Unit 6 Not Just Tasty ! Warming-up & Listening and Speaking教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 6 Not Just Tasty!  Period 1 Warming-up&Listening and Speaking Teaching Analysis 【Textbook Analysis】 This is the first period of Unit 6 “Not Just Tasty!”, focusing on the Warming-up & Listening and Speaking sections. The content revolves around foods, dining places, and restaurant recommendations. It aims to help students learn vocabulary related to foods and restaurants, understand dialogues about choosing dining places, and practice recommending restaurants with simple reasons, laying the foundation for further learning about food culture and ordering meals. 【Student Analysis】 Students are first-year vocational school students who are familiar with daily dining experiences but may lack systematic English vocabulary for foods and restaurants. Most students have basic English speaking skills and are motivated to learn practical topics related to daily life. They enjoy interactive activities like role-playing and group discussions. 【Teaching Focus & Difficulties】 Focus: 1. Mastering English expressions for common foods and dining places 2. Understanding dialogues about choosing restaurants and extracting key factors Difficulties: 1. Accurate pronunciation of food names like “sandwich”, “dumplings”, “pizza” 2. Using appropriate sentence patterns to recommend restaurants with clear reasons Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to name at least 8 common foods and 6 dining places in English 2. Students will be able to understand the key factors considered when choosing a restaurant (food, service, atmosphere, price) Skills: 1. Students will be able to understand simple dialogues about restaurant selection 2. Students will be able to recommend a restaurant using basic sentence patterns and give simple reasons 【Process & Methods】 Through picture recognition, listening comprehension, role-playing dialogues, and group discussions, students will develop practical communication skills in dining contexts. Multimodal input (audio-visual) and interactive games will enhance vocabulary acquisition and speaking confidence. 【Affect, Attitude & Values】 To stimulate students’ interest in food culture, develop their ability to make informed dining choices, and cultivate appreciation for diverse dining experiences. To build confidence in using English in real-life situations and foster a positive attitude towards cross-cultural understanding. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Food Recognition & Vocabulary Activation Show pictures of four foods: sandwich, dumplings, pizza, noodles. Ask students to name them in English. Play the audio for Activity 1 (Listen and match) and have students match words to pictures. Then, ask: “Which food do you like best? Why?” to activate personal connections. To activate prior knowledge of foods, introduce core vocabulary through multisensory input (visual and auditory), and create a personal link to the topic to increase engagement. step 2: Dining Places Introduction & Preference Expression Introduce four dining places with pictures: buffet restaurant, outdoor café, snack bar, theme restaurant. Discuss the characteristics of each. Then, have students look at the pictures and choose their favorite dining place. In pairs, they share their choices and give at least one reason (e.g., “I like snack bars because they are quick and cheap.”). To expand vocabulary to dining contexts, encourage comparative thinking and personal expression, and prepare students for discussing restaurant choices in subsequent listening activities. step 3: Listening Comprehension – Restaurant Selection Dialogue Play the first dialogue (Joe and Lyn). Students listen and choose what they will do next (have dinner). Play the second dialogue. Students listen and check the factors mentioned (food, service, atmosphere, price). Review answers and explain the phrase “good value for money”. Point out elliptical sentences in the dialogue (e.g., “Sure.” = “I would like to.”). To develop listening skills for gist and specific information in a realistic context, familiarize students with common expressions in restaurant selection conversations, and raise awareness of conversational features like ellipsis. step 4: Language Focus & Recommendation Practice Teach key sentence patterns for recommending restaurants: “How about…?”, “The food is tasty.”, “The service is good.”, “The atmosphere is relaxing.”, “It’s good value for money.” Provide the prompts from Activity 3 (the staff – friendly; serve food – quickly, etc.). In pairs, students practice recommending a restaurant using these prompts, creating short dialogues. To provide clear linguistic scaffolding for the speaking task, ensure students have the necessary sentence patterns and vocabulary to perform restaurant recommendations accurately and confidently. step 5: Role-play & Real-life Application Set up a role-play scenario: Student A invites Student B to dinner. They discuss and decide on a restaurant, using the factors and sentence patterns learned. Several pairs perform their dialogues for the class. Finally, in small groups, students share a real restaurant they like and recommend it to the group, giving at least two reasons. To apply learned language in a simulated real-world task, develop fluency and interactive communication skills, and encourage students to connect classroom learning to their personal experiences and preferences. Assessment & Reflection 【Assessment】 Formative: Observation of participation in matching and discussion activities, accuracy in listening comprehension tasks, fluency and appropriateness in pair recommendation practice Summative: Quality of role-play performance and group sharing, completion of vocabulary cards as homework 【Reflection】 Monitor time spent on vocabulary introduction to ensure balance with listening and speaking practice. Provide phonetic support for challenging food words (e.g., sandwich, dumplings). Encourage shy students by allowing them to practice in pairs before whole-class表演. Connect the lesson to students’ upcoming dining experiences to enhance relevance. 学科网（北京）股份有限公司 $