资源简介

教学设计
课程基本信息
学科 英语 年级 九年级 学期 秋季
课题 Unit 6 Healthy diet Listening & Speaking
教科书 书 名：沪教牛津版教材 出版社：上海教育出版社
教学目标
Through listening to a telephone conversation about ordering food, students can collect information about the order, including the quantity and price of food, and the delivery information like name, address and delivery time. After learning certain sentence patterns, like “I’d prefer”, “I’d rather”, students can use them properly to express preferences when ordering food. Students can help their school plan a reasonable and scientific weekly lunch menu which is on the basis of a balanced diet and meets the students’ food preferences as well.
教学重难点
语篇内容分析： 【What】本课包含三则日常点餐对话，以及一项为所在学校学生设计一份一周午餐菜单的会话任务，分别介绍了电话订餐、现场点餐的习惯用语和得体的表达，呈现了学生在设计午餐菜单时该如何描述哪些食物是健康的、应涵盖哪种食物类别的表达，从而帮助学生设计符合均衡饮食的菜单并陈述其理由。 【Why】通过学习本课，学生能够从日常对话交流中，获取电话订餐、现场点餐的关键信息，并掌握表达个人偏好的句式，能够根据均衡饮食的理念和个人的食物偏好来设计合理的一周午餐菜单，并描述其设计理由，从而深刻并内化学生“健康饮食、均衡饮食”的科学饮食观念。 【How】本课三则日常点餐对话由简及繁，由浅到深，层层递进。第一则电话订餐对话语篇通过呈现菜单，让学生快速阅读菜单信息，培养他们用英语理解和思维的能力。同时，通过多种礼貌用语，如“May I help you ” “May I have the name and address please ” “Thank you very much, Madam.” “Thanks, we’ll look forward to it.”培养学生在日常点餐时尊重他人、礼貌用语的意识。第二和第三现场点餐对话中，通过向学生呈现现场点餐表达个人偏好的句型，如“I’d prefer...’ “I’d rather...”，引导学生大胆、直接、礼貌地表达自己的偏好和想法，从而培养学生自主思考，勇于表达的意识。最后一项一周午餐菜单的会话任务中，通过为学生提供诸如“What will you include in your menu ” “...is a kind of healthy food.”等句型，让学生根据此前所学的膳食结构图以及本课所学表达个人偏好的句型来发表自己的观点，从而达到培养学生大胆表达观点、内化学生“健康饮食、均衡饮食”的科学饮食观念。 教学重点： 引导学生浏览菜单、预测对话中的关键信息，帮助学生准确获取和梳理电话订餐对话的信息。 帮助学生提炼、熟悉现场点餐时表达个人食物偏好的礼貌用语。 引导学生科学设计餐单、准确表达自己的设计依据。 三、教学难点： 获取和梳理电话点餐的信息和礼貌用语。 运用和内化表达个人偏好，诸如 “I’d prefer...”, “I’d rather...” 的目标语言。 3. 鼓励学生基于均衡饮食概念和个人食物偏好，设计科学合理的午餐菜单并陈述理由。
教学过程
Step 1: Lead-in Play a video about delicious Chinese food and ask students Where do they enjoy delicious food, eating at home or dining out. Then ask them whether they order a takeout(外卖) during weekends. 2. Show a survey result saying that most students once ordered a takeout. And arouse students attention to the difference of ordering food online between China and foreign country. 设计意图：激发学生对不同点餐方式的好奇心和求知欲，引发学生自主思考，激活学生与语篇之间知识和经验的关联，明确本课要解决的问题。（感知与注意） Step 2 Prediction Guide students to read the order form on page 86 on the textbook and predict what information will be included in the conversation. 设计意图：通过引导学生快速阅读餐单、预测对话关键信息等方式，培养学生的预测能力，为获取和梳理文本的信息做好铺垫。（获取与梳理） Step 3 While-listening Listening activity 1: play the video and let students listen and complete the order form. Listening activity 2: divide the conversation into menu part and delivery information part. Help students check their answers one by one and sort out the useful expressions about ordering food on the phone both for the waiter and the customer. 设计意图：通过引导学生内化结构化新知识和关键语言，并根据语篇表层结构的句式特点，探究和深入理解作者的隐含信息，即培养学生在日常点餐时尊重他人、礼貌用语的意识。（获取与梳理、概括与整合、内化与运用） Step 4 Post-listening: speaking--talk time. Show some sentence patterns and corresponding example to help students understand and use them to express their food preferences when ordering food. Ask students to read the conversation after the tape. Then suppose they were ordering food in a robot restaurant and ask students practice conversation of ordering food and express preferences with the robot. 设计意图：通过引导学生归纳结构化新知识和目标语言，分析目标语言特点，培养学生自主思考，勇于表达的意识。（描述与阐释、内化与运用） Step 5 Speaking: Speak up After expressing personal preferences, students need to plan a weekly lunch menu for the students at their school according to the survey result of the students’ food preferences. A assessment table is offered for them to assess themself whether their menu is balanced and meet the students’ preferences. Ask students to make a report telling us their food choices and reasons. They are supposed to use the sentence patterns learned in this class. 设计意图：通过超越语篇，探究语篇的意义和目的，促进学生逻辑思维的发展，塑造学生价值观和品格。（分析和与判断、批判与评价） Step 6 Homework: Polish their report and share it in the class group. Choose one menu from their classmates and make a logical and reasonable comment on it according to the peer-assessment table provided.

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