2021-2022学年上教版（2020）高中英语：
必修一
Unit
3
Choices
单元全课时
学案
第一课时
学案
（学生版）
课题：Reading
and
interaction
I:
Food
for
thought:
The
good,
the
bad
and
the
really
ugly
课时学习目标：
通过阅读语篇，掌握行文结构和文章大意；
学生能在语境中理解carbon
footprint,
food
miles,
label,
refrigerate,
transport,
packaging,
dump,
greenhouse等主题词汇，捕捉细节信息；
能阐释食物选择对环境带来的影响，树立健康生活理念。
Pre-reading
Interactive
Task
1:
Answer
the
questions
Write
your
thoughts
about
the
following
questions
down
below.
When
you
make
food
choices,
what
do
you
take
into
consideration?
What
is
carbon
footprint?
Is
a
big
carbon
footprint
good
or
bad
for
the
environment?
Why?
II.
While-reading
Interactive
Task
2:
Content
prediction
A
reading
strategy——predicting
content
What
to
predict?
How
to
predict?
Interactive
Task
3:
Comprehension
work
Read
the
passage
and
answer
the
following
questions.
What’s
the
structure
of
the
text?
What
does
the
writer
want
to
find
out
about
the
food
in
her
fridge?
What
can
we
learn
from
food
labels?
Why
does
the
writer
feel
bad
about
the
pizza?
Why
does
the
writer
think
bananas
are
better
than
grapes?
What
is
“the
really
ugly”
according
to
the
writer?
Why?
Interactive
Task
4:
Summary
Finish
the
exercise
on
page
44
Comprehension
work-2
independently.
III.
Post-reading
Interactive
Task
5:
Further
understanding
What's
your
understanding
about
the
title
and
subtitles?
Write
your
understanding
below.
You
may
refer
to
the
following
table
for
reference.
IV.
Interaction
Think
about
the
following
questions,
share
with
your
partner,
and
later
present
your
ideas
in
class.
What
do
“the
good”,
“the
bad”
and
“the
really
ugly”
refer
to
according
to
the
writer?
And
why?
What
will
the
writer
take
into
consideration
when
making
food
choices?
And
why?
V.
Assignments
1.
Read
the
text
after
the
recording
three
times
in
the
correct
pronunciation
and
intonation.
2.
Write
the
factors
affecting
your
food
choices
and
the
reasons
in
3-5
sentences.
上教版
高一年级
必修一
Unit
3
Choices
第二课时
学案
（学生版）
课题：Reading
and
interaction
II
(Deep
reading)
Food
for
thought:
The
good,
the
bad
and
the
really
ugly
课时学习目标：
通过学习语篇的陈述方式，理解作者的写作意图；
能够举例说明不同食物在生活中的碳足迹，从而养成健康的生活方式；
能够联系实际生活进行推理，培养较好的理解能力。
I.
Deep
reading
Interactive
Task
1:
Writing
purposes
and
techniques
1.
What
are
the
writing
techniques
of
this
passage?
2.
Why
does
the
writer
give
us
these
facts
and
statistics?
Write
your
answers
in
the
“Techniques”
and
“My
understanding”
respectively.
Sentences
in
the
passage
Techniques
My
understanding
Others’
understanding
(1)
In
the
UK,
we
don’t
recycle
all
our
packaging;
we
throw
away
more
than
30%
of
it.
(2)
Luckily,
we
don’t
need
to
package
food
like
bananas
but
food
like
grapes
needs
protection.
(3)
So
my
grapes
are
from
Spain,
but
at
least
they
grew
in
natural
sunlight.
In
the
UK,
people
grow
grapes
in
heated
greenhouses,
which
means
our
grapes
are
less
energy-efficient.
(4)
In
the
USA,
cows
create
the
same
amount
of
greenhouse
gases
as
20
million
cars!
Discuss
in
pairs
and
make
a
dialogue
with
each
quote.
You
may
scratch
below.
Present
your
dialogue
in
class.
While
listening,
please
take
notes
in
the
“Others’
understanding”
column,
and
then
compare
these
with
your
understanding.
II.
Mini
project
Interactive
Task
2:
My
findings
and
changes
1.
List
the
food
in
your
fridge
in
the
table
below.
Vegetables
Fruit
Meat
Dairy
products
Seafood
Others
Put
them
into
three
groups
and
give
your
reasons.
You
may
use
the
ideas
below
to
help
you.
In/out
of
season
Where
it
comes
from
How
it
is
made/produced/grown
The
distance
it
travels
Its
packaging
Food
Reasons
The
good
The
bad
The
ugly
My
findings
in
my
fridge
Changes
I
can
make
III.
Interaction
Work
in
pairs
to
discuss
the
two
questions
on
page
46
in
your
textbook.
IV.
Assignments
1.
Finish
exercise
A-2
on
page
26
in
the
workbook.
2.
Write
down
the
writer’s
purpose
of
writing
the
passage
in
50-80
words.
英语学科
上教版
高一年级
必修一
第三单元
第三课时
学案
（学生版）
课题：Reading
and
interaction
III
(Focus
on
language)
Food
for
thought:
The
good,
the
bad
and
the
really
ugly
课时学习目标：
能够运用已有知识辨别文本中的复合名词和复合形容词，掌握其构词方式和意义；
能够通过比较做出正确的食物选择；
能够正确运用话题相关词汇，给出食物选择的合理建议，描述食物的生命周期，发表对于碳足迹的看法，并给出理由。
I.
Getting
started
Interactive
Task
1:
Revision
II.
Focus
on
language
Interactive
Task
2:
Find
the
compound
words
in
the
passage
Read
the
passage
again.
Find
words
in
the
passage
to
match
the
items
below
to
make
compound
nouns
and
adjectives.
eco-
food
greenhouse
rubbish
carbon
energy
recycling
Interactive
Task
3:
Recognition
of
the
forms
of
compound
words
Please
put
those
compound
words
above
in
the
correct
column.
Forms
Compound
words
More
to
come
Your
notes
Noun
+Noun
bus
stop,
Adj
+Noun
blackboard
Noun
+
Verb
sunrise
...
...
...
Interactive
Task
4:
Replacement
and
word
study
Please
use
the
compound
words
to
replace
the
italicized
part
in
each
sentence.
Write
your
word
in
the
bracket.
①I
prefer
the
vegetables
grown
in
natural
sunlight
instead
of
in
the
heated
greenhouses
and
those
not
stored
in
plastic
containers
because
they
are
not
harmful
to
the
environment
and
save
a
lot
of
energy.
(
)
②We
also
need
to
consider
the
distance
food
travels
to
get
to
our
homes
when
making
our
food
choices.
We
can
avoid
the
imported
foods
since
more
fuels
are
used
and
lots
of
emission
is
released
when
we
transport
food
over
long
distances.
(
)
③What’s
more,
I
will
bring
cloth
bags
for
my
next
trip
to
the
supermarket,
because
the
plastic
bags
provided
by
the
supermarket
usually
go
to
a
piece
of
land
where
waste
materials
are
thrown
away
and
not
to
a
place
where
old
objects
and
materials
are
treated
so
that
they
can
be
used
again
since
they
are
not
recyclable.
(
)
④
Last
but
not
least,
I’d
eat
less
meat.
Cows,
sheep
and
pigs
produce
more
gases
that
are
bad
for
the
environment
such
as
methane
when
their
food
is
digested.
In
short,
there
will
be
a
large
amount
of
carbon
dioxide
released
into
the
atmosphere
because
of
human’s
daily
activities.
(
)
Interactive
Task
5:
Make
choices
through
comparison
Go
through
the
text
very
quickly.
Find
the
writer’s
food
choices
by
answering
the
questions.
What
grapes
does
the
writer
prefer?
Give
your
choices
by
using
instead
of/prefer...to.../I’d
rather
choose...compared
with...
_____________________________________________________________________
Will
the
writer
choose
the
pizza
with
the
seafood
on
it
coming
abroad?
Please
use
“...not
because...,
but
because...”
to
give
your
choice.
_____________________________________________________________________
If
the
writer
goes
to
buy
some
fruit,
he
will
choose
less
packaged
food
or
over
packaged
food?
And
how
will
he
deal
with
the
packaging?
Can
you
list
his
eating
habits?
Translate
this
sentence
by
using
“the
same
amount
of
+
[u.
n.]....as”:
许多冷冻酸奶的脂肪含量几乎与降脂冰淇淋相当。
Many
frozen
yogurts
_______________________________
a
reduced-fat
ice
cream.
Table
for
reference:
III.
Language
Application
Interactive
Task
6:
Suggestions
and
choices
for
a
better
world
To
reduce
the
carbon
footprint
of
our
food
choices,
what
do
we
need
to
do?
Discuss
in
groups
for
three
minutes,
and
later
present
it
in
class.
You
may
refer
to
the
expressions
below.
For
your
notes:
IV.
Interaction
1.
Describe
the
life
cycle
of
tomato
ketchup
on
page
26
A-2
in
your
workbook.
2.
Choose
a
food
item
that
you
like
and
describe
its
life
cycle.
Explain
whether
the
food
has
a
big
or
small
carbon
footprint
in
about
100
words.
Try
to
use
the
topic-related
expressions
learned
in
this
section.
V.
Assignments
1.
Finish
exercise
2
on
page
47
in
the
student
book.
2.
Finish
exercise
A-1,
A-3,
A-5
on
page
26-28
in
the
workbook.
英语学科
上教版
高一年级
必修一
第三单元
第四课时
学案
（学生版）
课题：
Grammar
activity:
Relative
clauses
with
who,
whom,
which,
that
and
whose
课时学习目标：
能够在语篇中识别who,
whom,
which,
that
和
whose等关系代词引导的定语从句；
能够了解关系代词who,
whom,
which,
that
和
whose的作用，提高对限制性定语从句的认识；
能够在交际活动中正确使用定语从句。
Presenting
Interactive
Task
1:
Get
to
know
the
relative
clauses
You
may
take
some
notes
below.
Minimal
pair
Example
1:
The
boy
liked
the
breakfast.
His
mother
prepared
the
breakfast
for
him.
The
boy
liked
the
breakfast
that
his
mother
prepared
for
him.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Defining
relative
clauses
with
that,
which,
who,
whom
and
whose
Example
2:
I
bought
a
lot
of
eco-friendly
food
which/that
was
grown
in
natural
sunlight.
Example
3:
That’s
the
healthy
girl
(who/that/whom)
I
saw
yesterday.
Example
4:
Tom
is
a
health
expert
who/that
advised
us
to
eat
three
healthy
meals
a
day
and
do
lots
of
exercise.
Example
5:
Most
teenagers
whose
parents
work
long
hours
have
to
prepare
breakfast
themselves.
Conclude
some
common
rules
of
the
defining
relative
clauses.
Person
Thing
Subject
Object
Rules:
Read
the
passage
on
page
48.
Match
sentences
1-6
to
grammar
rules
a-d
on
page
49.
Then
write
the
noun
phrase
referred
to
by
each
relative
pronoun.
Grammar
rules
Sentence(s)
in
the
passage
Antecedents
a.
who/whom
(people)
b.
which
(things)
c.
that
(people/things)
d.
whose
(possession)
Practicing
Interactive
Task
2:
Complete
the
passage
with
the
correct
relative
pronouns
Complete
the
passage
with
the
correct
relative
pronouns
(that,
which,
who,
whom,
or
whose)
on
page
49.
Producing
Interactive
Task
3:
I
say
you
guess
1.
Common
mistakes
used
in
the
relative
sentences
He’s
a
famous
Chinese
director
which
directed
the
film
“Fang
Hua”.
It’s
a
kind
of
typical
ingredient
that
Indians
use
it
when
cooking.
It
is
a
historical
site
located
in
Italy
has
a
history
of
more
than
1900
years,
built
for
slave
owners
to
watch
beasts
or
slaves
fighting.
2.
Describe
at
least
one
person/object/place
with
defining
relative
clauses
successfully
in
the
guessing
game.
Use
these
sentence
stems
for
reference:
He/she’s
a/an
…
It’s
something…
They
are
the
people…
It’s
a
place…
It’s
the
time…
You
have
two
minutes
to
make
your
sentence,
and
two
minutes
to
exchange
information
with
at
least
three
other
students
while
taking
notes
on
your
worksheet.
Select
the
most
impressive
description
you
heard
during
the
activity
to
report
it
to
the
class.
I
say
you
guess(one
person/object/place…)
My
description
My
classmates’
description
My
guess
1.
2.3.…
1.
2.3.…
IV.
Interaction
Continue
to
play
the
game
“I
say
you
guess”.
Or
you
can
play
the
game
in
a
different
way.
Write
one
word
you
have
recently
learned
in
his
unit
on
a
card
or
a
piece
of
paper,
such
as
greenhouse,
fridge,
food
diary,
global
warming,
recycling.
You
describe
the
word
you
write
and
your
group
members
guess.
V.
Assignments
1.
Finish
B
Grammar
on
pages
30-31
in
the
workbook.
2.
Watch
a
video
about
relative
clauses.
链接：https://pan./s/1LhoOUJ4eoo2Q0v0ds5RoIA
提取码：e67x
英语学科
上教版
高一年级
必修一
第三单元
第五课时
学案
（学生版）
课题：Listening:
A
radio
program
Speaking:
The
vending
machine
课时学习目标：
能够在听力中捕捉关键词，听懂他人使用自动售货机的经历；
能够通过说话者语调的变化，推断说话者的态度；
能够描述个人使用自动售货机的经历，并发表观点。
I.
Listening—A
radio
program
Interactive
Task
1:
A
guess
game
Task:
Guess
what
it
is
with
the
following
clues.
It
is
a
machine
which
was
first
used
in
the
first
century
CE.
Those
who
were
from
Egypt
a
long
time
ago
in
history
bought
holy
water
from
it.
People
started
to
use
it
a
lot
in
the
19th
century.
If
you
put
in
one
thing
that
is
valuable,
it
will
also
give
you
something
of
equal
value.
It
is
a
machine
that
can
sell
things,
and
it
is
available
24
hours
a
day
and
seven
days
a
week
for
people
to
use.
What
is
it?
____________________________________
Interactive
Task
2:
Predicting
and
checking
Task:
Listen
to
the
radio
programme
and
tick
the
items
listed
below
that
are
sold
by
the
device.
bubblegum
stamps
fizzy
drinks
T-shirts
sports
shoes
cameras
vegetables
and
fruits
postcards
seafood
books
chocolate
umbrellas
Interactive
Task
3:
Listening
for
details
Task:
Listen
again
for
details
and
complete
the
table
in
exercise
3
on
page
50.
Strategy
3:
Understanding
the
attitudes
Understand
their
attitudes
by
identifying
the
changes
in
the
tones
of
their
voices.
Task:
Listen
for
the
third
time
and
pay
attention
to
the
tones
of
the
speakers
especially
during
the
following
dialogues,
and
judge
their
attitudes
or
feelings.
Write
them
down
below.
A
dialogue
between...
Quotes
from
the
conversation
Your
inference(their
attitudes
or
feelings)
Guy
and
the
hostess
...Guy:
It
depends.
...Hostess:That’s
interesting.
...Guy:
No,
not
many.
…Hostess:That’s
a
shame.
......
Sally
and
the
hostess
...Sally:
Hi,
well,
there
is
nothing
you
can’t
buy
from
vending
machines
...Hostess:
Seafood?
You’re
joking!Sally:
No,
I’m
not.
You
can
find
everything
in
Japanese
vending
machines.
...
Japan
has
...
per
person
in
the
word—there
is
one
machine
......
Daniel
and
the
hostess
...Hostess:
Really?
Where
were
you?Daniel:
…
It
was
great
to
find
one
in
a
vending
machine....
II.
Speaking
Interactive
Task
4:
The
vending
machine
Useful
expressions
for
successfully
conducting
a
short
interview
on
campus:
How
to
begin:
Excuse
me,
I’m
a
reporter
for
the
student
newspaper.
Can
I
ask
you
a
few
questions?
How
to
help
the
interviewee
feel
comfortable:
It
won’t
take
long.
I
have
just
two
simple
questions.
How
to
be
polite:
Do
you
mind
if
I
ask
you
about
your
personal
experiences
of
using
the
vending
machines?
How
to
wrap
up
the
interview:
Thank
you
very
much
for
your
time
and
answers.
It
was
a
pleasure
talking
to
you.
Goodbye!
You
may
ask
the
questions
like
this
when
you
interview
the
other
group
members:
You
may
make
comments
like
this:
Task:
Describe
your
experiences
of
using
vending
machines
and
then
work
in
a
group
of
four.
Interview
your
group
members
about
their
use
of
vending
machines
and
complete
the
table
on
page
51
in
your
textbook.
III.
Interaction
What
do
you
think
of
having
vending
machines
in
school?
Briefly
write
down
your
opinions
and
share
in
class.
IV.
Assignment
Finish
section
C
Listening
and
speaking
on
pages
32-33
in
the
workbook.
英语学科
上教版
高一年级
必修一
第三单元
第六课时
学案
（学生版）
课题：
Writing:
A
short
message
课时学习目标：
通过分析短信的内容、语言和格式，了解短信的文本特征和语言特点；
用得体的语言形式写一条短信，进行有效沟通。
I.
Get
started
Interactive
Task
1:
Writing
considerations
Think
about
these
questions:
What
type
of
writing
is
a
short
message?
What
do
you
write
a
short
message
for?
What
kind
of
language
will
you
use?
II.
Presenting
Interactive
Task
2:
Analyze
the
sample
writing
Work
in
pairs.
Read
the
sample
short
messages
A-C
in
exercise
2
on
page
52
in
your
textbook.
Then
complete
the
table
on
page
53.
Aspects
of
writing
Guiding
questions
My
exploration
Content
Who
is
each
short
message
for?
Is
it
for
a
friend,
a
classmate,
a
family
member,
etc.?
What
is
the
main
purpose
of
each
short
message?
Language
To
save
space
and
time,
what
is
usually
left
out
in
sentences?
What
short
forms
are
used
in
these
messages?
What
do
they
mean?
Editing
What
is
put
at
the
top
of
these
messages?
Is
there
a
punctuation
mark
after
it?
How
are
the
short
forms
of
words
capitalized?
Which
short
forms
must
be
written
with
full
stops?
III.
Producing
Interactive
Task
3:
Write
a
short
message
Imagine
that
you
are
going
to
write
a
short
message.
Read
tasks
1-2
and
choose
one
task.
You
may
prepare
your
writing
by
thinking
about
your
writing
purpose
and
the
intended
reader.
(1)
What
is
the
purpose
of
your
writing?
(2)
Who
is
your
short
message
for?
Write
your
short
message
down
below.
Check
the
short
messages
with
the
checklist.
Checklist
Content
1.
Have
you
explained
the
purpose
clearly?2.
Have
you
included
all
the
necessary
information?
Language
3.
Have
you
kept
it
short
by
using
abbreviations,
short
sentences,
phrases
or
imperative
sentences
when
necessary?
Organization
4.
Have
you
written
the
name
of
the
receiver
at
the
top
of
the
short
messages?
5.
Have
you
put
the
writer’s
name
at
the
bottom?
IV.
Interaction
Choose
one
of
the
following
two
tasks,
and
write
another
short
message.
Task1:
Your
friend
has
offered
to
feed
your
cat
while
you
are
on
holiday.
Offer
your
thanks
and
leave
a
note
with
instructions.
Task2:
You've
heard
that
one
of
your
school
friends
needs
to
borrow
a
surfboard.
Leave
a
note
on
the
desk.
V.
Assignments
1.
Finish
A-4
on
page
28
and
E-1
on
page
37
in
the
workbook.
2.
Know
more
about
the
abbreviation
by
watching
a
video.
链接：https://pan./s/1Wfzeo1jAT_r0CQi7kbYh6g
提取码：gmh1
英语学科
上教版
高一年级
必修一
第三单元
第七课时
学案
（学生版）
课题：Cultural
focus
I:
A
new
way
of
eating:
online
food
delivery
services
课时学习目标：
能够列举在线订餐和送餐服务的优点和缺点；
能够使用恰当的语言表达对在线订餐服务的看法；
能够就健康的饮食方式给出建议。
I.
Pre-reading
Interactive
Task
1:
Answer
the
questions
Work
in
pairs.
Discuss
the
questions.
1.
Do
you
use
online
food
delivery
apps?
2.
What
do
you
think
the
advantages
and
disadvantages
of
those
apps
are?
II.
While-reading
Interactive
Task
2:
Pros
and
cons
of
online
food
delivery
services
Read
the
passage
and
identify
the
topic
sentence
of
each
paragraph.
Then
find
out
the
supporting
details.
Write
your
answers
on
page
56
in
your
textbook
.
Paragraph
Topic
sentence
Supporting
details
1
2
3
4
Notes:
Interactive
Task
3:
True
or
false
Read
the
passage
again
and
decide
whether
the
following
statements
are
true
(T)
or
false
(F)
on
page
56.
Correct
the
false
ones.
(1)
Online
food
delivery
apps
are
convenient
and
useful,
but
it
is
hard
for
retired
people.
(2)
Online
food
delivery
apps
are
useful
for
people
with
a
busy
lifestyle.
(3)
The
biggest
disadvantage
of
online
food
delivery
services
is
that
the
food
you
order
may
be
high
in
sugar,
fat
and
salt.
(4)
The
writer
thinks
that
it
is
better
to
order
in
than
to
cook
at
home.
III.
Post-reading
Interactive
Task
4:
My
views
on
online
food
delivery
services
Please
discuss
the
following
questions
in
groups.
You
may
express
your
opinions
and
arguments
by
using
the
following
sentence
stems
if
necessary:
I’d
prefer
to…
Home-cooked
meals…for
me.
In
spite
of
the
problems…
We
may
improve
the
situations
by…
As
a
consumer,
we
need
to…
(1)
Do
you
prefer
home-cooked
meals
to
takeout
food?
Why
or
why
not?
(2)
How
can
we
make
the
online
food
delivery
industry
more
environmentally
friendly?
IV.
Interaction
You
may
continue
the
discussion
in
Interactive
Task
4
and
share
in
class.
V.
Assignment
Read
the
passage
“Dangerous
delivery”.
Answer
the
following
questions:
1.
How
is
the
passage
organized?
2.
What
problems
are
couriers
faced
with
now?
3.
What
are
the
causes
of
the
high
rate
of
traffic
accidents
among
the
couriers?
4.
How
can
these
problems
be
solved?
英语学科
上教版
高一年级
必修一
第三单元
第八课时
学案
（学生版）
课题：Cultural
focus
II:
Food
in
the
UK
课时学习目标：
能够通过观看视频,了解英国牛津考利路的国际美食；
能够在语境中熟悉与食物有关的词汇；
能够评估单元学习成果，分享学习体会。
I.
Start
thinking
Interactive
Task
1:
Answer
the
questions
How
much
do
you
know
about
Chinese
food?
What
international
restaurants
are
popular
in
Shanghai?
3.
Do
you
like
cooking?
What
dishes
can
you
cook?
II.
Comprehension
check
Interactive
Task
2:
General
information
(image
on,
sound
off)
Note
down
any
keywords
here
and
tell
what
are
in
the
video
later
in
class.
Interactive
Task
3:
Detailed
information
(image
on,
sound
on)
Watch
the
video
with
image
on
and
sound
on,
and
get
the
answers
to
the
following
questions.
What's
the
question
for
the
passers-by?
Which
country's
food
are
the
three
chefs
preparing?
What's
this
in
the
picture?
Interactive
Task
4:
Check-up
(image
on,
sound
on)
Please
watch
the
video
for
the
third
time
with
image
on
and
sound
on.
Take
notes
to
complete
the
sentences
in
exercise
2
on
page
57.
(1)
Many
people
think
of_______________
as
a
traditional
food
in
the
UK.
(2)
A
Cornish
pasty
is
a
pastry
with_______________
and
_______________
baked
inside
it.
(3)
In
the
UK,
you
can
try
foods
from
different
countries
at
restaurants,
_________
and
________.
(4)
There
are
many
international
restaurants
and________
on
Cowley
Road.
(5)
At
most
Indian
restaurants
you
can
eat
food
from
India,
_________
and
_________.
(6)
Bangladeshi
food
is
made
with
meat
or
fish,
_________and
spices.
(7)
One
of
the
most
popular
dishes
in
the
UK
is
_________.
It
is
usually
served
with_________
and
a
kind
of
_________
called
naan.
Most
restaurants
cook
their
own
naan
in
a
special
tandoor
_________.
III.
Interaction
Self-assessment
Use
the
checklist
and
reflective
questions
to
evaluate
your
study
in
this
unit.
Reflective
questions
Of
the
three
topics
in
this
unit:
carbon
footprint,
the
vending
machine,
and
online
food
ordering
and
delivery,
which
one
interests
you
most?
What
did
you
learn
from
it?
IV.
Assignments
1.
Finish
exercise
3
on
page
57.
2.
Finish
E
Writing
and
viewing
exercise
2
on
page
38
in
the
workbook.
Watch
the
video
“Food
in
the
UK”
again.
Choose
one
dish
that
you
are
most
interested
in
and
find
more
information
about
it
on
the
Internet.
Make
a
poster
for
a
food
festival
at
your
school
in
about
100
words.
Strategy
1:
Listening
for
key
words
and
phrases
Key
words
—nouns
and
verbs
Grammar
words—articles
(冠词),
auxiliary
verbs
(助动词),
pronouns
(代词),
prepositions
(介词)
Strategy
2:
Identification
of
speakers
Actually
the
host
use
the
caller’s
names
to
introduce
them
and
also
remind
the
listeners
who
is
speaking
in
the
process.
For
example,
Our
first
caller
is
Jack
on
line
1.
What
does
Guy
on
line
2
think?
On
line
3,
we
have
Sally.
Our
final
call
today
is
from
Daniel.2021-2022学年上教版（2020）高中英语：
必修一
Unit
3
Choices
单元全课时
教案
第一课时
教案
（教师版）
课题：Reading
and
interaction
I:
Food
for
thought:
The
good,
the
bad
and
the
really
ugly
课时学习目标：
通过阅读语篇，掌握行文结构和文章大意；
学生能在语境中理解carbon
footprint,
food
miles,
label,
refrigerate,
transport,
packaging,
dump,
greenhouse等主题词汇，捕捉细节信息；
能阐释食物选择对环境带来的影响，树立健康生活理念。
Pre-reading
Interactive
Task
1:
Answer
the
questions
Write
your
thoughts
about
the
following
questions
down
below.
When
you
make
food
choices,
what
do
you
take
into
consideration?
Possible
answers：
Student
A:
When
I
make
food
choices,
I
think
convenience
is
the
most
important.
That’s
why
I
like
eating
out.
I
don’t
have
to
worry
about
cooking
and
washing
dishes.
All
I
need
to
do
is
relax
and
enjoy
the
food
you
order.
Student
B:
I
pay
more
attention
to
taste.
It’s
one
of
the
most
obvious
factors
which
has
great
influence
on
choosing
one
type
of
food
over
another.
The
term
“taste”
does
not
only
refer
to
the
way
food
tastes,
but
also
includes
the
smell,
appearance
and
texture
of
the
food.
Usually,
foods
that
are
rich
and
delicious
are
more
appealing
to
me.
Student
C:
When
I
choose
food,
I
take
health
into
consideration.
I
buy
low-fat
and
low-sugar
food
to
reduce
my
calorie
intake
and
maintain
good
health.
Factors
Influencing
Food
Choices
smell\appearance\producing
areas\season\calorie
content\cooking
skills\electronic
and
print
media\advertising\family\emotions\education
and
knowledge\where
you
live
and
work
2.
What
is
carbon
footprint?
Carbon
footprint
is
a
measure
of
the
amount
of
carbon
dioxide
that
is
produced
by
the
daily
activities
of
a
person
or
company.
For
example,
companies
are
looking
at
ways
to
reduce
their
carbon
footprints.
3.
Is
a
big
carbon
footprint
good
or
bad
for
the
environment?
Why?
A
big
carbon
footprint
is
bad
for
the
environment
because
“carbon
footprint”
refers
to
the
amount
of
carbon
dioxide
produced
by
people
or
companies.
The
bigger
the
carbon
footprint
is,
the
worse
its
impact
will
be
on
the
environment.
II.
While-reading
Interactive
Task
2:
Content
prediction
A
reading
strategy——predicting
content
What
to
predict?
content
and
purpose
How
to
predict?
the
layout
-
information
source
and
target
readers
the
title
and
subheadings
-
content
clues
the
pictures
-
connections
between
words
and
life
Interactive
Task
3:
Comprehension
work
Read
the
passage
and
answer
the
following
questions.
What’s
the
structure
of
the
text?
The
first
paragraph
is
a
general
introduction
and
then
each
subtopic
is
dealt
with
under
separate
headings
“Food
miles”,
“Packing”
and
“Production”.
What
does
the
writer
want
to
find
out
about
the
food
in
her
fridge?
She
wants
to
find
out
if
the
food
in
her
fridge
is
good
for
the
environment.
(Line
7-8)
What
can
we
learn
from
food
labels?
“label”
is
a
piece
of
paper
that
is
attached
to
something
and
that
gives
information
about
it.
(Line13-14)
Why
does
the
writer
feel
bad
about
the
pizza?
She
feels
bad
because
the
seafood
on
the
pizza
comes
from
Thailand.
(Line
18)
Why
does
the
writer
think
bananas
are
better
than
grapes?
According
to
the
writer,
bananas
are
better
than
grapes
because
they
are
transported
from
Brazil
by
boat
so
their
carbon
footprint
is
small
and
they
are
not
packaged
in
plastic.
However,
grapes
are
packaged
in
a
plastic
container
and
are
transported
from
Spain,
which
causes
a
big
carbon
footprint.
Worse
still,
some
grapes
are
grown
in
the
heated
greenhouses
and
are
less
energy-efficient.
(Line
20-,
25,
29)
What
is
“the
really
ugly”
according
to
the
writer?
Why?
According
to
the
writer,
burgers
are
“the
really
ugly”,
because
they
come
from
cows
and
have
the
biggest
carbon
footprint.
In
the
USA,
cows
create
the
same
amount
of
greenhouse
gases
as
20
million
cars.
(Line
31-32)
Cows
produce
large
amounts
of
methane
gas
when
they
digest
food.
Interactive
Task
4:
Summary
Finish
the
exercise
on
page
44
Comprehension
work-2
independently.
III.
Post-reading
Interactive
Task
5:
Further
understanding
What's
your
understanding
about
the
title
and
subtitles?
Write
your
understanding
below.
You
may
refer
to
the
following
table
for
reference.
“Food
for
thought”
is
used
here
to
put
forward
an
issue.
We
should
think
seriously
about
what
our
food
does
to
the
environment.
“The
good,
the
bad
and
the
really
ugly”
refers
to
different
types
of
food
considering
their
impact
on
the
environment.
“Food
miles”,“Packaging”
and
“Production”
are
the
three
factors
taken
into
consideration
when
we
make
our
food
choices.
“Food
miles”
can
be
understood
as
food
transport.
We
can
check
food
miles
by
reading
food
labels.
“Packaging”
refers
to
the
materials
used
to
wrap
goods.
We
need
to
avoid
those
wrapped
in
plastic
containers
to
have
a
small
carbon
footprint.
How
the
food
is
produced
also
determines
the
environmental
impact.
We
should
prefer
more
local
food
grown
in
natural
sunlight,
or
even
consider
growing
our
own
food
to
be
more
energy-efficient.
IV.
Interaction
Think
about
the
following
questions,
share
with
your
partner,
and
later
present
your
ideas
in
class.
What
do
“the
good”,
“the
bad”
and
“the
really
ugly”
refer
to
according
to
the
writer?
And
why?
What
will
the
writer
take
into
consideration
when
making
food
choices?
And
why?
V.
Assignments
1.
Read
the
text
after
the
recording
three
times
in
the
correct
pronunciation
and
intonation.
2.
Write
the
factors
affecting
your
food
choices
and
the
reasons
in
3-5
sentences.
上教版
高一年级
必修一
第三单元
第二课时
教案
（教师版）
课题：Reading
and
interaction
II
(Deep
reading)
Food
for
thought:
The
good,
the
bad
and
the
really
ugly
课时学习目标：
通过学习语篇的陈述方式，理解作者的写作意图；
能够举例说明不同食物在生活中的碳足迹，从而养成健康的生活方式；
能够联系实际生活进行推理，培养较好的理解能力。
I.
Deep
reading
Interactive
Task
1:
Writing
purposes
and
techniques
1.
What
are
the
writing
techniques
of
this
passage?
2.
Why
does
the
writer
give
us
these
facts
and
statistics?
Write
your
answers
in
the
“Techniques”
and
“My
understanding”
respectively.
Sentences
in
the
passage
Techniques
My
understanding
Others’
understanding
(1)
In
the
UK,
we
don’t
recycle
all
our
packaging;
we
throw
away
more
than
30%
of
it.
Illustration
&statistics
By
giving
these
facts
and
statistics,
the
writer
wants
to
show
us
that
we
throw
away
more
packaging
than
we
realize.
The
packaging
that
we
do
not
recycle
may
be
dumped
in
landfills,
in
the
streets
or
end
up
in
the
oceans.
It
causes
great
damage
to
the
environment.
The
writer
wants
to
advise
us
to
recycle
or
buy
food
with
less
packaging
whenever
possible.
Non-recyclable
waste
is
damaging
the
environment.Buy
food
with
less
packaging
and
reuse
the
recyclable
packaging
materials.
(2)
Luckily,
we
don’t
need
to
package
food
like
bananas
but
food
like
grapes
needs
protection.
A
contrast
The
writer
is
comparing
how
bananas
and
grapes
are
packaged.
She
probably
wants
to
remind
us
to
choose
unwrapped
food
to
reduce
carbon
footprint.
Use
more
eco-friendly
packaging
materials.Buy
local
food.Bring
your
own
reusable
bags.
(3)
So
my
grapes
are
from
Spain,
but
at
least
they
grew
in
natural
sunlight.
In
the
UK,
people
grow
grapes
in
heated
greenhouses,
which
means
our
grapes
are
less
energy-efficient.
Comparison
and
contrast
The
writer
wants
to
tell
us
that
food
grown
in
heated
greenhouses
is
less
energy-efficient
by
comparing
different
ways
of
growing
grapes.
She
wants
to
suggest
that
we
buy
more
food
grown
in
natural
sunlight.
Grow
fruits
in
natural
sunlight.Find
a
more
eco-friendly
solution.
(4)
In
the
USA,
cows
create
the
same
amount
of
greenhouse
gases
as
20
million
cars!
Illustration,
comparison
&
statistics
By
giving
the
statistics,
the
writer
shows
us
that
raising
cows
for
beef
production
is
a
big
source
of
carbon
emission.
She
thinks
we
should
eat
less
beef.
Raising
cows
produces
lots
of
methane
and
causes
pollution.Eat
less
meat.
Discuss
in
pairs
and
make
a
dialogue
with
each
quote.
You
may
scratch
below.
A:
What
does
the
writer
tell
us
about
food
transport?
B:
According
to
the
writer,
many
foods
travel
a
long
way
before
they
reach
us.
They
are
often
frozen
on
the
way.
A:
Why
does
the
writer
mention
these
things?
B:
I
think
the
writer
wants
us
to
buy
more
local
food.
Local
food
is
more
eco-friendly.
Present
your
dialogue
in
class.
While
listening,
please
take
notes
in
the
“Others’
understanding”
column,
and
then
compare
these
with
your
understanding.
II.
Mini
project
Interactive
Task
2:
My
findings
and
changes
1.
List
the
food
in
your
fridge
in
the
table
below.
Vegetables
lettuce,
eggplant,
tomato,
pumpkin,
cabbage,
mushroom,
cucumber,
pepper
Fruit
apple,
orange,
lemon,
banana,
grape,
peach,
kiwi,
pineapple
Meat
pork,
beef,
lamb,
sausage,
bacon
Dairy
products
milk,
cheese,
yogurt
Seafood
crab,
shrimp
Others
burger,
pizza,
soft
drinks,
sparkling
water,
juice,
sauces
Put
them
into
three
groups
and
give
your
reasons.
You
may
use
the
ideas
below
to
help
you.
In/out
of
season
Where
it
comes
from
How
it
is
made/produced/grown
The
distance
it
travels
Its
packaging
Food
Reasons
The
good
Local
vegetables:
lettuce,
eggplant,
tomato,
pumpkin,
cabbage,
mushroom,
cucumber,
pepper,
fish,
shrimp
Not
transported
a
long
way,
saving
energy
The
bad
Fruits
packed
in
plastic
bags:
apple,
orange,
lemon,
banana,
grape,
peach,
kiwi,
pineapple
Wrapped
in
plastic
bags
which
cannot
be
recycled
easily
The
ugly
Red
meats:
pork,
beef,
lamb,
sausage,
bacon
Have
the
biggest
carbon
footprint
My
findings
in
my
fridge
In
my
fridge,
there
are
local
vegetables
and
seafood,
apples
packaged
in
plastic
and
some
beef.
I
think
the
vegetables
are
“good”
because
they
don’t
have
to
be
transported
a
long
way.
That
is,
transporting
vegetables
locally
can
save
energy.
However,
the
apples
are
“bad”
because
the
plastic
packaging
they
use
cannot
be
recycled
easily.
And
the
beef
is
“really
ugly”
because
it
has
the
biggest
carbon
footprint.
Changes
I
can
make
When
I
shop
next
time,
I
will
buy
more
local
food.
And
I
will
choose
fruits
without
plastic
packaging.
Also,
I
can
eat
less
beef
and
more
local
fish.
III.
Interaction
Work
in
pairs
to
discuss
the
two
questions
on
page
46
in
your
textbook.
IV.
Assignments
1.
Finish
exercise
A-2
on
page
26
in
the
workbook.
2.
Write
down
the
writer’s
purpose
of
writing
the
passage
in
50-80
words.
英语学科
上教版
高一年级
必修一
第三单元
第三课时
学案
（教师版）
课题：Reading
and
interaction
III
(Focus
on
language)
Food
for
thought:
The
good,
the
bad
and
the
really
ugly
课时学习目标：
能够运用已有知识辨别文本中的复合名词和复合形容词，掌握其构词方式和意义；
能够通过比较做出正确的食物选择；
能够正确运用话题相关词汇，给出食物选择的合理建议，描述食物的生命周期，发表对于碳足迹的看法，并给出理由。
I.
Getting
started
Interactive
Task
1:
Revision
II.
Focus
on
language
Interactive
Task
2:
Find
the
compound
words
in
the
passage
Read
the
passage
again.
Find
words
in
the
passage
to
match
the
items
below
to
make
compound
nouns
and
adjectives.
eco-
food
greenhouse
rubbish
carbon
energy
recycling
eco-friendly
food
miles
greenhouse
gases
rubbish
dump
carbon
footprint
energy-efficient
recycling
facility
Interactive
Task
3:
Recognition
of
the
forms
of
compound
words
Please
put
those
compound
words
above
in
the
correct
column.
Forms
Compound
words
More
to
come
Your
notes
Noun
+Noun
bus
stop,
food
mile,
carbon
footprint,
greenhouse
gas,
rubbish
dump
convenience
container,takeaway
container,greenhouse
effect,carbon
emission,product
packaging,food
waste,
food
consumption,
CO2
producer
Adj
+Noun
blackboard
Noun
+
Verb
sunrise
Doing
/Done+
Noun
recycling
facility
over-packaged
products
Noun+
Adj
energy-efficient
energy-saving,
sugar-free
Prefix
+
Adj/Noun
eco-friendly
ecotourism,
ecosystem
...
...
...
Interactive
Task
4:
Replacement
and
word
study
Please
use
the
compound
words
to
replace
the
italicized
part
in
each
sentence.
Write
your
word
in
the
bracket.
①I
prefer
the
vegetables
grown
in
natural
sunlight
instead
of
in
the
heated
greenhouses
and
those
not
stored
in
plastic
containers
because
they
are
not
harmful
to
the
environment
and
save
a
lot
of
energy.
(eco-friendly,
energy-efficient)
②We
also
need
to
consider
the
distance
food
travels
to
get
to
our
homes
when
making
our
food
choices.
We
can
avoid
the
imported
foods
since
more
fuels
are
used
and
lots
of
emission
is
released
when
we
transport
food
over
long
distances.
(food
miles)
③What’s
more,
I
will
bring
cloth
bags
for
my
next
trip
to
the
supermarket,
because
the
plastic
bags
provided
by
the
supermarket
usually
go
to
a
piece
of
land
where
waste
materials
are
thrown
away
and
not
to
a
place
where
old
objects
and
materials
are
treated
so
that
they
can
be
used
again
since
they
are
not
recyclable.
(the
rubbish
dump,
the
recycling
facility)
④
Last
but
not
least,
I’d
eat
less
meat.
Cows,
sheep
and
pigs
produce
more
gases
that
are
bad
for
the
environment
such
as
methane
when
their
food
is
digested.
In
short,
there
will
be
a
large
amount
of
carbon
dioxide
released
into
the
atmosphere
because
of
human’s
daily
activities.
(greenhouse
gases,
carbon
footprint)
Interactive
Task
5:
Make
choices
through
comparison
Go
through
the
text
very
quickly.
Find
the
writer’s
food
choices
by
answering
the
questions.
What
grapes
does
the
writer
prefer?
He
prefers
those
grown
in
natural
sunlight
or
in
fields
instead
of
those
grown
in
heated
greenhouses
since
they
are
less
energy-efficient.
Give
your
choices
by
using
instead
of/prefer...to.../I’d
rather
choose...compared
with...
_____________________________________________________________________
Will
the
writer
choose
the
pizza
with
the
seafood
on
it
coming
abroad?
He
dislikes
it—not
because
it’s
unhealthy,
but
because
the
seafood
on
it
comes
all
the
way
from
Thailand.
Please
use
“...not
because...,
but
because...”
to
give
your
choice.
_____________________________________________________________________
If
the
writer
goes
to
buy
some
fruit,
he
will
choose
less
packaged
food
or
over
packaged
food?
And
how
will
he
deal
with
the
packaging?
He
will
choose
simple
packaged
fruit
to
reduce
the
effect
on
ecosystem.
He
will
make
sure
the
waste
goes
to
the
recycling
facility
and
not
to
the
rubbish
dump.
Can
you
list
his
eating
habits?
He
doesn’t
eat
a
lot
of
meat
since
cows,
pigs
and
sheep
create
the
same
amount
of
greenhouse
gases
as
20
million
cars.
He
prefers
home-made
meals
to
takeaway
food
because
it
reduces
the
use
of
convenience
containers.
Translate
this
sentence
by
using
“the
same
amount
of
+
[u.
n.]....as”:
许多冷冻酸奶的脂肪含量几乎与降脂冰淇淋相当。
Many
frozen
yogurts
_______________________________
a
reduced-fat
ice
cream.
Many
frozen
yogurts
contain
nearly
the
same
amount
of
fat
as
a
reduced-fat
ice
cream.
Table
for
reference:
III.
Language
Application
Interactive
Task
6:
Suggestions
and
choices
for
a
better
world
To
reduce
the
carbon
footprint
of
our
food
choices,
what
do
we
need
to
do?
Discuss
in
groups
for
three
minutes,
and
later
present
it
in
class.
You
may
refer
to
the
expressions
below.
For
your
notes:
Answers
will
vary.
IV.
Interaction
1.
Describe
the
life
cycle
of
tomato
ketchup
on
page
26
A-2
in
your
workbook.
2.
Choose
a
food
item
that
you
like
and
describe
its
life
cycle.
Explain
whether
the
food
has
a
big
or
small
carbon
footprint
in
about
100
words.
Try
to
use
the
topic-related
expressions
learned
in
this
section.
V.
Assignments
1.
Finish
exercise
2
on
page
47
in
the
student
book.
2.
Finish
exercise
A-1,
A-3,
A-5
on
page
26-28
in
the
workbook.
英语学科
上教版
高一年级
必修一
第三单元
第四课时
学案
（教师版）
课题：
Grammar
activity:
Relative
clauses
with
who,
whom,
which,
that
and
whose
课时学习目标：
能够在语篇中识别who,
whom,
which,
that
和
whose等关系代词引导的定语从句；
能够了解关系代词who,
whom,
which,
that
和
whose的作用，提高对限制性定语从句的认识；
能够在交际活动中正确使用定语从句。
Presenting
Interactive
Task
1:
Get
to
know
the
relative
clauses
You
may
take
some
notes
below.
Minimal
pair
Example
1:
The
boy
liked
the
breakfast.
His
mother
prepared
the
breakfast
for
him.
The
boy
liked
the
breakfast
that
his
mother
prepared
for
him.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Defining
relative
clauses
with
that,
which,
who,
whom
and
whose
Example
2:
I
bought
a
lot
of
eco-friendly
food
which/that
was
grown
in
natural
sunlight.
Example
3:
That’s
the
healthy
girl
(who/that/whom)
I
saw
yesterday.
Example
4:
Tom
is
a
health
expert
who/that
advised
us
to
eat
three
healthy
meals
a
day
and
do
lots
of
exercise.
Example
5:
Most
teenagers
whose
parents
work
long
hours
have
to
prepare
breakfast
themselves.
Conclude
some
common
rules
of
the
defining
relative
clauses.
Person
Thing
Subject
who/that
which/that
Object
who/whom/that
which/that
Read
the
passage
on
page
48.
Match
sentences
1-6
to
grammar
rules
a-d
on
page
49.
Then
write
the
noun
phrase
referred
to
by
each
relative
pronoun.
Grammar
rules
Sentence(s)
in
the
passage
Antecedents
a.
who/whom
(people)
1We
asked
a
student?who/that
is
in
senior
high
school
to
keep
a
food
diary.
a?student
b.
which
(things)
2In
her
diary,
she
recorded
details
of
her
meals
which/that
provided
us
with
lots
of
information.4The
yoghurt?(which/that)
she
leaves
for
me
is
always
the
healthy
kind.
details
of
her
mealsthe
yogurt
c.
that
(people/things)
5By
5:00
p.m.
I
was
hungry,
so
I
had
a
snack?(which/that)
I
made
myself.6The
family
dinner?(which/that)
we
had
tonight
was
really
nice.
a?snackthe
family
dinner
d.
whose
(possession)
3Most
teenagers?whose
parents
work
long
hours
have
to
prepare
breakfast
themselves.
most
teenagers
Practicing
Interactive
Task
2:
Complete
the
passage
with
the
correct
relative
pronouns
Complete
the
passage
with
the
correct
relative
pronouns
(that,
which,
who,
whom,
or
whose)
on
page
49.
Producing
Interactive
Task
3:
I
say
you
guess
1.
Common
mistakes
used
in
the
relative
sentences
He’s
a
famous
Chinese
director
which
directed
the
film
“Fang
Hua”.
The
correct
one:
He’s
a
famous
Chinese
director
who/that
directed
the
film
“Fang
Hua”.
It’s
a
kind
of
typical
ingredient
that
Indians
use
it
when
cooking.
The
correct
one:
It’s
a
kind
of
typical
ingredient
that
Indians
use
when
cooking.
It
is
a
historical
site
located
in
Italy
has
a
history
of
more
than
1900
years,
built
for
slave
owners
to
watch
beasts
or
slaves
fighting.
The
correct
one:
It
is
a
historical
site
located
in
Italy
that/which
has
a
history
of
more
than
1900
years,
built
for
slave
owners
to
watch
beasts
or
slaves
fighting.
2.
Describe
at
least
one
person/object/place
with
defining
relative
clauses
successfully
in
the
guessing
game.
Use
these
sentence
stems
for
reference:
He/she’s
a/an
…
It’s
something…
They
are
the
people…
It’s
a
place…
It’s
the
time…
You
have
two
minutes
to
make
your
sentence,
and
two
minutes
to
exchange
information
with
at
least
three
other
students
while
taking
notes
on
your
worksheet.
Select
the
most
impressive
description
you
heard
during
the
activity
to
report
it
to
the
class.
I
say
you
guess(one
person/object/place…)
My
description
My
classmates’
description
My
guess
1.
2.3.…
1.
2.3.…
IV.
Interaction
Continue
to
play
the
game
“I
say
you
guess”.
Or
you
can
play
the
game
in
a
different
way.
Write
one
word
you
have
recently
learned
in
his
unit
on
a
card
or
a
piece
of
paper,
such
as
greenhouse,
fridge,
food
diary,
global
warming,
recycling.
You
describe
the
word
you
write
and
your
group
members
guess.
V.
Assignments
1.
Finish
B
Grammar
on
pages
30-31
in
the
workbook.
2.
Watch
a
video
about
relative
clauses.
链接：https://pan./s/1LhoOUJ4eoo2Q0v0ds5RoIA
提取码：e67x
英语学科
上教版
高一年级
必修一
第三单元
第五课时
学案
（教师版）
课题：Listening:
A
radio
program
Speaking:
The
vending
machine
课时学习目标：
能够在听力中捕捉关键词，听懂他人使用自动售货机的经历；
能够通过说话者语调的变化，推断说话者的态度；
能够描述个人使用自动售货机的经历，并发表观点。
I.
Listening—A
radio
program
Interactive
Task
1:
A
guess
game
Task:
Guess
what
it
is
with
the
following
clues.
It
is
a
machine
which
was
first
used
in
the
first
century
CE.
Those
who
were
from
Egypt
a
long
time
ago
in
history
bought
holy
water
from
it.
People
started
to
use
it
a
lot
in
the
19th
century.
If
you
put
in
one
thing
that
is
valuable,
it
will
also
give
you
something
of
equal
value.
It
is
a
machine
that
can
sell
things,
and
it
is
available
24
hours
a
day
and
seven
days
a
week
for
people
to
use.
What
is
it?
____________________________________
Interactive
Task
2:
Predicting
and
checking
Task:
Listen
to
the
radio
programme
and
tick
the
items
listed
below
that
are
sold
by
the
device.
bubblegum
stamps
fizzy
drinks
T-shirts
sports
shoes
cameras
vegetables
and
fruits
postcards
seafood
books
chocolate
umbrellas
Interactive
Task
3:
Listening
for
details
Task:
Listen
again
for
details
and
complete
the
table
in
exercise
3
on
page
50.
Strategy
3:
Understanding
the
attitudes
Understand
their
attitudes
by
identifying
the
changes
in
the
tones
of
their
voices.
Task:
Listen
for
the
third
time
and
pay
attention
to
the
tones
of
the
speakers
especially
during
the
following
dialogues,
and
judge
their
attitudes
or
feelings.
Write
them
down
below.
A
dialogue
between...
Quotes
from
the
conversation
Your
inference(their
attitudes
or
feelings)
Guy
and
the
hostess
...Guy:
It
depends.
...Hostess:That’s
interesting.
...Guy:
No,
not
many.
…Hostess:That’s
a
shame.
......
“It
depends.”
:
realistic
“That's
interesting.”:
surprised
or
happy“No,
not
many.”
:
concerned“That’s
a
shame.”
:
very
worried
Sally
and
the
hostess
...Sally:
Hi,
well,
there
is
nothing
you
can’t
buy
from
vending
machines
...Hostess:
Seafood?
You’re
joking!Sally:
No,
I’m
not.
You
can
find
everything
in
Japanese
vending
machines.
...
Japan
has
...
per
person
in
the
word—there
is
one
machine
......
“nothing
you
can’t
buy”:
positive“Seafood?
You’re
joking!”:
doubtful
and
surprised“everything,
per
person,
one”:
serious
Daniel
and
the
hostess
...Hostess:
Really?
Where
were
you?Daniel:
…
It
was
great
to
find
one
in
a
vending
machine....
“Really?
Where
were
you?
”:
curious“great”
:
excited
II.
Speaking
Interactive
Task
4:
The
vending
machine
Useful
expressions
for
successfully
conducting
a
short
interview
on
campus:
How
to
begin:
Excuse
me,
I’m
a
reporter
for
the
student
newspaper.
Can
I
ask
you
a
few
questions?
How
to
help
the
interviewee
feel
comfortable:
It
won’t
take
long.
I
have
just
two
simple
questions.
How
to
be
polite:
Do
you
mind
if
I
ask
you
about
your
personal
experiences
of
using
the
vending
machines?
How
to
wrap
up
the
interview:
Thank
you
very
much
for
your
time
and
answers.
It
was
a
pleasure
talking
to
you.
Goodbye!
You
may
ask
the
questions
like
this
when
you
interview
the
other
group
members:
What
things
do
you
buy
from
vending
machines?
Where
do
you
often
find/see
vending
machines?
How
do
you
pay?
Do
you
think
it
necessary
to
have
a
vending
machine
in
a
public
location?
Why
or
why
not?
What
problems
would
we
have
if…?
You
may
make
comments
like
this:
You
mean…,
right?
So,
perhaps…
That’s
interesting
/a
shame/…
You
are
joking!
Wow!
That’s
impressive.
Don’t
you
think
it
might
be
a
good
idea
to…?
I
can’t
agree
more.
I’m
afraid
it
wouldn’t
work.
Task:
Describe
your
experiences
of
using
vending
machines
and
then
work
in
a
group
of
four.
Interview
your
group
members
about
their
use
of
vending
machines
and
complete
the
table
on
page
51
in
your
textbook.
III.
Interaction
What
do
you
think
of
having
vending
machines
in
school?
Briefly
write
down
your
opinions
and
share
in
class.
IV.
Assignment
Finish
section
C
Listening
and
speaking
on
pages
32-33
in
the
workbook.
英语学科
上教版
高一年级
必修一
第三单元
第六课时
学案
（教师版）
课题：
Writing:
A
short
message
课时学习目标：
通过分析短信的内容、语言和格式，了解短信的文本特征和语言特点；
用得体的语言形式写一条短信，进行有效沟通。
I.
Get
started
Interactive
Task
1:
Writing
considerations
Think
about
these
questions:
What
type
of
writing
is
a
short
message?
What
do
you
write
a
short
message
for?
What
kind
of
language
will
you
use?
II.
Presenting
Interactive
Task
2:
Analyze
the
sample
writing
Work
in
pairs.
Read
the
sample
short
messages
A-C
in
exercise
2
on
page
52
in
your
textbook.
Then
complete
the
table
on
page
53.
Aspects
of
writing
Guiding
questions
My
exploration
Content
Who
is
each
short
message
for?
Is
it
for
a
friend,
a
classmate,
a
family
member,
etc.?
A
is
for
Tina,
the
daughter
of
the
writer
(i.e.
“Mum”).B
is
for
Fang,
a
friend
of
Lili’sC
is
for
Dan,
a
friend
of
Fang’s.
What
is
the
main
purpose
of
each
short
message?
A
is
to
remind
Tina
to
take
her
lunch
box,
suggest
what
to
eat
for
dinner
and
remind
her
to
go
to
bed
early.B
is
to
thank
Fang.C
is
to
invite
Dan
to
a
party
and
let
him
know
the
time
and
place.
Language
To
save
space
and
time,
what
is
usually
left
out
in
sentences?
Pronouns,
articles
and
some
subjects
are
usually
left
out
in
sentences.
What
short
forms
are
used
in
these
messages?
What
do
they
mean?
1)
e.g.
for
example2)
NB
this
is
very
important3)
esp.
especially4)
Sat.
Saturday5)
No.
Number6)
Rd
Road7)
etc.
and
so
on8)
RSVP
please
reply
as
soon
as
possible
Editing
What
is
put
at
the
top
of
these
messages?
Is
there
a
punctuation
mark
after
it?
The
name
of
the
receiver
is
put
at
the
top
of
the
short
messages.
There
is
no
punctuation
mark
after
it.
The
writer’s
name
is
put
at
the
bottom.
How
are
the
short
forms
of
words
capitalized?
RSVP
and
NB
are
written
in
capital
letters.etc.,
e.g.,
and
esp.
are
written
in
lower
case.
Sat.,
No.,
and
Rd
are
capitalized.
Which
short
forms
must
be
written
with
full
stops?
No.,
e.g.,
esp.,
etc.
and
Sat.
must
be
written
with
full
stops.
III.
Producing
Interactive
Task
3:
Write
a
short
message
Imagine
that
you
are
going
to
write
a
short
message.
Read
tasks
1-2
and
choose
one
task.
You
may
prepare
your
writing
by
thinking
about
your
writing
purpose
and
the
intended
reader.
(1)
What
is
the
purpose
of
your
writing?
(2)
Who
is
your
short
message
for?
In
task
one,
I
think
you
are
writing
to
your
new
friends.
The
purpose
is
to
invite
and
explain.
In
task
two,
you
are
writing
to
your
host
family
to
make
an
apology
and
give
thanks.
Write
your
short
message
down
below.
Check
the
short
messages
with
the
checklist.
Checklist
Content
1.
Have
you
explained
the
purpose
clearly?2.
Have
you
included
all
the
necessary
information?
Language
3.
Have
you
kept
it
short
by
using
abbreviations,
short
sentences,
phrases
or
imperative
sentences
when
necessary?
Organization
4.
Have
you
written
the
name
of
the
receiver
at
the
top
of
the
short
messages?
5.
Have
you
put
the
writer’s
name
at
the
bottom?
IV.
Interaction
Choose
one
of
the
following
two
tasks,
and
write
another
short
message.
Task1:
Your
friend
has
offered
to
feed
your
cat
while
you
are
on
holiday.
Offer
your
thanks
and
leave
a
note
with
instructions.
Task2:
You've
heard
that
one
of
your
school
friends
needs
to
borrow
a
surfboard.
Leave
a
note
on
the
desk.
V.
Assignments
1.
Finish
A-4
on
page
28
and
E-1
on
page
37
in
the
workbook.
2.
Know
more
about
the
abbreviation
by
watching
a
video.
链接：https://pan./s/1Wfzeo1jAT_r0CQi7kbYh6g
提取码：gmh1
英语学科
上教版
高一年级
必修一
第三单元
第七课时
学案
（教师版）
课题：Cultural
focus
I:
A
new
way
of
eating:
online
food
delivery
services
课时学习目标：
能够列举在线订餐和送餐服务的优点和缺点；
能够使用恰当的语言表达对在线订餐服务的看法；
能够就健康的饮食方式给出建议。
I.
Pre-reading
Interactive
Task
1:
Answer
the
questions
Work
in
pairs.
Discuss
the
questions.
1.
Do
you
use
online
food
delivery
apps?
I
use
online
food
delivery
services
on
a
regular
basis.
2.
What
do
you
think
the
advantages
and
disadvantages
of
those
apps
are?
Such
services
bring
a
lot
of
convenience
to
our
lives.
A
few
taps
on
our
smart
phones
or
tablets,
and
we
can
have
meals
delivered
to
home
in
no
time.
However,
it
can’t
be
guaranteed
that
all
the
restaurants
are
qualified
and
that
all
the
ingredients
they
use
are
safe.
I
don’t
think
we
should
depend
on
online
food
delivery
services
too
much.
II.
While-reading
Interactive
Task
2:
Pros
and
cons
of
online
food
delivery
services
Read
the
passage
and
identify
the
topic
sentence
of
each
paragraph.
Then
find
out
the
supporting
details.
Write
your
answers
on
page
56
in
your
textbook
.
Paragraph
Topic
sentence
Supporting
details
1
Few
people
knew
about
online
food
delivery
apps
ten
years
ago,
but
today,
many
would
find
it
hard
to
live
without
them.
Over
400
million
people
use
such
apps.They
have
changed
the
way
we
eat.They
are
also
having
a
huge
impact
on
our
society.
2
These
services
have
no
doubt
brought
us
many
benefits.
They
provide
jobs
for
millions
of
people
and
help
restaurants
find
more
customers.They
benefit
consumers
because
they
not
only
save
time
but
also
provide
a
wide
variety
of
restaurants
for
customers
to
choose
from.Retired
people/
Seniors
can
get
hold
of
meals
and
groceries
more
easily.
3
However,
we
cannot
forget
the
drawbacks
of
online
food
delivery
services.
They
make
it
easier
to
order
unhealthy
food.Food
safety
can’t
be
guaranteed.Terrible
traffic
accidents
are
caused
because
couriers
pay
little
regard
to
traffic
rules.They
create
unbelievable
amounts
of
packaging
waste
and
have
a
negative
impact
on
the
environment.
4
There
are
many
advantages
of
these
services,
but
we
need
to
make
sure
that
we
make
the
right
choices
in
the
long
run.
We
should
limit
waste,
especially
when
it
comes
to
packaging.We
should
think
about
what
we
eat
and
the
impact
on
our
health.
get
hold
of:
to
get
possession
of
something:
to
succeed
in
getting
something
courier:
a
person
or
company
whose
job
is
to
take
packages
or
important
papers
somewhere
pay
little
regard
to:
pay
little
attention
to
Interactive
Task
3:
True
or
false
Read
the
passage
again
and
decide
whether
the
following
statements
are
true
(T)
or
false
(F)
on
page
56.
Correct
the
false
ones.
(1)
Online
food
delivery
apps
are
convenient
and
useful,
but
it
is
hard
for
retired
people.
It’s
false.
They
are
convenient
to
use
and
are
useful
for
retired
people
as
well.
(2)
Online
food
delivery
apps
are
useful
for
people
with
a
busy
lifestyle.
It’s
true.
(3)
The
biggest
disadvantage
of
online
food
delivery
services
is
that
the
food
you
order
may
be
high
in
sugar,
fat
and
salt.
It’s
false.
The
food
you
order
may
be
high
in
sugar,
fat
and
salt.
This
is
one
of
the
disadvantages
of
online
food
delivery
services,
not
the
biggest
one.
(4)
The
writer
thinks
that
it
is
better
to
order
in
than
to
cook
at
home.
It’s
false.
The
writer
thinks
that
it’s
better
to
cook
at
home.
III.
Post-reading
Interactive
Task
4:
My
views
on
online
food
delivery
services
Please
discuss
the
following
questions
in
groups.
You
may
express
your
opinions
and
arguments
by
using
the
following
sentence
stems
if
necessary:
I’d
prefer
to…
Home-cooked
meals…for
me.
In
spite
of
the
problems…
We
may
improve
the
situations
by…
As
a
consumer,
we
need
to…
(1)
Do
you
prefer
home-cooked
meals
to
takeout
food?
Why
or
why
not?
Reference
answer:
I’d
prefer
to
eat
home-cooked
meals.
Home-cooked
meals
are
always
healthier
and
tastier
for
me.
Although
takeout
food
is
quick
and
easy,
all
the
convenience
comes
at
a
price—not
only
to
our
health,
but
also
to
the
environment.
(2)
How
can
we
make
the
online
food
delivery
industry
more
environmentally
friendly?
Reference
answer:
As
consumers,
we
may
improve
the
situations
by
changing
our
eating
habits.
For
example,
we
should
try
to
order
meals
online
less
often,
and
if
it
is
really
necessary
to
order
in,
we
should
say
no
to
disposable
straws,
chopsticks,
and
unnecessary
plastic
containers.
Other
possible
answers:
(1)
The
need
for
eco-friendly,
sustainable
packaging?–
in
the
food
delivery
market
in
particular
–
is
significant.
We
can
use
plant-based
plastics,
based
on
corn,
bamboo,
wheat.
These?natural
materials?are
abundant
and
renewable
and
they
make
for
high-quality
plates,
cups,
bowls,
containers
and
so
on.
(2)
Stop
automatically
adding
handfuls
of
ketchup,
soy
sauce
or
other?packets
of
condiments（调味包）?to
the
takeout.
It’s
better
to
ask
the
customer
whether
they
even
need
or
want
condiments.
(3)
Ask
the
customer
whether
(plastic)?utensils,
straws
and
napkins
need
to
be
included
in
the
deliveries.
(4)
Remove
any?excessive
packaging
or
wrapping.
(5)
There’s
no
need
to
put
a?paper
menu?in
the
delivery
meal
since
the
food
has
been
ordered
online.?
IV.
Interaction
You
may
continue
the
discussion
in
Interactive
Task
4
and
share
in
class.
V.
Assignment
Read
the
passage
“Dangerous
delivery”.
Answer
the
following
questions:
1.
How
is
the
passage
organized?
2.
What
problems
are
couriers
faced
with
now?
3.
What
are
the
causes
of
the
high
rate
of
traffic
accidents
among
the
couriers?
4.
How
can
these
problems
be
solved?
英语学科
上教版
高一年级
必修一
第三单元
第八课时
学案
（教师版）
课题：Cultural
focus
II:
Food
in
the
UK
课时学习目标：
能够通过观看视频,了解英国牛津考利路的国际美食；
能够在语境中熟悉与食物有关的词汇；
能够评估单元学习成果，分享学习体会。
I.
Start
thinking
Interactive
Task
1:
Answer
the
questions
1.
How
much
do
you
know
about
Chinese
food?
2.
What
international
restaurants
are
popular
in
Shanghai?
3.
Do
you
like
cooking?
What
dishes
can
you
cook?
Answers
may
vary.
II.
Comprehension
check
Interactive
Task
2:
General
information
(image
on,
sound
off)
Note
down
any
keywords
here
and
tell
what
are
in
the
video
later
in
class.
See
the
reference
on
page
131
in
the
Teachers’
Reference
Book.
Interactive
Task
3:
Detailed
information
(image
on,
sound
on)
Watch
the
video
with
image
on
and
sound
on,
and
get
the
answers
to
the
following
questions.
What's
the
question
for
the
passers-by?
What
food
do
you
love
or
hate?
Which
country's
food
are
the
three
chefs
preparing?
Bangladeshi
and
Indian
food.
What's
this
in
the
picture?
Tandoor,
a
clay
oven
used
in
northern
India
and
Pakistan
Naan,
a
special
bread
Interactive
Task
4:
Check-up
(image
on,
sound
on)
Please
watch
the
video
for
the
third
time
with
image
on
and
sound
on.
Take
notes
to
complete
the
sentences
in
exercise
2
on
page
57.
(1)
Many
people
think
of
fish
and
chips
as
a
traditional
food
in
the
UK.
(2)
A
Cornish
pasty
is
a
pastry
with
potatoes,
vegetables
and
meat
baked
inside
it.
(3)
In
the
UK,
you
can
try
foods
from
different
countries
at
restaurants,
market
and
festivals.
(4)
There
are
many
international
restaurants
and
food
shops
on
Cowley
Road.
(5)
At
most
Indian
restaurants
you
can
eat
food
from
India,
Pakistan
and
Bangladesh.
(6)
Bangladeshi
food
is
made
with
meat
or
fish,
fresh
vegetables
and
spices.
(7)
One
of
the
most
popular
dishes
in
the
UK
is
curry.
It
is
usually
served
with
rice
and
a
kind
of
bread
called
naan.
Most
restaurants
cook
their
own
naan
in
a
special
tandoor
oven.
III.
Interaction
Self-assessment
Use
the
checklist
and
reflective
questions
to
evaluate
your
study
in
this
unit.
Reflective
questions
Of
the
three
topics
in
this
unit:
carbon
footprint,
the
vending
machine,
and
online
food
ordering
and
delivery,
which
one
interests
you
most?
What
did
you
learn
from
it?
IV.
Assignments
1.
Finish
exercise
3
on
page
57.
2.
Finish
E
Writing
and
viewing
exercise
2
on
page
38
in
the
workbook.
Watch
the
video
“Food
in
the
UK”
again.
Choose
one
dish
that
you
are
most
interested
in
and
find
more
information
about
it
on
the
Internet.
Make
a
poster
for
a
food
festival
at
your
school
in
about
100
words.
Strategy
1:
Listening
for
key
words
and
phrases
Key
words
—nouns
and
verbs
Grammar
words—articles
(冠词),
auxiliary
verbs
(助动词),
pronouns
(代词),
prepositions
(介词)
Strategy
2:
Identification
of
speakers
Actually
the
host
use
the
caller’s
names
to
introduce
them
and
also
remind
the
listeners
who
is
speaking
in
the
process.
For
example,
Our
first
caller
is
Jack
on
line
1.
What
does
Guy
on
line
2
think?
On
line
3,
we
have
Sally.
Our
final
call
today
is
from
Daniel.
