资源简介

Unit 1 Food matters
Project and Assessment 教案
教材分析：
本课时引导学生感知回顾本单元主要所学内容，对本单元学习进行评价与反思，获取与梳理制作美食食谱，建立信息间的关系，形成新的实施结构，习得话题语言的表达。在学习理解类活动的基础上，教师引导学生围绕美食话题调查研究的食谱结构开展描述、判断等交流活动，逐步实现对语言知识和文化知识的内化，巩固新的知识结构。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得食谱制作相关语言表达，包括词汇、语法，并提高互动讨论能力。
思维品质上，辩证思考烹饪的方法，明确烹饪的步骤以及食谱的结构。
文化品格上，提高对中国美食文化的认可度，能够从美食制作中提高对全球美食的接受程度。
学习能力上，提高个人反思评价意识，并能针对发现的问题进行更改，形成更改计划，提高个人与小组视频拍摄能力。
教学重点：
学生结合所学内容，完成食谱制作并习得拍摄视频的方法。
教学难点：
调动学生积极性，提高学生创新能力，理解食谱的结构并完成学习任务。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T asks a question to lead Ss in the topic “recipe” Do you like cooking How often do you cook at home [T needs to guide Ss to think about the difficulties of cooking. Then T shows some pictures to show the steps of cooking] Next, for leading in the key word “recipe”, T tells: cooking is not difficult like you think as long as you follow recipes, and show an interesting recipe for arousing Ss’ interests and telling the structure of recipe for the first time. 激活学生已有知识，引出主题和主要任务, 激发学生自主学习兴趣。 5’ CW
Step 2 Project: T creates a theme about the Food Festive Ss have learnt before. And T helps them review the contents and meaning of food festival. 结合已知和新知，教师创设情境，引导学生投入学习任务。 5’ CW
Step 3 Project: First, T needs to guide Ss to think of a dish they want to write a recipe for. At the same time, T can encourage Ss to create new dish but consider reasonable matching. Then, T shows the sample recipe on the book, and ask questions for leading Ss to read recipe. Ss answer the questions. Next, T leads Ss to understand the main structure of recipe. 呼应前面所学的内容，进一步启发学生思考他们要做的菜肴，激发学生研究菜单、准备制作菜肴的积极性；指导学生细化设计过程，在批判性地学习案例与提出改进建议的基础上，创造性地合作完成小组方案。 8’ CW/IW
Step 4 Language: T teaches the language expression for recipe that includes dishes for reference, common ingredients and brief and clear instructions. 老师教授词汇和句型表达，提高学生语言能力，降低任务难度。 5’ CW
Step 5 Project: T returns to the recipe, and ask how to fold the dumpling and plays a short video. At the same time, T can tell the details of the folding instrument for improving the recipe. Then, T tells some tips. And teaches how to do research and reviews what part we need to focus on. Finally, T encourages Ss to make a presentation about their recipe. 通过补充书本食谱信息，提示学生步骤细节描述。学生完成食谱后，给学生提供口语输出机会，提高语言能力。创造性地合作完成小组方案。 15’ GW
Step 6 Project (filming video): T plays a vlog about cooking and asks Ss to record its features. [include filming skills, editing, contents, creativities etc.] Then, T tell the equipment and editing application Ss may use. [if possible, T can teach how to use them and their features.] 通过播放样例视频，找出特色拍摄手法和内容，并提示学生可用的工具（设备、编辑软件），提高学生信息技术能力。 8’ CW/GW
Step 7 Assessment T organises Ss to assess their unit work, and find out what should be improved. T encourages Ss to peer evaluation for helping each other. 组织学生互评，及时评估本单元内容，找到提高方法。 5’ GW
Step 8 Homework: Make a video or take some photos of how you make the dish. Share each group’s work and appreciate other’s works. 拍摄视频作品，巩固课堂内容。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，是否能够理解并掌握食谱语言和结构，并完成小组合作。
学生通过本课时学习，是否能够通过小组合作理解视频拍摄技能。
学生通过本课时学习，能否提高个人反思意识与能力，并能根据反思内容制定实行合理的计划安排进行改善与提升。

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