牛津译林版（2019）选择性必修 第一册Unit 1 Food matters Welcome to the unit & Reading (I) 教学设计

Unit 1 Food matters
Welcome to the unit & Reading (I)（教学设计）
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about some information of comfort food from a magazine article;
2. develop their reading skills;
3. express their opinions on comfort/favorite food;
4. keep their positive attitude towards life.
II. Key competence focus
1. Analyse and summarize the structure of the text.
2. Think critically and express opinions freely.
III. Predicted area of difficulty
1. Understand the structure and improve reading skills of the magazine article.
2. Express their opinions properly according to the topic.
IV. Teaching procedures
Step 1 Lead-in
T asks a question:
When you feel unhappy, what will you do
(T: As for me, when I fee unhappy, I will eat some delicious food. Because the yummy taste can improve my mood so that I can forget the sadness. I call it comfort food.)
T leads Ss to watch the video and finish the exercises on page 1:
T: We know food keeps us healthy and energetic. And each country has its typical food. Let’s watch a video and get something from it.
Fish and chips from the UK consists of deep-fried fish and _____________ chips.
Sushi from Japan comes in __________ and is very popular partly because of its freshness and convenience.
A taco, a traditional Mexican dish, is made up of a ___________ or wheat pancake rolled around a filling.
Pasta from Italy is typically made from flour, water and sometimes ______________.
T asks the following questions:
Which of the dishes in the video would you like to try most Why
What do you think is the most typical Chinese food
What foods can have an impact on your feelings
【设计意图：由一个简单熟悉的话题快速导入到本堂课中，让学生畅所欲言，自由发挥。通过让学生观看视频，使他们对各国食物有个基本了解，同时也提升了他们的文化底蕴。再由视频后的话题作为阅读前的过渡，让学生粗体地区分typical/favorite food和comfort food的不同点。】
Step 2 Understanding the structure
Choose the right answer according to the structure chart.
T asks Ss to finish part A1.
【设计意图：指导学生快速获取段落主旨，帮助学生了解语篇的宏观结构，培养学生概括与归纳段落大意的能力，同时培养学生的阅读技巧。让学生在这样的阅读策略引领下体会comfort food真正的含义，为下一步的细读做好了充分的铺垫。】
Step 3 Reading for specific information
T asks Ss to read the article again carefully and answer the following questions:
1. What does the author compare the flavour of the rice pudding to in the first paragraph
2. What is comfort food in its broadest sense
3. According to the third paragraph, how does comfort food such as chicken soup cheer us up
4. For people who move away from their home country, what largely determines their comfort food
【设计意图：通过让学生再一次逐段细读文章，体会作者在本篇文章中所应用的一些写作技巧和进一步思考comfort food的真谛。此环节让学生充分打开思维，进行知识的升华。
Step 4 Further reading
T asks Ss to answer the following questions:
How does the author introduce the topic of comfort food What do you think of this technique
In your opinion, is there any difference between one’s comfort food and favorite food Give your reasons.
Recommend some comfort food and give your reasons.
T asks Ss to share their opinions.
3. T makes a conclusion.
T: Comfort food let us touch our tongue. However, the most important thing is that it is more than a kind of food. It’s food for the soul. We can express our feelings through it. As Chen Shou says, “Food is as fundamental to man as the people are to the state”. (国以民为本，民以食为天。) By eating comfort food, we can keep a positive attitude towards our life.
【设计意图：第一个问题的设置让学生思考作者在写作中所运用的写作手法，鼓励学生在自己的写作中也可以依葫芦画瓢。第二个问题的设置培养学生的思维能力。最后一个任务向同学推荐自己的comfort food，实现学生对课本知识的一个迁移和创新。这部分是一个很好的分享环节。老师的总结引导学生用正确的态度热爱生活，体现了人与自我的情感升华。】
V. Homework
1. Read the magazine again and underline the difficult points that you cannot understand.
2. Are there any other information about comfort food What are they Go to the library or surf