外研版（2019）必修二 Unit 1 Food for thought单元教案（表格式）
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| 名称 | 外研版（2019）必修二 Unit 1 Food for thought单元教案（表格式） |  | |
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| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-03-06 16:48:40 | ||
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Book 2 Unit 1 Food for thought教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容；听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新学语言描述食物的色、香、味等特征，恰当使用情态动词给他人提建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解和挖掘；能够运用单元所学语言谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作和探究式学习的过程中结合单元所提供的的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的能力，最重促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out and vocabulary板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Vocabulary + Viewing + Speaking
主题语境 人与社会——中国美食和世界饮食文化
内容分析 两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中国美食。活动2通过图片介绍世界饮食文化。
教学目标 学习和主题相关的词汇，如cuisine, stew, ingredient等。 了解中国八大菜系； 学会表达食物的色、香、味等； 了解世界饮食文化
教学重点 用英文介绍中国美食； 学习和美食主题相关的词汇。
教学难点 引导学生养成健康的饮食习惯； 引导学生用包容和理解的态度看待世界各地的美食文化。
教学策略 视听策略、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Watch a video clip to catch a glimpse of Chinese food. List related words and phrases. Take notes Read and explain the words. Enlarge vocabulary.
Activity 2 Brain -storm Observe the pictures and summarize popular cooking methods. Enlarge vocabulary.
Activity 3 1. T asks Ss to read the China’s eight cuisines map. 1. Ss look at the pictures and share their answers with the class. Get to know China’s eight cuisines.
Activity 4 T asks Ss to introduce their favorite food. T introduces his/ her favorite food. 1. Ss discuss with each other and share their answers. Enlarge vocabulary; Relate what Ss have learned to their personal experience
Activity 5 T asks Ss to watch a video clip and answer questions. Ss answer the questions. Get to know food culture around the world.
Activity 6 T asks Ss to observe some pictures about different food in different countries. Ss answer the questions. Enrich Ss’ knowledge as well as raise their cultural awareness.
Activity 7 T asks Ss to analyze the theme of this unit. Ss have a discussion with classmates. Cultivate students' critical thinking ability.
Activity 8 Word review Ss answer the questions. Master the meaning and usage of the words.
教学反思
词汇教学部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性； 播放视频的时候，应该鼓励学生养成听、记笔记的习惯； 在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。
Understanding ideas板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——世界饮食文化
内容分析 以视频和图片的形式呈现中国美食； 通过文本分析了解世界饮食文化。
教学目标 利用图表等形式获取梳理事实性信息，初始文本文化内涵； 概括整合每位家庭成员对来自不同文化食物的不同态度。
教学重点 推理研究家庭成员的多元文化经历，推断和总结他们对食物不同态度的深层文化原因。
教学难点 引导学生养成健康的饮食习惯； 引导学生用包容和理解的态度看待世界各地的美食文化。
教学策略 视听策略、小组合作
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Watch a video clip to catch a glimpse of world food. List related words and phrases. Take notes Read and explain the words. Enlarge vocabulary.
Activity 2 T asks Ss to observe the pictures. Observe the pictures and make a prediction. Arouse Ss’ interest.
Activity 3 1. T asks Ss to read the the first paragraph. 1. Ss read the first paragraph to confirm their prediction. Get to know some basic information.
Activity 4 T asks Ss to scan the passage. Ss scan the passage to get to know more about the text. Learn reading strategy--scanning.
Activity 5 T asks Ss to skim the passage. Ss scan the passage to get to know the main idea. Learn reading strategy--skimming.
Activity 6 T asks Ss to listen to the tape to work out the structure of the passage. Ss listen to the tape. To work out the structure of the passage
Activity 7 T asks Ss to summarize different people’s opinion towards different cuisines. Ss read the passage carefully to find out supporting details. To read for details and read between the lines .
Activity 8 T asks Ss to put words and expressions discussed them in groups according to the context. Ss answer the questions. To build word bank.
Activity 8 T asks Ss to have a group discuss about some questions. Ss have a group discuss. To develop Ss’ critical thinking ability.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生; 输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性；
Using Language板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 语法部分的两个小语段分别介绍了一款能够帮助人们培养健康饮食习惯的手机应用软件和英国的餐桌礼仪。通过真实语境，引导学生对健康饮食这一人生概念的理解并在日后能选择正确健康饮食方式。
教学目标 引导学生了解情态动词的基本用法，使学生能够根据语境选择合适的情态动词。 带领学生初步学习、了解英国的餐桌礼仪，开阔国际视野。 引导学生使用恰当的情态动词说服他人。 引导学生了解什么是健康饮食，增强健康饮食的意识。
教学重点 引导学生掌握情态动词的基本含义和用法。 引导学生在真实语境中提升对情态动词的理解。
教学难点 引导学生对易混淆的情态动词用法进行区分。 引导学生在真实情景中选择合适的情态动词。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Display five sentences from the reading passage. 2. T asks Ss to observe the words in bold. Ss observe the words in bold. Arouse Ss’s interest.
Activity 2 T asks Ss to think about the definition of modal verbs. Ss think about the definition. Cultivate thinking ability.
Activity 3 T asks Ss to figure out the meanings of each modal verb. Ss match the meanings to the modal verbs. Get to know modal verbs’ basic meanings.
Activity 4 1. T explains the usages of ‘be able to’. 2. T asks Ss to think about the difference between ‘be able to’ and ‘can/could’. 3. T summarizes the differences and asks Ss to complete the passage. Ss think about the difference. Ss finish the exercise. 1. Cultivate thinking ability. 2. Enhance Ss understanding of the usages.
Activity 5 T explains the meanings and usages of ‘had better; dare; need’ with the help of varied authentic contexts. Ss observe the usages of modal verbs in authentic sentences. Learn usages of modal verbs through contexts.
Activity 6 T explains the meanings and usages of ‘have to’. T asks students to think about the difference between ‘have to’, ‘must’ and ‘should’. T plays a video and summarizes the differences. Ss think about the difference. Ss watch the video clip. Ss learn the difference from the context. 1. Cultivate thinking ability. 2. Learn usages of modal verbs through contexts.
Activity 7 1. T asks Ss to finish three sets of exercises. 2. T explains the questions that Ss may have difficult dealing with. Ss finish the exercises. Deepen the understanding of what students have learned.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。 输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性。
Developing ideas板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——饮食习惯、生活习惯
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。课文用图片的方式展示了五位人物的冰箱，并介绍了他们的职业特点、饮食习惯和生活习惯。
教学目标 1. 学生能够理解课文内容，评价不同人物的生活方式并给出建议； 2. 学生能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系。
教学重点 如何通过阅读获取有关健康生活方式的相关知识。
教学难点 1. 引导学生思考饮食习惯与生活方式的关系； 2. 引导学生联系自身实际，反思自己的饮食习惯。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to talk about what they usually eat for dinner and decide who eats more healthily. Ss talk about what they usually eat for dinner and decide who eats more healthily. Activate Ss’ theme-related background knowledge.
Activity 2 T asks Ss to read the passage and finish two tasks in the textbook. Ss read the passage and finish the two tasks. Have Ss read with certain tasks and get the key information.
Activity 3 T asks Ss to read the passage again and summarize the lifestyle of each person. Ss read the passage and identify the sentences that indicate each person’s lifestyle Have Ss read for details.
Activity 4 1. T asks Ss to work in groups and discuss each person’s lifestyle in the passage. 2. T gets Ss to make comments on each person’s lifestyle and give suggestions. 3. T invites Ss to present their opinions in class. 1. Ss work in groups and discuss each person’s lifestyle in the passage. 2. Ss make comments on each person’s lifestyle and give suggestions. 3. Ss share their opinions in class. 1. Help Ss summarize the lifestyles of the characters, make comments and give suggestions. 2. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learned in a real-life context.
Activity 5 T asks Ss to think about 4 questions and share their opinions. Ss underline the sentences that reflect each person's attitude towards his/her lifestyle. Ss talk about their understanding of the title “Cold truths” and the saying “You are what you eat”. Ss list some Chinese or English sayings about food and health. 1. Help Ss further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Help Ss develop their cross-cultural awareness.
Activity 6 T leads Ss to watch a video clip about how to improve our way of eating. Ss watch the video clip, take notes and collect information to finish the three tasks. Let Ss learn more tips on improving their eating habits
Activity 7 T makes a brief summary of the lesson and assign post-class tasks. Ss do a quick evaluation of what they have learned in the lesson. Let Ss reflect on what they have learned in class.
Writing板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Writing
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 本板块从另一角度反映单元主题，语篇类型为食谱。阅读语篇介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法，写作部分引导学生学会写菜谱，并根据菜谱判断如何健康饮食。
教学目标 学生学会写菜谱，在写菜谱时加入对美食本身的介绍和推荐； 学生能根据菜谱评价一道菜健康与否并给出建议； 学生能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系。
教学重点 掌握菜谱的写作特点和手法； 通过阅读菜谱获取有关健康生活方式的相关知识。
教学难点 引导学生思考如何介绍一道菜和菜谱的文体特点 引导学生联系自身实际，反思自己的饮食习惯。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to give a free talk on the given topic; T helps Ss to review how to make food comments. Ss delivers a speech on his/her favorite Chinese dish; Ss review the words and phrases in the using language. To review the knowledge and lead in today’s topic.
Activity 2 T asks Ss to read the new expressions. Ss read the new words after T. To enlarge the vocabulary.
Activity 3 1. T asks Ss to skim the passage. 1. Ss read the passage and grasp the main idea of each part. To learn reading strategy--skimming.
Activity 4 T asks Ss to scan paragraph 1. Ss scan the passage to get to know what aspects should be included in the introduction part. To learn reading strategy--scanning.
Activity 5 T asks Ss to skim the passage. Ss scan the passage to get to know the main idea. To learn reading strategy--skimming.
Activity 6 T asks Ss to follow the given pattern to write; T provides sample writings for Ss’ reference. Ss write a brief introduction to their favorite dish. To practice writing.
Activity 7 T asks Ss to summarize the other two parts of a recipe; T tells Ss more words to express the ingredients and instructions. Ss learn how to write ingredients and instructions To build word bank.
Activity 8 T asks Ss to watch a video clip about a dish and write a recipe. Ss watch the video and practice writing. To practice writing.
Activity 9 T asks Ss to have a evaluation about their writing; T provides sample writing to Ss. Ss use the provided criteria to assess their writing. To develop Ss’ critical thinking ability.
Activity 10 1．T gives out two recipes for Ss to tell which one is healthier 2. T asks Ss how to keep a balanced diet 1. Ss can tell which dish is healthier 2. Ss use the food pyramid and the given sentence pattern to say how to keep a balanced diet To develop Ss’ critical thinking ability.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性活动，吸引学生; 输出部分因为网课缺乏互动，难以给予个性化反馈。
Presenting ideas+ Reflection板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Speaking +Review
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 Presenting ideas环节是学生口头表达的环节。学生根据照片讨论中国非物质文化遗产名录上涉及传统技艺的美食，并选择向联合国教科文组织进行推荐；Review环节让学生在本单元结束时对自己学习行为和效果做出评估和分析。
教学目标 学生能根据所学向联合国教科文组织推荐美食； 学生能通过复习总结本单元学到的知识内容，并确定自己需要改进和提高的方面； 学生能够了解本单元的教学目标，尊重不同国家饮食文化、了解餐桌礼仪、培养健康饮食习惯。
教学重点 选出代表中国文化的美食/饮品，对饮食这一话题有更深入的了解； 通过练习总结Unit 1知识，查缺补漏。
教学难点 引导学生选择有代表性的美食或饮品，并利用句型有逻辑地表达； 引导学生评估自己的学习表现，并将所学迁移运用至高考。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to give a free talk on the given topic. Ss delivers a speech on the eight Chinese cuisines and name popular dishes of their hometown. To lead in today’s topic.
Activity 2 T asks Ss to guess the reasons why some dishes are listed as China’s Intangible Culture Heritage. Ss think about the reasons. To develop Ss’ critical thinking ability.
Activity 3 1. T asks Ss to brainstorm the food for recommendation using the aspects we’ve concluded. 1. Ss recommend a food or drink. To develop Ss’ critical thinking ability.
Activity 4 T asks Ss to talk about the recommendation; T gives sample speech to Ss. Ss deliver a speech on food recommendation, including descriptions and reasons. To improve oral English and logical thinking.
Activity 5 T asks Ss to review Unit 1 from discourse and lexical level. Ss answer the questions to see if they have grasped the knowledge. To review the words, phrases, and sentence patterns of the unit.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性活动，吸引学生; 复习部分因为网课形式，缺乏互动，难以看到学生反馈而给予改进方法，帮助他们优化学习方法和策略。
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容；听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新学语言描述食物的色、香、味等特征，恰当使用情态动词给他人提建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解和挖掘；能够运用单元所学语言谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作和探究式学习的过程中结合单元所提供的的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的能力，最重促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out and vocabulary板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Vocabulary + Viewing + Speaking
主题语境 人与社会——中国美食和世界饮食文化
内容分析 两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中国美食。活动2通过图片介绍世界饮食文化。
教学目标 学习和主题相关的词汇，如cuisine, stew, ingredient等。 了解中国八大菜系； 学会表达食物的色、香、味等； 了解世界饮食文化
教学重点 用英文介绍中国美食； 学习和美食主题相关的词汇。
教学难点 引导学生养成健康的饮食习惯； 引导学生用包容和理解的态度看待世界各地的美食文化。
教学策略 视听策略、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Watch a video clip to catch a glimpse of Chinese food. List related words and phrases. Take notes Read and explain the words. Enlarge vocabulary.
Activity 2 Brain -storm Observe the pictures and summarize popular cooking methods. Enlarge vocabulary.
Activity 3 1. T asks Ss to read the China’s eight cuisines map. 1. Ss look at the pictures and share their answers with the class. Get to know China’s eight cuisines.
Activity 4 T asks Ss to introduce their favorite food. T introduces his/ her favorite food. 1. Ss discuss with each other and share their answers. Enlarge vocabulary; Relate what Ss have learned to their personal experience
Activity 5 T asks Ss to watch a video clip and answer questions. Ss answer the questions. Get to know food culture around the world.
Activity 6 T asks Ss to observe some pictures about different food in different countries. Ss answer the questions. Enrich Ss’ knowledge as well as raise their cultural awareness.
Activity 7 T asks Ss to analyze the theme of this unit. Ss have a discussion with classmates. Cultivate students' critical thinking ability.
Activity 8 Word review Ss answer the questions. Master the meaning and usage of the words.
教学反思
词汇教学部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性； 播放视频的时候，应该鼓励学生养成听、记笔记的习惯； 在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。
Understanding ideas板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——世界饮食文化
内容分析 以视频和图片的形式呈现中国美食； 通过文本分析了解世界饮食文化。
教学目标 利用图表等形式获取梳理事实性信息，初始文本文化内涵； 概括整合每位家庭成员对来自不同文化食物的不同态度。
教学重点 推理研究家庭成员的多元文化经历，推断和总结他们对食物不同态度的深层文化原因。
教学难点 引导学生养成健康的饮食习惯； 引导学生用包容和理解的态度看待世界各地的美食文化。
教学策略 视听策略、小组合作
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Watch a video clip to catch a glimpse of world food. List related words and phrases. Take notes Read and explain the words. Enlarge vocabulary.
Activity 2 T asks Ss to observe the pictures. Observe the pictures and make a prediction. Arouse Ss’ interest.
Activity 3 1. T asks Ss to read the the first paragraph. 1. Ss read the first paragraph to confirm their prediction. Get to know some basic information.
Activity 4 T asks Ss to scan the passage. Ss scan the passage to get to know more about the text. Learn reading strategy--scanning.
Activity 5 T asks Ss to skim the passage. Ss scan the passage to get to know the main idea. Learn reading strategy--skimming.
Activity 6 T asks Ss to listen to the tape to work out the structure of the passage. Ss listen to the tape. To work out the structure of the passage
Activity 7 T asks Ss to summarize different people’s opinion towards different cuisines. Ss read the passage carefully to find out supporting details. To read for details and read between the lines .
Activity 8 T asks Ss to put words and expressions discussed them in groups according to the context. Ss answer the questions. To build word bank.
Activity 8 T asks Ss to have a group discuss about some questions. Ss have a group discuss. To develop Ss’ critical thinking ability.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生; 输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性；
Using Language板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 语法部分的两个小语段分别介绍了一款能够帮助人们培养健康饮食习惯的手机应用软件和英国的餐桌礼仪。通过真实语境，引导学生对健康饮食这一人生概念的理解并在日后能选择正确健康饮食方式。
教学目标 引导学生了解情态动词的基本用法，使学生能够根据语境选择合适的情态动词。 带领学生初步学习、了解英国的餐桌礼仪，开阔国际视野。 引导学生使用恰当的情态动词说服他人。 引导学生了解什么是健康饮食，增强健康饮食的意识。
教学重点 引导学生掌握情态动词的基本含义和用法。 引导学生在真实语境中提升对情态动词的理解。
教学难点 引导学生对易混淆的情态动词用法进行区分。 引导学生在真实情景中选择合适的情态动词。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Display five sentences from the reading passage. 2. T asks Ss to observe the words in bold. Ss observe the words in bold. Arouse Ss’s interest.
Activity 2 T asks Ss to think about the definition of modal verbs. Ss think about the definition. Cultivate thinking ability.
Activity 3 T asks Ss to figure out the meanings of each modal verb. Ss match the meanings to the modal verbs. Get to know modal verbs’ basic meanings.
Activity 4 1. T explains the usages of ‘be able to’. 2. T asks Ss to think about the difference between ‘be able to’ and ‘can/could’. 3. T summarizes the differences and asks Ss to complete the passage. Ss think about the difference. Ss finish the exercise. 1. Cultivate thinking ability. 2. Enhance Ss understanding of the usages.
Activity 5 T explains the meanings and usages of ‘had better; dare; need’ with the help of varied authentic contexts. Ss observe the usages of modal verbs in authentic sentences. Learn usages of modal verbs through contexts.
Activity 6 T explains the meanings and usages of ‘have to’. T asks students to think about the difference between ‘have to’, ‘must’ and ‘should’. T plays a video and summarizes the differences. Ss think about the difference. Ss watch the video clip. Ss learn the difference from the context. 1. Cultivate thinking ability. 2. Learn usages of modal verbs through contexts.
Activity 7 1. T asks Ss to finish three sets of exercises. 2. T explains the questions that Ss may have difficult dealing with. Ss finish the exercises. Deepen the understanding of what students have learned.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。 输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性。
Developing ideas板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——饮食习惯、生活习惯
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。课文用图片的方式展示了五位人物的冰箱，并介绍了他们的职业特点、饮食习惯和生活习惯。
教学目标 1. 学生能够理解课文内容，评价不同人物的生活方式并给出建议； 2. 学生能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系。
教学重点 如何通过阅读获取有关健康生活方式的相关知识。
教学难点 1. 引导学生思考饮食习惯与生活方式的关系； 2. 引导学生联系自身实际，反思自己的饮食习惯。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to talk about what they usually eat for dinner and decide who eats more healthily. Ss talk about what they usually eat for dinner and decide who eats more healthily. Activate Ss’ theme-related background knowledge.
Activity 2 T asks Ss to read the passage and finish two tasks in the textbook. Ss read the passage and finish the two tasks. Have Ss read with certain tasks and get the key information.
Activity 3 T asks Ss to read the passage again and summarize the lifestyle of each person. Ss read the passage and identify the sentences that indicate each person’s lifestyle Have Ss read for details.
Activity 4 1. T asks Ss to work in groups and discuss each person’s lifestyle in the passage. 2. T gets Ss to make comments on each person’s lifestyle and give suggestions. 3. T invites Ss to present their opinions in class. 1. Ss work in groups and discuss each person’s lifestyle in the passage. 2. Ss make comments on each person’s lifestyle and give suggestions. 3. Ss share their opinions in class. 1. Help Ss summarize the lifestyles of the characters, make comments and give suggestions. 2. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learned in a real-life context.
Activity 5 T asks Ss to think about 4 questions and share their opinions. Ss underline the sentences that reflect each person's attitude towards his/her lifestyle. Ss talk about their understanding of the title “Cold truths” and the saying “You are what you eat”. Ss list some Chinese or English sayings about food and health. 1. Help Ss further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Help Ss develop their cross-cultural awareness.
Activity 6 T leads Ss to watch a video clip about how to improve our way of eating. Ss watch the video clip, take notes and collect information to finish the three tasks. Let Ss learn more tips on improving their eating habits
Activity 7 T makes a brief summary of the lesson and assign post-class tasks. Ss do a quick evaluation of what they have learned in the lesson. Let Ss reflect on what they have learned in class.
Writing板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Writing
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 本板块从另一角度反映单元主题，语篇类型为食谱。阅读语篇介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法，写作部分引导学生学会写菜谱，并根据菜谱判断如何健康饮食。
教学目标 学生学会写菜谱，在写菜谱时加入对美食本身的介绍和推荐； 学生能根据菜谱评价一道菜健康与否并给出建议； 学生能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系。
教学重点 掌握菜谱的写作特点和手法； 通过阅读菜谱获取有关健康生活方式的相关知识。
教学难点 引导学生思考如何介绍一道菜和菜谱的文体特点 引导学生联系自身实际，反思自己的饮食习惯。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to give a free talk on the given topic; T helps Ss to review how to make food comments. Ss delivers a speech on his/her favorite Chinese dish; Ss review the words and phrases in the using language. To review the knowledge and lead in today’s topic.
Activity 2 T asks Ss to read the new expressions. Ss read the new words after T. To enlarge the vocabulary.
Activity 3 1. T asks Ss to skim the passage. 1. Ss read the passage and grasp the main idea of each part. To learn reading strategy--skimming.
Activity 4 T asks Ss to scan paragraph 1. Ss scan the passage to get to know what aspects should be included in the introduction part. To learn reading strategy--scanning.
Activity 5 T asks Ss to skim the passage. Ss scan the passage to get to know the main idea. To learn reading strategy--skimming.
Activity 6 T asks Ss to follow the given pattern to write; T provides sample writings for Ss’ reference. Ss write a brief introduction to their favorite dish. To practice writing.
Activity 7 T asks Ss to summarize the other two parts of a recipe; T tells Ss more words to express the ingredients and instructions. Ss learn how to write ingredients and instructions To build word bank.
Activity 8 T asks Ss to watch a video clip about a dish and write a recipe. Ss watch the video and practice writing. To practice writing.
Activity 9 T asks Ss to have a evaluation about their writing; T provides sample writing to Ss. Ss use the provided criteria to assess their writing. To develop Ss’ critical thinking ability.
Activity 10 1．T gives out two recipes for Ss to tell which one is healthier 2. T asks Ss how to keep a balanced diet 1. Ss can tell which dish is healthier 2. Ss use the food pyramid and the given sentence pattern to say how to keep a balanced diet To develop Ss’ critical thinking ability.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性活动，吸引学生; 输出部分因为网课缺乏互动，难以给予个性化反馈。
Presenting ideas+ Reflection板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Speaking +Review
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 Presenting ideas环节是学生口头表达的环节。学生根据照片讨论中国非物质文化遗产名录上涉及传统技艺的美食，并选择向联合国教科文组织进行推荐；Review环节让学生在本单元结束时对自己学习行为和效果做出评估和分析。
教学目标 学生能根据所学向联合国教科文组织推荐美食； 学生能通过复习总结本单元学到的知识内容，并确定自己需要改进和提高的方面； 学生能够了解本单元的教学目标，尊重不同国家饮食文化、了解餐桌礼仪、培养健康饮食习惯。
教学重点 选出代表中国文化的美食/饮品，对饮食这一话题有更深入的了解； 通过练习总结Unit 1知识，查缺补漏。
教学难点 引导学生选择有代表性的美食或饮品，并利用句型有逻辑地表达； 引导学生评估自己的学习表现，并将所学迁移运用至高考。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to give a free talk on the given topic. Ss delivers a speech on the eight Chinese cuisines and name popular dishes of their hometown. To lead in today’s topic.
Activity 2 T asks Ss to guess the reasons why some dishes are listed as China’s Intangible Culture Heritage. Ss think about the reasons. To develop Ss’ critical thinking ability.
Activity 3 1. T asks Ss to brainstorm the food for recommendation using the aspects we’ve concluded. 1. Ss recommend a food or drink. To develop Ss’ critical thinking ability.
Activity 4 T asks Ss to talk about the recommendation; T gives sample speech to Ss. Ss deliver a speech on food recommendation, including descriptions and reasons. To improve oral English and logical thinking.
Activity 5 T asks Ss to review Unit 1 from discourse and lexical level. Ss answer the questions to see if they have grasped the knowledge. To review the words, phrases, and sentence patterns of the unit.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性活动，吸引学生; 复习部分因为网课形式，缺乏互动，难以看到学生反馈而给予改进方法，帮助他们优化学习方法和策略。