Unit 6 Not Just Tasty ! Writing 教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 6 Not Just Tasty! Period 3 Writing Teaching Analysis 【Textbook Analysis】 This is the third period of Unit 6, focusing on process writing. The reading material introduces the steps for making zongzi, a traditional Chinese food. The lesson aims to teach students how to use imperative sentences and sequencing words to describe a process clearly and logically, applying this skill to write instructions for making zongzi. 【Student Analysis】 Students have read about food culture and are familiar with zongzi as a cultural item. They may have made or seen zongzi being made. They understand basic sentence structures but need explicit instruction on using imperative sentences for giving instructions and organizing steps coherently. They enjoy hands-on and visual learning. 【Teaching Focus & Difficulties】 Focus: 1. Understanding and using imperative sentences to give instructions 2. Using sequencing words (first, then, next, finally) to organize steps logically Difficulties: 1. Consistently using the correct verb form in imperative sentences (base form without subject) 2. Choosing appropriate sequencing words to show clear time order and avoid repetition Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to list the main steps and ingredients for making zongzi 2. Students will be able to understand the structure and function of imperative sentences Skills: 1. Students will be able to orally describe a simple process using sequencing words 2. Students will be able to write a short paragraph (5-6 sentences) giving instructions for making zongzi, using imperative sentences and sequencing words appropriately 【Process & Methods】 Through visual demonstration, reading analysis, sentence transformation practice, guided oral description, and scaffolded writing with peer feedback, students will progress from comprehension to controlled practice and finally to independent writing of a process paragraph. 【Affect, Attitude & Values】 To foster pride in Chinese traditional food culture, develop practical writing skills for giving clear instructions, and enhance logical thinking and sequencing abilities. To appreciate the craftsmanship behind traditional foods. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Context Setting & Vocabulary Activation Show pictures or a short silent video of zongzi being made. Ask students: “What food is this? When do people eat it?” Elicit “zongzi” and “Dragon Boat Festival”. Then, show pictures of the ingredients (bamboo leaves, sticky rice, filling, string). Teach or review these terms. Ask: “Do you know how to make it?” Get a few brief responses in Chinese or simple English. To create a vivid, culturally relevant context, activate prior knowledge and key vocabulary, and generate interest in the process to be described. step 2: Reading for Process & Step Identification Students read the text “How to make zongzi” individually. Their first task is to underline all the action verbs in the steps (prepare, boil, roll, add, wrap, tie, boil). Check together. Then, provide strips of paper with the steps in jumbled order. In pairs, students physically arrange them in the correct sequence based on the text. This kinesthetic activity reinforces step order. To ensure comprehension of the process details, engage students actively in reconstructing the sequence, and highlight the key action verbs that will form the basis of imperative sentences. step 3: Grammar Focus – Imperative Sentences Write the first few steps from the text on the board as examples (e.g., Prepare the sticky rice. Boil the bamboo leaves.). Ask students: “What do you notice about these sentences?” Guide them to see: no subject, verb in base form. Explain that these are imperative sentences, used for instructions, commands, or suggestions. Discuss why the subject “you” is omitted (it’s understood). Practice: Give students simple active sentences (e.g., You should cut the fruit.) and have them rewrite as imperatives (Cut the fruit.). To explicitly teach the grammatical form and function of imperative sentences, which are essential for instructional writing. Controlled practice helps solidify understanding and correct usage. step 4: Language Focus – Sequencing Words Introduce the four key sequencing words: First, Then, Next, Finally. Write them on the board. Model using them by verbally describing a very simple process students know well, like “How to make a cup of tea” (First, boil water. Then, put a tea bag in a cup. Next, pour hot water into the cup. Finally, wait for 2 minutes.). Then, ask students in pairs to use these words to describe another simple process, like “How to make instant noodles”. Monitor and provide support. To equip students with essential cohesive devices for organizing steps logically. Modeling and immediate practice with a familiar topic build confidence before applying them to the target writing task. step 5: Guided Writing & Peer Evaluation Return to the topic of zongzi. Provide a writing frame on the board or handout: “How to Make Zongzi. You need: ___. First, ___. Then, ___. Next, ___. Finally, ___.” Students work individually to write a paragraph based on the text, using imperative sentences and the sequencing words. Encourage them to use their own words if possible. After writing, students exchange papers with a partner. Partners check for: 1) Are all steps included? 2) Are sentences imperative (no subject)? 3) Are sequencing words used? They give one compliment and one suggestion. Teacher collects final drafts. To scaffold the writing task with a clear structure, promote independent application of learned grammar and vocabulary, and incorporate peer feedback to develop editing skills and collaborative learning. Assessment & Reflection 【Assessment】 Formative: Observation during step sequencing and pair description activities, accuracy in sentence transformation practice Summative: Quality of the final written paragraph (completeness of steps, correct use of imperative sentences and sequencing words) 【Reflection】 For Step 1, ensure the video or pictures clearly show the steps. In Step 2, the jumbled strips activity works well for kinesthetic learners. In Step 3, some students might add “please”; explain that “please” makes it polite but the structure is still imperative. During writing, provide a word bank of verbs (prepare, wash, boil, roll, add, wrap, tie) for weaker students. Peer evaluation should be guided with clear criteria to be effective. 学科网（北京）股份有限公司 $