Unit 6 第4课时 For Better Performance .docx

1、课 堂 教 学 设 计课题名称Unit 6 Not Just Tasty!授课教师小兜老师授课内容For Better PerformanceAround the world授课班级课 时第4课时授课时间教 学 内 容 分 析能力拓展部分按照听说读写的顺序，设计了更为丰富、更有挑战性的学习活动。听力内容以对话的形式展开，讨论就餐时点什么食物和饮料。学生通过精听练习，对上述关键信息进行提取。在此基础上，引导学生讨论并分享哪些食物可以让我们感到快乐。阅读内容是一则有关烹饪俱乐部的书面通知，通过找出相应信息，引导学生理解书面通知的主要结构，并让学生根据所给信息，为烹饪俱乐部的下期活动写一则新的通知。

2、学 习 目 标1. 学生通过听录音，能够选出萨拉点的食物和饮料。2. 学生能够掌握关键句型，讨论并分享哪些食物使人们感到快乐。3. 学生能够对书面通知进行解构，掌握该语篇类型的基本语言特征和结构。4学生能够根据所给信息，仿照示例写一则新的书面通知。4. 学生能够了解中国火锅、西班牙什锦饭和德国香肠三种美食，拓宽知识面。5. 学生通过阅读更多与主题相关的材料，享受阅读带来的快乐，养成经常阅读的良好习惯。学 习 重 难 点学习重点1. 能够听懂有关选择食物和饮料的词句表达，如how about, vegetable salad, todays special, could I share, wha

3、t would you like等。2. 能够运用目标词句谈论食物如何给人们带来快乐。3. 能观察、分析并总结书面通知的文体特征和构成要素。学习难点1. 能表达自己对于“食物带来快乐”和“食物带来健康”的认识和看法。2. 能根据提示，为烹饪俱乐部撰写活动通知。资 源 与 工 具PPT课件、多媒体设备、语音素材、拓展资源包等教 学 方 法小组讨论法、任务教学法、情境教学法教 学 过 程 结 构 设 计教学环节教 学 活 动 设 计设计意图Step 1Organization1. Greet the students and divide them into four groups. Good m

4、orning, boys and girls. Its nice to see you again. How are you doing today ?通过问候，尽快让学生进入课堂。Step 2Lead - inPre-listening1 Play a video about western food.2 The students talk about the food they will choose for the starter, main course, dessert, drink when eating Western food.学生讨论西餐中自己喜爱的头盘、主菜、甜品、饮料等，

5、为接下来的听力做铺垫。Step 3New LessonTask 1 : Listening1 The students listen to the dialogue in Activity One and find out the relationship between the two speakers.2 The students listen again and pick the food and drink Sarah orders in Activity One. 3 The students read the dialogue text and underline the key

6、words and sentences about recommending and ordering food.4 The students do a brainstorming to list the adjectives used to describe their feelings when they have some nice food.5 The students work in pairs to discuss their preferred food and how it makes them feel happy. Based on that, The students f

7、inish the task in Activity Two and share their ideas in front of the whole class.6 The students make a further discussion and share what food makes people healthy.Task 2 : Reading1 The teacher shows a Notice of Cookery Club and asks if the students have ever taken part in this kind of activity. Ask

8、some to talk about their experience.2 With the help of the teacher, the students scan the Notice and find out the main elements of the Notice: title, body, signature and date.3 The students do a brainstorming and predict what elements the body of a notice may cover, then check their prediction based

9、 on the given information in Activity Three, that is, theme of the activity, activity, place, time and participants, etc.4 The students read the Notice and circle the corresponding information in Activity Three. The teacher explains the key words and sentences.5 The students read the notice again an

10、d discuss in groups the theme of the activity.Task 3 : Further - reading1 The students work in groups to discuss the two questions before reading the text in Around the World. The teacher invites several students to share their ideas.2 The students guess the main idea of the text based on the given

11、pictures.Its talk about popular dishes around the world.3 The students read the text and catch its main idea, guessing the meaning of difficult words from the context.4 The students discuss in groups about the connection between food and culture concerning one of the three dishes that they are inter

12、ested in. 训练学生根据对话内容、语气及说话者的态度来判断人物关系的能力。训练学生在听的过程中获取关键信息和细节的能力。反复熟悉听力材料内容，夯实重点词句，加深文本理解。通过头脑风暴，学生发散思维，建立具体情境下的相关词汇网络，助力情境交流中的语言输出。在头脑风暴基础上，谈论并分享自己喜爱的食物以及食物带来的快乐，话题紧贴学生生活，能激发学生兴趣，增进同学间的相互了解，将知识内化为语言能力。从“哪些食物带来快乐”过渡到“哪些食物能带来健康”，实现知识迁移，提高学生在具体语境中学习和运用语言的能力。展示学校烹饪俱乐部的活动通知，并询问学生是否参与过类似的活动，请参与过活动的学生谈论经历，

13、激活相关背景知识。运用扫读的阅读策略，了解书面通知“标题”“正文”和“落款（包括署名和日期）”的构成要素，从而对书面通知从整体结构上有初步的认识。训练学生读前预测和略读的阅读技巧，了解书面通知中正文的构成要素：即活动宗旨、活动内容、地点、时间和参与者，从而对书面通知有进一步的认识。在掌握通知构成要素的基础上，通过阅读快速定位关键信息，培养把握阅读细节的能力；通过重点词句的解读进一步夯实语言知识。谈论学生喜爱的美食，导入话题，激发学生阅读的兴趣。培养学生通过阅读获取信息的能力，增长语言知识和文化知识；引导学生根据上下文猜测词义，提高阅读效率和阅读技巧。Step 4PracticeThe stud

14、ents work in pairs to write a new notice for the cooking club, based on the given information in Activity Four, and then use the Internet or with teachers help, find more information and pictures in order to polish their written notice.学生两两合作，根据所给提示，仿写烹饪俱乐部下期活动的通知；并借助网络或教师的帮助，思考如何进一步优化书面通知，并进行美化设计。S

15、tep 5SummaryWith the help of the teacher, the students try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。Step 6Homework1. Finish the exercise in this period.2. The students improve their classroom writing about the new notice for the cooking club with more information and pictures from the

16、 Internet or with the help of teacher.知 识 点 详 解1. do you want some French fries?【句子分析】* 本句为一般疑问句。* want 为谓语，采用一般现在时。* you 为人称代词。do 为助动词。【知识点】（1）French fries油炸土豆条；炸薯条2. I am trying to lose weight.【句子分析】* trying 为谓语，采用现在进行时。* to lose 为不定式，作宾语。* I 为人称代词主格。am 为助动词。【知识点】（1）try to do sth设法, 试图（2）lose weig

17、ht减肥, 变瘦3. I want to look better.【句子分析】* want 为谓语，采用一般现在时。* to look 为不定式，作宾语。* look 为系动词。* good 为形容词作表语。* I 为人称代词主格。【知识点】（1）want to do sth. 想要做某事4. How about the vegetable salad?【句子分析】* how 为疑问副词，引导特殊疑问句。* the 为定冠词。【知识点】（1）How about.? = What about . ?.怎么样?5. could I share one with you?【句子分析】* 本句为一般疑

18、问句。* share 为谓语。* you 为人称代词。can 为情态动词。I 为人称代词主格。【知识点】（1）share sth with sb和.分享.6. What would you like to drink? 【句子分析】* what 为疑问代词，引导特殊疑问句。* like 为谓语，采用一般过去将来时。* to drink 为不定式，作宾语。* you 为人称代词。would 为情态动词。【知识点】（1）Would you like to do sth?(客气地问) 你想要吗?7. I prefer water. 【知识点】（1）prefer A to B 比起B，更喜欢A（2）p

19、refer to do sth. 更喜欢做某事（3）prefer to do A rather than do B 比起B，更喜欢A（4）prefer doing A to doing B 比起B，更喜欢A8. Dessert makes me happy. 【句子分析】* makes 为谓语，采用一般现在时。动词采用第三人称单数形式。* happy 为形容词作宾语补足语(即构成复合宾语)。* me 为人称代词宾格。【知识点】（1）make ab. happy 使某人快乐9. As usual, all the zongzi made on that day will be taken to

20、the nursing home nearby. 【句子分析】* taken 为谓语，采用一般将来时和被动语态。* will 为情态动词。be 为助动词。the 为定冠词。【知识点】（1）as usual和往常一样, 照例，照旧（2）take.to.把.带到., 把.运到.（3）nursing home 私立养老院10. This activity helps to express our love for food and people in need. 【句子分析】* helps 为谓语，采用一般现在时。动词采用第三人称单数形式。* to express 为不定式，作状语。* our 为形容词型物主代词。【知识点】（1）in need在困境中, 在危难中, 需要帮助11. For more information, please log on to our official website. 【句子分析】* 本句为祈使句。* log 为谓语。* our 为形容词型物主代词。【知识点】（1）log on登录, 注册, 进入(计算机系统)板 书 设 计Unit 6 Not Just Tasty!教 学 反 思