外研版（2019）必修二 第一单元 Food For Thought Words & Expression教学设计(表格式）

编写时间： 2023年 4 月 会东县和文中学 高2022级英语 备课组
会东县和文中学集体备课教学设计
课 题 Unit 1 Food for thought 主备人 授课人
课 型 Words & Expressions 课时 第 1 课时 授课时间 节数安排 节
教学目标 1.学生能够准确拼读并书写Unit 1核心词汇及其相关联的其他词性的变体词；2.学生能够准确认读并书写Unit 1核心短语；3.学生能够在具体语境中准确使用核心词汇和核心短语。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 重点：1.学生能够准确拼读并书写核心词汇及其相关联的其他词性的变体词；2.学生能够准确认读并书写核心短语。
难点： 学生能够准确拼读并书写核心词汇及其相关联的其他词性的变体词；2.学生能够准确认读并书写核心短语。
学情分析
教学准备 课件
教学过程（教师活动、学生活动）
Word FormationA: 派生marriage n. 婚姻 marry vt. 娶；嫁；和......结婚 married adj. 已婚的（be married to... 与......结婚（状态） get married to ... 与......结婚（动作） marry sb 和某人结婚 marry sb. to sb. 把某人嫁给某人 engage 订婚 divorce 离婚）typical adj. 典型的；有代表性的 typically adv. 典型地，不出所料地（It is typical of sb. to do sth. 会做某事是某人的典型特点）suffer vt. 遭受，蒙受 vi. (+ from) 受苦，感到疼痛，患病 suffering n. (身体或精神上的）疼痛；sufferings n.苦难，折磨suffer+(a) loss/(a) pain/(a) defeat/punishment suffer from+ 疾病/自然灾害 (suffer (a) loss 遭受损失；suffer from a heart attack 患心脏病)horrible adj. 糟糕的；可怕的 horror n. 恐怖；使人感到恐怖的东西(常用复数） horribly adv. 可怕地poison n. 毒药 poisoning n. 中毒 （alcohol poisoning 酒精中毒） poisonous adj. 有毒的symbol n.象征 symbolic adj. 象征的 symbolize v象征 a symbol of …的象征symbolic meaning 象征意义addict n.对......着迷的人 addicted adj. 入迷的 addictive adj. 令人着迷的addiction n.上瘾；热衷 （be addicted to...(doing) sth. 对(做）......很着迷）differ vi. 不同，有区别 different adj. 不同的 indifferent adj. 漠不关心difference n. 不同 (differ from ... in... 在......方面与......不同 make a/no/some difference to对…有/没有/有些影响）bitter adj.苦的；有苦味的 bitterly adv. 苦涩地；悲痛地；极其construction n. 建造；建筑 construct v. 建造 constructive adj. 建设性的 reconstruct v. 重建 （under construction 在建设中）satisfying adj. 令人满意的 satisfy vt. 令人满意 satisfied adj.感到满意的 satisfactory adj.令人满意的 satisfaction n. 满意（be satisfied with 对…满意 to one’s satisfaction 令人满意的是 with satisfaction 满意地 far from satisfactory 远非令人满意的）identify v. 确定，发现 identification n. 1）识别；确定 2）身份证明 identity n. 身份（an identity card (ID card)身份证)originally adv. 最初 originate v. 起源 origin n 起源；出身，血统 original n. 原文 adj. 1) (只用于名词前）最初的 the original place 2） (只用于名词前）原创的 the original work 3） 新颖的；创新的；独特的 an original suggestion resist v. 忍住，按捺，抗拒 resistance n. 反抗；抵制（resist doing 抵抗做某事/忍住不做某事）B：转化sort n.种类 v. 把......分类/整理 sort out 整理toast n. 烤面包片 v. 烤；烘（面包等）；向......祝酒，干杯 toast to 为…干杯，向… 祝酒 toaster 烤面包机roast n. 大块烤肉 adj.烤好的 v. 烤bite n.咬 v. 咬 （过去式bit, 过去分词bitten) （take a bite of sth 咬一口）diet n.饮食 v. 节食，按规定进食 （ a balanced diet均衡饮食 go/be on a diet 节食）handle n.把手 v. 处理；操纵；拿 Handle with care! 轻拿轻放。attack v.侵袭；进攻 n. 进攻；（疾病的）侵袭 (a heart attack 心脏病 under attack 受到攻击)swing v. (使）摆动 （过去式swung,过去分词swung) n.摇摆；秋千C：合成someday some pron.某个，某一+ day n. 天 adv.有朝一日download down adv. 向下+load v.加载，装载 v. 下载cheesecake cheese n.乳酪+cake n. 蛋糕 cheesecake n.乳酪蛋糕lifestyle life n. n. 生活; 生命+style n.方式 lifestyle n.生活方式homemade home n. 家 + made adj. 制作的 adj. 自制的【情景应用】A silver wedding anniversary(周年纪念日）celebrates a couple’s 25 years of marriage (marry).Jane got married to her husband immediately after graduation.It’s typical of（是…的典型特点）Dan to be careless. He slept on firewood and straw to remind him of his sufferings (suffer).The horrors (horrible) of war are beyond description. Addicted (addict) to studying, the boy didn’t want to go out playing. She kicked her three-pack-a-day cigarette habit and overcame her addiction（addict) to alcohol.American and British English differ in (不同) many small ways. Before birth, babies can tell the difference (differ) between loud sounds and voices.She expressed her satisfaction (satisfy) with the result and had a satisfied (satisfy) expression on her face.He found it hard to resist buying (buy) these books. I cried bitterly (bitter), tasting the salty (salt) tears that ran down my face. Key Words1. convenient adj. 方便的，便利的 inconvenient adj. 不方便的 convenience n. 方便convenience store 便利店 at one’s convenience 在某人方便的时候 It is convenient (for sb.) to do sth. (某人）做某事很方便If it is convenient to/for you // When you are available, (如果你方便的话) let’s meet at 8:30 outside the school gate.We would appreciate it if you could reply at your earliest convenience (在你最方便的时候).2. adapt vt. (使）适应；改编 adaptation n.适应；改编，改编的作品adapt (onself) to sth. (使某人）适应...... be adapted for 被改编成为.....be adapted from 被改编自......This new film is an adaptation (adapt) from a novel by Jane Austin. It took him quite a long time to adapt (himself) to his new surroundings. 他花了很长时间才适应了新环境。Three of his novels have been adapted for television.他的小说中有三部已经改编成电视节目。This play was successfully adapted from the original. 这部话剧是对原著成功的改编。related adj. 有关系的，相关的 relate v.（常与to连用） 1）vt.(使）互有关联；2）vt.【正式用语】叙述，讲；3）vi.理解relation n. 1) 关系，联系 2) 亲属 a distant relation 远亲relative n. 亲戚 adj. 相对的，相比较而言的(be) (closely/directly) related to 与......有(紧密/直接)联系in relation to 【正式用语】关于I love technology and try to keep up with it so I can relate to my students. 理解He related how the accident happened. 叙述，讲Tiredness is directly related to a driver’s response. 与......相关I have a lot to say in relation to this affair. 关于这件事，我有很多话要说。4. in case：conj. 1) 以防 （目的状语从句） 2） 如果，万一 (条件状语从句) in case of emergency 在紧急情况下 Take your coat in case it rains/ it should rain. 带上外套以防下雨。In case there is a fire, what will we do first 万一发生火灾，我们首先做什么？3）In case the house burns down, we will get the insurance money. 如果房子被烧毁，我们将领到保险金。有时后面不跟从句，译为“以防万一”4）It may not rain, but you’d better take an umbrella (just) in case. 可能不会下雨，但你最好带把伞以防万一。recommend v. 1）推荐 2）劝告，建议 recommendation n.推荐recommend sb./sth. to sb. 将某人/某物推荐给某人recommend that 主语+（should)+do 建议某人做某事recommend sb. to do sth. 建议某人做某事recommend doing 建议做某事I recommend this book to anyone with an interest in art. 我把这本书推荐给对艺术有兴趣的人。2) Teachers recommend that parents (should) not allow their children under 12 to ride bicycles to school for safety. 为了安全，老师建议家长不要让12岁以下的孩子骑车上学。3) The doctor recommended me to take a long rest.=The doctor recommended that I (should) take a long rest.医生建议我长期休养。4) I recommend meeting him first. 我建议先见见他。Vocabulary（话题词汇）Food and food material main Food: 主食bean豆 dumplings 水饺 flour面粉 grain谷物 hamburger 汉堡 noodle 面条 pancake 薄饼 pizza 披萨 spaghetti 意大利面2）Dessert 甜品：biscuit饼干 candy 糖果 chocolate巧克力 cookie曲奇 milkshake 奶昔 pie 派 ice cream冰淇淋Meat肉: bacon培根 beef牛肉 chicken鸡肉 mutton羊肉 pork猪肉 steak牛排Vegetables蔬菜:cabbage卷心菜 carrot胡萝卜 eggplant茄子 garlic蒜 mushroom蘑菇 onion洋葱 pea 豌豆Fruit水果:grape葡萄 lemon柠檬 melon 瓜 pineapple菠萝 strawberry草莓 watermelon西瓜5) Others: butter黄油 cheese乳酪 honey蜂蜜 jam果酱 nut坚果 oil油 pepper胡椒 popcorn爆米花 salad沙拉 salt盐 seafood海鲜 snack零食 sugar糖 walnut核桃 fast food快餐 junk food垃圾食品 porridge 粥 sandwich 三明治 toast 吐司2. taste：bitter 苦的 fresh 新鲜的 hungry 饥饿的 salty 咸的 sour 酸的 sweet 甜的 tasteless 无味的 thirsty 渴的 yummy 好吃的3. 烹饪： bake 烘烤 boil 煮 cook 烹饪 fry 煎，炸 heat 加热 steam 蒸 Practice Translate the following sentences into English.只有约翰会想到以这种方式帮助别人 (typical)It is typical of John to think about helping others in this way. 你方便四点钟来接我吗？(convenient)Is it convenient for you to pick me up at 4:00 度假时我随身带了驾照(driving license)，以防我想要租车。 （in case)I took my driving license with me on holiday in case I wanted to hire a car.医生建议她改变日常饮食。(recommend)The doctor recommended that she (should) change her diet. / The doctor recommended her to change her diet.随着时间的推移，我逐渐适应了学校生活。(adapt)As time went by/With time going by/Time going by, I gradually adapted (myself) to the school life.Smith夫妇已经结婚三年了。(marry) The Smiths have been married for three years.
板书设计
作业设计 课堂小练1 知能小卷阅读理解
课 题 Unit 1 Food for thought 主备人 授课人
课 型 Starting out & Understanding Ideas 课时 第 2 课时 授课时间 节数安排 节
教学目标 语言能力目标全面掌握本课时重点单词/词组/句型（读/写/记/运用）；能够通过阅读文章，获取细节信息,并概括归纳主旨大意。思维品质目标：通过阅读文本，归纳文章主旨大意。学会建立观点和事实之间的关系。文化意识目标：通过认识不同国家的食物，了解食物的多样性；通过学习不同的食物，了解食物的文化交流作用，培养自己的民族自豪感，同时树立起跨文化交际意识。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 重点1.全面掌握本课时重点单词/词组/句型；2.能够通过阅读文章，获取细节信息,并归纳文章主旨大意。
难点1.对文本中的观点和事实进行判断，并在二者之间建立联系（事实支撑观点）。
学情分析
教学准备 视频 PPT
教学过程（教师活动、学生活动）
Step 1 Lead-inTeacher introduces the theme of food culture.Step 2 Watching a videoStarting out—Learning the background of the food Activity 1 Provide theme-related background knowledge for Ss and raise their cultural awareness.T asks Ss to read the questions in Activity 1 and plays the video. Ss watch the video and list the different types of food introduced in the video. Then answer questions:Q1: What different types of food are introduced in the video Q2: Have you ever tried any of the food in the video What did you think of it Activity 2 Ss share their answers with the class.T collects answers. T can play the video again if necessary.Then The teacher evaluates the students' answers and finally gives the correct answers:Q1:Beijing duck,dazhaxie and Sichuan hot pot.Q2:Students’ own answers.Activity 3 1)Pair-work:Match the food to the countries on the map and answer the questions.①Have you ever tried any of the food in the pictures Which would you most like to try ②What food from other countries have you tried 2)Students share their answers with the class.Then the teacher evaluates the students' answers.Step 3 Pre-readingActivity 4Pair-work: Look at the pictures on Page 2. ①Ss discuss and explain their choices.Then tick the food Ss would like to try and see how adventurous they are.②T walks around and introduces the foreign food if necessary in order to help Ss relate the unit theme to their daily life and raise their interests. ③Ss answer the questions, talking about their knowledge of food from different countries. T evaluates their activities to help Ss activate their existing knowledge and get familiar with the topic.Step 4 Fast-readingActivity 5T shows the pictures on Page2-3 and asks Ss to read the title of the passage and share their understanding of it.T asks Ss to skim the passage and see if their understanding is correct.Answer the question: What’s the main idea of the passage T guide Ss to skim the text(first and last paragraph) and tell the main idea: My father is British and my mother is Chinese.Thanks to that,I’ve been able to enjoy food from both countries ever since I was a child.Step 5 Careful-readingActivity 6: Pair-workT asks Ss to read the passage carefully and complete the table with information from the passage.T can guide Ss to read some key words in the first column in the table, then find the places with the key words in the passage in order to complete the table. Ss can discuss in pairs and complete the work by cooperating with each other.Ss share their answers with the class. T shows the answers on the screen by PPT.Ss read the passage again, then understand and underline the new words.T can teach these new words in several minutes.(pudding, snack,cuisine,spicy,hot pot,dare,marriage,wedding,sort,butcher, super,bacon,sausage,toast,butter,typical,roast,suffer,stinky,tofu,horrible,gather,bite,cheese,someday, poison,oolong tea,china)Step 6 DiscussionActivity 7T asks Ss to discuss the two questions in groups and share their opinions. T offers help if needed.What does the author mean by saying "one mans meat is another mans poison" Do you know of any similar sayings in Chinese What food from other regions in China or other countries has made an impression on you Why Ss discuss the questions in groups and share their opinions in class.T help Ss further explore the topic and the unit theme and improve Ss’ critical thinking and problem-solving ability.Activity 8Learning language points:But there are still some dishes that Dad dare not try even after many years of marriage to my mother.some dishes that Dad dare not try =Dad does not have enough courage to try some of the Chinese dishes.dare在此句中是一个情态动词,没有人称和数的变化,dare not表示“不敢”dare作情态动词主要用于否定句和疑问句,形式分别是 dare not( daren't)和 Dare I/you/he… 等,后面跟动词原形。在肯定句中,通常只用于 I dare say这一习惯用语,表示“我想;我敢说”。dare作为实义动词,意为“敢,敢于”,在人称数和时态等形式变化上与其他实义动词相同。比如在此句中,dare也可以改为实义动词的用法,即There are still some dishes Dad does not dare to try.2. Even today, he still does not easily take to eating things like chicken feetParaphrase: Even today, he still cannot get used to eating things like chicken feet.take to doing sth是固定搭配,意为 to start doing something regularly or as a habit。例如:Tom has taken to going jogging every morning.(Tom习惯于每天早晨慢跑锻炼。)另一常见搭配为 take to sb/sth,意为 to start to like someone or something。3.He must have thought I was joking.Paraphrase: I'm sure that he thought I was joking此处情态动词must与完成式连用,表示对过去发生的动作或状态的肯定推测。4.Dad can cook a super“ full English breakfast”of bacon,eggs,beans,sausages and toast with butter…英式早餐: A full English breakfast is a breakfast meal that typically includes bacon,eggs,other cooked foods and a beverage such as coffee or tea. It usually shortened to “full English”.5.But just when I thought I could deal with all Chinese food, I came across stinky tofu,a horrible grey thing that looked and smelt like a burnt sports e across: to meet, find or discover someone or something by chance.eg : I came across my uncle in the gym.6.People say that one man's meat is another man's poison, but I feel at home with food from both my cultures.Paraphrase: People say that something that one person likes may not be liked by someone else. Chinese people and Britons may have different food preferences, but I enjoy food from both cultures.feel at home with sth是固定搭配,意为 to feel happy or confident about doing or using something例如: Practise using the video until you feel quite at home with it.(练习一下怎么用这台录像机,直到熟练为止。)7.To me, there's nothing better than a cross-cultural afternoon tea of English biscuits and acup of Chinese oolong tea in a fine china cup!Paraphrase: To me, an afternoon tea involving two different cultures is the best! It consists of English biscuits and a cup of Chinese oolong tea in a beautiful and delicate china cup. T explains: Afternoon tea was introduced in Britain in the early 19th century. It is a light meal to stem the hunger before an evening meal.Typically eaten between 3: 30 pm and 5 pm, it's usually composed of sandwiches (usually cut delicately into fingers), scones, sweet pastries, cakes and a pot of tea.
板书设计
作业设计 微点unit1 section 1 课堂小练1微点unit1 section 2
课后反思
课 题 Unit 1Food for thought 主备人 授课人
课 型 Using language(1) 课时 第 3 课时 授课时间 节数安排 节
教学目标 1. Let students master the basic usage of modal verbs and choose appropriate modal verbs according to the context; 2. Let students have a preliminary understanding of British table manners and broaden their international horizons; 3. Get students to use appropriate adjectives to describe food and can use appropriate modals to persuade others; 4. Get students to understand the knowledge of healthy diet and enhance the awareness of healthy diet.
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：如何处理好人与自然的关系
重 难 点 重点:1.Guide students to understand the ideographic function of “be able to, had better, have to, dare not” .2. Guide the students to introduce their favorite food using the vocabulary and grammatical structure learned in this unit.
难点： Guide the students to extract and summarize the expressions of Suggestions, and transfer them to the communication of similar situations.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 RevisionAsk Ss to read these sentences to understand the meanings of the words in bold.He can answer some strange questions.You must finish your homework first, then watch TV.We should obey the school rules.She could type when she was a child.T help Ss go over how to use these modal verbs.Step 2 Learning new modal verbsActivity 1Teach some new words of this part before so that the activity goes well.(function, download,related, diet,addict,tip,custom,manners,in case,trick,plate,handle,differ)T asks Ss to read the sentences from the reading passage and try to figure out the meanings of the words in bold. Help Ss discover and summarize the meanings and usage of the target modals. Ss read the sentences and work out the meanings of the words in bold. Ss finish the matching activity and talk about the function of modals and complete the matching activity.Ss take notes of the usage.Step 3 PresentationActivity 2T asks Ss to read the introduction to an app and find out what the app is about. And Ss read the introduction and find out what the app is about.T asks Ss to underline the modals in the introduction and talk about the meanings of them in groups. After Ss underline the modals and talk about the meanings of them in groups,T invites Ss to explain the modals in context and check the answers. Ss explain the modals in context and share their answers in class.Step 4 PracticeActivity 3T invites Ss to talk about what they know about the table manners in the UK.And Ss talk about what they know about the table manners in the UK.T asks Ss to complete the tips for good table manners with the correct form of the modals.After Ss complete it,T invites Ss to read the complete tips and check the answers.Ss read the complete tips and check the answers.T can explain the usage of the modal verbs if some of them have difficulties.Step 5 Summary情态动词（Modals）本身具有一定的词义，不能独立作谓语，必须和动词原形一起构成谓语。情态动词虽然数量不多，但用途广泛。常用的情态动词包括can (could), may (might), will (would), shall (should), must, need, dare, had better, ought to, used to等。1、be able to后接动词原形，表示某人做某事的能力，可用于大多数时态。用于过去时态时，还可以表示“某人过去或当时成功地做了某事”。例如：I will be able to speak Japanese in another few months. 再过几个月，我就能讲日语了。They were able to escape from the building when the fire broke out. 火灾发生时，他们设法从那栋建筑里逃了出去。2、dare 和 needA. dare作情态动词时,主要用于否定句、疑问句和条件从句中,一般不用在肯定句中。例如:How dare you say|' m unfair (你怎么敢说我不公平 )need表示“需要”或“必须”,作情态动词时用于否定句或疑问句中,在肯定句中一般用must,have to, ought to或 should代替。例如You needn't come so early.(你不用这么早来。)dae和need常用作实义动词,有时态、人称和数的变化。所不同的是,作实义动词时,在肯定句中,dare后面通常接带to的不定式;在否定句和疑问句中,dare后面可接带to或不带to的不定式。例如：a. I dare to swim across this river. (我敢游过河去。)b. He does not dare(to) answer .(他不敢回答。)3、have to的含义与must相似,两者往往可以互换使用,但 have to有各种时态,且强调客观需要,意为不得不”。例如：I have to leave because of the bad weather. (因为天气不好,我不得不离开了。)4、had better后接动词原形,意为“最好”,用于现在时或将来时,可用于一切人称,没有任何词形变化。had better的否定式是在其后加not,疑问式是把had和not提前。例如:a. You'd better sit here and have a rest. (你最好坐在这儿休息一下。)b. She had better not tell lies any more. (她最好再也别撒谎了。)c.Hadn' t the doctor better see him (医生是不是去看看他比较好 )
板书设计
作业设计 微点unit1 section 3课堂小练2微点unit1 section 4
课后反思
课 题 Unit 1 Food for thought 主备人 授课人
课 型 Developing ideas 课时 第 4课时 授课时间 节数安排 节
教学目标 1. Get students understand the content of the text, evaluate the lifestyle of different characters and give Suggestions;2. Get students relate to their own life and have a deeper understanding of the relationship between eating habits and healthy lifestyle; 3.Get students master the writing characteristics of recipes, can use the content to write a recipe and recommend it to others.
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 Important points:1. How to acquire knowledge about healthy lifestyle through reading;2. Master the writing characteristics and techniques of recipes.
Difficult points:1. How to acquire knowledge about healthy lifestyle through reading;2. Master the writing characteristics and techniques of recipes.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 RevisionActivity 1Talk about healthy eating with Ss. Work in pairs. Talk about what they usually eat for dinner and decide who eats more healthily.Step 2 Learning new wordsT teaches Ss to learn some new words in this part: lifestyle,belong to, swing,end up, honey,catch up,construction,satisfying,homemade,chef,convenient,identify,recipe,blog, originally, ranking, official,reconstruct,salty,sour,resist,adapt,pick up,breast,onion.Step 3 ReadingActivity 2 Pre-readingT asks Ss to look at the pictures and describe what they can see in each picture.And Ss look at the pictures and describe what they see.T asks Ss to read the passage and match the pictures of the fridges to their owners.After Ss read the passage,then match the fridges to their owners. T asks Ss to share their answers and check by the PPT.Activity 3 Careful-readingT asks Ss to read the passage again and match the sentences to the characters.Ss read the passage and find out who might say the sentences in Activity.Have Ss get the main idea of the passage.(The author introduces five people’s professional characteristics, eating habits and living habits by showing five pictures and the passage.)Activity 4 DiscussionT asks Ss to discuss the four questions in groups and share their opinions.Ss discuss the four questions in groups and share their opinions with the class.Check their answers:Q1:“You are what yo eat” means the food that you eat affects your health, your energy level, your mood,and even your behaviour. Therefore, in order to be fit and healthy, you need to eat fresh and healthy food.Q2~Q4: Students’ own answers.Activity 5 Cooperation inquiryT asks Ss to work in groups and discuss each person’s lifestyle in the passage.Ss work in groups and discuss each person’s lifestyle in the passage.T gets Ss to make comments on each person’s lifestyle and give suggestions.Ss make comments on each person’s lifestyle and give suggestions.Ss share their opinions in class.Step 4 WritingActivity 6 Reading and thinkingT asks Ss to read the food blog and answer the three questions on Page 11.①What is the origin of Gong Bao Chicken ②What are the two main parts of a recipe ③How do you cook Gong Bao Chicken Ss read the food blog,discuss in pairs and answer the questions.T checks their answers:Q1: Gong Bao Chicken was originally a family dish of Ding Baozhen, or Ding Gongbao,a high-ranking court official of the Qing Dynasty.Q2: The two main parts of a recipe are the ingredients and the instructions.Q3: Students’ own answers.Activity 7 Writing a recipeT asks Ss to think of their favourite dish and complete the recipe.Ss think of their favourite dish and complete the recipe. Ss can complete it after class if time is not enough.
板书设计
作业设计 微点unit1 section 4课堂小练 2微点unit1 section 5 课堂小练4
课后反思
课 题 Unit 1 Food for thought 主备人 授课人
课 型 Using language II:Vocabulary& Listening 课时 第 5 课时 授课时间 节数安排 节
教学目标 1.Enable St to describe food from appearance, smell, taste and feel;2.Tell what is healthy eating;3.Find some specific information in listening correctly.
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 重点Learn to describe food from appearance, smell, taste and feel;Find some specific information in listening correctly.
难点Enable St to describe food from appearance, smell, taste and feel;
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1: Do Activity 4 on Page 6.Keys: 1.c 2. a 3. d 4. bStep2: Do Activity 5 on Page 6.AppearanceSmellTasteFeelshinylargeroundpinktinyfresh....transparent(透明的)burntbrightcolourfulthickfishy...stinkyfragrant(芳香的)pungent(味道浓烈的，味道刺激的)smokyspicy（辛辣的）bittersweetfruity...sourhottastyraw (生的，未烹饪的)saltytendersoftjuicycoldsticky（粘的）smoothcreamy...greasy（油腻的）crispy（鲜脆的）hardchewyrubberyUseful expressions: cook through 煮熟highly recommended 高度推荐Step 1 Food comments Teach some new words of this part before so that the activity goes well.(BBQ,tender,steak,sauce, slightly,incredibly,pizzeria,vegetarian,bitter,bakery,cheesecake,creamy,recommend)Activity 1—Pair-workT invites Ss to talk in pairs about the food in the pictures using words they consider appropriate. T are walking around the class , giving them help while Ss are talking about the food in the pictures in pairs.T asks Ss to read the comments on the left and match the comments to the pictures.Ss share their answers with the class,then T evaluates their activities. Activity 2T asks Ss to read the comments again and underline the words that describe food.After Ss underline the words,T asks Ss to put the underlined words into the correct columns of the table.T checks their answers for each group and evaluates the activity.Activity3Work in pairs. Ss talk about their favourite food and make dialogues ,then speak in pairs.Step 2 ListeningActivity 4T asks Ss to look at the pictures and listen to the conversation. Then ask Ss to tick the food and drinks ordered. T gets Ss to listen to the conversation again and complete the notes. Have Ss listen again if necessary.Check their answers by asking Ss to talk about what Harriet says to persuade Janet. Step 3 SpeakingActivity 5T asks Ss to work in pairs, turn to the corresponding pages and read the information.T asks Ss to act out the conversation to persuade a customer. T provides help to Ss when necessary.3)T invites some pairs to act out the conversation in class.T evaluates the activity.
板书设计
作业设计 微点unit1 section 3课堂小练 3微点unit1 section 4 课堂小练4
课后反思
补充修改
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