资源简介

备课教案（1）
学习情境、项目名称 美味零距离，服务全方位
学习情境、项目任务 Unit 6 Not Just Tasty! ---Warming up, Listening ＆Speaking
学习地点 互动智慧实训室 学时 2
学习资源 （设备、材料、工具） 多媒体设备、PPT课件、世界美食视频、音频、图片（中餐馆和西餐馆的菜单）、点餐视频、雨课堂、微信、抖音等
教材用书 “十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），闫国华主编，外语教学与研究出版社，2021年7月
班 级 授课时间 星 期 节 次
****** / / /
/ / / /
学情分析 经过上学期的学习，学生的基本功也有一定的上升，大部分学生思维活跃，勇于表现自己，渴望对自己相关专业的英语进行一定的提升。但是总体水平来说，学生的基础还是相对较差，单词记不住，阅读不认识单词、语法难一点就不想学，没有信心，心有余而力不足。
学 习 目 标 知识 Students will be able to master some words and expressions about food . 2.Students will be able to understand conversations about ordering.
技能 Students will be able to use words and sentence patterns appropriately to order in English and talk about favourite food.
素质 1. Understand the diversity of the world’s cuisine ,and the culture behind it . 2. Understand the differences between Chinese and foreign diets,broaden your international horizons.
重点与难点 重点：Students will be able to master some words and expressions about food .Students will be able to understand conversations about ordering. 难点：Students will be able to use words and sentence patterns appropriately to order in English and talk about favourite food.
备课教案（续页）
课前学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Warm-up Play a game 2. A video of world food 1.Play a game:Good memory! 2.Play a video of world food,and ask Ss to learn the words of famous food in different countries. 1.Play a game:Good memory! 2. Watch a video of world food,and learn the words of famous food in different countries. 1.回顾单词，做好新旧知识的衔接。 2.在轻松的氛围中了解世界美食，调动学生积极性，同时激活学生已有的相关词汇。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Pre-listening 1.Listen and match 2.A questionnaire 1.Play the recording，and ask Ss to listen, match the words with pictures, and number the pictures based on the recording in Activity One. 2.Release a questionnaire. 1.Listen, match the words with pictures, and number the pictures based on the recording in Activity One. 2.Finish the questionnaire by We-chat . 1.培养学生在听的过程中获取关键信息的能力；通过给图片排序，使学生在看图、识词的基础上，专注于听力内容。 2.调查学生在美食方面的选择。--雨课堂、微信
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
While- listening Listen and complete Show a Chinese restaurant menu and a western restaurant menu, and ask Ss to compare the two menus. Look at a Chinese restaurant menu and a western restaurant menu, and compare the two menus. 通过比较中西餐的菜单，帮助学生了解中西饮食在食物、烹饪方式、上菜顺序等方面的不同，并为接下来的听力做好铺垫。
2.Play the recording of the dialogue in Activity Four and ask Ss to take down notes by using key words and marks. 2.Listen to the dialogue in Activity Four and take down notes by using key words and marks. 2.在听的过程中，运用关键词、符号等记笔记的策略，记录关键词或重要信息。
3.Ask Ss to listen again and write down the food Lyn and Joe have ordered. 3.Listen again and write down the food Lyn and Joe have ordered. 3.训练学生获取听力材料细节和关键信息的能力。
Ask Ss to watch the video of the dialogue. 4.Ask Ss to watch the video of the dialogue. 4.把听力内容带进真实情境，为下一环节做好准备。
Post-listening Work in pairs 1. Ask Ss to discuss and work in pairs to do a role-play as required in Activity Five, one as a customer and the other as a waiter/waitress. 1.Discuss and work in pairs to do a role-play as required in Activity Five, one as a customer and the other as a waiter/waitress. 1.根据所给提示，创设情境分角色练习点餐，提升学生综合运用语言的能力。
2.Hold a sharing session on ordering the food. Some pairs are invited to perform and share their dialogues; others listen carefully and write down the food ordered. 2.Some pairs are invited to perform and share their dialogues; others listen carefully and write down the food ordered. 2.搭建展示平台，展示内容转换为新的听力材料，提高学生注意力和课堂参与度，进一步复习相关词句，也有助于同学之间相互模仿和学习。
Summary Help Ss to try to sort out the language points of today. Try to sort out the language points of today. 梳理板书内容，高效整理本课思路，归纳知识点。
课后学习
教师答疑 教师利用教学平台对学生开展课后答疑。
教学拓展 让学生采取小组合作的方式将课后作业情况反馈到教学平台，检验学生完成作业的质量及效率。
任务布置 Ss work in pairs and shoot a video about their dialogue in Activity Five, reviewing the important expressions and sentences learnt in this class.
诊断与反思
效果评价
教学反思
备课教案（2）
学习情境、项目名称 美食零距离 服务全方位
学习情境、项目任务 Unit 6 Not Just Tasty!U6 Reading and writing
学习地点 互动智慧实训室 学时 2
学习资源 （设备、材料、工具） 多媒体设备、PPT课件、世界美食视频、音频、图片（汤圆 月饼等）、微信等
教材用书 “十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），闫国华主编，外语教学与研究出版社，2021年7月
班 级 授课时间 星 期 节 次
22高星饭 / / /
/ / / /
学情分析 由于学校性质的不同，学生群体父母外出务工居多，学习习惯低下，英语水平参差不齐，有的有一定的基础知识，但绝大多数同学的英语基础相当于零，很多同学字母还不能规范书写，语音有许多纠正的地方，教师在组织教学时，要充分发挥学生主动参与意识，调动起每一位学生的积极性，满足学生的表现欲望。
学 习 目 标 知识 能够正确理解并梳理有关饮食文化的语篇内容，认识并简要介绍饺子在中国、葡萄在西班牙、腊肠扁豆在意大利、豆子在阿根廷的特殊意义。
技能 能够分析与饮食文化相关的说明文的逻辑结构和行文特点， 联系实际，有逻辑、有条理地介绍自己熟悉的中华美食及 其蕴含的特殊含义。
素质 能够了解各国食物背后的寓意和蕴含的文化，拓宽视野，增强跨文化理解能力，培养对中国饮食文化的热爱并促进其传播。
重点与难点 掌握用来描述食物寓意和文化的表达，如consider...a symbol of ..., symbolize, represent, stand for等。 描述某个国家的典型饮食及其特殊含义。
备课教案（续页）
课前学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Warm-up T shows the picture of tangyuan or dumplings made of glutinous rice flour served in soup and asks Ss the questions: Q1: When do we eat tangyuan Q2: What does tangyuansymbolize Ss work in groups to discuss Q2 and Q3 in Activity One before reading, and then share their ideas. 从学生熟悉的食物谈起，使其猜测美食背后的寓意，引入饮食文化的话题，提高学生学习的兴趣。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
reading T asks Ss to read fast and get the main idea of the text to answer Q1 in Activity One，then discuss in pairs and give a title to the text. After that they vote for the best title. Ss read the text carefully and catch the four foods mentioned in the text, and find out why people eat them and what they symbolize. 学生快速阅读，抓住文章主旨大意。学生根据文章内容给其加标题，提高学生的概括能力。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
While-reading T help Ss to try to guess the meaning of difficult words from the context. Ss discuss in pairs to express opinions on one of the four foods that they are interested in, and then complete the mind map in Activity Two. 能表达对所感兴趣的食物的观点；准确找出食物、对应的国家及其象征意义，借助思维导图厘清文本脉络。
T asks Ss to discuss together. Ss discuss in groups and talk about more Chinese food that have special meanings, such as zongzi, cross-bridge rice noodle, laba porridge, using the following key words and expressions: consider...a symbol of ..., symbolize, represent, stand for 小组合作，运用本课所学的关键词句，介绍更多蕴含文化含义的中国食物，用英语讲好中国饮食文化。
T holds a sharing session about Chinese food and culture. Some groups are invited to share their ideas. Ss read for a second time and check Some groups are invited to share their ideas. 搭建真实的口语输出平台，分享更多中国食物及其蕴含的文化，内化所学，提升综合运用语言的能力。
T asks Ss try to sort out the knowledge points of today. Ss try to sort out the knowledge points of today. 梳理所学内容，反思阅读策略，回顾语言知识中的重难点。
课后学习
教师答疑 教师利用教学平台对学生开展课后答疑。
教学拓展 让学生采取小组合作的方式将课后作业情况反馈到教学平台，检验学生完成作业的质量及效率。
任务布置 Homework: Ss are required to draw a mind map about a Chinese food and its special meaning based on their discussion
诊断与反思
效果评价
教学反思
备课教案（3）
学习情境、项目名称 美味零距离，服务全方位
学习情境、项目任务 Unit 6 Not Just Tasty! ---Around the World
学习地点 互动智慧实训室 学时 2
学习资源 （设备、材料、工具） PPT课件、多媒体设备、语音素材、视频拓展
教材用书 “十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），闫国华主编，外语教学与研究出版社，2021年7月
班 级 授课时间 星 期 节 次
22高星饭 / / /
/ / / /
学情分析 高一学生语言基础不够扎实，语法基础较薄弱，英语各方面应用能力不足；对单词含义理解不清晰，新单词记不住;对课堂上练习的内容听不懂、说不出、读不懂、写不出，独立完成课堂任务有困难，需要老师的协助；学生的平均学较弱，有些学生对英语学学习兴趣不大，导致放弃学习英语，有些学生缺乏自信，想学但缺乏正确的学习方法。
学 习 目 标 知识 1. To be able to learn the new words and and phrases and get the main idea. 2. To know the diversity of food in different countries.
技能 1. To develop reading skills,such as extensive reading and intensive reading. 2. To be able talk about their favorite food.
素质 1. To form good eating habits 2. To be more interested in learning English.
重点与难点 教学重点： 1. To master new words and phrases and get the main idea. 2. To master the reading skills 二．教学难点： 1. To develop good eating habits. 2. To make Ss be more confident in learning English.
备课教案（续页）
课前学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Warm-up Around the World T shows two pictures and invite Ss to guess T’s favorite food and lead in. Ss guess T’s favorite food. To improve Ss’s interest
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Pre-reading Around the World T shows three pictures and ask Ss to guess the main idea of the text. Ss guess the main idea of the text based on the given pictures. Guide Ss to predict the main idea correctly.
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
While-reading Around the World Extensive reading: T asks Ss to read the passage and find the maid idea of the passage.Then students need to learn the new words. Ss need to read the passage and find the maid idea of the passage.Then students need to learn the new words. To cultivate the Ss’ reading ability by extensive reading
Intensive reading:Ask Ss to read the text carefully to answer the following questions： 1.Where are the three popular foods from respectively 2.How long is the history of hotpot 3.What is the most famous paella in Spain 4.How many types of wurst are there in Germany Ss read the text carefully to answers some questions. To be able to get more details by Intensive reading
Post-reading Around the World Retelling: T asks Ss to retell the whole story in groups. Ss retelling the text To train Ss’ ability of expressing
T divides Ss into some groups to discuss the two questions: 1.What’s your favorite food 2.Why do you like it Work in groups two discuss two questions To train Ss’ ability of expressing
Show a short video and ask Ss to watch carefully and to find some good eating habits. After that,T asks Ss to discuss how to form good eating habits. Ss watch video and work in groups to discuss how to form good eating habits. To develop Ss’ good eating habits and live a healthy life.
课后学习
教师答疑 利用教学平台对学生进行答疑解惑
教学拓展 例举其他国家的最受欢迎食物
任务布置 Ss think discuss how good eating habits impact on our life and think about the connection between food and culture.
诊断与反思
效果评价
教学反思
备课教案（4）
学习情境、项目名称 美味零距离，服务全方位
学习情境、项目任务 Unit 8 Enjoy the Festivals---Warming up, Listening ＆Speaking
学习地点 互动智慧实训室 学时 2
学习资源 （设备、材料、工具） 多媒体设备、PPT课件、春节视频、音频、图片（中西传统节日的图片）、雨课堂、微信、中西节日视频、抖音等
教材用书 “十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），闫国华主编，外语教学与研究出版社，2021年7月
班 级 授课时间 星 期 节 次
****** / / /
/ / / /
学情分析 经过上学期的学习，学生的基本功也有一定的上升，大部分学生思维活跃，勇于表现自己，渴望对自己相关专业的英语进行一定的提升。但是总体水平来说，学生的基础还是相对较差，单词记不住，阅读不认识单词、语法难一点就不想学，没有信心，心有余而力不足。
学 习 目 标 知识 Students will be able to understand the expressions related to holidays and celebrations.
技能 Students will be able to use words and sentence patterns appropriately to introduce and discuss relevant holidays and holiday arrangements. 2.Students will be able to compare the similarities and differences between Chinese and western holidays.
素质 Students will be able to understand the similarities and differences between Chinese and western traditional festivals.
重点与难点 重点：Students will be able to understand the expressions related to holidays and celebrations. 难点:Students will be able to use words and sentence patterns appropriately to introduce and discuss relevant holidays and holiday arrangements.Students will be able to compare the similarities and differences between Chinese and western holidays.
备课教案（续页）
课前学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Warm-up A video of Spring Festival Play a video of Spring Festival and help with more words which Ss find difficult to express. Watch a video of Spring Festival and recall what they usually do during the Spring Festival. 从学生熟悉的生活情境入手，调动学生参与的积极性。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Pre-listening Listen and match A questionnaire 1.Play the recording and ask Ss to catch the Spring Festival customs they’ve heard. 2.Ask Ss to match them with the pictures in Activity One. Release a questionnaire . Listen to the recording and catch the Spring Festival customs they’ve heard. 2.Match them with the pictures in Activity One. Finish the questionnaire by We-chat . 通过图、词、音、义的对应，帮助学生回顾旧知。 调查学生对中西节日的理解。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
While- listening Listen and choose 1. Based on the festivals and activities, ask Ss to think about similarities and differences between Chinese and western festivals. 1.Think about similarities and differences between Chinese and western festivals. 1.在贴近学生生活实际的情境中，引导学生思考与听力任务相关的话题，自然铺垫与听力任务相关的预备知识。
2.Ask Ss to listen to the dialogue between Lyn and Zhou Bo and choose the topic in Activity One. 2.Listen to the dialogue between Lyn and Zhou Bo and choose the topic in Activity One. 2.通过听力任务，训练学生把握大意、理解细节的听力能力。
Listen again and complete 1.Ask Ss to listen again and fill in the blanks in Activity Two. 1.Listen again and fill in the blanks in Activity Two.
2.Show the dialogue text. Ask Ss to underline the key words and expressions to check answers. 3.Explain the usage of exclamation sentences. 2. Underline the key words and expressions to check answers. 3.Learn the usage of exclamation sentences. 3.夯实重点词句和感叹句的用法，加深文本理解，为后续的语言输出铺垫。
Ask Ss to watch the video of the dialogue. 5.According to the given text, T asks Ss to work in pairs to role-play on Lyn and Zhou Bo. 4.Watch the video of the dialogue. 5.According to the given text, Ss work in pairs to role-play on Lyn and Zhou Bo. 4.把听力内容带进真实情境，为下一环节做好准备。 5.采取角色扮演的活动，达到“以听促说”的目的，为下一阶段的仿说奠定基础。
Post-listening Work in pairs 1.Based on the dialogue and given information,T asks Ss to work in pairs to act out the dialogue in Activity Three. 2.Invite some pairs to perform and share their dialogues; others listen carefully and write down the festivals mentioned. 1.Based on the dialogue and given information, Ss work in pairs to act out the dialogue in Activity Three. Some pairs are invited to perform and share their dialogues; others listen carefully and write down the festivals mentioned. 遵循语言能力的发展规律，搭建适当的语言支架，从角色扮演过渡到语境交际，实现语言的控制性输出。
Summary Help Ss to try to sort out the language points of today. Try to sort out the language points of today. 梳理板书内容，高效整理本课思路，归纳知识点。
课后学习
教师答疑 教师利用教学平台对学生开展课后答疑。
教学拓展 让学生采取小组合作的方式将课后作业情况反馈到教学平台，检验学生完成作业的质量及效率。
任务布置 Ss shoot a video introducing their favorite traditional Chinese festival and send the video to parents and friends.
诊断与反思
效果评价
教学反思
备课教案（5）
学习情境、项目名称 美味零距离，服务全方位
学习情境、项目任务 Unit8 Enjoy the Festivals--Reading and Writing
学习地点 互动智慧实训室 学时 2
学习资源 （设备、材料、工具） PPT课件、多媒体设备、语音素材、视频拓展
教材用书 “十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），闫国华主编，外语教学与研究出版社，2021年7月
班 级 授课时间 星 期 节 次
****** / / /
/ / / /
学情分析 高一学生语言基础不够扎实，语法基础较薄弱，英语各方面应用能力不足；对单词含义理解不清晰，新单词记不住;对课堂上练习的内容听不懂、说不出、读不懂、写不出，独立完成课堂任务有困难，需要老师的协助；学生的平均学较弱，有些学生对英语学学习兴趣不大，导致放弃学习英语，有些学生缺乏自信，想学但缺乏正确的学习方法。
学 习 目 标 知识 1. To be able to learn the new words and and phrases and get the main idea. 2. To know more about the ways of celebrating festivals.
技能 1. To develop reading skills,such as extensive reading and intensive reading. 2. To be able talk about their favorite festivals correctly.
素质 1. To make them enjoy their life more. 2. To be more interested in different culture.
重点与难点 教学重点： 1. To master new words and phrases and get the main idea. 2. To master the reading skills 二．教学难点： 1. To make them enjoy their life more. 2. To make Ss be more interested in different culture.
备课教案（续页）
课前学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Warm-up Reading and Writing T gives some pictures and asks Ss to guess what the festivals are in these pictures Ss to guess what the festivals are in these pictures To attract Ss’ interest and attention.
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Pre-reading Reading and Writing T shows a video clip or pictures about New Year’s Eve celebrations around the world. Ss find out what people do on this day. 2. T asks Ss to think about what they usually do on this day and why this day is special. Ss watch a video or picture to think more about festival activities Give more backgrounds to make Ss understand the text easily.
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
While-reading Reading and Writing T asks Ss to skim the text, answer the first question “What’s the text about ” and summarize the main idea for each paragraph. Ss skim the text to get the main idea and summarize the main idea for each paragraph. To able to master some reading skills
T asks Ss scan the text and answer the following questions “What celebration activities are mentioned in the text ” What is the date of New Year’s Eve What is the New Year’s resolution Ss read the text by intensive reading to get more details and know the different ways of celebrating festival in different countries. To make them get information correctly and broaden their horizons
Post-reading Reading and Writing T asks “What do you think of New Year’s Eve ” and Ss work in pairs to discuss and present their ideas. Ss discuss the meaning of festival and their own resolutions To guide them to make some resolutions and plans
T asks Ss to discuss their favorite festival and why Ss work in groups to discuss their favorite festivals To express themselves correctly and enjoy their life more
Based on the understanding of the text, Ss work in pairs and discuss about the New Year’s Resolutions in Activity Two. To finish Activity Two Use the knowledge they’ve learned correctly
课后学习
教师答疑 利用教学平台对学生进行答疑解惑
教学拓展 了解庆祝端午节方式
任务布置 Ss write a short passage about their own New Year’s resolutions, the reasons for them and how to make them come true.
诊断与反思
效果评价
教学反思
备课教案（6）
学习情境、项目名称 美食零距离，服务全方位
学习情境、项目任务 Unit 8 Enjoy the Festivals- For Better Performance
学习地点 互动智慧实训室 学时 2
学习资源 （设备、材料、工具） PPT课件、多媒体设备、语音素材、视频拓展
教材用书 “十四五”职业教育国家规划教材（中等职业学校公共基础课程教材），闫国华主编，外语教学与研究出版社，2021年7月
班 级 授课时间 星 期 节 次
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学情分析 由于学校性质的不同，学生群体父母外出务工居多，学习习惯低下，英语水平参差不齐，有的有一定的基础知识，但绝大多数同学的英语基础相当于零，很多同学字母还不能规范书写，语音有许多纠正的地方，教师在组织教学时，要充分发挥学生主动参与意识，调动起每一位学生的积极性，满足学生的表现欲望。
学 习 目 标 知识 能够正确理解并识读有关中秋节庆祝活动的词句；听懂有关中秋节活动的采访实录；能运用恰当词句和格式，书写一封活动邀请函，并正确使用一般将来时。
技能 能够分析邀请函的逻辑结构和基本要素；能够联系自身实际，有逻辑、有条理地表达个人中秋节的安排
素质 能够加深对中国传统节假日的理解，认识到传统节日的重要意义，自觉、积极弘扬中国传统文化。
重点与难点 掌握并识读中秋节庆祝活动的表达。 巩固一般将来时的用法 分析并掌握邀请函的逻辑结构和基本要素
备课教案（续页）
课前学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Warm-up T shows pictures of moon cakes and asks Ss to name out the festival. Ss review the mind map drawn when learning the Dragon Boat Festival in previous class and try to introduce the Mid-Autumn Festival by using the same outline. 从学生日常熟悉且与节日有密切关系的食物入手，调动学生的兴趣和积极性。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
listening Ss listen to the dialogue and take notes by using key words or marks according to the blanks in Activity One. Ss listen again and fill in the blanks in Activity One based on the notes. 培养学生理解细节的听力能力，通过有效的记笔记策略，提升学生信息判断和关键信息的提取能力。
课堂学习
教学环节 教学内容 教师活动 学生活动 教学意图及 信息化手段
Work in pairs T invited Some groups to share their plans for theMid-Autumn Festival. Ss work in pairs to discuss a plan for Mid-Autumn Festival with the help of the learning resources provided by T. Based on that, Ss finish the task in Activity Two. 语言输出活动与学生日常生活密切相关，具有现实交流的意义。学生归纳和巩固所学，讨论中秋计划，提升真实语境中的语用能力。
T asks Ss to discuss how to write an invitation letter to invite others to celebrate the Mid-Autumn Festival together. Ss listen to and skim the text to outline the structure of the text. 通过听读文章，利用略读的阅读技巧，快速掌握邀请信框架，大致了解文章内容。
While-reading T explains the key words and sentences in an invitation letter. Ss read for a second time and check what elements are included in the text and finish exercise in Activity Three. 利用扫读的阅读技巧，定位邀请信基本要素信息。
Ss work in pairs to write an invitation letter as required in Activity Four. 按要求写一封活动邀请函，提升真实语境中的语用能力。
Some groups are invited to share their letters.
课后学习
教师答疑 利用教学平台对学生进行答疑解惑
教学拓展 了解其它节日的庆祝形式
任务布置 Homework: Ss improve their classroom writing—the invitation letter.
诊断与反思
效果评价
教学反思

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