Unit 6 Not Just Tasty ! For Better Performance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 4 For Better Performance Teaching Analysis 【Textbook Analysis】 This is the fourth period of Unit 6, focusing on the integrated skills section “For Better Performance”. The content includes a listening dialogue about ordering food while considering health and happiness, a discussion on foods that bring joy, and reading and writing tasks centered on a written notice for a cookery club activity. It aims to consolidate listening, speaking, reading, and writing skills within thematic contexts of dining choices and event organization. 【Student Analysis】 Students have learned vocabulary for foods and restaurants, practiced ordering dialogues, and explored food culture. They are familiar with the topic but may need further practice in extracting specific information from listening passages and understanding the formal structure of written notices. They can relate to discussions about food preferences and club activities. 【Teaching Focus & Difficulties】 Focus: 1. Extracting specific food and drink choices from a restaurant dialogue 2. Understanding the structure and key elements of a written notice Difficulties: 1. Following the reasoning behind food choices in natural spoken dialogue 2. Producing a coherent written notice with all necessary information and appropriate formal language Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to identify the food and drink items ordered in the listening dialogue 2. Students will be able to list the key components of a written notice (theme, activity, time, place, how to join) Skills: 1. Students will be able to discuss and give reasons for which foods make them feel happy 2. Students will be able to write a simple notice for a club activity based on given prompts, using appropriate structure and language 【Process & Methods】 Through focused listening practice, guided discussion, textual analysis of a model notice, and scaffolded writing with peer evaluation, students will integrate multiple language skills in practical contexts, enhancing both comprehension and productive abilities. 【Affect, Attitude & Values】 To encourage mindful eating choices that balance health and happiness, foster enjoyment of food as a source of joy and community, and develop practical skills in writing formal notices for organizing events. To promote a sense of responsibility and clarity in communication. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Listening Comprehension – Restaurant Dialogue Play the audio dialogue between Joe and Sarah twice. First listening: students get the gist (they are ordering food). Second listening: students check the specific items Sarah orders (vegetable salad, water, dessert) on the worksheet. Discuss briefly: Why does Sarah choose these? (health, happiness). Clarify key phrases: “trying to lose weight”, “Today’s special”, “share one”, “prefer water”, “Dessert makes me happy.” To develop focused listening skills for extracting specific details from a natural conversation, and to initiate reflection on the reasons behind food choices, linking language to personal health and emotions. step 2: Speaking Activity – Food and Happiness Discussion Display the six pictures/words: chocolate, ice cream, nuts, fruit, yogurt, pudding. In pairs, students discuss: “Which of these foods make you happy? Why?” Provide the sentence frame: “Eating ______ makes me happy because ______.” (e.g., it helps me relax / it tastes sweet / it reminds me of childhood). Several pairs share their sentences with the class. Teacher writes a few good examples on the board. To promote personalized speaking practice, encourage students to express personal preferences and reasons, and expand vocabulary for describing emotions related to food. step 3: Reading Analysis – Deconstructing a Notice Distribute or display the Cookery Club notice. Students read it silently. Then, in groups of 3-4, they “circle” or list the key information: Theme (Food and Love), Activity (make zongzi), Time (next Wednesday), Place (Happy Café), How to join (log on to website, reply by 7 June). Groups report their findings. Teacher highlights the structure: Heading (NOTICE), Body (purpose, details), Closing (contact, deadline), Signature and Date. To develop reading for specific information skills, introduce the genre of a written notice, and help students identify its core structural and informational components through collaborative analysis. step 4: Language Focus – Notice Writing Conventions Analyze the language used in the notice. Point out useful phrases: “As … is coming,” “We will…”, “Everyone interested is welcome.”, “For more information, please…”, “Reply by…”. Discuss the formal but friendly tone. Provide a simple template on the board: NOTICE / [Body: What, When, Where, How] / [Contact/Deadline] / [Club Name] / [Date]. To provide explicit instruction on the linguistic features and conventions of notice writing, equipping students with the necessary language tools to produce their own notices accurately. step 5: Writing Practice – Creating a New Notice Provide the prompts for the new notice: Theme: Food and Memory; Activity: Share your stories about food; Time: 25 July; How to join: Log on to the club’s official website. Students work individually to write a complete notice based on these prompts, using the template and phrases learned. Then, they exchange notices with a partner for peer review, checking if all key information is included and if the language is clear. Teacher collects and provides feedback. To apply the learned genre knowledge and language in a controlled yet creative writing task, promote independent production, and incorporate peer feedback to improve accuracy and completeness. Assessment & Reflection 【Assessment】 Formative: Observation during pair discussions, accuracy in information extraction from the notice, participation in structural analysis Summative: Quality of the written notice (completeness of information, appropriate structure and language) 【Reflection】 For Step 1, ensure the audio is clear; consider providing a transcript for struggling listeners after the activity. In Step 2, encourage students to go beyond the given list if they wish. For Step 3, the group analysis makes the task more engaging. The template in Step 4 is crucial for scaffolding the writing task. During peer review, provide clear criteria (checklist: What, When, Where, How, Contact, Signature/Date) to make it effective. Connect the notice writing to real school club activities to increase relevance. 学科网（北京）股份有限公司 $