资源简介

课时教学设计
Culture Understanding & Group Work
授课类型 新授课 授课课时 2课时
学习目标
素质目标 Lead the students realize the importance of the Internet application and the possible harm of unhealthy online habits so as to make use of the Internet properly.
知识目标 Students are able to understand the passage about food culture and find out the different characteristics of food culture in different countries.
能力目标 1.Students can describe the food culture in the appropriate language. 2.Students can choose a proper restaurant and give reasons for choosing it.
教学重难点及解决方法
教学重点 Master the words and vocabularies:based on/Smart Globe/Internet of Things (IOT)/Process/come up with/Concern/Healthcare/smart trash cans/smart bike systems Understand different types of food culture.
教学难点 Complete the plan of having dinner with two French guests according to the relevant requirements.
教学方法 Situation Teaching Method;Communicative Approach；Discussion;Guided Method of Reading
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
Revision Think and discuss 1.Words Revision The teacher guides the students to read aloud, memorize the words and phrases, and check the students' mastery. 2.Show some pictures about different kinds of food and drinks and discuss the following questions: Have you ever tried any food from other countries If you have, share your experience with your classmates. 1.Students read and review words and phrases. 2.Students watch the pictures.Then, they have a discussion about the questions. Then share their answers. 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; Multimedia devices
二、课中教学
Step1：Culture understanding
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
Culture understanding passage Task 1: Fast reading Ask students to look through the passage to answer the two questions : What dose the passage tell about How many kinds of food are mentioned in the passage Check the answers. Task2: Detailed Reading Ask students to read the text again to fill out the form to compare the food. Check the answer and discuss: What are the similarities and differences between Jiaozi in China and Germany Task 3:Key language points analysis The teacher leads the students to sort out the important knowledge points of the article, and then explain the basic usage of the key points. 1.Students read the text quickly to find the main idea. 2. Read the text carefully to sort out key information to fill the table. 3.Students have a group discussion about the similarities and differences between Chinese jiaozi and German dumplings. 3.Learn the language points and take notes. 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; Multimedia devices
Step2：Group Work
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
Choose a proper restaurant 1.Teacher explains the background situation: choose a proper restaurant for your two French customers who will visit your company. 2.Ask students to read the ads for three restaurants. Read and work in groups to find out the factors 3.Discussion: Work in groups to discuss the best restaurant for the dinner and to tell the Reasons in terms of the location, price, food and so on. Students should 1.Understand the situation provided. 2.read the given information and then work in groups to find out the factors to complete the table. 3.Discuss to choose the best restaurant and give reasons. 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; Multimedia devices.
Step3：Write
教学内容 教师活动 学生活动 设计意图及教学资源
Write an email to your manager Mr Li about your dinner plan. Task 1: review the information they have learned in Activity 10 and summarize the factors that need to be considered when designing a dinner plan. Task 2: Write an email to your manager Mr Li about your dinner plan to state why you choose the restaurant. Task 3. Group presentation: share your suggestion and make mutual comments. 1.Try to sort out the key information of choosing a restaurant. 2.Write a an email about your dinner plan to tell which restaurant to choose and why. 3. show their ideas to other group members and make mutual comments. 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。
Step 4：Summary and review
教学内容 教师活动 学生活动 设计意图及教学资源
The vocabulary, phrases, and sentence structures learned in this lesson Teachers guide students to make a mind-map of the key words and expressions in the part. Students summarize the content learned in this lesson and share their opinions. Improve students’ reading and writing abilities Textbook; PPT; Multimedia devices
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
Review the language points learned in this lesson and practice 1.Teachers assign appropriate homework to students to review the knowledge of this lesson 2. ask students to do a survey about the three restaurant near the school and write a short passage about plete homework and review knowledge points in this lesson Improve students’ reading and writing abilities Textbook
反思与诊改课时教学设计
Reading and Writing
授课类型 新授课 授课课时 2学时
学习目标
素质目标 By the end of the class, students will be able to consider the factors when eating out.
知识目标 Read and understand the passage about how to choose a restaurant and extract key information. Grasp the basic structure and writing points of the reasons for choosing a restaurant.
能力目标 Talk about choosing a restaurant with the words and expressions learned in this unit. Be able to choose the most suitable way of dining and give the proper reasons.
教学重难点及解决方法
教学重点 Vocabulary and expressions that are often used when people describe food and drinks: unwise /variety /various /well-done /wisely/ apart from/ be able to /contribute to ...
教学难点 Sort out information from a text and summarize the main idea, and use appropriate vocabulary and sentence patterns to describe eating out.
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
Words and Expressions 1.Guide students to review the key sentence patterns learn in last class 2.Present new words and expressions . 1.Students review the words and sentences. 2. Read following the teacher aloud. 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：Words and Expressions 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-up Activity 9 Brainstorm: ask the students list the places to have meals. Where do you usually go for dinner Discussion: Teacher guides students to discuss the places of eating out. and think about what are the factors we need to consider when choosing a restaurant to eat out. What factors will you consider when eating out Why Invite students to present their answers. List the the places to eat out by brainstorming. Discuss in groups and share answers and give presentations. 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：While reading
教学内容 教师活动 学生活动 设计意图及教学资源
Unit 6 Activity 10 &11&12 Task 1:Read and choose. Ask students to skim the passage quickly, grasp the general idea of the text.And choose the proper title of the passage. Check the answer and ask them to explain the reasons Task 2: Read and complete The teacher ask students to read the mind-map to know the missing part of each part. leads the students to extract the five factors of eating out and fill in the mind map in activity 11. The teacher checks and gives feedback. Task 3: Read and decide Ask students to read the passage carefully and decide the statement T&F. and give their reasons. underline the supporting sentences. Task 4 Discussion: Apart from the factors mentioned above, what else should we consider Read (skim) and get the main idea and the text. Topic sentences: Among a variety of reasons for choosing a restaurant, .... Students read the text with the purpose to find out the key information of the five factors and fill in the mind-map. Read and understand the meaning of the sentence in the activity, decide T&F. 4.Share answers of the discussion with the class and explain reasons. 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：Language points Analysis
教学内容 教师活动 学生活动 设计意图及教学资源
The language points in the text 1.Ask students to underline the key words, phrases and sentences , and explain their meanings and main usages. Key words： tend to , a variety of , make the decision, Apart from, a little bit further,within walking distance… Sentences: Apart from the quality of the food, we also pay attention to the cooking style. Spending too much money on eating is unwise.Would you like to try… Be it cozy or noisy, the environment of a restaurant contributes greatly to your dining experience Take notes of the key language points. 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：Read and Write
教学内容 教师活动 学生活动 设计意图及教学资源
Activity 13 Writing 1.Ask the students to review the necessary information and the structure of the dialogue about eating out. 2.Guide students to read the given information in Activity 13 and find out the five core information to decide where to eat out/ how to choose a restaurant by using the key sentences and expressions. The key factors includes location, food, price, service, environment. 3.Ask students to conduct self-evaluation and mutual evaluation of writing. Students read the read the information and write a suggestion. Give proper self -evaluation and mutual evaluation on the writing. 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
Review the language points learned in this lesson and practice 1.Teachers assign appropriate homework to students to review the knowledge of this lesson. 2.Remind students to use what they have learned to write a short passage about how to choose a plete homework and review knowledge points in this lesson 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
Listening and speaking
授课类型 新授课 授课课时 2学时
学习目标
素质目标 By the end of the class, students will be able to learn about the culture of Chinese and western food and drinks and the basic table manners when ordering food. Explain Chinese food culture to foreigners.
知识目标 learn some words and expressions about food and drinks. understand dialogues and get key information about food and drinks.
能力目标 use the vocabularies and sentences to talk about food and drinks and order food.
教学重难点及解决方法
教学重点 Vocabulary and expressions that are often used to describe food and drinks : cuisine, dining, factor, mushroom, proper, recommend, rare, ruin, spicy, various, eat out, cozy, mineral water, price range… Can I take your order now Would you like to have/ drink ….. .
教学难点 Help students to understand dialogues about food and drinks. 2. Students are able to table to talk about food and order food using common vocabulary and sentence patterns .
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-up 1.Demonstrate words and expressions about food and drinks： cozy, cuisine, dining, factor, mushroom… 2.Correct students’ mistakes in pronunciation. Students listen to the recording and match the person in the conversation to their activity or situation. 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：Words and Expressions 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
The introduction of the topic food and drinks: Unit6 Activity 1&2 Task 1. Discussion: Lead a whole class discussion by asking the following questions : ---What do you like to eat ---Is it delicious Can you share with us ---Where do you usually go for dinner Task 2. Look and match. Present some pictures of different food and drinks and let students look through the pictures and talk about them with the sentence patterns: I like _________. I’m a big_________ lover. I don’t like _____. I can’t stand ________. I love___________. _________is my favorite. I hate___________. Task 3.Discuss and list Ask the students to discuss with the partner and list the food above in the activity 1 into the corresponding forums. 1.Students express their opinions within the group. 2.Students look at the pictures and talk about the food and drinks . 3. sort the food into different forums: 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。 Activity 2 ，PPT -warming up）
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
Unit 6 Activity 3&4&5 1. Listen and tick Before playing the listening, ask students to look through the pictures to predict the content. Then play the audit. Ask them to decide where the dialogue may happen. Then, check the answer. 2.Listen and choose. Ask the students to read the question and the three options. Ask them to pay attention to the key information during listening. Then, play the listening. Give instructions: Listen to the full conversation and choose the right answer. Check answers (whole class). 3.Listen and complete Reading before listening: Propose the reading task: students should read the diary before listening to know the information to be filled in the blanks. Play the record and ask to complete the diary. Check the answers. 4.Show the script and ask students to read the script after the audio. Explain the key words and expressions,especially the confusing part during the listening. 1.Students look at the pictures before listening then listen to the tape to tick out the place where the dialogue happened. Share their answers. Li Xiaonian invites his co-workers to his home for lunch. 2.Students read the questions and the three options .Then listen to the dialogue to finish the task. Share the answer. 3.Students read the diary first and make clear of the information they should get while listening. Get the missing words to finish the diary. 4.Read the script and grasp the key words and take notes of the key language points. 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，Activity 3 音频，PPT
环节3：Listening and Reading
教学内容 教师活动 学生活动 设计意图及教学资源
Unit6 Activity 6 Listen, read and underline Teacher introduces the background of the dialogue. Then, ask the students to listen to the dialogue first and read the dialogue following the recording, and try to underline the sentences related to the survey during. Finally, briefly explains the key phrases and sentence patterns. recommend, rare, ruin, spicy, various, eat out, mineral water, price range What would you like to have How would you like your… Would you like to try… Anything to drink Teacher invites two students to read the dialogue and make comments on their performance. Students read after the recording and underline the sentences related to ordering food while listening. Understand the important language points and take notes. 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，Activity 6 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
Unit 6 Activity 7 Activity 8 1.Imitate and practice Teacher directs the students to make dialogues about ordering food with the help of activity 6 and the given sentence patterns of activity 7. Ask students to do presentation and make comments. 2.Role play Teacher present the dialogue context and guide the students to read the related information in the activity, and list the expressions and sentences that might be used. Teacher does a demonstration to lead the students to make up dialogues and practice. Choose some of the students to do presentation and guide others to make peer comments. 1.Students make dialogue with partners about ordering food with the sentence patterns in the activity and then do the presentation. Students read the information in Activity 8 carefully to make up new dialogues to order food with partners in activity 8 . Then, they practice the dialogue and do the presentation. Make peer comments. 设计意图： 1.在教材活动6餐厅点菜对话范本语料的基础上进行替换划关键词的对话模仿练习，要求学生运用有关饮食的词汇与句型完成与同伴进行点餐活动的对话练习，侧重培养学生的语言学习迁移能力。 2.借助拓展情境，运用已经掌握了的关于餐厅点菜的基本语言表达进行综合性口语表达活动的练习，侧重培养学生将语言知识和口语表达技能迁移到实际语境中。 教学资源：课本，PPT，黑板
环节5：Summary
教学内容 教师活动 学生活动 设计意图及教学资源
Words and expressions Guide students to create a mind map showing the key vocabulary and expressions about food and drinks and ordering food. Review and consolidate the key vocabularies and sentences to carry out language practice so as to promote their communication and interaction. 设计意图： 梳理本课主要内容，巩固核心词汇和表达方式。 教师更全面了解学生本节听说课的学习情况、掌握程度，以便判断如何分层次布置作业，以及是否需要课外辅导，后续课程如何开展等。 教学资源：课本，黑板
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
Scripts of dialogues for Activity 3 and 6; Workbook. 1.Provide scripts text and audio clips. Assign homework. 2.Ask to make a dialogue about inviting your friend to have dinner together. Listen and read the two dialogues aloud at least three times. Recite the key sentences about ordering food. Make up a dialogue about inviting friends for dinner. 设计意图： 复习巩固本课目标语言 2.通过编写邀请朋友一起用餐的对话，将所学内容真正应用在生活中，巩固所学话题内容。 教学资源：对话原文文本及录音，练习册
反思与诊改

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