Unit 6 Not Just Tasty ! Around the World & Fun Time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 5 Around the World & Fun Time Teaching Analysis 【Textbook Analysis】 This is the fifth period of Unit 6, consisting of two sections: “Around the World” and “Fun Time”. The “Around the World” section introduces three iconic foods from different cultures: Chinese hotpot, Spanish paella, and German wurst (sausage), broadening students’ knowledge of global food diversity. The “Fun Time” section focuses on pronunciation practice of /eɪ/ and /aɪ/, and includes a self-assessment checklist for unit vocabulary review. 【Student Analysis】 Students have learned about food vocabulary, ordering, food culture, and process writing in previous periods. They are familiar with the topic of food and have developed some cross-cultural awareness. They may enjoy learning about famous world foods but need support with specific cultural terms (e.g., paella, wurst). Pronunciation practice provides a light-hearted skill-focused break. 【Teaching Focus & Difficulties】 Focus: 1. Understanding the key features and cultural context of three world foods 2. Distinguishing and accurately producing the vowel sounds /eɪ/ and /aɪ/ Difficulties: 1. Pronouncing and remembering the names of specific foreign dishes (paella, wurst) 2. Consistently differentiating between the long /eɪ/ and /aɪ/ diphthongs in new words Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to describe basic information about Chinese hotpot, Spanish paella, and German wurst 2. Students will be able to understand the phonetic difference between /eɪ/ and /aɪ/ Skills: 1. Students will be able to discuss their favorite food and give reasons 2. Students will be able to correctly pronounce words containing /eɪ/ and /aɪ/ in given proverbs 3. Students will be able to self-assess their recall of key unit vocabulary 【Process & Methods】 Through visual presentation, guided reading with information extraction, comparative discussion, minimal pair pronunciation practice, and reflective self-assessment, students will integrate cultural knowledge, speaking practice, and language skill consolidation in a varied and engaging lesson. 【Affect, Attitude & Values】 To cultivate curiosity and appreciation for global food cultures, foster open-mindedness towards different culinary traditions, and enjoy the playful aspect of language learning through pronunciation practice. To encourage self-reflection on learning progress. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Personal Connection Show appealing pictures of hotpot, paella, and a variety of German sausages. Ask the two lead-in questions: “1. What’s your favourite food? 2. Why do you like it?” Have students discuss in pairs for 2-3 minutes, then share a few answers with the class. This activates personal experience and interest before introducing the new foods. To engage students personally with the topic of favorite foods, creating a low-stakes, motivating start that connects to their own lives before introducing new cultural content. step 2: Guided Reading & Information Gathering Divide the class into three groups. Each group reads one of the three short texts (Hotpot, Paella, Wurst) carefully. They complete a simple table for their assigned food: Name, Country, Key Feature 1, Key Feature 2. Then, regroup students into new trios with one expert from each original group. They teach each other about their food and complete the full table for all three foods. Teacher checks understanding and clarifies vocabulary (e.g., broth, paella, wurst, consumes). To promote cooperative learning through the “jigsaw” reading activity, ensuring all students engage with all texts efficiently while developing reading comprehension and peer teaching skills. step 3: Discussion & Cultural Exchange Pose discussion questions: 1) Which of these three foods would you most like to try? Why? 2) Can you think of another famous food from another country? Briefly describe it. Students discuss in small groups. Then, conduct a class poll on question 1 and have volunteers share answers for question 2. Teacher can supplement with other examples (sushi, pizza, tacos) if needed. To deepen cross-cultural engagement by encouraging personal choice and sharing of knowledge, moving from comprehension to opinion and broader cultural exchange. step 4: Pronunciation Practice – /eɪ/ vs /aɪ/ Write the two proverbs on the board. Underline “day” (/eɪ/) and “diet” (/aɪ/). Model the two sounds clearly, showing mouth movement. Explain /eɪ/ is like saying the letter ‘A’, /aɪ/ is like saying ‘I’. Play the audio. Students repeat chorally and individually. Do a quick “minimal pair” listening game: say pairs like “late” (/eɪ/) vs “light” (/aɪ/), students identify which sound they hear. Finally, students practice reading the proverbs aloud in pairs. To provide focused, explicit pronunciation practice on a common vowel distinction, using meaningful proverbs as context. The listening game adds an interactive, diagnostic element. step 5: Self-Assessment & Goal Setting Distribute or project the “My Progress Check” list. Give students 5 minutes to quietly look through the list and tick the words and expressions they remember and can use. Then, ask them to write down three sentences from the unit they find useful. Finally, have them write a simple “My Food Exploration Goal”: “I want to try ______ (food name) from ______ (country) because ______.” Collect or have volunteers share. To foster learner autonomy and metacognition through self-assessment of vocabulary acquisition, consolidate useful sentence patterns, and end the lesson on a forward-looking, personalized note related to the unit’s theme. Assessment & Reflection 【Assessment】 Formative: Observation during jigsaw reading and group discussions, participation in pronunciation activities, contribution to the class poll Summative: Completeness of the information table, accuracy in self-assessment and clarity of personal goal 【Reflection】** For Step 2, ensure clear instructions for the jigsaw activity; consider providing the table template. Monitor group work to ensure all students participate. For Step 4, demonstrate mouth shapes clearly. If students struggle with /aɪ/, contrast it with Chinese “ai” (爱). The self-assessment in Step 5 should be positive and reflective, not a test. Celebrate the variety of “Food Exploration Goals” as a sign of engaged learning. 学科网（北京）股份有限公司 $