点击职业英语教案教研室：教师姓名：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 buttermix the sugar and eggs;add the chocolatedon’t eat it alltaste itadd the flour and baking powderput it in a panB. 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 thefollowing 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, spaghettiAsking about quantity and numberWrite 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 BANKa kilo of 200 grams of a bag ofa pint of a liter of a gallon ofVocabulary in ContextCommenting on smell, taste, and lookReinforce the vocabulary by asking students what flowers or perfumes smell good to themand 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 saywhy 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 whethe r ornot that is being truthful, or to give their opinions about this situation.Answer key: 1. Look, looks, smells, tastes2. smell, taste, tastesB. 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 ContextA. 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, BostonB. 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 Yorkapples—Seattlecheesecake—New York Citybread—San Franciscolobster—Bostoncoffee—SeattleReadingRecipes for great cooksBefore you readA. 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 readB. 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 thefirst sentence and ask them which ingredient from the list comes first.After you readC. 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 upand ready to cook; 4–6 people.6. Best wishes7. Busy at work + visit from parents8. Meet at 3 pm on Saturday at Starbucks and visitnew bookshopPractical Writing: AddressesA. 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 WorkAsk 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 let students think about what would be appropriate language in different circumstances.Putting It TogetherGROUP WORK List food under each category.Have students look at the chart and make sure they understand the food categories byasking 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。
