資源簡介

第四課時　Section B(1a～2c)
教學(xué)內(nèi)容
1．Talk about the pumpkin pie recipe.
2．Talk about the wonderful memories with the writer's grandma behind the pumpkin pie recipe.
教學(xué)目標(biāo)
Language Abilities ●Grasp the following important points as well as be able to read and write correctly. ●Key phrases：pumpkin pie，thanks to，create memories，one of my favourite memories，connect us to each other，enjoy a taste of the changing seasons，pie crust ●Key sentences：①Cooking is love made visible.②It's a great way for me to share my love with others.③What wonderful memories I have！④I still remember the days when the smell of cinnamon filled the room with sweetness.⑤Next，pour the mixture into the pie crust.⑥After that，place the pie in the oven and cook for 40 to 50 minutes.⑦Finally，let the pie cool for at least an hour before serving.
Learning Abilities ●Learn to extract step－by－step instructions，ingredient lists，and the cultural background from the passage. ●Learn to connect the recipe's steps with personal or cultural memories，enhancing retention through emotional resonance.
Thinking Qualities ●Be able to infer the emotional bond between the writer and Grandma through recipe details. ●Be able to contrast cultural meanings of family recipes，promoting cross－cultural understanding.
Cultural Awareness ● Understand the role of the pumpkin pie in Western holidays. ●Recognize how recipes act as carriers of cultural memory，reflecting the importance of oral transmission in preserving heritage.
重難點
重點：
1．Students are able to master key verbs，ingredient names to describe the cooking processes of pumpkin pies.
2．Students are able to retell the story between the writer and his grandmother.
3．Students are able to use their own words to share their favourite dish and the memories behind it.
難點：
1．Students are able to use their own words to describe the memories behind their favourite dish.
2．Students are able to understand the love behind cooking.
教學(xué)過程
Step 1　Pre－reading(1a)
Show a series of “mini food models” wrapped in opaque paper (sushi，hamburgers，dumplings，etc.) and invite students to come to the stage，draw one at random，and guess the name of the food by touching it.
T：Today，we're going to play a fun game called Food Mystery Touch! Look at these wrapped models on my desk.They're all famous foods from around the world.Want to guess what they are Let's see who has the best food intuition!
Work on 1a
Ask students to discuss the questions in groups.
Q1：What's your favourite dish Who often makes the dish for you
Q2：What kind of food makes you happy
【設(shè)計意圖】通過食物盲盒的游戲，調(diào)動學(xué)生的積極性，并鞏固已學(xué)知識。
Step 2　Careful－reading(1b～1d)
1．Show students Grandma's pumpkin pie recipe and ask students to tell the ingredients of the dish.
2．Ask students to role－play the instructions of making the pumpkin pie.
T：Here is a pumpkin pie recipe.Work in pairs and role－play the instructions with the sentence patterns like：—How can we make a pumpkin pie？—First，prepare…—What's next
Work on 1b
1．Ask students to read the text and tick the best main idea.
2．Ask students to share the answers and reasons(key words/sentences)．
T：The writer's favourite dish is the pumpkin pie.Why does the writer like it Let's read the passage and find out the main idea of the passage.
Work on 1c
1．Ask students to read the passage in groups and answer the questions in 1c.
T：Why does the grandmother love cooking What kind of person is the grandmother
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 1d
Ask students to read the recipe and put the pictures in the correct order.
【設(shè)計意圖】通過完成閱讀任務(wù)，學(xué)生能夠充分地理解文本并提高抓取關(guān)鍵信息的能力。
Step 3　After－reading(1e～1f)
1．Ask students about the specific food that appears in special scenarios (birthdays，graduations，and family gatherings) and discuss：“Why are certain foods chosen for special occasions How do they convey love and blessings in these moments？” Help students understand the unique role of food as an emotional carrier in different contexts.
2．Ask students to share their favourite food and the stories behind the food.
3．Ask students to explore why some foods become unforgettable memories and whether these foods are passed down through generations in their families.
T：Why do some foods carry strong memories How important is it to pass down these foods as a way of showing love
Work on 1e
1．Ask students to complete the summary of the passage.
2．Ask students to underline some key phrases and sentences based on the Chinese meanings on the PPT.
Work on 1f
Ask students to think about an experience they have of food and love and share it with a partner.
【設(shè)計意圖】通過講述美食背后的故事，理解“美食是愛的具象化表達”的具體含義。
Step 4　Practice(2a～2c)
Work on 2a
1．Ask students to list the words they have learned about cooking and food.
T：Look at the words.Which word is different from others Find the odd words according to the categories.
2．Ask students to discuss about countable and uncountable words in groups.Put the words into two groups—countable and uncountable.
3．The teacher quickly calls out words (such as juice，book，sugar，pencil)．Students clap their hands when they hear a countable noun and stamp their feet when they hear an uncountable noun.
Work on 2b
1．Ask students to make a summary about countable and uncountable nouns.Share how to modify uncountable nouns with measure words.
2．Ask students to match the pictures with the phrases.
3．Ask students to take turns to make sentences with “countable nouns＋uncountable nouns” to string together a story.
【設(shè)計意圖】通過詞匯訓(xùn)練練習(xí)本單元所學(xué)的目標(biāo)語言，讓學(xué)生對可數(shù)名詞和不可數(shù)名詞有進一步認識。
Work on 2c
1．Show students a video about how to make cakes and ask them to work in groups and write down the instructions of making cakes.
2．Ask students to complete the sentences with the correct forms of the words in the box.
Step 5　Summary
Ask students to do some exercises about the key sentences and verb phrases.
Step 6　Homework
1．Recite the passage and do related exercises.
2．Extended：Make a recipe to introduce how to make a cake.
板書設(shè)計
Unit 5　What a Delicious Meal! 第四課時　Section B(1a～2c)
教學(xué)反思第三課時　Grammar Focus(3a～3c)
教學(xué)內(nèi)容
1．Talk about exclamatory sentences.
2．Make a conversation with proper exclamatory sentences.
教學(xué)目標(biāo)
Language Abilities ●Grasp the following important points as well as be able to read and write correctly. ●Key sentences：①What an amazing smell (it is)! ②How delicious the dish looks! ③What luck (we have)! ④How clever you are! ⑤What a surprise! ⑥How time flies！
Learning Abilities ●Learn to summarize the two basic patterns of exclamatory sentences (What－type and How－type)，establishing a structural framework of “guide word＋subject＋predicate”． ●Learn to differentiate the usage of “What” (modifying nouns) and “How” (modifying adjectives/adverbs) through sentence comparisons to reinforce memory. ●Learn to apply classroom－learned exclamatory sentences to daily interactions.
Thinking Qualities ●Be able to summarize exclamatory sentence rules from specific examples (induction)，then use the rules to create sentences or correct errors (deduction)． ●Be able to discern different exclamatory expressions for the same emotion，and choose more appropriate sentence patterns based on the object and context.
Cultural Awareness ●Understand the social etiquette of “direct praise” in Western cultures through comparison between English exclamatory sentences and Chinese language.
重難點
重點：
1．Students are able to master two basic structures with what－type and how－type.
2．Students are able to identify the functions of exclamatory sentences in different scenarios.
難點：
1．Students are able to correctly distinguish and use the “what” and “how” exclamatory sentences.
2．Students are able to distinguish between formal and informal expressions and avoid excessive or insufficient emotional expression.
教學(xué)過程
Step 1　Review & Lead－in
1．Show a series of pictures with strong visual impact，such as a huge birthday cake，a magnificent waterfall，funny animal expressions，etc.For each picture displayed，the teacher uses a tone full of emotion to say the corresponding exclamatory sentence.
T：Look! What is this
S1：It's a cake.
T：What a big cake! And what's this
S2：It's a waterfall.
T：How beautiful the waterfall is!
…
2．After repeating several times，guide students to read aloud in unison，allowing them to initially feel the form of exclamatory sentences and the emotions they express.
【設(shè)計意圖】通過圖片展示和師生對話導(dǎo)入新課，為接下來的語法學(xué)習(xí)做鋪墊。
Step 2　Grammar(3a)
Work on 3a
1．Ask students to read the sentences and work in groups to discuss how to make exclamatory sentences with what or how.
2．Ask students to share in class and the teacher makes a summary of exclamatory sentences with what or how.
3．Prepare different scenario cards for students(seeing a roller coaster at an amusement park，receiving a dream gift and watching a wonderful football match)．Students draw scenario cards in groups and compose dialogues using exclamatory sentences based on the scenarios.
4．Ask students to perform in class.After each performance，other groups provide feedback，pointing out the strengths and weaknesses in the use of exclamatory sentences in the dialogues.
(When students share the answers，the teacher writes key points on the blackboard.If necessary，correct their mistakes at the same time.)
【設(shè)計意圖】通過小組合作觀察和總結(jié)語言現(xiàn)象，激發(fā)學(xué)生的自主學(xué)習(xí)能力。
Step 3　Practice(3b～3c)
Work on 3b
1．Ask students to turn the following sentences into exclamatory sentences.
2．Ask students to share the answers and other students help to correct the grammar mistakes.
Work on 3c
1．Ask students to complete the conversations using the correct exclamatory sentences.
2．Ask students to share the answers and other students help to correct the grammar mistakes.
【設(shè)計意圖】通過做練習(xí)和對話，學(xué)生能夠在真實的情境中充分理解和掌握目標(biāo)語法。
Step 4　Speaking
1．The teacher shows students a series of declarative sentences (“The girl is very pretty.” and “It is a delicious meal.”) and asks students to compete in groups.
2．Ask students to quickly rewrite the declarative sentences into exclamatory sentences.Then each group sends a representative to show their answers in the class.The group that answers correctly and quickly scores points.
3．After completion，the teacher guides the students to analyze the sentence structures together and summarize the transformation rules of exclamatory sentences led by “What” and “How”．
【設(shè)計意圖】通過對目標(biāo)語言進行口頭訓(xùn)練，學(xué)生能夠培養(yǎng)并提升自己的語言交際能力。
Step 5　Summary
Ask students to make a summary about what they have learned today.
Step 6　Homework
1．Do the exercises in students' workbooks.
2．Extended：Write 3 to 5 sentences using exclamatory sentences led by “What” and “How”．
板書設(shè)計
Unit 5　What a Delicious Meal! 第三課時　Grammar Focus(3a～3c) What＋a/an＋(adj.)＋singular countable noun＋(subject＋verb)! What a beautiful day (it is)! What＋(adj.)＋plural/uncountable noun＋(subject＋verb)! What terrible weather (it is)! How＋adj.＋(subject＋linking verb)! How tall the building is! How＋adv.＋(subject＋action verb)! How quickly she runs！
教學(xué)反思第二課時　Section A(2a～2d)
1．Talk about how to make stir－fried eggs and tomatoes.
2．Finish the recipe of making stir－fried eggs and tomatoes.
Language Abilities ●Grasp the following important points as well as be able to read and write correctly. ●Key phrases：cook a popular Chinese dish，stir－fried eggs and tomatoes，cut into small pieces，take…out of the pan，mix…in a bowl，heat some oil ●Key sentences：①—How do we make it？—We need eggs，tomatoes，salt and sugar.②—What should we do with the tomatoes and eggs？—First，cut the tomatoes into small pieces.Next，mix the eggs in a bowl.③Stir－fry for one minute.Then，take the eggs out of the pan.④Next，cook the tomatoes in the pan until they're soft.⑤What an amazing smell! ⑥What is next？⑦Finally，put the eggs back into the pan and mix them with the tomatoes.
Learning Abilities ●Learn to obtain information about the sequence of steps to make stir－fried eggs and tomatoes. ●Learn to explore different ingredient substitutions or additions based on personal preferences，which helps to cultivate their ability to learn and apply new knowledge.
Thinking Qualities ●Be able to follow a certain logical order，such as heating the pan first and then adding oil，and adding ingredients in a specific order，which helps to train their logical thinking ability. ●Be able to improve the taste and presentation of the dish，such as trying different cutting methods for tomatoes or adding some special seasonings，which can stimulate their creative thinking.
Cultural Awareness ●Enhance students' awareness of Chinese food culture. ●Promote cross－cultural exchange and understanding，when communicating with people from other cultures about this dish.
重點：
1．Students are able to use accurate and appropriate English vocabulary and sentence patterns to describe the ingredients and procedures of making stir－fried eggs and tomatoes.
2．Students are able to distinguish between “tablespoon (tbsp)” and “teaspoon (tsp)” “cup” etc.，to prevent measurement errors.
難點：
1．Students are able to precisely describe the degree and details of actions in each step.
2．Students are able to accurately describe complex techniques.
Step 1　Lead－in
The teacher shows his/her favourite Chinese dish and how to make it.Then asks students to share their favourite Chinese dishes and the instructions to make them.
T：My favourite dish is Gongbao chicken.What is your favourite Chinese dish
S1：I like beef noodles.
S2：I like sweet and sour pork.
T：How do we make these dishes Now let's share your favourite Chinese dishes.
【設(shè)計意圖】通過談?wù)摵头窒碜钕矚g的中國菜及其制作步驟，學(xué)生能夠聯(lián)系生活實際，激發(fā)學(xué)習(xí)興趣并有效地引入主題。
Step 2　Listening & Speaking(2a～2b)
The teacher shows a picture of stir－fried eggs and tomatoes and asks students to discuss the instructions to make the dish in groups.
Work on 2a
1．Ask students to listen to the conversation and fill in the blanks.
T：Teng Fei is teaching Peter how to make a Chinese dish.Now let's listen to their conversation and fill in the blanks.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2b
1．Ask students to read the conversation again and finish the recipes in 2b.
(While reading，the teacher walks around and corrects students' pronunciations.)
T：What ingredients do we need How do we make stir－fried eggs and tomatoes？Let's read the conversation again and find out the answers.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
【設(shè)計意圖】通過回答問題，學(xué)生能夠總結(jié)西紅柿炒雞蛋的制作過程，提升獲取關(guān)鍵信息的能力。
Step 3　Consolidation(2c)
Work on 2c
1．Ask students to listen to the conversation and role－play it in pairs.
2．Show students the cooking process of Western egg dishes similar to omelettes，and guide them to discuss the status of stir－fried eggs and tomatoes in Chinese food culture，sharing unique ways of making this dish at home.
3．Ask students to have group discussions to compare differences in ingredients，cooking methods，and cultural backgrounds.
4．Ask students to conduct small debates or share their opinions in groups.
T：Which dish is more delicious，stir－fried eggs and tomatoes or omelettes Why
【設(shè)計意圖】通過分享關(guān)于西紅柿炒雞蛋和西方煎蛋卷的文化，學(xué)生能夠?qū)χ形鞣降娘嬍澄幕懈羁痰牧私狻?br/>Step 4　Practice(2d)
Work on 2d
1．Ask students to work in pairs and share their favourite dish and the ingredients and process of making it.
T：What dish can you make by yourself Talk about how to cook it with a partner.
2．Choose two or three pairs and ask students to share their conversations.
【設(shè)計意圖】通過對話練習(xí)，學(xué)生能夠強化對文本的目標(biāo)語言和語法的運用。
Step 5　Summary
Ask students to draw a mind map to summarize the process of making stir－fried eggs and tomatoes.
【設(shè)計意圖】通過思維導(dǎo)圖的方式總結(jié)所學(xué)的知識點，學(xué)生能夠明確本節(jié)課所學(xué)的重難點知識。
Step 6　Homework
1．Do the exercises in students' workbooks.
2．Optional：Ask students to make a recipe about their favourite dish.
Unit 5　What a Delicious Meal! 第二課時　Section A(2a～2d) Stir－fried Eggs and Tomatoes Instructions： First，cut the tomatoes into small pieces. Next，mix the eggs in a bowl. Then，heat some oil and stir－fry the eggs for one minute and then take the eggs out of the pan. Next，cook the tomatoes in the pan until they are soft. Then，add some salt and sugar. Finally，put the eggs back into the pan and mix them with the tomatoes.第一課時　Section A(1a～1d)&Pronunciation
教學(xué)內(nèi)容
1．Talk about the ingredients and instructions to make mashed potatoes.
2．Talk about the pronunciation of the vowel letter “o” and the combinations “oa，ou，ow，ear，air，are，ure，our”，the pronunciation of consonant combinations “sk，sch，st，sp，str”，feel the intonation and pauses on the meaning of sentences.
教學(xué)目標(biāo)
Language Abilities ●Grasp the following important points as well as be able to read and write correctly. ●Key words and phrases：cut them into pieces，add，salt，pepper，mash，add…to…，mix，mashed potatoes，butter，first，then，after that，finally ●Key sentences：①—How do we make mashed potatoes？—First，wash the potatoes.②What do we do after that ③Add the milk and the butter to the potatoes，and mix.④Put the potatoes in a pot and boil them until they are soft.⑤Get one tablespoon of butter and half a cup of milk.
Learning Abilities ●Learn to master ingredient vocabulary and cooking verbs and understand recipe structures through listening and speaking. ●Learn to organize cooking steps coherently using sequence words (First…Next…)，and transform language knowledge into communicative skills. ●Learn to acquire the pronunciation knowledge of the vowel letter “o” and the combinations “oa，ou，ow，ear，air，are，ure，our”，the pronunciation of consonant combinations “sk，sch，st，sp，str”，enhancing the accuracy and fluency of language use.
Thinking Qualities ●Be able to organize ingredients and steps in a logical chronological order. ●Be able to visualize the final dish and how different ingredients contribute to its taste，colour，and texture.
Cultural Awareness ●Learn about how potatoes are used in different cuisines，expanding their knowledge of global food traditions. ●Compare mashed potatoes with local dishes，strengthening their connection to their own cultural heritage.
重難點
重點：
1．Students are able to master words related to making mashed potatoes.
2．Students are able to use imperative sentences to describe steps and understand the application of the simple present tense in describing processes.
3．Students are able to clearly describe the steps and ingredients for making mashed potatoes in English，cultivating students' ability to use English for communication in real－life situations.
4．Students are able to master the common pronunciation rules of the vowel letter “o” and the combinations “oa，ou，ow，ear，air，are，ure，our”，the pronunciation of consonant combinations “sk，sch，st，sp，str”．Through practical exercises with words and sentences，enable students to pronounce accurately and experience the influence of stressed syllables on the meaning of words and sentences.
難點：
1．Students are able to accurately express each step of making mashed potatoes in English completely and coherently，including the sequence of steps and the use of conjunctions like “first” “then” “next” and “finally”．
2．Students are able to understand the relevant background knowledge，better grasp and use related English expressions，and understand the Western cooking cultures and habits that may be involved when introducing recipes.
教學(xué)過程
Step 1　Lead－in(1a)
1．The teacher shows students some ingredients or seasonings like pepper，salt，sugar，cinnamon，and butter，and asks students to smell them one by one and guess the names of the ingredients，then shows the actual items.
T：Look.What's this
S1：Pepper.
T：How would you use these ingredients to make a dish
【設(shè)計意圖】老師通過展示真實的食材或調(diào)味料導(dǎo)入新課，激發(fā)學(xué)生的學(xué)習(xí)興趣，同時幫助學(xué)生認識目標(biāo)詞匯。
2．Ask students to watch a video and describe the instructions to make different food.
Work on 1a
Ask students to match the instructions with the pictures.
T：Look at pictures.They tell us how to make different food.Please match the pictures with the sentences.
Step 2　Listening & Speaking(1b～1d)
Work on 1b
1．Ask students to listen to the conversations and tick the ingredients they hear.
T：Peter and Teng Fei are preparing for lunch.They want to have mashed potatoes.What ingredients do they need How do they cook them Look and tick the words you hear.
2．Ask students to share their answers and the teacher helps to correct pronunciation if necessary.
Work on 1c
1．Ask students to listen again，and number the instructions.
T：How do they cook mashed potatoes Listen again and put the instructions in order.
2．Ask students to share their answers and the teacher helps to correct their mistakes if necessary.
3．Ask students to work in groups to circle the verb phrases and show the corresponding actions.
(The teacher writes key points on the blackboard when students are sharing.)
Work on 1d
1．Ask students to summarize the steps to make mashed potatoes in groups.
2．Choose two or three pairs of students to share their conversations.
3．Ask students to work in groups，with one student as the Presenter (chef)，one as the Assistant，and one as the Tool Explicator.Use classroom items to simulate operations (e.g.use a cup as a pot，a ruler as a mixer) for a short skit performance.
T：Now we're going to describe how to make mashed potatoes through a fun group activity.You'll work in teams to act out making mashed potatoes using classroom items.
4．Choose three or four groups of students to share their performance.
【設(shè)計意圖】通過兩人對話和小組展示的形式，學(xué)生能夠熟練運用目標(biāo)句型。
Step 3　Pronunciation & Speaking(1～2)
1．The teacher shows some words to students and asks them to put the words in different categories according to the underlined letters' pronunciations.
2．Ask students to pronounce the words and write down the underlined letters' phonetic symbols.
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to add one more word according to the pronunciation in each group.
Work on 2
1．Invite students to share their experiences of making milk shakes，and the teacher lists the steps with stick figures on the blackboard (e.g.peel，cut into pieces，mix，blend)．
T：Who loves banana milk shakes What's the secret to making it tasty
2．Ask students to listen to the recording and repeat after the recording.Students pay attention to the intonation and pauses in these sentences.
3．Ask students to do the sentence relay in groups.Each imitates the one instruction one by one.
4．The teacher gives each group a set of step cards (in random order) and asks students to imitate the process of making a banana milk shake.They must read aloud the intonation and add actions.
5．The teacher provides comments and summarizes the key points.
【設(shè)計意圖】 通過跟讀音標(biāo)和對應(yīng)單詞，以及句型練習(xí)發(fā)音，通過小組活動練習(xí)感知語調(diào)和停頓對語義的影響。
Step 4　Summary
1．Ask students to do the exercises about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【設(shè)計意圖】通過練習(xí)和總結(jié)，學(xué)生能夠明確本節(jié)課的重難點知識。
Step 5　Homework
1．Finish the task paper.
2．Extended：Make a video to record the instructions for making a banana milk shake or other beverages，using the intonation learned in class.
板書設(shè)計
Unit 5　What a Delicious Meal! 第一課時　Section A(1a～1d)&Pronunciation Instructions： —How do we make mashed potatoes —First，wash the potatoes and cut them into pieces. —What do we do after that —Next，put the potatoes in a pot and boil them until they are soft. Then，add the milk and the butter to the potatoes，and mix. After that，get one tablespoon of butter and half a cup of milk. Finally，add salt and pepper.
教學(xué)反思第五課時　Section B(3a～4d)
教學(xué)內(nèi)容
1．Talk about your favourite dish and the reasons why you like it.
2．Create a recipe for a tasty dish with the ingredients，cooking instructions and the pictures.
教學(xué)目標(biāo)
Language Abilities ●Grasp the following important points as well as be able to read and write correctly. ●Key words and phrases：boiled some chicken soup，used a large pot to keep it warm，kept the ingredients separate，put the ingredients into the soup，Guoqiao rice noodles，pound，dried spaghetti，2 pieces of garlic，1 cup of cheese ●Key sentences：①First，cut up the onion and garlic.Put them in a pot. ②Next，for the sauce，add the beef to the pot and cook until it changes colour. ③After that，add the tomatoes and cook for 30 minutes. ④Then，cook the spaghetti until it is ready. ⑤Finally，put the spaghetti on a plate and pour the beef and tomato sauce on top. ⑥Add some cheese and serve.
Learning Abilities ●Learn to extract sensory details and emotional factors from personal dietary experiences，organizing them into coherent verbal descriptions. ●Learn to gather information from diverse sources about ingredient properties，cooking techniques，and visual presentation.Filter and synthesize key steps and cultural context into a logical recipe structure.
Thinking Qualities ●Be able to extract core steps from complex cooking processes and summarize technical essentials in concise language，training the inductive ability from the specific to the abstract. ●Be able to innovate by modifying traditional recipes or fusing cuisines and valuate how innovations impact taste and cultural authenticity.
Cultural Awareness ●Reflect the characteristics of regional ingredients to enhance cultural identity and pride. ●Illustrate their cultural origins to demonstrate respect for diverse food cultures.
重難點
重點：
1．Students are able to master vocabulary and sentence patterns for describing food characteristics，cooking processes，and reasons for preferences.
2．Students are able to systematically organize a dish's recipe with a complete and accurate ingredient list and detailed，easy－to－understand cooking steps.
難點：
1．Students are able to flexibly use complex sentence patterns to deeply explain reasons for liking a dish.
2．Students are able to accurately use the cooking words and imperative sentences when describing cooking steps.
教學(xué)過程
Step 1　Review
1．Show a short video featuring close－up shots of various delicious foods，expressions of happiness and satisfaction on people's faces as they taste the food.
2．After playing the video，the teacher shares his/her own food memory and asks students to think about their favourite dishes.
T：My favourite dish is my mum's homemade tomato soup.Every time I taste it，I remember the warm hugs after a long day.What's your most unforgettable food story about your favourite dish
【設(shè)計意圖】通過觀看食物視頻，吸引學(xué)生興趣并引發(fā)他們的思考，引入新課。
Step 2　Presentation(3a～3c)
Work on 3a
1．Ask students to read the post and circle the ingredients that the chef uses.
T：Do you like Guoqiao Rice Noodles Here is a story about it.Now let's read the post together and circle the ingredients.
2．Ask students to share the history of Guoqiao Rice Noodles.
Work on 3b
1．Collect students' submitted dish stories，split each story into 3－4 fragments (ingredient preparation → cooking process → tasting moment → emotional reflection)，and print them into cards.
2．Give story fragments from different dishes to students in groups.Ask them to logically sequence the fragments to reconstruct the complete story and guess the corresponding dish.
3．Ask each group to present their reconstructed story.The original author then reveals the correct dish and shares the special part of the story behind the food.
4．Ask students to complete the notes to introduce their favourite dishes.
T：What dish do you like the best Complete the notes in 3b.
Work on 3c
Ask students to write a response to the post about how to make their favourite dish.
【設(shè)計意圖】通過拼圖游戲分享最喜歡的食物，學(xué)生能夠?qū)δ繕?biāo)語言進行充分的練習(xí)并鞏固所學(xué)知識，為下文內(nèi)容做鋪墊。
Step 3　Guidance on writing methods
【典型例題】和家人一起烹飪是溫馨與愛的交融。挑選食材、切配烹飪，每一步都充滿了默契與歡笑，傳遞著關(guān)懷，品味著家的味道。請參考圖片及文字信息，描述一次你和父母一起做飯的難忘經(jīng)歷，簡單談?wù)勁腼冞^程，以及你的感受或收獲。
要求：
1．詞數(shù)80左右，開頭已給出，不計入總詞數(shù)；
2．文中不能出現(xiàn)自己的姓名和所在學(xué)校的名稱。
參考信息：
◆◆思路點撥
寫作注意事項：
(1)本文應(yīng)用一般過去時描述難忘的烹飪經(jīng)歷；
(2)正確使用不同的短語和句型。
◆◆范文欣賞
I__had__an__unforgettable__cooking__experience__with__my__parents. I still remember the special day clearly，which was Chinese New Year and also my mum's birthday.We decided to make a big dinner together to celebrate.
We chose dishes like cola chicken wings，Mapo tofu，fried eggs with tomatoes，and twice－cooked pork.I helped Mum with the eggs and tomatoes，cracking and stirring eggs，and then she fried the eggs with chopped tomatoes.Dad handled the other dishes，slicing beef and potatoes.The kitchen was full of laughter and delicious smells.After two hours of cooking，our meal was ready.It tasted amazing!
This experience not only taught me how to make new dishes but also highlighted the value of teamwork.Cooking with my parents made us closer and created wonderful memories.I hope we can cook together more often in the future.
【設(shè)計意圖】通過以思維導(dǎo)圖的形式講解一篇典型例題，學(xué)生能夠了解如何謀篇布局來完成一篇寫作。
Step 4　Project(4a～4d)
Work on 4a
Ask students to work in groups and choose a dish they want to make and discuss the steps on it.
Work on 4b
Ask students to cook the dish at home ahead.Take photos and bring them to school.
Work on 4c
Ask students to create their own recipe with the ingredients，cooking instructions，and the pictures in groups.
(The teacher shows an example first.Walk around and provide guidance.)
Work on 4d
Ask students to present their recipes in class，then vote for their favourite recipes.
【設(shè)計意圖】通過選菜研討、家庭實操、小組創(chuàng)食譜、課堂展評等系列任務(wù)，學(xué)生能夠充分掌握本單元的目標(biāo)語言，同時深入了解某種食物的制作過程。
Step 5　Summary
Ask students to summarize the key sentence patterns of introducing spaghetti and Guoqiao Rice Noodles.
Step 6　Homework
1．Polish your recipes.
2．Do the exercises in students' workbooks.
板書設(shè)計
Unit 5　What a Delicious Meal! 第五課時　Section B(3a～4d)
教學(xué)反思

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