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课 题
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Unit6 Food and Drinks
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课 型
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Reading
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课 时
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1
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授课班级
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2103
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授课
时间
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30mins
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授课
教师
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舒雅倩
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教材分析
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The teaching content is selected from Unit 6 of Basic Module 1 of the Textbook for the National Plan of Vocational Education in the 14th Five-Year Plan. This class emphasizes reading part, and the topic of the passage is how to choose a restaurant. According to the curriculum standards, the scope of theme of this passage is man and self, the theme is life and learning, and the content requirement is dining. This section requires students to be able to learn to express the factors and reasons for choosing a restaurant based on mastering the stylistic features by comparing and analyzing the information, and making a reasonable judgment.
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学情分析
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Students of this class are in grade one, and they have a strong and desire to learn and perform, but because of the weak foundation, so class teaching should be more interest-oriented. After listening and speaking class, students can briefly describe their preferences for Chinese and Western food and drinks, discuss food related content according to the situation, and effectively complete the ordering activity. However, students still need to learn more about how to comprehensively consider various factors, rationally choose restaurants, and express them through clear logic. And by the class, students will master some learning strategies and something about the topic of this passage.
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学习目标
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Language Competence\ Workplace Language Communication:
Students can be familiar with and master the method of choosing a restaurant, master the language structure of explaining the reason.
Learning Ability\ Independent Learning:
Students can use the subtitle to summarize the topic of the passage, choose the appropriate title and master the scanning reading strategy.
Cultural Consciousness\ Cross-cultural Understanding:
students can understand the basic differences between Chinese and Western food culture.
Thinking Capability\ Perception of Thinking Differences:
Students are able to use the mind map to grasp the key information of passage and students can improve the logic of thinking, critical, innovative about choosing a restaurant.
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学习重难点
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(1) Students will be able to require the basic knowledge of factors and reasons of choosing restaurant.
(2) How to guide the students to quickly grasp the passage feature and key information, and understand the general idea of the passage.
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教学方法
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communicative teaching method, task-based language teaching method, independent learning method, and cooperative learning method
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教学媒体
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PPT courseware, multimedia equipment
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教学过程
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教学环节
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教师活动设计
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学生活动设计
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设计意图
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Step 1:
Greetings
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Greet students and give a self-introduction.
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Greet teacher.
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示意学生准备上课。
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Step 2:
Warming up
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Play a warm-up game with chant “I say, you say”.
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Respond and interact with teacher.
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通过课前的破冰游戏活动，拉进与学生的距离。
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Step 3:
Lead in
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Show the logos of some food ordering apps and ask the questions “Are you familiar with these logos? / What are these apps for?”
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Name the apps and answer the question “To order food or choose a restaurant”
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通过展示常用的点餐软件，导入选择餐馆的主题。
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Step 4:
Pre-reading
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Task: Think and tick
Q1: How to choose a restaurant? \What factors will you consider when choosing a restaurant?
Present the possible factors of choosing a restaurant: food, price, location, service environment…
Q2: What is the most important factor when you choose a restaurant? and give reasons.
Ask several students to choose the most important factors they consider in choosing a restaurant.
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1. Get familiar with the factors of choosing a restaurant.
2. Make their choices among these factors, and give reasons.
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本环节是读前活动，进一步承接了导入活动，通过图片导入，引导学生头脑风暴选择餐馆的要素，激发兴趣，培养思维能力，为阅读做铺垫。
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Step 5:
While-reading
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Fast reading
Task: Read and choose.
Analyze the basic structure: the passage states its opinions from 5 aspects: food, price, location, environment and service.
Ask students to skim the passage and know the main idea and the topic. Then check the answer and as students to state their reasons: “What are the key words? / What are the most frequently occurred words?”
Careful reading
Step1--Task 1：Read and Choose.
Ask students to carefully read the passage again
(personal activity) ,
Step2--Task 2: Read & Complete
divide students to several groups, and figure out the mind map of each paragraph (group work),
Step3--Deep reading
lead students to read deeply to find key words.
(add “clear your plate” campaign to carry out moral education of food saving to the students when talking about the factor of food, and take students to have a brief understanding of the eight famous cuisines and the eating habits of British and American countries.)
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1. Skim the passage and grasp passage structure.
2. Carefully read the passage again and finish the mind map of each paragraph.
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在阅读活动中，引导学生掌握语篇结构，归纳主题，提炼、总结关键信息，并根据文章信息，进行比较、分析、判断，提升其思维能力和自主学习能力。在落实课本内容的同时，将话题拓展，以达到课程思政和培养学生核心素养。
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Step 6:
Post-reading
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Task: Discuss (pair work)
Q: What factors will be considered when choosing a restaurant for travel?
Teacher gives relevant hints, and students discuss reasons freely, and then teach hot words.
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Discuss and answer question, then express their opinions.
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本环节通过学生感兴趣的话题的拓展并学习相关热词，让学生能运用while-reading环节所学内容进行表达，进一步巩固知识，锻炼表达能力。
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Step 7:
Summary
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Teacher retells the main idea of the passage, teach the students to form a correct consumption view, and reminds students to pay attention to the basic differences between Chinese and Western food culture.
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Step 8:
Homework
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Finish Read and Decide on page 77
Research more information in cultural considerations for choosing a restaurant.
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板书设计
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教学反思
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In my opinion, Firstly, this class makes me realize my shortage is that more time should be given to students to internalize what they’ve read and learned. Secondly, the shing points of the lesson are as follows, the first one is that the class atmosphere is lively and orderly, the second one is that all steps and activities are naturally and logically connected, the third one is on the basis of understanding the text, combined with the actual life to expand and output. So, my lesson is successful based on students’ performances in each activity and it really helps them cultivate their core competencies.
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