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Unit 5　What a Delicious Meal!
單元導航
一、單元內容分析
本單元屬于 “人與自我” 主題范疇,涉及 “生活與學習” 主題群。通過本單元的學習,學生能夠用英語討論食物與烹飪、用順序副詞描述烹飪過程、運用感嘆句表達強烈情感以及探究食物和烹飪如何將人們聚集在一起,同時了解不同地區的飲食文化,體會食物背后的情感價值。
Section A主要引導學生學習烹飪相關的詞匯和表達,學會用順序副詞描述制作食物的過程,并掌握用 what 或 how 引導的感嘆句。通過聽說讀寫活動,讓學生能夠熟練談論食物制作方法,增強在飲食場景中的語言表達能力。
Section B則通過閱讀文章,深入探討食物和烹飪在人們生活中的意義,如創造回憶、傳遞愛以及促進文化交流等。同時,通過詞匯運用練習和寫作任務,培養學生的閱讀理解、寫作和批判性思維能力。
二、單元教學目標
1.讓學生熟練掌握與食物和烹飪相關的詞匯,能用英語準確描述各種食物和烹飪步驟。
2.學生能夠正確運用順序副詞和感嘆句,清晰地表達制作食物的過程和對食物的感受。
3.學生能用英語討論食物和烹飪如何影響人們的生活,分享與食物相關的經歷和情感。
4.學生能理解食物和烹飪在文化交流中的作用,培養對不同飲食文化的尊重和欣賞。
三、單元重難點
1.重點:
(1)學生能掌握與食物、烹飪相關的重點詞匯和短語。
(2)學生能掌握字母o和字母組合oa、ou、ow、ear、air、are、ure、our、sk、sch、st、sp、str在單詞中的發音規則。
(3)學生能學會運用順序副詞描述制作食物的步驟。
(4)學生能熟練掌握 what 和 how 引導的感嘆句的構成和用法。
2.難點:
(1)學生能根據具體語境恰當運用感嘆句,準確表達不同的情感。
(2)引導學生深入理解食物和烹飪在生活中的意義,并能用英語清晰、有條理地表達自己的觀點和感受。
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1 / 1第四課時　Section B (1a-3c)
◇目標導航◇
類別 課時要點
重點單詞 pie n.果餡餅;肉餡餅 sweetness n.甜;芬芳;愉悅 college n.學院;大學 host n.主人;東道主 v.主辦;主持(活動) hostess n.女主人;女房東 cream n.奶油;護膚霜 mixture n.混合物;結合體
重點單詞 least adv.& pron.最小;最少 secret n.訣竅;秘密 adj.秘密的;隱秘的 whenever adv.& conj.每當;在任何……的時候 spoon n.(=spoonful)一勺的量;勺 couple n.夫妻;情侶;兩人 island n.島 wife n.(pl.wives)妻子 separate adj.單獨的;分開的 v.(使)分開;(使)分離
重點單詞 born v.出生;出世 adj.天生(有某方面才能)的
重點短語 along with sb/sth除……以外(還);與……同樣地 warm up (使)活躍起來;熱身;預熱 fill...with...(使)充滿;(使)填滿 at least至少 according to根據;依照 one by one逐個地;逐一地
重點句型 1.It’s a great way for me to share my love with others.這是我向他人傳遞愛意的絕佳方式。 2.Every time I sit at the table,after cooking for my family,we create memories.每次為家人做完飯后,我們圍坐在餐桌旁,共同創造回憶。 3.Her friendly kitchen was the perfect place to warm up and enjoy a taste of the changing seasons.她那溫馨的廚房是取暖和品嘗季節更迭味道的絕佳場所。 4.I still remember the days when the smell of cinnamon filled the room with sweetness.我仍然記得肉桂的味道讓房間充滿甜味的日子。
教學重點 1.學生能夠理解關于食物和烹飪意義的文章內容,從中提取關鍵信息并回答相關問題。 2.學生能夠運用所學詞匯和句型描述食物和烹飪在生活中的重要性,分享與食物相關的回憶。
教學難點 學生能根據所給提示,完成寫作任務,描述自己喜歡的菜肴制作方法。
◇教學過程◇
Step 1 Leading in
　　Greet the class.Share some pictures or short stories about food and family to lead in the topic.
Step 2 Work on 1a-1c
1.Ask students to discuss the questions in 1a in pairs.Then invite some pairs to share their ideas in class.
2.Let students read the text in 1b and tick the best main idea.Check the answers and ask students to explain their choices.
3.Ask students to read the text again and answer the questions in 1c.Let them discuss in groups and then share their answers with the class.Check the answers and explain some important language points.
Step 3 Work on 1d-1f
1.Ask students to read the recipe in 1d and put the pictures in the correct order.Check the answers and ask students to describe the cooking process according to the pictures.
2.Ask students to complete the summary of the text in 1e.Then let them share their answers and discuss any differences.
3.In 1f,ask students to think about a memory they have of food and love and share it with a partner.Walk around to listen to their conversations and offer comments.
Step 4 Work on 2a-2c
1.In 2a,ask students to list the words they learnt about food and cooking and divide them into countable and uncountable nouns groups.Check the answers and explain any difficult words.
2.For 2b,ask students to match the pictures with the phrases.Let them work individually and then check their answers with a partner.
3.In 2c,ask students to complete the recipe with the words in the box.Check the answers and explain some useful language points.
Step 5 Work on 3a
1.Let students read the post in 3a and circle the ingredients that the chef uses.
2.Check the answers together and explain some important language points.
Step 6 Work on 3b-3c
1.Ask students to complete the notes about their favourite dish in 3b.Then,based on the notes,ask them to write a response to the post about how to make their favourite dish in 3c.Walk around to monitor students’ writing process and offer help if needed.
2.Select a few students to share their writings with the class.After each sharing,encourage the rest of the class to give positive feedback and suggestions.
3.Summarize the common problems found in students’ writings and give some tips on how to improve their writing skills.
◇教學反思◇
　　本課時為閱讀和寫作課。學生在閱讀和討論與食物和烹飪相關的內容時表現出較高的積極性,但在理解文章中的復雜句子時,部分學生存在困難,影響信息提取。在表達自己對食物和烹飪的理解和感受時,部分學生存在表達不清晰、不深入的問題。后續應加強閱讀技巧的指導,提供更多相關的詞匯和表達方式,幫助學生提升語言表達能力。
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1 / 1第五課時　Project & Reflecting
◇目標導航◇
類別 課時要點
教學重點 學生能夠通過小組合作,完成一道美味菜肴的食譜創作,并展示成果。
教學難點 1.學生能展示和闡述自己的食譜,鍛煉口語表達能力。 2.學生能回顧本單元知識,反思自己的學習收獲和不足。
◇教學過程◇
Step 1 Leading in
1.Greet the class and review the key points of this unit,such as vocabulary about food and cooking,exclamatory sentences,and the importance of food.
2.Introduce the project task of creating a recipe for a tasty dish and the goals students can achieve through it.
Step 2 Work on 4a-4c
1.Divide students into groups.Let each group choose a dish they want to make and do research on it.
2.Ask students to cook the dish at home and take pictures as homework.
3.Ask students to make their own recipe with the ingredients,cooking instructions,and the pictures according to the dish they cooked at home.Walk around to monitor students’ progress and offer help if necessary.
Step 3 Work on 4d
1.Each group presents their recipe in class.
2.After each presentation,the other students can ask questions or give comments and suggestions.Then vote for the most delicious recipes.
Step 4 Work on Reflecting
1.Let students answer the questions in Reflecting.
2.Ask students to share their answers with the class.
3.Give some suggestions and exercises for improvement according to the students’ answers.
◇教學反思◇
　　通過小組合作完成食譜創作和展示,學生的參與度較高,能充分發揮團隊協作精神。但在展示環節,部分學生的表達不夠自信和流暢,需要在今后的教學中多提供類似的展示機會,鍛煉學生的口語表達和舞臺表現能力。同時,在反思環節,部分學生對知識的總結和歸納不夠全面,后續應引導學生更深入地思考和總結,提高自主學習能力。
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1 / 1第一課時　Section A (1a-1d) & Pronunciation 1
◇目標導航◇
類別 課時要點
重點單詞 pepper n.胡椒粉;菜椒 mix v.(使)混合;融合;調配 n.混合;混雜;混合料 oven n.烤箱;烤爐 boil v.煮沸;燒開 n.沸騰;沸點 butter n.黃油 cheese n.奶酪;干酪
重點短語 cut up切碎;剁碎 pour sth into sth將……倒入…… cut sth in/into sth將……切成……
重點句型 1.Get one tablespoon of butter and half a cup of milk.取一湯匙黃油和半杯牛奶。 2.Put the potatoes in a pot and boil them until they are soft.把土豆放進鍋里煮,直到煮軟。
教學重點 1.學生認識并熟練掌握與食物和烹飪相關的基礎詞匯。 2.學生能掌握字母o和字母組合oa、ou、ow、ear、air、are、ure、our、sk、sch、st、sp、str在單詞中的發音規則。
教學難點 1.學生能聽懂關于制作食物的對話,準確完成相關聽力任務。 2.學生能正確運用所學詞匯和順序副詞描述簡單食物的制作過程。
◇教學過程◇
Step 1 Leading in
　　Greet the class and start a free talk.Ask students some questions:“What’s your favourite food Do you know how to make it ” Let students share their ideas briefly.
Step 2 Work on 1a
1.Ask students to look at the instructions and pictures in 1a.Explain the meaning of all instructions if necessary.Then ask them to match the instructions with the pictures.
2.Check the answers together.Invite students to read the instructions aloud to reinforce the vocabulary.
Step 3 Work on 1b-1c
1.Play the recording for the first time.Ask students to listen carefully and tick the ingredients they hear in 1b.
2.Play the recording again.Ask students to number the instructions in 1c.
3.Check the answer together.
Step 4 Work on 1d
1.Divide students into pairs.Ask them to talk about how to make mashed potatoes in their own words,using the instructions and sequence words.Walk around the classroom to monitor students’ conversations and offer help if they have any problems.
2.Then invite several pairs to share their conversations in front of the class.
Step 5 Work on Pronunciation 1
1.Play the recording of the words in Pronunciation 1.Ask students to listen and repeat,focusing on the differences in pronunciation.
2.Ask students to add one more word to each group by themselves.Then let them share their words with the class,emphasizing the correct pronunciation.
◇教學反思◇
　　本課時從學生熟悉的食物話題引入,學生參與度較高。但在聽力練習中,部分學生對一些關鍵詞的捕捉不夠準確,影響聽力任務的完成。在運用順序副詞描述食物制作過程時,部分學生對順序副詞的使用不夠熟練,出現表達錯誤。后續教學需加強聽力訓練,增加對順序副詞的練習,強化學生的語言運用能力。
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1 / 1第二課時　Section A (2a-2d) & Pronunciation 2
◇目標導航◇
類別 課時要點
重點單詞 bowl n.碗;缽;盆 heat v.加熱;變熱 n.熱;溫度;炎熱天氣 oil n.食用油;石油;燃油 simple adj.簡單的;樸素的 instructions n.(pl.)用法說明;操作指南
重點短語 do with處理 put sth back將……放回 mix...with...(使)……和……混合 steamed fish清蒸魚 hot and sour soup酸辣湯
重點句型 1.Hey Teng Fei,can you teach me how to cook a popular Chinese dish 嘿,滕飛,你能教我做一道受歡迎的中國菜嗎
重點句型 2.What should we do with the tomatoes and eggs 我們該怎么處理西紅柿和雞蛋呢 3.Finally,put the eggs back into the pan and mix them with the tomatoes.最后,把雞蛋放回鍋里,和西紅柿混合在一起。
教學重點 1.學生能深入理解關于制作中式菜肴的對話內容,并準確回答相關問題。 2.學生能熟練使用順序副詞和所學詞匯詳細描述復雜菜肴的制作過程。
教學難點 學生能準確掌握 what 和 how 引導的感嘆句的結構,在實際表達中正確運用。
◇教學過程◇
Step 1 Leading in
1.Greet the class.Review the vocabulary of food and cooking learnt in the last class by asking students to describe a simple food making process.
2.Show a picture of a delicious dish and ask students some questions:“What do you think of this dish How can we express our feelings about it ”
Step 2 Work on 2a
1.Ask students to listen to the conversation and fill in the blanks.
2.Check the answers and have students read the conversation aloud.
Step 3 Work on 2b
1.Ask students to read the conversation in 2a and complete the recipe in 2b.
2.Check the answers and explain some useful language points in the conversation.
Step 4 Work on Pronunciation 2
1.Play the second part of the pronunciation recording.Ask students to listen and repeat,paying attention to the intonation and pauses.
2.Explain how intonation and pauses can affect the meaning and fluency of the sentences.
Step 5 Work on 2c-2d
1.Ask students to listen to the conversation again and role play it in pairs,focusing on the intonation and pauses.
2.Divide students into pairs.Ask them to talk about another dish they can make and describe the cooking process by using the given information from 2d.Walk around to listen to their conversations and offer guidance.
3.Choose several groups to share their conversations with the class.Give them some positive feedback.
◇教學反思◇
　　通過本節課的學習,學生對描述食物制作過程和感嘆句的理解和運用有了一定的提升,但在描述復雜菜肴制作過程時,部分學生描述不夠準確。后續教學應提供更多拓展性的練習,幫助學生豐富描述的角度,加強對感嘆句結構的記憶和練習。
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1 / 1第三課時　Grammar Focus
◇目標導航◇
類別 課時要點
重點單詞 mess n.臟亂;凌亂 pretty adj.漂亮的;美麗的 adv.相當;十分;非常 Christmas n.圣誕節 pancake n.烙餅;薄餅
重點單詞 dream n.夢想;夢 v.(dreamt/dreamed)做夢;夢見;夢想 university n.(綜合性)大學;高等學府
重點短語 go boating去劃船
重點句型 1.What an amazing smell (it is)!這味道太香了! 2.How delicious the dish looks!這道菜看起來太美味了!
重點句型 3.It feels like yesterday that she started high school.感覺她上高中就像是昨天的事。
教學重點 1.學生能夠識別并理解句子中的感嘆句,進一步鞏固感嘆句的用法。 2.學生能運用所學知識完成各種與感嘆句相關的練習。
教學難點 1.學生在實際運用感嘆句時,能準確把握 what和how的選擇,避免混淆。 2.引導學生在不同情境下,靈活運用感嘆句表達恰當的情感
◇教學過程◇
Step 1 Leading in
1.Greet the class and review the exclamatory sentences by asking students to make sentences using what and how.
2.Write some incorrect exclamatory sentences on the blackboard and ask students to find the mistakes.
Step 2 Work on 3a
1.Ask students to read the sentences in 3a.Ask them to notice the exclamatory sentences and discuss how to make exclamatory sentences with what or how.
2.Have a class discussion.Ask students to explain the formation and usage of each exclamatory sentence in the examples.Encourage them to share their understandings.
Step 3 Work on 3b
1.Ask students to change the sentences in 3b into exclamatory sentences.Let them work individually and then check their answers with a partner.
2.Invite several students to share their answers with the class.Correct any mistakes and give feedback.Explain the reasons for the correct forms.
Step 4 Work on 3c
1.Ask students to complete the conversations in 3c using the correct exclamatory sentences.Walk around to help students if they have difficulties.
2.Check the answers.Ask students to read the completed conversations aloud.Then ask them to make up similar conversations using exclamatory sentences.
◇教學反思◇
　　本課時通過多種練習方式鞏固了學生對感嘆句的掌握,但在實際運用時,部分學生仍會出現 what 和 how 使用錯誤的情況。在不同情境下靈活運用感嘆句表達情感方面,學生也存在不足。后續教學需針對學生的薄弱環節,增加專項練習,提高學生運用感嘆句的準確性和熟練度。同時,可以創設更多真實情境,讓學生在實際交流中更好地運用感嘆句。
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