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Unit 5 What a Delicious Meal! Section B Vocabulary in Use
教学设计
Food ingredients are also a major part of the vocabulary. Words like "flour / fla (r)/" (a powder made by grinding grains, used for baking), "butter / b t (r)/" (a soft, yellow dairy product), "cheese /t i z/" (a food made from milk curds), and "pumpkin / p mpk n/" (a large, round, orange - colored fruit used in cooking) are introduced. Additionally, there are words for food items like "pancake / p nke k/" (a thin, flat cake cooked on a griddle) and "pie /pa /" (a baked dish with a pastry crust and a filling, such as "pumpkin pie").
The section also includes vocabulary related to the context of food, such as "host /h st/" (a person who receives or entertains guests, e.g., "The host prepared a delicious meal"), "recipe / res pi/" (a set of instructions for preparing a particular dish), and "memory / mem ri/" (the ability to remember things, like "This dish brings back good memories").
教学目标 Students will be able to master the pronunciation, spelling, and meaning of the new food - related vocabulary. For example, they should be able to pronounce "ingredient / n ɡri di nt/" correctly and understand that it means a component of a mixture or dish. Understand the collocations and usage of these words. For instance, know that "mix... with..." is used to describe the action of combining different substances, like "mix flour with water". Be familiar with the semantic relationships between the new words. For example, realize that "bake", "boil", and "stir - fry" are all different cooking methods.
教学重难点 The new food - related vocabulary and its accurate usage. Students need to be able to use words like "heat /hi t/" (both as a verb "to make something hot" and a noun "the quality of being hot") correctly in sentences, such as "Heat the oil in a pan before frying the eggs." The collocations and common expressions related to the vocabulary. For example, "cut up" (to cut something into small pieces, e.g., "Cut up the vegetables for the salad.") and "at least" (used to indicate a minimum amount or number, like "You should eat at least five kinds of fruits a week."). Helping students establish semantic connections between the new words. For instance, showing them how "recipe" is related to "ingredient" and "cooking method".
Cooking Process - related
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 Ingredients
Flour: / fla (r)/ (n.). A powder made by grinding grains, used for baking. "We need some flour to make bread."
Butter: / b t (r)/ (n.). A soft, yellow dairy product made from cream. "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. "Pumpkin pie is a traditional dessert in many countries."
Ingredient: / n ɡri di nt/ (n.). A component of a mixture or dish. "List all the ingredients you need for this recipe."
Food Items
Pancake: / p nke k/ (n.). A thin, flat cake cooked on a griddle, usually eaten for breakfast. "I had two pancakes with syrup this morning."
Pie: /pa / (n.). A baked dish with a pastry crust and a filling, which can be sweet or savory. "Apple pie is my favorite dessert."
Spaghetti: /sp ɡeti/ (n.). Long, thin, cylindrical pieces of pasta. "I'm making spaghetti with tomato sauce for dinner."
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 warmly: “Good morning/afternoon, everyone! In our previous classes, we've already explored many delicious meals. Today, we are going to learn some new words that will help us talk about cooking and food even better. Are you excited to expand your food - related vocabulary ”
Food - related Picture Guessing
Show some pictures on the PPT quickly. The pictures can include a person baking a cake, boiling water, and stir - frying vegetables. Let students guess what cooking actions are happening in the pictures. This activity can quickly engage students and lead them to think about the cooking - related vocabulary they will learn. For example, when showing the picture of baking a cake, ask students, “What is this person doing Think about the word we might use to describe this cooking method.”
II. Vocabulary Presentation (10 minutes)
New Vocabulary Introduction
Present the new cooking - process - related vocabulary first. Write “bake /be k/”, “boil /b l/”, “stir - fry / st fra /” on the blackboard. Pronounce each word clearly and ask students to repeat after you several times. Use simple explanations and examples to help them understand. For “bake”, say, “When we bake, we cook food in an oven. We can bake bread, cakes, and cookies. For example, ‘My mother is baking a chocolate cake for my birthday.’”
Then, introduce food - ingredient words like “flour / fla (r)/”, “butter / b t (r)/”, “cheese /t i z/”. Show real - life pictures of these ingredients on the PPT and let students see what they look like. Explain their uses in cooking. For instance, “Flour is a very important ingredient in baking. We use it to make bread, cakes, and noodles. ‘We need two cups of flour to make this pizza dough.’”
Next, present other food - related context words such as “host /h st/”, “recipe / res pi/”, “memory / mem ri/”. Use sentences to illustrate their meanings. “The host of the party prepared a wonderful meal for all the guests. A recipe is a set of instructions for cooking a particular dish. ‘I found a great recipe for making pumpkin pie online.’ And this special dish brings back sweet memories of my childhood.”
Word - building and Semantic Grouping
Briefly introduce some word - building knowledge related to the new vocabulary. For example, for “ingredient”, point out that the root “ingred -” is related to components. And for words like “educational” which they might have learned before, explain how the suffix “-al” changes the word from a noun to an adjective.
Divide the new words into semantic groups on the blackboard. Group cooking - process words together, food - ingredient words in another group, and food - context words in a third group. This helps students organize the new vocabulary in their minds.
III. Vocabulary Practice (15 minutes)
Vocabulary Matching Game
Prepare some flashcards. On one side of the card, write a new word, and on the other side, draw a simple picture related to the word or write a short definition. Divide the students into pairs. Give each pair a set of flashcards. One student shows the word side, and the other student has to match it with the correct picture or definition on the other side. They can take turns. After they finish, ask some pairs to share their experience. This game helps students review the meaning and pronunciation of the new words.
Sentence Completion
Show some sentences on the PPT with blanks. The sentences are related to cooking and food. For example, “First, ____ (bake / boil) the potatoes in the oven for 30 minutes.” “We need some ____ (flour / cheese) to make pancakes.” “The ____ (host / recipe) of the dinner party made a delicious meal.” Ask students to choose the correct word from the brackets to complete the sentences. They can raise their hands to answer. This activity helps students practice using the new vocabulary in context.
Group Brainstorming
Divide the students into small groups. Give each group a topic related to food, such as “Making a Pizza”, “A Thanksgiving Dinner”, or “A Birthday Party Menu”. Ask them to brainstorm as many words as possible from the new vocabulary and related words they already know that are relevant to the topic. For example, for “Making a Pizza”, they might list “flour”, “bake”, “cheese”, “tomato sauce”. After a few minutes, each group reports their brainstorming results to the class. This activity encourages students to think about the vocabulary in a practical context and also promotes teamwork.
IV. Extended Activity (10 minutes)
Recipe Writing
Ask students to write a simple recipe for their favorite dish. They must use at least 5 new vocabulary words. For example, if they are writing a recipe for making scrambled eggs, they can use words like “break” (not a new word but related to the process), “heat” (new word, “Heat the pan first.”), “oil” (new word, “Add some oil to the pan.”), “stir - fry” (new word, “Stir - fry the eggs gently.”), “butter” (new word, “You can add a little butter for more flavor.”). Give them 5 - 7 minutes to write.
Sharing Recipes
After they finish writing, ask some students to come to the front of the class and share their recipes. While they are sharing, the rest of the students listen carefully and check if they have used the new vocabulary correctly. Encourage students to ask questions if they don't understand something in the recipe. This activity not only allows students to apply the new vocabulary in a creative way but also improves their speaking and listening skills.
V. Summary and Homework (5 minutes)
Summary
Summarize the key points of this class with the students. Review the new food - related vocabulary, word - building knowledge, and how to use these words in context. Ask students if they have any questions or if there are any words they are still not sure about.
Homework
Assign two homework tasks. First, ask students to make a vocabulary mind - map. They should start with the main topic “Food and Cooking” in the middle and then branch out with different semantic groups of words they learned today, such as cooking processes, food ingredients, and food - related context. For each word, they can write a short definition or an example sentence. Second, ask them to find an English - language recipe online or from a cookbook. They need to highlight all the new vocabulary words they learned in this class in the recipe and write a short paragraph about what they learned from the recipe. This homework helps students review and organize the new vocabulary and also exposes them to real - life English - language materials related to food.

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