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Unit 5 What a Delicious Meal! Section B 3a-3c 教学设计
3a presents a short passage, likely a recipe or a description of a special food - related event. For example, it could be a recipe for making a traditional dish, such as "Making a Special Pizza". The passage will introduce the necessary ingredients like "flour / fla (r)/", "cheese /t i z/", "tomato sauce", and cooking steps including "mix the flour with water", "bake it in the oven at 200 degrees for 15 minutes". Through this passage, students can learn specific vocabulary related to cooking processes, food ingredients, and measurements.
3c is a writing - oriented part. Students are required to write their own food - related text, which could be a recipe, a food review, or a description of a food - related experience. They need to apply the vocabulary, sentence structures, and writing skills they have learned from the previous parts. For example, they might be asked to write a recipe for their favorite dessert, using words like "mix", "pour", "bake", and following a logical order to describe the cooking steps. This activity promotes students' writing ability and allows them to express their own ideas in English in the food - related context.
教学目标 Students will be able to master new food - related vocabulary presented in the passage, such as "ingredient / n ɡri di nt/" (a component of a mixture or dish), "bake /be k/" (to cook food in an oven), "pour /p (r)/" (to make a liquid flow from one container into another), and understand their accurate meanings, pronunciations, and spellings. Understand the collocations and common expressions related to cooking and food, like "mix... with...", "cut sth. into sth.", "at least". For example, know how to use "Mix the butter with sugar" correctly. Grasp the key sentence structures used in food - related descriptions and recipes, such as imperative sentences for cooking instructions (e.g., "Preheat the oven.") and simple present tense for general statements about the cooking process (e.g., "The pizza bakes for 15 minutes.").
教学重难点 Some words may have multiple meanings or functions, which can be confusing for students. For example, "heat" can be both a noun meaning "the quality of being hot" and a verb meaning "to make something hot". Students need to understand the correct meaning in different contexts. Helping students to use the new vocabulary and sentence structures naturally in their writing. They may find it difficult to integrate these elements smoothly, especially when expressing complex cooking processes or personal food - related opinions. Teaching students to organize their writing in a logical way. They may struggle with arranging the steps in a recipe or presenting the pros and cons in a food review in a clear and coherent manner.
Food Ingredients
Flour: / fla (r)/ (n.). A powder made by grinding grains, widely used in baking. "We need two cups of flour to make bread."
Butter: / b t (r)/ (n.). A soft, yellow dairy product. "Spread some butter on the toast."
Cheese: /t i z/ (n.). A food made from milk curds. "I like pizza with lots of cheese."
Pumpkin: / p mpk n/ (n.). A large, round, orange - colored fruit used in cooking, especially in making pies. "Pumpkin pie is a traditional dessert in some countries."
Ingredient: / n ɡri di nt/ (n.). A component of a mixture or dish. "List all the ingredients you need for this recipe."
Cooking Processes
Bake: /be k/ (v.). To cook food in an oven. "We are going to bake a chocolate cake for the party."
Boil: /b l/ (v.). To heat a liquid until it reaches the temperature at which it turns into vapor. "Boil the potatoes for about 20 minutes."
Stir - fry: / st fra / (v.). To cook food quickly in a small amount of oil while stirring constantly. "Stir - fry the beef with some onions and peppers."
Mix: /m ks/ (v.). To combine different substances so that they become a single substance. "Mix the flour, sugar, and eggs together to make a batter."
Cut up: /k t p/ (v. phrase). To cut something into small pieces. "Cut up the carrots and add them to the pot."
Food - related Context
Host: /h st/ (n.). A person who receives or entertains guests. As a verb, it means to organize and be in charge of an event. "The host welcomed all the guests with a big smile." "Our school will host a food festival next month."
Recipe: / res pi/ (n.). A set of instructions for preparing a particular dish. "I found a new recipe for chocolate chip cookies."
Memory: / mem ri/ (n.). The ability to remember things. "This old - fashioned dish brings back childhood memories."
College: / k l d / (n.). An educational institution where students study after high school. "Many college students learn to cook simple meals by themselves."
Secret: / si kr t/ (n.). Something that is known only to a few people. As an adjective, it means not known or seen by others. "The chef has a secret recipe for his special sauce." "This is a secret ingredient in the dish."
教学过程
I. Warming - up (5 minutes)
Greeting and Lead - in
Greet the students with enthusiasm: “Hello, everyone! In our previous classes, we've already explored a lot of delicious meals and related vocabulary. Today, we are going to further our journey in the world of food through reading and writing. Are you ready to learn more interesting things about cooking and food ”
Food - related Trivia Quiz
Prepare a few simple food - related questions, such as “What ingredient is used to make bread and is a powder made from grains ” (Answer: flour). “Which cooking method involves cooking food in an oven ” (Answer: bake). Divide the students into small groups and let them compete to answer the questions. This activity can quickly arouse students' interest and review some of the previously learned food - related knowledge, laying a foundation for the following learning.
II. Reading (15 minutes)
Pre - reading (3a)
Show the title and a picture related to the passage in 3a on the PPT. For example, if the passage is about making a special pizza, show a picture of a delicious pizza. Let students predict what the passage might be about based on the title and the picture. Ask them to share their predictions in pairs and then with the class.
Introduce some key vocabulary that may appear in the passage, such as “ingredient / n ɡri di nt/”, “bake /be k/”, “dough /d /”. Write these words on the blackboard, pronounce them clearly, and briefly explain their meanings. For “ingredient”, say, “An ingredient is something that is used to make a particular dish. For example, flour, cheese, and tomatoes are all ingredients for making a pizza.”
While - reading
Let students read the passage in 3a quickly for the first time to get the general idea. After that, ask them some simple questions to check their understanding of the main idea, such as “What is the passage mainly about ” (Answer: It could be about making a certain food, like a specific recipe).
Then, ask students to read the passage carefully for the second time. This time, they need to complete the exercises in 3b, such as filling in the blanks with the correct words from the passage or answering detailed reading - comprehension questions. Walk around the classroom to monitor students' work and offer help if they have any questions.
Post - reading
Have a class discussion about the passage. Ask students to share the most interesting part of the passage they think. For example, if the passage is about a unique cooking method, some students may say that the special step in the cooking process is very interesting. Encourage students to express their opinions and thoughts, which can help them better understand the passage and also improve their speaking skills.
III. Writing (20 minutes)
Writing Model Analysis (Based on 3a and 3b)
Analyze the structure and language features of the passage in 3a with the students. Point out how the passage is organized. For a recipe - type passage, it usually starts with introducing the ingredients, then follows the cooking steps in a logical order. Show students how to use sequence words like “first”, “next”, “then”, “finally” to make the writing more organized.
Highlight some useful sentence structures and expressions related to cooking and food description. For example, “To make [food name], you need [list of ingredients].” “First, [action 1], then [action 2].” “Bake it in the oven at [temperature] for [time].” Write these sentence patterns on the blackboard for students to take notes.
Writing Practice (3c)
Present the writing task in 3c to the students. They are required to write their own food - related text, which could be a recipe for their favorite dish, a food review, or a description of a food - related experience. Let them choose a topic they are interested in.
Before they start writing, ask students to brainstorm ideas in groups. They can discuss what to write, the main points, and the possible structure. For example, if a student wants to write a recipe for making a fruit salad, they can list the fruits they will use, the steps of cutting and mixing the fruits in the group discussion.
Then, give students about 10 - 12 minutes to write their texts. Walk around the classroom to provide guidance and support. Remind them to use the vocabulary, sentence structures, and writing skills they have learned.
Writing Sharing and Evaluation
After students finish writing, ask some of them to come to the front of the class and share their writing. While they are sharing, the rest of the students listen carefully and can take notes on good expressions or any mistakes they notice.
After each sharing, start an evaluation. First, let the students who listened give positive feedback, such as “I like the way you described the taste of the food. It made me feel very hungry.” Then, point out some areas for improvement together, such as grammar mistakes or unclear expressions. This evaluation process can help students learn from each other and improve their writing skills.
IV. Summary and Homework (5 minutes)
Summary
Summarize the key points of this class with the students. Review the new food - related vocabulary, the reading skills they used to understand the passage, and the writing skills they practiced, including how to organize a food - related text and use appropriate language. Ask students if they have any questions or if there are any parts they are still not clear about.
Homework
Assign two homework tasks. First, ask students to revise their writing based on the feedback they received in class. They need to correct the mistakes, improve the expressions, and make their writing more perfect. Second, ask them to find an English - language food - related article online or from a magazine. They should read the article carefully, summarize the main idea, and write down at least 5 new vocabulary words and useful expressions they find in the article. This homework can help students further improve their reading and writing skills and also expose them to more real - life English - language materials related to food.

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