资源简介

中小学教育资源及组卷应用平台
基础模块一 教学设计
Unit 6 Food and Drinks
第六课时 Culture Understanding & Group Work
课 题 Unit 6 Food and Drinks ( Culture Understanding& Group Work) 课 型 新课 课 时 1
授课班级 授课时间 40mins 授课教师
教材分析 本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语 基础模块1》中Unit 6Food and Drinks的Culture Understanding and Group Work板块，文化理解板块介绍了不同国家饮食文化的特点与多样性，并以德国的咸味脆皮蒸团子和中国的饺子为例谈了感受。小组活动板块引导学生认识饮食文化是我国传统文化中重要的组成部分，理清选择餐馆的要素，选择合适的餐馆，撰写晚餐计划。
学情分析 学生通过前面课程内容的学习，对中西方饮食有基本的了解，但对背后蕴含的饮食文化差异还有待进一步认识。同时，已经能够权衡多方面因素，选择合适的餐馆并简单阐明理由，但还未能充分整合所学内容，在实际案例中，讨论、选择餐馆、撰写晚餐计划，完成任务。因此需要进一步提升学生的跨文化理解意识，以真实任务驱动，巩固、检验学习成果。
学习目标 知识目标: Learn some words and expressions:steamed/crust/vanilla sauce/yeast dough/crispy/unpleasant/take a deeper look at /one type of/find it to be a tasty specialty/a kind of /depend on . 2. Read and understand the articles introducing food cultures to learn about the characteristics of food cultures in different countries. 能力目标: Understand traditional Chinese food culture and table manners to promote cultural dissemination.
Be able to write an e-mail to explain the dining plan for choosing or not choosing a certain restaurant. 情感目标: Summarize and reflect on learning methods and strategies through self-evaluation, develop good learning habits, and improve language learning and application abilities.
学习重难点 Discuss in groups, select proper restaurants, and give reasonable reasons to recommend Chinese cuisine.
Write an e-mail to explain the dining plan and logically elaborate on the reasons for choosing a certain restaurant.
教学方法 小组讨论法、任务教学法、情境教学法
课前准备 PPT课件，语音素材，图片
教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等
教学过程
教学环节 教师活动 学生活动 设计意图
Step 1: Warming up 1.Guide the students to recall the scenes of eating at KFC and McDonald's and make comparisons with Chinese restaurants, steamed buns, and dumplings.Experience the differences between Chinese food and Western food. 2.Learn about the eight major cuisines of China.： The eight major cuisines in our country： 鲁菜（Shandong Cuisine）、川菜（Sichuan Cuisine）、粤菜（Guangdong Cuisine）、闽菜（Fujian Cuisine）、苏菜（Jiangsu Cuisine）、浙菜 （Zhejiang Cuisine）、湘菜（Hunan Cuisine）、徽菜（Anhui Cuisine）。 1. recall the scenes of eating at KFC and McDonald's and make comparisons with Chinese restaurants, steamed buns, and dumplings. 2.Learn about the eight major cuisines of China. Get to know the eight major cuisines to attract students' interest in learning and prepare for the text teaching of introducing cultural understanding.
Step 2 Culture Und- erstanding 1. Read and answer. (1) Students read the article "Food Culture" and discuss the following questions. What did Tony think of the German dumplings What was Tony’s favorite food according to the passage What are the differences between dumplings in Germany and those in China Is it appropriate to criticize(批判) a special dish in another country when you find it strange？ Which Chinese cuisine would you like to recommend to people from UK or people from Thailand Why 2.Learn some words and expressions. steamed（蒸制的） crust（外壳） vanilla sauce（香草酱） yeast dough（发酵面团） crispy（脆的） unpleasant不愉快的 take a deeper look仔细地看了看 one type of一种类型 find it to be a tasty specialty发现它的口味 a kind of 一种 depend on 依靠 4.讨论:如何理解 “Food is the bridge of communication ”（食物是交往的桥梁） 1)Bread is the staff of life.民以食为天。 2)Table culture: People communicate, discuss matters, enhance relationships, sign contracts and so on during meals. 1.Students read the article "Food Culture" and discuss the following questions. 2.Students answer the questions and share their views. Teachers provide guidance, leading students to understand and respect the diversity and differences of food cultures. At the same time, students learn to introduce the eight major Chinese cuisines and present simple reasons. 3.learn the key words.deepen the understanding. By reading introductions about the food cultures of different countries, students have expanded their understanding of the differences and diversity of food. Meanwhile, through activities such as thinking, communicating, and sharing, they have further learned to understand and respect different food cultures. In combination with dietary requirements, they can recommend Chinese cuisines and spread Chinese culture. At the same time, this lays the groundwork for the next group activity of choosing restaurants and dishes.
Step 3: Group work 1)Understand the situation and tasks, and then work in groups to select a suitable restaurant. 2)Read the advertisements of three restaurants and fill in the form. 3.Discuss in groups. Select a restaurant and give the reasons for the choice. 4.Write an e - mail to your manager, Mr. Li, about the dinner plan. 5.Ask the students present their plans. Select the best one to show to the whole class. 1)Understand the task. Discuss the given information. 2)Read the notice and discuss the reasons for choosing a restaurant. 3.Discuss and complete the selection of the restaurant. 4.Write a dinner plan, paying attention to the content. 5.Present. Requires students to complete real-life tasks in specific situations by applying language knowledge based on what they have learned in this unit. Through the task of recommending restaurants to foreign clients, students can further understand the Chinese food culture. Meanwhile, on the basis of respecting the differences in food cultures of other countries in the world, students can comprehensively consider various factors to reasonably make a dining plan, recommend Chinese cuisine, and promote the establishment of friendly relations between Chinese and foreign people with food culture.
Step 4: Summary steamed（蒸制的）crust（外壳） vanilla sauce（香草酱） yeast dough（发酵面团）crispy（脆的） unpleasant不愉快的 take a deeper look仔细地看了看 one type of一种类型 one type of clothes find it to be a tasty specialty发现它的口味 a kind of 一种 depend on 依靠
Step 5: Homework Complete the dinner plan and present it to the classmates. Use a word cloud to review the learned words and phrases.
板书设计 同Summary。
教学反思 （留白）
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