Unit 6 Food and Drinks Reading and Writing 教学设计2025-2026学年中职英语高教版（2023修订版）基础模块1

Food and Drinks 教 学 设 计 参赛类别： 参赛课程： 参赛专业： 授课教室： 中职组 英语 幼儿保育 智慧教室 Unit 6 Food and Drinks 教学设计 课题名称 Unit 6 Food and Drinks 课程类型 阅读课 选用教材 英语基础模块1（高等教育出版社） 授课地点 智慧教室 授课对象 25级幼儿保育1班 学时 1学时 一 教学分析Instructional Analysis 教材分析 Analysis of Teaching Material This unit is based on the concept of "People and Society". The content of this lesson is taken from the Reading part of the textbook Unit6 Food and Drinks, the article centers on how to choose a restaurant, and the content is to analyze the determinants that affect people's choice of restaurant besides the overall rating. Students majoring in early childhood care and education are required to be able to read an article about choosing a restaurant, compare and analyze the information, make a reasonable judgment, and learn to write a logical and reasonable paragraph to express the reasons for choosing a restaurant on the basis of mastering the characteristics of the genre.本单元是基于“人与社会”的大单元教学设计理念, 本课教学内容选自教材Unit6 Food and Drinks的Reading部分，文章围绕如何选择餐馆，内容是分析除总体的等级评价以外影响人们选择餐馆的决定因素。要求幼儿保育的学生能读懂关于选择餐馆的文章，对信息进行比较和分析，做出合理判断，并能在掌握文体特征基础上，学会撰写逻辑清晰合理的语段，表述选择餐馆的理由。 学情分析 Analysis of Students The objects of this lesson are students of Early childhood care Class1, Grade1.According to the analysis of scores of pre-class activities and the survey of students' learning style and behavioral preference, we summarize the following learning situation.本次授课对象为25级幼儿保育1班学生，根据课前预习成绩分析、学生学习风格行为偏好调查，我们总结了如下学情。 Knowledge Background 知识基础 Students are familiar with vocabulary and food and drinks 熟悉饮食话题相关的词汇和句型。 Cognitive Ability 认知能力 Students have a basic understanding of healthy food and drinks and need further information about the factors about how to choose a proper restaurant. 学生对健康的饮食有基本的了解。需要进一步从文章中获取更多关于怎么选择合适的餐馆的信息。 Learning Style 学习风格 Students are active and curious.They like to get information by pictures and videos.思维活跃，好奇心强,喜欢通过直观的材料获得信息。 Behavioral Preference 行为偏好 Students are interested in new knowledge,but understand it slowly and they like discussing and exchanging ideas.对新知识感兴趣，对新知识接受较慢,喜欢交流讨论。 教学目标 Teaching Objectives According to the national curriculum standard, the English course for intermediate vocational education is a compulsory public foundation course, aiming at cultivating students' English application ability and basic language skills. Combined with the talent cultivation program for tourism majors in our school and the corresponding job requirements of tourism majors, we set the following objectives:根据国家课程标准，中职英语课程是一门必修的公共基础课程，旨在培养学生的英语应用能力和基础语言技能。结合我校旅游专业人才培养方案和旅游专业对应岗位需求，我们确定了以下目标： Language Competence 语言能力 1.Students will know the factors about choosing a restaurant. 2.Students can master skimming and scanning skills. Understand and use core vocabulary 学生知道选择合适餐馆要考虑的因素。掌握略读精读技巧。理解并运用核心词汇： apart from,proper,environment,cozy,contribute to Thinking Ability 思维品质 1.Use subheadings to summarize the theme of an article. 2.Improve logical thinking ability by comparing and analyzing to make proper choices. 3.Be able to apply the criteria for choosing a restaurant to the evaluation of kindergarten canteens and dining environments in childcare settings. 1.利用小标题总结文章主题。 2.对餐馆的相关要素进行比较和分析,提高分辨思维能力。 3.能将“餐厅选择标准”迁移运用到幼儿园食堂/用餐环境的保育评估中。 Learning Ability 学习能力 1.Students can increase their interest in learning English. 2.Students will be willing to take part in the class activities and cooperate with other group members. 提升学生学习英语的兴趣以及信心，激励学生参加小组活动，锻炼学生和其他小组成员合作的能力。 Cultural Awareness 文化意识 1.Students are able to gain a deeper understanding of Chinese food culture and strengthen the patriotic feeling. 2.Develop students' sense of safety and professional responsibility when caring for preschool children. 深入了解中国饮食文化,培养爱国情怀。结合本专业，培养学生照护幼儿的安全意识与职业责任感。 教学重难点 Teaching Key and Difficult Points Taking into account the actual situation of learning, we set the following key points and difficult points:结合学情实际，我们确定如下教学重难点： Key points 教学重点 Get familiar with the stylistic features of the discourse and master the method of multi-perspective elaboration. 熟悉语篇的文体特征，掌握多角度阐述方法。 Difficult points 教学难点 Compare, analyze, and make judgments about information, select appropriate restaurants and give reasons. 对信息进行比较、分析、判断，选择合适的餐馆，阐述理由。 二 教学策略Teaching Strategies 教学理念 Teaching Philosophy Constructivist philosophy建构主义理念 教学方法 Teaching and learning methods Teaching methods: task-based teaching method, situational teaching method, group discussion method Learning methods: cooperative group learning, inquiry-based learning 教法：任务型教学法、情景教学法、分组讨论方; 学法：小组合作学习，探究学习 教学资源环境 Teaching resources photos and video,check list,evaluation card 图片视频演示、检查清单、评价卡 教学模式 Teaching mode Task-driven instruction (PWP pre-reading,while-reading,post-reading) 任务驱动型教学（PWP读前-读中-读后） 三 教学过程Teaching procedures 环节process 教师活动teacher 学生活动students 意图purpose 导入 Lead-in 1.Play a video of a nursery rhyme about food. 2.Ask students what kinds of food are mentioned in the video. 3.Guide students to think: What kind of food should we provide for preschool children? 4.Show the Chinese Balanced Diet Pagoda for Preschool Children and give a brief summary. 1.展示一段有关食物的儿歌视频。 2.提问学生在视频里看到了哪些食物。 3.引导学生思考：对于学龄前儿童我们应该提供怎样的食物。 4.展示中国学龄前儿童平衡膳食宝塔并进行简单总结。 Students carefully watch the video and answer questions, recording English expressions. 学生认真观赏视频，回答问题,并记录英文表达。 Stimulate students' interest in learning and inspire their thinking by asking questions and related to the topic. 通过提问、展示与主题相关内容激发学生学习兴趣启发思维。 读前 Pre-reading Ask students to think about and check off the factors they focus on most when choosing a restaurant and discuss additional factors.让学生思考并勾选出他们在选择餐馆时最注重的因素，并讨论补充其他因素。 Students think carefully and have discussions with their peers to understand the advantages of teamwork. 学生认真思考，与同伴进行讨论，明白合作的优势。 Activate the background of food and drinks and prepare for reading activities. 激活学生关于饮食话题的背景知识，为后续阅读活动做好准备。 读中 While-reading 一 Skimming 略读 Read for structure. Read the text and choose a suitable title for the article. 1）Guide students to predict the content of the text by reading the subheadings 2) Summarize the main idea of the passage through the subheadings and choose a proper title.引导学生通过阅读文章小标题，预测课文内容。通过小标题总结归纳段落大意，选出文章标题 。 Read the text for the first time to get the general idea and identify the type of this passage by skimming. 学生第一遍读课文，了解文章大意，掌握略读技巧,确定文本类型。 1.By guiding students to complete the reading tasks step by step, develop students' ability to extract, read and recognize and process information in the text by skimming and searching. 通过引导学生逐步完成阅读任务，培养学生运用略读、寻读等方法提取、读懂和识别和处理课文信息的能力。 2. Check students' mastery of details in the form of a mind map. Check students' comprehension of the text by filling in information about teamwork. 以思维导图的形式检查学生对文章细节信息的掌握情况。通过填空检查学生对细节的理解情况。 3. Follow-up exercises test students' mastery of the article's outcomes.随堂练习检验学生对文章的理解成果。 二 Careful reading 精读 Read and Tick.细读课文，选出正确答案。 1.What is the main purpose of the passage? A. To introduce different kinds of food. B. To explain how people choose restaurants. C. To tell a story about dining experiences. D. To advertise a restaurant app. 2. Which factor is more important on weekdays? A. The star rating. B. The cooking style. C. The distance. D. The dining environment. 3. Which of the following can “ruin” a meal according to the text? A. Quiet environment. B. Good service. C. Bad service. D. Various flavors. 4. The environment of a restaurant ______ . A. has no influence on our dining experience . B. only includes the noise level C. contributes greatly to our dining experience D. is not an important factor 5. What does the writer think about spending more money on a meal? A. It always means better food. B. It is recommended for special occasions. C. It is unwise to spend too much. D. It improves the service quality. Students read the passage again to identify the text structure and find specific details. 学生第二遍读课文，提取文章结构，找寻细节信息。 三 Scanning 寻读 Go through the passage again and complete the mind map about choosing a restaurant. 再次浏览文章细节信息，补全有关选择餐馆的思维导图。 Read the text a second time and finish the mind map by scanning.第三遍读课文，理清行文结构，完成思维导图。 四 Practice 随堂练 Read and decide.细读课文，判断说法正误。 1.The star rating is an important factor to consider.（） 2.The food quality is more important than the cooking style.（） 3.We need to spend more money to have a better meal.（） 4.Good service means a great dining experience.（） 5.We can pay less attention to the environment than to other factors.（） Read the text a third time, processing key information from the text and determining whether it is correct or incorrect.学生第四遍读课文，处理文章重点信息，判断正误。 读后 Post-reading 拓展延伸 Stretch out 一 Group work 小组合作 Think and Share about how to make a kindergarten canteen checklist with group members. 分组讨论一名幼儿保育老师，如何对幼儿餐厅进行评估并完成检查清单。 Discuss actively, each group selects a representative to present. 学生积极讨论，小组选出代表发言，总结评价并给出理由。 Learning is applied to solving problems through collaborative student group inquiry. 学以致用，通过小组合作探究的方式解决实际问题。 二 Summary and homework 小结&作业 Summary: The teacher summarizes the reading strategies used in this reading lesson and leads the students in a word quick-response session to reinforce the words and phrases learned in this lesson. Homework: Required: Recite and write from memory the English expressions of the 5 important factors to consider when choosing a restaurant. Optional: Write a short passage entitled "My Ideal Kindergarten Canteen," using the vocabulary from this lesson to describe your ideal kindergarten canteen environment. Summary: 教师对本堂阅读课的阅读策略进行总结，并带领学生完成单词抢答环节，巩固本课所学单词短语。 Homework: 1.必做：背诵并默写选择餐厅时5个重要因素的英语表达。 2.选做：写一篇短文“My ideal Kindergarten Canteen”,用本课词汇描述你理想中的幼儿园食堂环境。 Students do a word quick-response session to review the vocabulary from this lesson, and choose optional homework according to their ability. 学生完成词汇抢答，巩固本节课所学单词和短语。根据自身能力选做课后作业。 Apply what they have learned to solve problems, and complete the transfer of knowledge and ability and innovation. 运用课堂所学解决与实际生活工作相关的问题，完成知识能力的迁移和创新。 四 教学评价Teaching Evaluation 1.Teacher's assessment: the teaching objectives are basically achieved, integrated into the scenario, reflecting the characteristics of early childhood care and education;师评：教学目标基本达成，融入情景，体现幼儿保育特色； 2.Self-assessment: attentive listening in class, high motivation, high class participation; 自评：上课认真听讲，积极性高，课堂参与度高； 3.Mutual evaluation: group activities are rich and conducive to cultivating students' ability of group cooperation and investigation.互评：小组活动丰富，有利于培养学生小组合作探究能力。 五 教学反思Teaching Reflection 1.Highlights: The topic is close to students' lives, which can easily stimulate students' interest and most of them can actively participate in it. Through studying the text, it can help students majoring in early childhood care and education to behave better in tour groups.亮点：话题贴近学生生活，易激发学生兴趣，学生都能积极参与,可以教导学生在幼儿照护表现更加细心负责。 2.Innovation: The use of reading methods such as skimming and searching trains students to find key information in the "sea of words" and develops their reading ability.特色创新：略读、寻读等阅读方法的使用，训练学生在“茫茫字海”中寻找关键信息的能力,培养了学生的阅读能力。 3.Weaknesses: Students' vocabulary is insufficient, and words are still a "roadblock" to students' reading, which affects the progress of text teaching. In the next stage of teaching, teachers should focus on strengthening students' memorization of words and expanding their vocabulary to lay a good foundation for future learning.不足之处：学生词汇量不足，单词仍是学生阅读的“拦路虎”,影响了课文教学的进度。在下一阶段的教学中，教师应重点强化学生对单词的记忆，扩大词汇量，为将来的学习打好基础。 六 板书设计blackboard design 学科网（北京）股份有限公司 $