中职职业英语-基础英语模块第九单元教案.doc

点击职业英语教案
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课程名称
英语
授课班级

授课内容
Unit 9 Don’t eat it all.
授课学时
6
教学方法
交际法，小组讨论法，任务型学习法，反转翻转课堂教学法
教学目标
1 知识目标：掌握用来“询问数量”的基本词汇句型
2 能力目标：询问数量；做出指示、说明；读懂说明类短文；
掌握英文地址的写作技巧
3 情感目标：了解东西文化差异
教学重点
掌握用来“询问数量”的基本词汇句型
掌握英语食材名称和食谱
掌握英文地址的写作技巧
教学难点
掌握询问数量的词汇和句型
句子的重音
英文地址的写作
教学手段
多媒体、图片、黑板
教学过程
1. 学习目标
2. 热身活动｝（1学时）
3. 主题对话
4. 语法栏目 （1学时）
5. 词汇练习 （1学时）
6. 听力阅读 （1学时）
7. 阅读 （1学时）
8－11实用阅读及写作（1学时）
教学内容
Goals：.
Explain that in this unit they we are going to learn how to give instructions to prepare food.
Ask students if they like cooking. What kind of things do they like to cook?

Warm Up
A. Read the names of these ingredients.
Have students look at the illustration and point out the different foods.
Model the words for students to listen and repeat.
B. PAIR WORK You are making brownies. What ingredients do you need?
Choose ingredients above and make a list. You are making scrambled eggs
with tomatoes, too. What do you need? Make another list.
Answer key: brownies: flour, eggs, chocolate, salt
scrambled eggs with tomatoes: garlic, eggs, spring onions, tomatoes, salt, pepper, peanut oil
C. Listen. Circle the names of the ingredients you hear.
Tell students they are going to listen to a conversation and circle the ingredients listed
that they hear. Tell them not to worry about understanding everything, but to focus on the
key words (ingredients).
Answer key: chocolate, flour, butter, salt, sugar, eggs
Conversation
A. There isn’t any left.
Look at the story and listen.
Have students look at the photos and ask them“Who can you see?” and “What are
they doing?”
Responses:
Casey and Stacey
they’re making brownies
B. Discuss. What are the brownies for? What does Stacey want at the bakery?
Ask students “Why are Casey and Stacey making brownies?” and “Why does
Stacey ask if there’s a bakery open?”
Answer key: for Jason’s party
she wants to buy some brownies
brownies = small individual chocolate cakes
ounces n. [金融] 盎司，英两；安士（ounce的复数）
four ounces of sugar
A pound contains 16 ounces. 一磅等于16英两。

Grammar
Giving instructions
Tell students they are going to learn to give instructions to prepare food.
Imperative sentence
祈使句表命令、警告、提醒、建议、请求、叮嘱、号召等，谓语动词用原形。主语you通常省略，句末用叹号或句号。
Knock at the door before entering, please.进来时请敲门！（建议）
Try some of this juice---perhaps you’ll take it.尝点这种果汁，也许你会要。（建议）
Look out! There is a train coming.注意！火车来了！（提醒）
Wear strong shoes as we shall do a lot of walking. 请穿结实的鞋子，因为我们要走许多的路。（叮嘱）
Leave her where she is ! 让她留在原地！（命令）

A. Read the conversation on page 118. Underline the imperatives.
Have students work individually and underline all the affirmative and negative
imperative forms in the conversation.
Answer key: melt some chocolate and butter
mix the sugar and eggs;
add the chocolate
don’t eat it all
taste it
add the flour and baking powder
put it in a pan
B. PAIR WORK Look at the pictures. Take turns.
Give your partner cooking instructions.
On the board put the verbs from Exercise B in one column and the
following ingredients in another: sugar and eggs; water; vegetables;
scrambled eggs with tomatoes; bread; chocolate and butter.
Then elicit which cooking verbs match each ingredient.
Answer key:
slice = vegetables, bread;
melt = chocolate, butter;
stir-fry = vegetables, meat, fish;
pour = water;
mix = sugar, eggs, chocolate, butter;
boil = water, spaghetti
Asking about quantity and number
Write a list of countable and uncountable nouns on the board and the categories countable
and uncountable. For example: milk, eggs, potatoes, coffee, sugar, flour, hamburgers, apples.
Ask students to decide which type of noun each word is and to write it under the appropriate
category.

WORD BANK
a kilo of 200 grams of a bag of
a pint of a liter of a gallon of
Vocabulary in Context
Commenting on smell, taste, and look
Reinforce the vocabulary by asking students what flowers or perfumes smell good to them
and what foods taste good.
homemade = something you make; you don’t buy it.

A. Complete the sentences. Use look, smell, or taste.
Have students work individually to complete the dialogs using forms of look, smell, or taste, and then have them check their work with a partner. Remind them to use singular or plural forms.
Ask students if they think Casey and Stacey are being honest with Jason. Have them say
why or why not. Elicit that they don’t say the brownies are homemade, but when Jason
indicates that he thinks they are, they don’t correct him. Ask students to debate whether or
not that is being truthful, or to give their opinions about this situation.
Answer key: 1. Look, looks, smells, tastes
2. smell, taste, tastes
B. GROUP WORK Practice the conversations above.
Organize students into groups of three and have them take turns reading the different parts in
the dialog aloud.

The descriptive words in the box.

Listening in Context
A. Ken is at Jason’s party. He is talking to Ben and Annie. He is planning a trip. Listen.
Circle the cities on the map below as you hear them.
Have students look at the map. Ask students if they know which of the foods in the photos
(cheesecake, an apple, pizza, sourdough bread, lobster, coffee) are associated with which city
(ies) on the map.
Answer key: San Francisco, Seattle, Chicago, New York City, Boston
B. Listen again. Look at the map. Match the food with the cities.
Have students match the foods with the cities they think they go with by writing the letter of
the photo next to the appropriate city.
Answer key:
pizza—Chicago, New York
apples—Seattle
cheesecake—New York City
bread—San Francisco
lobster—Boston
coffee—Seattle
Reading
Recipes for great cooks
Before you read
A. GROUP WORK Discuss. Can you cook? Do you like to cook? What do you cook?
Ask each group who in their group likes to cook and what kind of dishes they like to prepare.
While you read
B. Read the recipe. Then put the ingredients in order.
Tell students they are going to read Phil’s recipe for homemade fried rice and they need to
number the ingredients in the order Phil uses them. As an example, have them read the
first sentence and ask them which ingredient from the list comes first.
After you read
C. GROUP WORK Discuss. How much time does it take to make the fried rice?
Write the answer on the recipe card. How many people does the recipe serve?
Does this recipe look good? Is it an easy recipe?
Answer key: 5–6 minutes once everything is all chopped up
and ready to cook; 4–6 people.
Writing
Before you write
A. PAIR WORK Think of a dish you love. Tell your partner about your dish. Where
do you eat it? Can you make it? What foods are in it? (If you don’t know, guess.)
Is it difficult to make? How much time does it take to make?
Organize students into pairs and tell them to think of a dish that they know how to prepare.
Write
B. Write about your favorite dish. Tell about the main ingredients.
Also tell about where you have this dish (at home? at a relative’s house?
at a restaurant?). Say why you like this dish.
Have students work individually to write about their favorite dish.
Tell them to use the prompts in the box as a guideline.
Have students bring ingredients for simple recipes to class and to give a demonstration,
as on a TV cooking show. The rest of the class should take notes as they watch the
demonstration. Enjoy!
Practical Reading: Addresses
A. Study the letter below.
Draw students’ attention to the layout of the letter, especially the position of the sender’s address
and the date.
Emphasize that it is important that letters have a neat and tidy appearance. Writing should
be in straight lines and paragraphs clearly delineated. Texts should be aligned to the left
only.
B. Layout of letters
1. Where is the sender’s address?
2. Where is the date?
3. Who is the letter to?
4. Who is the letter from?
5. How does the writer start the letter?
6. How does the writer end the letter?
7. What two reasons does the writer give for not having seen his friend?
8. What suggestion does the writer make?
Answer Key:
1. Top right corner
2. Under the address
3. Tom
4. Ben
5. Dear
6. Best wishes
7. Busy at work + visit from parents
8. Meet at 3 pm on Saturday at Starbucks and visit
new bookshop
Practical Writing: Addresses
A. Complete the following table with the words from the box.
Having studied section 9, students should be able to make an attempt at this exercise.

B. Pair Work
Ask students to think of different scenarios. Writing to a friend or member of their family
could be one. What if they were applying for a job and were asked to handwrite a letter?
What if they were working for a company and had to reply to a complaint or ask for
information? What other scenarios could they think of?
The purpose here is to start let students thinking about what would be appropriate language in
different circumstances.
Putting It Together
GROUP WORK List food under each category.
Have students look at the chart and make sure they understand the food categories by
asking them for examples of each.
Organize students into groups of three or four and tell them to list different examples under
each food group.
Write the categories on the board and invite volunteers from each group to add examples to
each category.
Summary
Giving instructions
Asking about quantity and number
Homework
To do exercise
Role play
Preview unit 10
Write about your favorite dish
Reflection after After classClass