Unit 1 Food for thought
Developing ideas
【教材分析】
本课时学生将学习一篇记叙文，了解五个不同职业的人各自的饮食方式。通过对这些饮食方式利弊的思考及提出建议，培养学生改善自己不良饮食习惯，健康饮食的思想。在练习设置上，本课时的练习倾向于培养学生的思维，比如读图、释义等。本课时的语言相对比较简单，但是还是有许多比较重要的单词、词组或句型等，深入挖掘还是可以挖出很多需要掌握的东西。一方面要注意学生对于基础知识的掌握，采用各种方式培养学生的自主学习能力。另一方面也可以联系前面reading部分出现的语言点进行适当的深入拓展。
【教学目标】
1. 语言能力目标
（1）学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。
（2）阅读能力培养：Paraphrase。
（3）能够根据提示对某种饮食方式进行口头或书面说明。
2. 思维品质目标：
（1）能够进行直观图片与抽象文字之间的对应。
（2）能够按照一定的顺序组织文章：what→why→how.
3. 学习能力目标
（1）能够充分利用字典和小组合作学习等方式探究英语中的语言现象和语法，培养自主学习能力。
（2）能够在小组和班级中积极交流自己的观点和想法，培养自信心和合作学习能力。
4. 文化意识目标：
培养改善不良饮食习惯，健康合理饮食的思想。
【教学重难点】
1. 重点：本课时的重点单词和词组
2. 难点
（1） Paraphrase。
（2） 按照一定的顺序组织文章：what→why→how.
【教学过程】
Step 1 Warm-up
1. Look at the pictures and decide whether the food is healthy or not.
2. Work in pairs. Talk about what you usually eat for dinner and decide who eats more healthily.
(Before deciding who eats more healthily, students should think the question: what is a healthy diet?)
Step 2. Learning to learn
Visual information, such as photos and illustrations, can support reading and help you identify the theme and content of a text. Make the most of these images to look for clues to help you understand the text.
1. Now read the passage and match the pictures of the fridges to their owners.
(a--Jenny, b--Mike, c--Ted, d--Max, e--Ellie.)
2. Try to find information from the passage to support your answer.
(This step is designed to train students’ skills of finding detailed information and building connection between images and words.)
Ellie: My fridge is usually half empty...toast...yogurt with honey.
Jenny: We don’t eat meat...We like cooking at home and make our meals from fresh, seasonal fruit and vegetables.
Ted: I don’t think that anything can beat my mum’s homemade sausages.
Mike: I bring home from the restaurant...buy a lot of frozen food.
Max: I daren’t let my mum see this photo.
Step 3. Paraphrase.
1. Find out who might say the sentences below.
(1--Mike, 2--Jenny, 3--Max, 4--Ellie, 5--Ted)
2. Find sentences from the passage to support your answer.
Ellie: My fridge is usually half empty and I’m often too tired to eat much.
Jenny: We don’t eat meat, and any milk or cheese had better be dairy-free...We like cooking at home and make our meals from fresh, seasonal fruit and vegetables.
Ted: I guess I’ve always been a meat eater and in this house, no family meal is complete without some form of meat.
Mike: I bring home from the restaurant where I work.
Max: I’m too busy studying and meeting friends. I suppose the fridge could be kind of cleaner. I daren’t let my mum see this photo.
Step 4. Think and share
1. What do you think the saying “You are what you eat” means?
2. Do you know of any Chinese sayings about food and health? What is your understanding of them?
3. Which person’s eating habits are most similar to yours?
4. What can you do to improve your eating habits from now on?
Discuss the questions in groups and then share your opinion with the class..
Step 5. Group work
Make comments and suggestions about the lifestyle of each person in the passage.
1. Discuss the lifestyle of each person. Use the table to make notes.
2. Organize your ideas follow the steps below.
? Describe the lifestyle of each person in the passage.
(What is each person’s lifestyle?)
? Explain the possible problems with their lifestyle.
(Why may their lifestyles cause problems?)
? Make suggestions about how they can improve their lifestyles.
(How to solve the problems and improve their lifestyles?)
3. Share your ideas with the class.
Step 6 Homework
课后练习
Unit 1 Food for thought
Starting out & Understanding ideas
【教学目标】
1. 语言能力目标
(1) 全面掌握本课时重点单词/词组/句型（读/写/记/运用）；
(2) 能够通过阅读文章，获取细节信息，并概括归纳主旨大意。
2. 思维品质目标：
(1) 通过阅读文本，归纳文章主旨大意。
(2) 学会建立观点和事实之间的关系。
3. 文化意识目标：
(1) 通过认识不同国家的食物，了解食物的多样性；
(2) 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。
【教学重难点】
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。
【教学过程】
Part 1. Starting out
Step 1 Video time
Watch a video and answer the questions.
1. What different types of food are introduced in the video?
2. Have you ever tried any of the food in the video? What did you think of it?
Step 2 Picture time (I)
Match the food to the countries on the map and answer the questions. (Page 1)
1. Have you ever tried any of the food in the pictures? Which would you most like to try and why?
2. What food from other countries have you tried?
Share with the class.
Step 3 Picture time (II)
Look at the pictures in Activity 1 on page 2 and choose the food you’d like to try to see how adventurous you are.
Think and share:
Since these food are strange, smelly, stinky, or even disgusting and frightening, why do they still exist in the world?
(One man’s meat is another man’s poison. Food differs from people to people, countries to countries, and there are so many different diet customs. We may dislike these food, but we should respect.)
Part 2. Understanding ideas
Step 1. Prediction
Activity 2 on Page 2.
Look at the pictures and talk about your understanding of the title.
(The child’s parents may come from two countries, as a result, he/she can taste different food from different countries.)
Step 2. Main idea
Have the Ss read the passage and choose the main idea in Activity 3.
1. How the family stay healthy by eating Chinese food.
2. What the family has done to promote Chinese food.
3. How the family cook both Chinese and English food.
4. How the family combines food from two cultures.
And then check the answer with the class.
Step 3. Facts and opinions
Choose the correct symbols and complete the table with information from the passage.
Step 4 Think and Share
1. What does the author mean by saying “one man’s meat is another man’s poison”? Do you know any of similar sayings in Chinese?
(彼之蜜糖，我之砒霜。)
2. What food from other regions in China or other countries has made an impression on you? Why?
3. If you have to choose one word to describe Chinese food, what is it?
Discuss the questions with you partners and then share with the class.
Step 5 Homework
Review the main idea of the passage and the language points.
Unit 1 Food for thought
Using language
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握情态动词的基本用法，并学会根据语境选择合适的情态动词。
【教学重难点】
使学生能够了解并掌握情态动词的基本用法，并学会根据语境选择合适的情态动词。【教学过程】
Step 1 课前自学
一、知识梳理
Activity 1
Look at the sentences from the reading passage. Think and work out the meanings of the words in bold.
a ... I was able to hold a knife and fork—and chopsticks!
b But there are still some dishes that Dad dare not try even after many years of marriage to my mother.
c ... Mum and I just have to find a way to get him into the kitchen!
d ... we’d better not eat too much roast food as it may make us suffer from heat inside our bodies, ...
e “You needn’t try it if you don’t want to,” Mum said, ...
Now have the Ss to talk about the fun_ction of modals. Then match the meanings to the words in bold above. And check the answers in whole class.
1. be afraid to do something
2. not be necessary to do something
3. give advice to do or not to do something
4. be necessary or give strong advice to do something
5. have the ability to do something
(Answer: a-5; b-1; c-4; d-3; e-2)
Now get the Ss to look for more sentences with modals in the reading passage.
二、主要用法精讲
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。本单元所学的情态动词及其具体用法如下，教师可根据学生的学力酌情安排教学。
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：
a. I will be able to speak Japanese in another few months.
（再过几个月，我就能讲日语了。）
b. 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 & need
A. 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 I’m unfair?（你怎么敢说我不公平？)
B. 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。）
C. dare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？)
Step 2 语法探究
情态动词(Modal verbs)是本身有一定的词义，表示语气的单词。但是不能独立作谓语，只能和动词原形一起构成谓语。情态动词用在行为动词前，表示说话人对这一动作或状态的看法或主观设想。
Step 3 自学检测
补全句子
a. It’s still early；you __________________.
天还早，你没有必要匆忙。
b. Since the bus is too crowded，we __________________.
既然公交车太拥挤，我们最好步行回家。
c. You __________________ unless you’d like to.
除非你愿意，你不需要见他。
d. She __________________ by herself at night.
她不敢在晚上独自一人外出。
e. The coach __________________ other people.
教练员必须有能力与其他人保持良好关系。
1．根据本节语法——Modals (1)，把句子补充完整；
2．根据所学，总结个别情态动词也可作实义动词的用法，并比较它们之间的区别。
Step 4．教师讲解
1. 核对同学们自学检测的答案。
2. 根据课前自学内容，对情态动词的基本用法进行更详细的补充说明。
3. 让学生把从课文中找到的相关的句子并写出、分析。
Step 5．小组合作学习
全班分为若干个小组并完成以下任务：
1. 完成课本第5页活动2。
2. 限时活动：在课本2-3页的课文中找出更多包含情态动词的句子，看看
哪个组找得又多又快又准。
Step 6．Homework
完成课本P5活动3。
Unit 1 Food for thought
Writing a recipe & Presenting ideas
【教学目的与核心素养】
1. 掌握本课时的重点单词/词组/句型；
2. 引导学生通过完成读写活动，了解如何介绍一道美食及菜谱的写作特点，使学生能够运用所学内容写出一道美食菜谱并推荐给别人；
3. 引导学生运用恰当的表达方式，推荐一种能够列入世界非物质文化遗产名录的中国美食或饮品的制作技艺；
4. 引导学生分组合作完成汇报，帮助学生形成一定的文化传播意识。
【教学重难点】
1. 掌握了解如何介绍一道美食及菜谱的写作特点，使学生能够运用所学内容写出一道美食菜谱；
2. 通过本单元的学习，学生能运用恰当的表达方式，推荐一种能够列入世界非物质文化遗产名录的中国美食或饮品的制作技艺。
【教学过程】
Part 1 Writing
Step 1 Reviewing
Have one student retell the passage of Cold Truths.
Step 2 Reading
Read the recipe on page 11.
1. Have the Ss go through the questions first and then have them read the recipe carefully and answer the questions.
(1) What is the origin of Gong Bao Chicken?
(Gong Bao Chicken was originally a family dish of Ding Baozhen, or Ding Gongbao, a high-ranking court official of the Qing Dynasty.)
(2) What are the two main parts of a recipe?
(The two main parts of a recipe are the ingredients and the instructions.)
(3) How do you cook Gong Bao Chicken? Describe the process in your own words.
(Students' own answers.)
2. Get several Ss to share their answers in class and then check them.
3. Ask several students to try to retell the recipe.
Step 3 Writing
1. Get the Ss to think of their favorite dish and complete the recipe.
2. Then have some students to share their recipes with the class. And encourage them to try cooking the dish at home.
Part 2 Presentation
Step 1 Group work
1. Have the Ss look at the food and drink on the list of China’s Intangible Cultural Heritage and think of other typical ones that they know in Activity 1.
2. Work in groups, have the Ss recommend one that they wish to add to the UNESCO list. Then discuss and share.
Step 2 Presenting
1. Get the Ss to talk about their recommendation following the steps below.
(1) Say what food or drink you would like to recommend.
(2) Give a description of it.
(3) State why you would like to recommend it.
2. Now have them discuss and decide on a winning food or drink.
3. Ask some Ss to present their food or drink to the class. Use the expressions in the box to help.
Use the expressions
·We would like to recommend...
·It comes from...
·It is famous for...
·It looks/tastes/smells...
·We recommend it because...
Step 3 Homework
课后练习。
