the milk and butter to the potatoes, and mix.
5.Yes, I do. Because cooking allows me to create delicious food and share it with family and friends, bringing joy and a sense of accomplishment./No, I don’t. Because I find it time-consuming and a bit complicated, and I’d rather spend time on other hobbies. (答案不唯一,合理即可)
听录音,回答下列问题。(听力原文: Section A 2a & 2c)
1.What dish does Teng Fei suggest cooking

2.What ingredients do they need

3.How many tomatoes and eggs do they need

4.What’s the first step

5.What do they do after cooking the tomatoes

◎Key: 1.Stir-fried eggs and tomatoes.
2.Eggs, tomatoes, salt, and sugar.
3.Four tomatoes and three eggs.
4.Cut the tomatoes into small pieces.
5.Add some salt and sugar.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　一、祈使句
【观察】
First, cut the tomatoes into small pieces.
Next, mix the eggs in a bowl.
Then, heat some oil in a pan and add the eggs to it.
Finally, put the eggs back into the pan and mix them with the tomatoes.
Don’t smoke here.
【探究】
(一)在描述过程的时候,我们经常使用四个步骤连接词:　first　, 　next　, 　then　和　finally　;且常使用　祈使　句。祈使句用来表示命令、请求或劝说等。祈使句中的谓语动词应使用　动词原形　。否定的祈使句以　Don’t　开头。
(二)语法巧记口诀:
祈使句
祈使句表命令,动词原形是特征;
否定句怎么办,Don’t在前原形连;
客气请求please,句前句后都可以;
祈使句表步骤,四个词汇不忘记;
first, next前两步,then, finally后凑齐。
二、感叹句
【观察】
What a delicious meal!
What important jobs they are!
How delicious they taste!
How time flies!
【探究】
感叹句是表示惊讶、赞美、喜悦、愤怒等感情的句子,通常由what或how引导。常见结构:
What+a/an+形容词+可数名词单数(+主语+谓语)!
What+形容词+可数名词复数/不可数名词(+主语+谓语)!
How+形容词/副词(+主语+谓语)!
How+主语+谓语!Section A
第一课时 [(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This class is centred on the theme of “food preparation”. 1a involves matching the instructions with the pictures, 1b requires listening and choosing the ingredients heard, 1c is a listening exercise on the steps in making mashed potatoes, and 1d is a speaking discussion about how to make mashed potatoes. Phonetics sections deal with the pronunciation rules and focus on the intonation and pauses.
Why: To cultivate students’ listening and speaking abilities in the context of food preparation, including the recognition of preparation instructions and ingredients, the expression of describing the steps in making a dish, and the accurate mastery of phonetic pronunciation. This will enable students to handle cooking-related topics in daily life in English, stimulate their interest in English learning, and enhance their ability to use the language and engage in cross-cultural life communication.
How: Organized by different practice tasks(matching, ticking, ordering, discussing); the phonetics section starts with phoneme expansion exercises followed by sentence repetition, with a clear structure.Steps are described using the simple present tense and imperative sentences, with vocabulary related to food and cooking in daily life, simple and easy to understand, facilitating students’ comprehension and imitation.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about some ingredients and the cooking steps;
2.listen and finish the listening tasks;
3.give cooking instructions;
4.think and talk about what food brings us.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about some ingredients and the cooking steps. Step 1　Lead-in 1.Greetings. 2.Look and say.(详见课件资源) (show a picture and ask) Q: Who are the people in the photo and what are they doing Q: How do you think they feel Q: In your family, who usually does the cooking Do you help 3.Know the new words by some pictures. Step 2　Before listening Work on 1a. Match the instructions with the pictures. ◎Key: 　D　 Add pepper to the soup. 　B　 Cut up the tomatoes. 　E　 Mix the vegetables. 　A　 Bake the cake in the oven. 　F　 Pour the milk into the flour. 　C　 Boil the potatoes. Observe whether students can correctly match each instruction with its corresponding picture.Assess their understanding and reasoning abilities by observing their selection process.
PurposeTo enable students to understand different English expressions of cooking instructions through picture-text matching.
2.To listen and finish the listening tasks. Step 3　While listening 1.Work on 1b. Listen to the conversation and tick the ingredients you hear. ◎Key: √potatoes　√milk　√butter　 √salt　√pepper Q: What are they making for lunch ◎Key: Mashed potatoes. 2.Work on 1c. Listen again and number the instructions. ◎Key: 1—6—3—4—5—2 Check the answers with students and then read the conversation. By examining the students’ answers, assess their listening comprehension and attention focus. By comparing the students’ sequencing results with the standard answers, assess their listening and logical thinking skills.
PurposeThrough listening exercises, students are trained to identify vocabulary related to ingredients, enhancing their ability to capture key words in listening comprehension. With further listening practice, students are trained to sequence cooking instructions, reinforcing their understanding of listening details and logical organization skills.
3.To give cooking instructions. Step 4　Post-listening Work on 1d. Talk about how to make mashed potatoes in your own words. A: How do we make mashed potatoes B: First, wash the potatoes and cut them into pieces. A: What do we do after that B: Then, put the potatoes in a pot and boil them. A: What do we do next B: Next, … By listening to the students’ oral descrip-tions, assess their lan-guage organization and expressive abilities.
PurposeTo let students describe the steps in making mashed potatoes in their own language, which exercises their spoken expression and language organization skills.
(续表)
4.To think and talk about what food brings us. Step 5　Summary Food brings us happiness! Food brings us together! Cooking brings us happiness and love. Step 6　Pronunciation 1.Listen and repeat. Add one more word to each group. 2.Listen and repeat. Pay attention to the intonation and pauses. By examining the accuracy and diversity of the vocabulary added by students, determine their level of mastery over pronunciation patterns. Observe how well students mimic the intonation and pauses when following along, to assess their accuracy in pronunciation, intonation, and rhythm.
PurposeBy listening, repeating, and supplementing vocabulary, students become familiar with the letter combinations, expand their vocabulary, and reinforce their understanding of pronunciation rules. By listening to and reading the text that includes intonation and pause markings, students learn to master the correct intonation and pauses in English sentences, enhancing the rhythm and naturalness of their oral reading.
Homework 1.Basic homework: Listen and repeat the words and sentences in 1a & 1b. 2.Practical homework: Make mashed potatoes according to the recipe. 3.Extended homework: Choose a kind of food you like and write down the recipe. Talk about how to make it.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
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第二课时(2a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a presents the process of making stir-fried eggs and tomatoes in the form of a dialogue, covering the ingredients and steps. In 2b, students need to complete the recipe based on the dialogue content. 2c strengthens the oral practice of cooking dialogue through re-listening to the dialogue and role-playing. 2d focuses on the discussion of “cooking dishes independently”, using target sentence patterns to exchange the methods of dish preparation, and the amount of ingredients used.
Why: Through dialogue learning, recipe organization, role-playing and extended discussions, students are helped to master the English expressions of cooking scenarios(ingredient vocabulary, instructions, communicative sentence patterns), improve their ability to communicate in English in daily dietary life, and demonstrate the practicality of language learning in serving life practice.
How: The activity design advances in a step-by-step manner. 2a inputs cooking dialogue, 2b refines and solidifies knowledge, 2c internalizes language through role-playing, and 2d expands to independent creation and discussion, forming a learning chain of “input-consolidation-practice-innovation”. At the same time, adverbs in order(First, Next, Then and Finally) are used to strengthen the students’ logical expression in process description, laminating the natural order of the cooking process.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the content of the dialogue about stir-fried eggs and tomatoes, including the ingredients and steps needed to make the dish;
2.describe their own cooking experiences or recipes using English, with the help of the vocabulary and phrases learned in class;
3.apply the knowledge and skills learned in class to real-life situations, such as cooking at home or sharing recipes with friends.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
Step 1　Lead-in 1.Free talk. 2.Look and say.(详见课件资源) What’s your favourite Chinese food Do you know how to cook them
1.To comprehend the content of the dialogue about stir-fried eggs and tomatoes, including the ingredients and steps needed to make the dish. Step 2　Listening Work on 2a. Listen to the conversation and fill in the blanks. ◎Key: salt, sugar, Four, three, pieces, eggs, soft, smell Listen to the conversation again and answer the questions. (1)What dish are they going to make (2)Why do they choose it ◎Key: (1)Stir-fried eggs and tomatoes. (2)Because it’s a simple and popular Chinese dish. Evaluate the procedur-al expressions about cooking that students have formed based on their completion of the fill-in-the-blank questions.
PurposeThrough dialogue learning and extended discussion, help students master English expressions in cooking scenes(ingredient vocabulary, step-by-step instructions, communicative sentence patterns) and improve their ability to communicate in English.
2.To describe their own cooking experiences or recipes using English, with the help of the vocabulary and phrases learned in class. Step 3　Work on 2b & 2c 1.Read and complete. Read the conversation and complete the recipe. Stir-fried Eggs and Tomatoes ◎Key: Ingredients 　eggs, tomatoes, salt, and sugar　 Instructions First, 　cut the tomatoes into small pieces　. Next, 　mix the eggs in a bowl　. Then, 　heat some oil in a pan and add the eggs to it　. 　Stir-fry　 for one minute and then 　take the eggs out of the pan　. Next, 　cook the tomatoes in the pan until they’re soft　.　 Then, 　add some salt and sugar　. Finally, 　put the eggs back into the pan　 and 　mix them with the tomatoes　. 2.Listen and imitate. Pay attention to the pronunciation and the intonation. 3.Listen and role-play. Listen to the conversation again.Then role-play it. Observe whether students can effectively sort and integrate information. Determine if the students can complete the recipe by summarizing the main points of the conversation. Observe whether the students can read 2a aloud with the correct intonation.
(续表)
PurposeTo enhance students’ listening skills and reading abilities to organize information, and further understand the usage context of target sentences.
3.To apply the knowledge and skills learned in class to real-life situations, such as cooking at home or sharing recipes with friends. Step 4　Group work Work on 2d. What dish can you make by yourself Talk about how to cook it with a partner. 1.Prepare. Talking about how to cook these three dishes. Four students are in a group. Tip: Use the expressions and sentences below You may begin like this: The ingredients are… The instructions are as followed. First…Next…Then…Finally… 2.Role-play and evaluate. Observe the students’ ability to accurately use the target language during the conversation. Observe the fluency, accuracy and rhythm of voice of the students’ expression.
PurposeTo help students internalize what they have learned, integrate the use of relevant language to introduce recipes, and develop their ability to describe the process and interactively use the language. Let the language learning serve the life practice.
Homework 1.Basic homework: Listen and repeat the words and sentences in 2a. 2.Practical homework: Talk about dishes you can make and make them for your parents. 3.Extended homework: Choose a dish you like, write a recipe for it in English, including ingredients and instructions. Then share with your classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the grammar part of Unit 5. 3a is about how to form an exclamatory sentence with what or how. 3b asks students to change declarative sentences into exclamatory sentences. 3c completes the conversations by choosing the correct exclamatory sentences in the dialogues.
Why: Through observation, rewriting and dialogues, help students master the rules of exclamatory sentences and improve their ability to express strong emotions(surprise, praise, exclamation, etc.) in English, so as to make language learning serve the transmission of real emotions and reflect the communicative function of English.
How: The activities are designed to be progressive. 3a inputs perception, 3b is to practise and consolidation and 3c is to use exclamatory sentences in dialogues, forming a complete learning chain of “observation-practice-communication”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the structural elements of exclamatory sentences and learn the rules for constructing exclamatory sentences;
2.improve language application ability by changing regular sentences into exclamatory sentences;
3.use exclamatory sentences confidently in daily communication and improve oral expression ability.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
Step 1　Lead-in 1.Greetings. 2.Look and say.(详见课件资源) Step 2　Let’s observe What grammatical sentence patterns are these sentences ◎Key: Exclamatory sentences. Definition(定义): Sentences with exclamation marks are exclamatory sentences. It usually starts with “What” or “How”.
1.To understand the structural elements of exclamatory sentences and learn the rules for constructing exclamatory sentences. Step 3　Work on 3a 1.Read the sentences and discuss how to make exclamatory sentences with what or how. 2.Conclusion. 感叹句—what引导 What+a/an+形容词+可数名词单数(+主语+谓语)! What+形容词+不可数名词(+主语+谓语)! What+形容词+可数名词复数(+主语+谓语)! 感叹句—how引导 How+形容词/副词(+主语+谓语)! How+形容词+a/an+可数名词单数(+主语+谓语)! How+主语+谓语! 3.Exercises.(详见课件资源) Based on the structure summarized by the students, understand their perception of exclamatory sentences.
PurposeTo have students analyze the way exclamatory sentences are formed and structured with what or how by looking at the sentences.
2.To improve language application ability by changing regular sentences into exclamatory sentences. Step 4　Let’s practice Work on 3b. Change the following sentences into exclamatory sentences. ◎Key: 1.What a pretty hat it is! 2.How terrible the weather is! 3.How fantastic the Christmas tree looks! 4.What an interesting film it was! 5.How well Emma sings! 6.How delicious the pancake tastes! Observe whether students can rewrite a declarative sentence into an exclamatory sentence, and help them master the structural rules of exclamatory sentences.
PurposeTo reinforce students’ learning of exclamatory sentence usage by changing declarative sentences into exclamatory sentences and practising the specific use of what and how.
3.To use exclama-tory sentences confidently in daily communica-tion and improve oral expression ability. Step 5　Practise more 1.Work on 3c. Complete the conversations using the correct exclamatory sentences. ◎Key: 1.C　2.A; B　3.E　4.D; F 2.Summary. Let’s express our praise for all kinds of things in life in a stronger and more vivid way, and thus embrace life with full emotions. 3.Extra exercises. Observe whether stu-dents can choose the correct exclamatory sentences to complete the conversations.
PurposeIn practical application, students can internalize what they have learned, lay the foundation for subsequent communication in real-life scenarios, and improve their ability to use exclamatory sentences to express strong emotions.
Homework 1.Basic homework: Write down six exclamatory sentences with what and how. 2.Extended homework: Use exclamatory sentences to compliment(赞美) your family and classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

1.The grass is always greener on the other side. 这山望着那山高。
2.The only way to do great work is to love what you do.
成就一番伟业的唯一途径就是热爱你的事业。
3.A rolling stone gathers no moss. 滚石不生苔。
4.In the middle of every difficulty lies opportunity. 在每个困境中都隐藏着机会。
5.Sharp tools make good work. 工欲善其事,必先利其器。
6.All things are difficult before they are easy. 凡事必先难后易。
7.Failure is the mother of success. 失败乃成功之母。
8.He who can have patience, can have what he will. 唯坚韧者始能遂其志。
9.Wisdom in the mind is better than money in the hand.
脑中有知识,胜过手中有金钱。
10.Bitter pills may have wholesome effects. 良药苦口利于病。Section B
导入一:问题导入
Ask students, “What’s your favourite dish Who often makes the dish for you Does cooking just give us food, or does it give something more Let’s explore what cooking gives us.” This connects with students’ daily experiences and sparks their interest.
导入二:图片导入
Show pictures of people cooking together, sharing food, and smiling. Ask, “What do you see in these pictures How do these people feel What does cooking bring to them Now, let’s find out the answers.” Pictures are intuitive and can quickly draw students’ attention.
导入三:故事导入
Tell a short story, “Once, a little boy felt very warm when his mother cooked his favourite meal after a bad day at school. The food wasn’t just food; it was love. So, what else does cooking give us Let’s see.” Stories are engaging and help students relate to the topic.
导入四:讨论导入
Let students discuss in pairs: “What do you think cooking gives people Share your ideas with your partner.” After a short discussion, invite some pairs to share. Then say, “Now, let’s see what the text says about what cooking gives us.” Discussion encourages students’ active participation and exchanges of ideas.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:角色扮演
将学生分成小组,每组两人,分别扮演作者和祖母,模仿文中对话及情境进行表演。
学生 A(祖母): When I was a college student in the US, I stayed with a host family. The hostess taught me how to make a pumpkin pie.
学生B(作者): That sounds interesting! What’s special about the pumpkin pie
通过模仿对话,加深对文本的理解与语言运用。
活动二:美食分享
基于 1a 的问题,让学生分组讨论。What’s your favourite dish Who often makes the dish for you What kind of food makes you happy 鼓励学生用英语分享自己的经历与感受。
Student 1: My favourite dish is noodles. My mother often makes them for me. They make me happy because they are warm and delicious.
Student 2: I like dumplings. My grandmother often makes them. Eating dumplings makes me feel loved.
活动三:我的食谱设计
参考文中南瓜派的食谱(Pumpkin Pie Recipe),让学生用英语设计自己喜欢的一道菜的食谱,包括食材(Ingredients)和制作步骤(Instructions),然后在班级内分享。
案例:学生设计“番茄炒蛋”食谱。Ingredients: eggs, tomatoes, oil, salt. Instructions: First, break the eggs and stir them. Then, cut the tomatoes. Next, put some oil in the pan and pour the eggs in. After that, add the tomatoes. Finally, add a little salt and stir well.
通过设计食谱,锻炼学生英语写作与对烹饪过程的描述能力。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文:Section B 1b)
(　　)1.Why does the writer love cooking
A.Because it’s fun.　　　　　　
B.Because it makes money.
C.Because it’s a way to share love.
(　　)2.What was so special about the grandmother’s kitchen
A.It was very big.
B.It was friendly and perfect for warming up.
C.It had many appliances.
(　　)3.Where did the grandmother learn to make pumpkin pie
A.From her parents.
B.From her host family in the US.
C.From a cooking class.
(　　)4.When did the grandmother usually make the pie
A.In spring.　　　 B.In summer.　　 C.In autumn.
(　　)5.According to the text, what kind of person do you think the writer’s grandmother is
A.Strict. B.Quiet. C.Loving and open-minded.
◎Key: 1.C　2.B　3.B　4.C　5.C
突破二　语法填空(教材原文:Section B 1b)
“Cooking is love made visible.” Thanks 1.　　　　 my grandmother, I love cooking. It’s a great way for me 2.　　　　(share) my love with others. The smells and the food’s taste, along 3.　　　　 our conversations, connect us to each other. What wonderful memories I have!
One of my favourite 4.　　　　(memory) is my grandmother’s pumpkin pie. She always made it in autumn, when the weather got colder. Her friendly kitchen was the perfect place to warm 5.　　　　 and enjoy a taste of the changing seasons. I still remember the days when the smell of cinnamon filled the room with 6.　　　　(sweet). Now, every time I smell cinnamon, I think of my grandmother’s pumpkin pie.
My grandmother told me about her 7.　　　　(one) pumpkin pie. When she was a college student in the US, she 8.　　　　(stay) with a host family. The hostess taught her how to make a pumpkin pie. Many years later, she taught me how to make it too.
My grandmother loved learning how to make food from other cultures.“It’s my way of making friends from around the world,” she said. Grandmother taught me the secret to 9.　　　　(cook): Cook with love. Thanks to my grandmother, I love to try new food and new recipes from other 10.　　　　(country) and cultures.
◎Key: 1.to　2.to share　3.with　4.memories　5.up　6.sweetness　7.first　
8.stayed　9.cooking　10.countriesUnit 5　What a Delicious Meal
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
01
Theme:
Section A introduces how to make mashed potatoes and stir-fried
eggs and tomatoes through pictures,listening and dialogues,
Human
Society
which involves asking for ingredients and discussing the steps.
The grammar section helps students to master the formation and
This unit is
specific use of what or how in exclamatory sentences through
centred on
observation,rewriting,and conversational application activities.
the topic of
“Food
Production”,
which
belongs to the
Section B is centred on "The Meaning of Cooking".The text is
theme
Unit 5
written from the author's point of view,describing her
What a
s“Human and
grandmother's love of cooking and how to make pumpkin pie,
Delicious
Society”,and
including the ingredients and steps.The writing section
the sub-
Meal
introduces the origin story of Guoqiao Rice Noodles and
themes are
explains the steps.
related to
"Labour
Practice”and
"Labour
Quality”.
Project is centred on"Recipes for making delicious dishes".
Taking spaghetti bolognese as an example,the required
ingredients and instructions are introduced.Section B
第一课时(1a-1f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:The text revolves around the “significance of cooking”. From the author’s perspective, it describes her grandmother’s passion for cooking—how she learned to create dishes from different cultures, built friendships through cooking, and taught the author to cook, conveying the idea that “Cooking is love made visible.” The article also includes a pumpkin pie recipe, detailing its ingredients and instructions. Additionally, various exercises such as discussion, main idea selection, Q&A, picture sorting, and summary to deepen students’ understanding of the text.
Why: Through reading, students can learn about the vocabulary and expressions related to cooking, food, and memories, improve their reading comprehension skills, enhance oral and written communication, as well as information extraction and summarization abilities while doing exercises. The grandmother’s exploration of diverse culinary cultures highlights cross-cultural exchange, helping students appreciate different food traditions and fostering cultural inclusiveness and a global perspective. The text emphasizes how cooking and food create cherished memories and express love and care.
How: The passage combines narrative and expository writing. It uses personal memories and experiences to explore the connection between cooking and love. The language is vivid and practical, suitable for middle school students.The exercises progress from discussion and critical thinking to comprehension and hands-on tasks, aligning with students’ cognitive development.Simple and compound sentences dominate, making the text accessible for middle school students, while some complex structures introduce gradual exposure to advanced syntax.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read quickly and understand the main idea of the text;
2.answer the questions to understand the detailed information of the text;
3.complete the sorting and summarizing tasks based on the text content;
4.imitate and communicate by using relevant sentence patterns.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read quickly and understand the main idea of the text. Step 1　Lead-in 1.Greetings. 2.Enjoy a video about delicious dishes. 3.Work on 1a. Discuss the questions. What’s your favourite dish Who often makes the dish for you What kind of food makes you happy 4.Guess. According to the title, can you predict the best main idea of this text Step 2　Fast reading Work on 1b. Read the text quickly. Is your prediction right √Through food and cooking we create memories and show love to others. Observe students’ performance and know about whether they preview the lesson well.
PurposeTo help students understand the content and the structure of the passage quickly.
2.To answer the questions to understand the detailed information of the text. Step 3　Careful reading 1.Read for the details and answer the questions. (1)What does the writer think of cooking (2)What makes the writer think of her grand-mother’s pumpkin pie now (3)Who can cook the pumpkin pie ◎Key: (1)Cooking is a great way to share her love with others and create memories with family. (2)Every time the writer smells cinnamon, she thinks of her grandmother’s pumpkin pie. (3)Grandma and the writer. 2.Retell the recipe for making pumpkin pie. What are the ingredients and instructions 3.Work on 1c. Read again and answer the questions.(详见课件资源) Observe whether students are able to answer the questions correctly to know their understanding of the reading material and their mastery of the target language. Gradually, the questions transition from simple fact-finding to thinking.
PurposeTo let students grasp the details of the article, improve information-finding skills, think deeply and understand the meaning of it, and pave the way for the next task.
3.To complete the sorting and summarizing tasks based on the text content. Step 4　Post-reading 1.Work on 1d. Read the recipe and put the pictures in the correct order. ◎Key: B; D; C; A; E 2.Finish plete the summary of the text. ◎Key: connects; memories; smell; host; cultures; friends; recipes Check the correctness of students’ answers and assess their understanding of recipes and texts.
PurposeStudents can deepen their understanding of key expressions by retelling the passage in different exercises.
4.To imitate and communicate by using relevant sentence patterns. Step 5　Pair work 1.Work on 1f. Think about a memory you have of food and love. Share it with a partner. Useful expressions: The taste of this food was really special. Every time I eat it, I can feel my… This dish always brings back warm memories… My…shows her/his love by cooking this for me. When I was little, my…made this for me on… 2.Summary: Cooking is not only a process of making delicious food, but also a bridge to convey love and create memories. 3.Language points. 4.Exercises. Listen to students’ expressions, understand their mastery of this lesson and what they learned before, correct errors in time, and encourage them to express themselves.
PurposeTo enhance oral communication skills, foster cross-cultural exchange, and help students to experience the emotional bonds of family.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Write a short passage of about 80-100 words to introduce a delicious food related to your family. 3.Extended homework: Record an English video, introducing your opinions on cooking and delicious food. Rewrite the story in your own words. Try to use the new words and phrases you’ve learned.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a asks students to list the vocabulary related to food and cooking and distinguish between countable nouns and uncountable nouns. 2b matches pictures with quantitative phrases.2c completes the apple pie recipe with verb phrases to learn English expressions for the cooking steps.
Why: Through vocabulary categorization, graphic matching and recipe filling, students can systematically master the countable/uncountable attributes of food vocabulary, quantifier matching and cooking process expressions, improve their English communication skills in food and cooking scenes, let vocabulary learning serve real-life applications, and cultivate language practice ability.
How: The activities are designed from shallow to deep. 2a starts from vocabulary sorting, 2b strengthens phrase recognition through graphic matching, and 2c comprehensively utilizes the recipe phrases, forming the learning chain of “Vocabulary accumulation-Phrase consolidation-Phrase application”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master vocabulary related to food and cooking proficiently, and be able to accurately distinguish between countable nouns and uncountable nouns;
2.match food pictures with English phrases precisely to enhance the visual-language correspondence ability;　
3.consolidate the use of phrases to express more recipes.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master vocab-ulary related to food and cooking proficiently, and be able to accu-rately distinguish between count-able nouns and uncountable nouns. Step 1　Lead-in Greetings. Step 2　Work on 2a List the words you learnt about food and cooking. Are the words countable nouns or uncountable nouns Put the words into two groups.(详见课件资源) Tips: Countable nouns refer to people or things that can be counted and divided into individual parts. Uncountable nouns refer to things that cannot be directly counted by numbers. They are usually abstract concepts(抽象概念), substances(物质), or things that cannot be divided into individual parts. ◎Possible key: 1.Vegetables:cucumber, lettuce, carrot, onion, potato, tomato…　 2.Fruit: pear, banana, apple, orange… 3.Drinks: juice, tea, coffee, water, milk… 4.Meat: fish, pork, beef, chicken, mutton… 5.Snacks: cake, sandwich, cookie, chip… 6.Kitchen items: pan, knife, fork, flour, salt, sugar… Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned. Observe how well students list food and cooking-related vocabulary and whether they can distinguish between countable nouns and uncountable nouns, categorizing them by “vegetables, fruit,drinks, meat, snacks, and kitchen items”.
PurposeTo help students to systematically grasp the countable/uncountable attributes of food words.
2.To match food pictures with English phrases precisely to enhance the visual-language correspondence ability. Step 3　Practice Work on 2b.Match the pictures with the phrases. ◎Key: 1.D　2.F　3.E　4.B　5.H　6.A　7.I 8.G　9.C Observe whether students can match pictures with quantita-tive phrases to rein-force visual associa-tions and memoriza-tion of quantitative phrases.
PurposeTo master the countable/uncountable attributes of food vocabulary and measure word combinations through graphic matching.
3.To consolidate the use of phrases to express more recipes. Step 4　Practise more Do you like the apple pie Look at the picture, and guess what the apple pie recipe is. What do we need How to cook Work on 2c. Complete the recipe with the words in the box. ◎Key: cut; into; Add; to; mix; with; pour; into; share; with Step 5　Summary Share the delicious food and experience the joy and warmth of life brought by cooking. Step 6　Language points Step 7　Exercises Observe whether students can complete the apple pie recipe with multiple verb phrases and learn English expressions for the cooking steps.Give guidance and feedback based on students’ performance.
PurposeIn the actual application, students can internalize what they have learned, learn to express the cooking process, improve their English communication skills in food and cooking scenarios, make vocabulary learning serve real-life application, and cultivate language practice ability.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Use the words indicating order (first, then, next, finally) learned today to write a short passage introducing the process of making a simple dish, with no less than 50 words. 3.Extended homework: Make a hand-copied newspaper about countable nouns and uncountable nouns.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a-3c part mainly focus on “My Favourite Dish: Guoqiao Rice Noodles”, which introduces the origin story. It also explains the steps involved in making the rice noodles. The Project section is centred on “Recipes for Making Delicious Dishes”. It takes spaghetti bolognese as an example and introduces the ingredients needed and the instructions.
Why:Through studying 3a-3c, students are able to master vocabulary and sentence patterns describing the process of making food, correctly use the simple past tense to tell the story and imperative sentences to describe the steps. Through the activities of the Project, students are able to master English vocabulary and expressions describing the cooking process and ingredients, and learn to use vocabulary indicating sequence to describe the steps.
How: Creating situations makes students feel as if they were in the historical scene to enhance the fun and participation of learning. Arranging group activities, such as discussing their favourite dishes, promotes communication and cooperation among students. The Project part allows students to learn and use English knowledge in practice and develop comprehensive ability by completing the Project of making and presenting recipes. It also arranges group activities to promote communication and cooperation among students.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get to know the ingredients and instructions of making Guoqiao Rice Noodles;
2.create a recipe for a tasty dish by choosing a dish, researching, cooking it, and taking pictures;
3.use the useful expressions to share cooking experiences.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get to know the ingredients and instructions of making Guo-qiao Rice Noodles. Step 1　Lead-in Greetings. Step 2　Work on 3a Read the post and circle the ingredients that the chef uses. ◎Key: vegetables, mushrooms, chicken and pork, chicken soup, rice noodles Step 3　Work on 3b What dish do you like the best Complete the notes.(详见课件资源) Step 4　Work on 3c Write a response to the post about how to make your favourite dish. Tips: Pick a dish you know well. Use sequence words. Words like “First” “Next” “Then” and “Finally” can make your writing more organized. Keep your sentences simple. Check for mistakes. Sample:(详见课件资源) Judge the students’ mastery of expressions based on their responses to the cooking sequence. Understand the students’ mastery of the target language based on their completion of writing.
PurposeTo master a series of questions about the cooking steps.
2.To create a recipe for a tasty dish by choosing a dish, researching, cooking it, and taking pictures. Step 5　Create a recipe for a tasty dish Work on 4a. Work in groups. Choose a dish you want to make and do research on it. Step 6　Work on 4c Create a recipe for a tasty dish. Useful expressions cut up; mix…with…; pour…into…; bake the cake; boil the potatoes; add…to…; in the blender… Observe group work: list ingredients needed for a dish, steps, nutritional value and cultural background. Provide necessary assistance as needed.
PurposeTo understand and know more clearly how to make a dish, understand the sequence of its steps to express cooking.
3.To use the useful expressions to share cooking experiences. Step 7　Performance 1.Present your recipe in class. Then vote for your favourite recipes. 2.Summary. Cooking brings us happiness and love. Observe students’ performance in group collaborative design debriefing, and provide help and encouragement.
PurposeTo help students creatively apply the language they have learned for communication in the context of transfer. Students move from textbooks to real life and develop pragmatic abilities.
Homework 1.Basic homework: Read the post about Guoqiao Rice Noodles and circle the ingredients used. Learn new cooking-related words like “boil” “cut into”, etc. 2.Extended homework: Write a response to the post about how to make your favourite dish.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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