基础模块1（2023-2024修订版）Unit 6 Food and Drinks课时公开课一等奖创新教学设计（3份打包）

基础模块1（2023-2024修订版）Unit6FoodandDrinks课时公开课一等奖创新教学设计（3份打包）课时教学设计

CultureUnderstanding&GroupWork

授课类型新授课授课课时2课时

学习目标

素质目标LeadthestudentsrealizetheimportanceoftheInternetapplicationandthepossibleharmofunhealthyonlinehabitssoastomakeuseoftheInternetproperly.

知识目标Studentsareabletounderstandthepassageaboutfoodcultureandfindoutthedifferentcharacteristicsoffoodcultureindifferentcountries.

能力目标1.Studentscandescribethefoodcultureintheappropriatelanguage.2.Studentscanchooseaproperrestaurantandgivereasonsforchoosingit.

教学重难点及解决方法

教学重点Masterthewordsandvocabularies:basedon/SmartGlobe/InternetofThings(IOT)/Process/comeupwith/Concern/Healthcare/smarttrashcans/smartbikesystemsUnderstanddifferenttypesoffoodculture.

教学难点CompletetheplanofhavingdinnerwithtwoFrenchguestsaccordingtotherelevantrequirements.

教学方法SituationTeachingMethod;CommunicativeApproach；Discussion;GuidedMethodofReading

教学实施过程

一、课前探究

教学内容教师活动学生活动设计意图及教学资源教学资源

RevisionThinkanddiscuss1.WordsRevisionTheteacherguidesthestudentstoreadaloud,memorizethewordsandphrases,andcheckthestudents'mastery.2.Showsomepicturesaboutdifferentkindsoffoodanddrinksanddiscussthefollowingquestions:HaveyouevertriedanyfoodfromothercountriesIfyouhave,shareyourexperiencewithyourclassmates.1.Studentsreadandreviewwordsandphrases.2.Studentswatchthepictures.Then,theyhaveadiscussionaboutthequestions.Thensharetheiranswers.复习前面所学的词汇和表达，巩固所学，同时为下面的学习扫清词汇障碍。通过图片展示，让学生直观的感受不同国家不同的饮食文化，小组合作进行探究。Textbook;PPT;Multimediadevices

二、课中教学

Step1：Cultureunderstanding

教学内容教师活动学生活动设计意图及教学资源教学资源

CultureunderstandingpassageTask1:FastreadingAskstudentstolookthroughthepassagetoanswerthetwoquestions:WhatdosethepassagetellaboutHowmanykindsoffoodarementionedinthepassageChecktheanswers.Task2:DetailedReadingAskstudentstoreadthetextagaintofillouttheformtocomparethefood.Checktheansweranddiscuss:WhatarethesimilaritiesanddifferencesbetweenJiaoziinChinaandGermanyTask3:KeylanguagepointsanalysisTheteacherleadsthestudentstosortouttheimportantknowledgepointsofthearticle,andthenexplainthebasicusageofthekeypoints.1.Studentsreadthetextquicklytofindthemainidea.2.Readthetextcarefullytosortoutkeyinformationtofillthetable.3.StudentshaveagroupdiscussionaboutthesimilaritiesanddifferencesbetweenChinesejiaoziandGermandumplings.

3.Learnthelanguagepointsandtakenotes.学生通过阅读关于Tony的饮食经历，明白不同的国家拥有不同的饮食文化。通过阅读可进一步思考饮食文化形成的原因和意义，更好地理解饮食文化的差异性，从而形成对饮食文化的基本认知和尊重饮食文化差异的基本素养。Textbook;PPT;Multimediadevices

Step2：GroupWork

教学内容教师活动学生活动设计意图及教学资源教学资源

Chooseaproperrestaurant1.Teacherexplainsthebackgroundsituation:chooseaproperrestaurantforyourtwoFrenchcustomerswhowillvisityourcompany.2.Askstudentstoreadtheadsforthreerestaurants.Readandworkingroupstofindoutthefactors3.Discussion:WorkingroupstodiscussthebestrestaurantforthedinnerandtotelltheReasonsintermsofthelocation,price,foodandsoon.Studentsshould1.Understandthesituationprovided.

2.readthegiveninformationandthenworkingroupstofindoutthefactorstocompletethetable.

3.Discusstochoosethebestrestaurantandgivereasons.本环节通过设置真实的真实情境，给学生创造机会来运用所学知识。通过阅读，学生认识到饮食文化是我国传统文化的重要组成部分，理清选择餐馆的要素，思考选择合适的餐馆，撰写晚餐计划。

Textbook;PPT;Dictionary;Multimediadevices.

Step3：Write

教学内容教师活动学生活动设计意图及教学资源

WriteanemailtoyourmanagerMrLiaboutyourdinnerplan.Task1:reviewtheinformationtheyhavelearnedinActivity10andsummarizethefactorsthatneedtobeconsideredwhendesigningadinnerplan.Task2:WriteanemailtoyourmanagerMrLiaboutyourdinnerplantostatewhyyouchoosetherestaurant.Task3.Grouppresentation:shareyoursuggestionandmakemutualcomments.1.Trytosortoutthekeyinformationofchoosingarestaurant.2.Writeaanemailaboutyourdinnerplantotellwhichrestauranttochooseandwhy.3.showtheirideastoothergroupmembersandmakemutualcomments.通过回顾选择餐馆的五个要素，梳理关键信息，写一封电子邮件来说明晚餐计划。此活动可以进一步巩固所学知识，同时培养学生的语言实际运用能力。

Step4：Summaryandreview

教学内容教师活动学生活动设计意图及教学资源

Thevocabulary,phrases,andsentencestructureslearnedinthislessonTeachersguidestudentstomakeamind-mapofthekeywordsandexpressionsinthepart.Studentssummarizethecontentlearnedinthislessonandsharetheiropinions.Improvestudents’readingandwritingabilitiesTextbook;PPT;Multimediadevices

三、课后提升

教学内容教师活动学生活动设计意图及教学资源

Reviewthelanguagepointslearnedinthislessonandpractice1.Teachersassignappropriatehomeworktostudentstoreviewtheknowledgeofthislesson2.askstudentstodoasurveyaboutthethreerestaurantneartheschoolandwriteashortpassageaboutpletehomeworkandreviewknowledgepointsinthislessonImprovestudents’readingandwritingabilitiesTextbook

反思与诊改课时教学设计

ReadingandWriting

授课类型新授课授课课时2学时

学习目标

素质目标Bytheendoftheclass,studentswillbeabletoconsiderthefactorswheneatingout.

知识目标Readandunderstandthepassageabouthowtochoosearestaurantandextractkeyinformation.Graspthebasicstructureandwritingpointsofthereasonsforchoosingarestaurant.

能力目标Talkaboutchoosingarestaurantwiththewordsandexpressionslearnedinthisunit.Beabletochoosethemostsuitablewayofdiningandgivetheproperreasons.

教学重难点及解决方法

教学重点Vocabularyandexpressionsthatareoftenusedwhenpeopledescribefoodanddrinks:unwise/variety/various/well-done/wisely/apartfrom/beableto/contributeto...

教学难点Sortoutinformationfromatextandsummarizethemainidea,anduseappropriatevocabularyandsentencepatternstodescribeeatingout.

教学方法讲授法，谈论法，练习法，讨论法

教学实施过程

一、课前探究

教学内容教师活动学生活动设计意图及教学资源教学资源

WordsandExpressions1.Guidestudentstoreviewthekeysentencepatternslearninlastclass2.Presentnewwordsandexpressions.1.Studentsreviewthewordsandsentences.2.Readfollowingtheteacheraloud.设计意图：巩固本单元的重点句式。帮助学生提前熟悉本部分生词的含义和读音，为完成本单元的课堂任务扫清部分障碍；教学资源：WordsandExpressions音频

二、课中教学

环节1：Lead-in(15分钟)

教学内容教师活动学生活动设计意图及教学资源教学资源

Warming-upActivity9

Brainstorm:askthestudentslisttheplacestohavemeals.WheredoyouusuallygofordinnerDiscussion:Teacherguidesstudentstodiscusstheplacesofeatingout.andthinkaboutwhatarethefactorsweneedtoconsiderwhenchoosingarestauranttoeatout.WhatfactorswillyouconsiderwheneatingoutWhyInvitestudentstopresenttheiranswers.Listthetheplacestoeatoutbybrainstorming.Discussingroupsandshareanswersandgivepresentations.设计意图：通过本环节要求学生结合自身经历，列举日常生活中常见的外出就餐的地点，旨在通过关联学生个性化经验，激活原有语言知识，提升学习兴趣，为后续阅读活动做铺垫。同时引导学生对选择餐馆就餐时最关键的要素进行讨论，侧重培养学生的思维能力。

教学资源：教材，PPT

环节2：Whilereading

教学内容教师活动学生活动设计意图及教学资源

Unit6Activity10&11&12Task1:Readandchoose.Askstudentstoskimthepassagequickly,graspthegeneralideaofthetext.Andchoosethepropertitleofthepassage.ChecktheanswerandaskthemtoexplainthereasonsTask2:ReadandcompleteTheteacheraskstudentstoreadthemind-maptoknowthemissingpartofeachpart.leadsthestudentstoextractthefivefactorsofeatingoutandfillinthemindmapinactivity11.Theteacherchecksandgivesfeedback.Task3:ReadanddecideAskstudentstoreadthepassagecarefullyanddecidethestatementT&F.andgivetheirreasons.underlinethesupportingsentences.Task4Discussion:Apartfromthefactorsmentionedabove,whatelseshouldweconsiderRead(skim)andgetthemainideaandthetext.Topicsentences:Amongavarietyofreasonsforchoosingarestaurant,....Studentsreadthetextwiththepurposetofindoutthekeyinformationofthefivefactorsandfillinthemind-map.Readandunderstandthemeaningofthesentenceintheactivity,decideT&F.

4.Shareanswersofthediscussionwiththeclassandexplainreasons.

设计意图：本活动要求学生在掌握本单元所学的基础上，运用语言知识在具体情境中完成任务。学生通过快速阅读，归纳出文章主题，从而选出合适的标题；通过抓取关键信息，完成相应的思维导图，再到根据课文内筒判断正误，侧重培养学生掌握文章结构特点，归纳文章主题、掌握关键信息的阅读能力。教学资源：课本，PPT（词汇复习及拓展内容），网络图片

环节3：LanguagepointsAnalysis

教学内容教师活动学生活动设计意图及教学资源

Thelanguagepointsinthetext1.Askstudentstounderlinethekeywords,phrasesandsentences,andexplaintheirmeaningsandmainusages.Keywords：tendto,avarietyof,makethedecision,Apartfrom,alittlebitfurther,withinwalkingdistance…Sentences:Apartfromthequalityofthefood,wealsopayattentiontothecookingstyle.Spendingtoomuchmoneyoneatingisunwise.Wouldyouliketotry…Beitcozyornoisy,theenvironmentofarestaurantcontributesgreatlytoyourdiningexperienceTakenotesofthekeylanguagepoints.

设计意图：帮助学生突破本单元的重点单词、词组和句型。从而更好的理解文本，为后续撰写建议信做好知识储备。教学资源：课本，PPT

环节5：ReadandWrite

教学内容教师活动学生活动设计意图及教学资源

Activity13Writing1.Askthestudentstoreviewthenecessaryinformationandthestructureofthedialogueabouteatingout.2.GuidestudentstoreadthegiveninformationinActivity13andfindoutthefivecoreinformationtodecidewheretoeatout/howtochoosearestaurantbyusingthekeysentencesandexpressions.Thekeyfactorsincludeslocation,food,price,service,environment.3.Askstudentstoconductself-evaluationandmutualevaluationofwriting.Studentsreadthereadtheinformationandwriteasuggestion.Giveproperself-evaluationandmutualevaluationonthewriting.Reference:

本活动是在充分理解文章基础上的写作活动，要求学生通过对外出就餐的了解，借助本单元的重点词汇和句式,选择一条，参照示例写出判断其对错的理由。要求学生进行正误判断并撰写判断理由，侧重培养其对信息进行比较、分析、判断的思维能力和自主学习能力。通过使用恰当的词汇与矩形撰写选择餐馆的利用，锻炼语用能力。

三、课后提升

教学内容教师活动学生活动设计意图及教学资源

Reviewthelanguagepointslearnedinthislessonandpractice1.Teachersassignappropriatehomeworktostudentstoreviewtheknowledgeofthislesson.2.Remindstudentstousewhattheyhavelearnedtowriteashortpassageabouthowtochooseapletehomeworkandreviewknowledgepointsinthislesson设计意图：梳理本课主要内容，巩固核心词汇和表达方式。

教学资源：课本，黑板教学资源：练习册

反思与诊改课时教学设计

Listeningandspeaking

授课类型新授课授课课时2学时

学习目标

素质目标Bytheendoftheclass,studentswillbeabletolearnaboutthecultureofChineseandwesternfoodanddrinksandthebasictablemannerswhenorderingfood.ExplainChinesefoodculturetoforeigners.

知识目标learnsomewordsandexpressionsaboutfoodanddrinks.understanddialoguesandgetkeyinformationaboutfoodanddrinks.

能力目标usethevocabulariesandsentencestotalkaboutfoodanddrinksandorderfood.

教学重难点及解决方法

教学重点Vocabularyandexpressionsthatareoftenusedtodescribefoodanddrinks:cuisine,dining,factor,mushroom,proper,recommend,rare,ruin,spicy,various,eatout,cozy,mineralwater,pricerange…CanItakeyourordernowWouldyouliketohave/drink…...

教学难点Helpstudentstounderstanddialoguesaboutfoodanddrinks.2.Studentsareabletotabletotalkaboutfoodandorderfoodusingcommonvocabularyandsentencepatterns.

教学方法讲授法，谈论法，练习法，讨论法

教学实施过程

一、课前探究

教学内容教师活动学生活动设计意图及教学资源教学资源

Warming-up1.Demonstratewordsandexpressionsaboutfoodanddrinks：cozy,cuisine,dining,factor,mushroom…2.Correctstudents’mistakesinpronunciation.Studentslistentotherecordingandmatchthepersonintheconversationtotheiractivityorsituation.设计意图：1.帮助学生提前熟悉本单元生词的含义和读音，为完成本单元的课堂任务扫清部分障碍；2.激发学生对于单元话题的好奇心。教学资源：WordsandExpressions音频

二、课中教学

环节1：Lead-in

教学内容教师活动学生活动设计意图及教学资源教学资源

Theintroductionofthetopicfoodanddrinks:Unit6Activity1&2Task1.Discussion:Leadawholeclassdiscussionbyaskingthefollowingquestions:---Whatdoyouliketoeat---IsitdeliciousCanyousharewithus---WheredoyouusuallygofordinnerTask2.Lookandmatch.Presentsomepicturesofdifferentfoodanddrinksandletstudentslookthroughthepicturesandtalkaboutthemwiththesentencepatterns:Ilike_________.I’mabig_________lover.Idon’tlike_____.Ican’tstand________.Ilove___________._________ismyfavorite.Ihate___________.Task3.DiscussandlistAskthestudentstodiscusswiththepartnerandlistthefoodaboveintheactivity1intothecorrespondingforums.1.Studentsexpresstheiropinionswithinthegroup.2.Studentslookatthepicturesandtalkaboutthefoodanddrinks.3.sortthefoodintodifferentforums:设计意图：1.本环节通过师生问答、图片展示等活动，引出与饮食相关的词汇与句型。要求学生讨论饮食喜欢，表明饮食喜好，帮助学生掌握饮食偏好的语言表达，同事积累事务类词汇，为后续听说活动做准备。此活动通过罗列食物，培养学生的分析归纳能力。

Activity2，PPT-warmingup）

环节2：Listening

教学内容教师活动学生活动设计意图及教学资源教学资源

Unit6Activity3&4&51.ListenandtickBeforeplayingthelistening,askstudentstolookthroughthepicturestopredictthecontent.Thenplaytheaudit.Askthemtodecidewherethedialoguemayhappen.Then,checktheanswer.

2.Listenandchoose.Askthestudentstoreadthequestionandthethreeoptions.Askthemtopayattentiontothekeyinformationduringlistening.Then,playthelistening.Giveinstructions:Listentothefullconversationandchoosetherightanswer.Checkanswers(wholeclass).

3.ListenandcompleteReadingbeforelistening:Proposethereadingtask:studentsshouldreadthediarybeforelisteningtoknowtheinformationtobefilledintheblanks.Playtherecordandasktocompletethediary.Checktheanswers.4.Showthescriptandaskstudentstoreadthescriptaftertheaudio.Explainthekeywordsandexpressions,especiallytheconfusingpartduringthelistening.1.Studentslookatthepicturesbeforelisteningthenlistentothetapetotickouttheplacewherethedialoguehappened.Sharetheiranswers.LiXiaonianinviteshisco-workerstohishomeforlunch.2.Studentsreadthequestionsandthethreeoptions.Thenlistentothedialoguetofinishthetask.Sharetheanswer.

3.Studentsreadthediaryfirstandmakeclearoftheinformationtheyshouldgetwhilelistening.Getthemissingwordstofinishthediary.4.Readthescriptandgraspthekeywordsandtakenotesofthekeylanguagepoints.设计意图：通过图片预测对话情景，为之后的听力活动引出对话情境。然后听录音，捕捉关键信息和细节信息，尤其是通过听前快速浏览教材上的日记，推测所填写的信息，听的过程中记录关键词，补全日记，锻炼学生获取对话关键信息的能力，培养学生的语言交际能力。教学资源：课本，Activity3音频，PPT

环节3：ListeningandReading

教学内容教师活动学生活动设计意图及教学资源

Unit6Activity6

Listen,readandunderlineTeacherintroducesthebackgroundofthedialogue.Then,askthestudentstolistentothedialoguefirstandreadthedialoguefollowingtherecording,andtrytounderlinethesentencesrelatedtothesurveyduring.Finally,brieflyexplainsthekeyphrasesandsentencepatterns.recommend,rare,ruin,spicy,various,eatout,mineralwater,pricerangeWhatwouldyouliketohaveHowwouldyoulikeyour…Wouldyouliketotry…AnythingtodrinkTeacherinvitestwostudentstoreadthedialogueandmakecommentsontheirperformance.Studentsreadaftertherecordingandunderlinethesentencesrelatedtoorderingfoodwhilelistening.Understandtheimportantlanguagepointsandtakenotes.设计意图：本环节设计了以点餐为主题的听力后的第一个口语活动。通过听、读找出有关点餐的语句，分析重点短语和表达，掌握如何点餐，为接下来的情境输出做语言准备。

教学资源：课本，Activity6音频，PPT

环节4：Speaking

教学内容教师活动学生活动设计意图及教学资源

Unit6Activity7

Activity81.ImitateandpracticeTeacherdirectsthestudentstomakedialoguesaboutorderingfoodwiththehelpofactivity6andthegivensentencepatternsofactivity7.Askstudentstodopresentationandmakecomments.2.RoleplayTeacherprese