牛津译林版（2020）选择性必修第一册 Unit 1 Food matters Welcome to the unit & Reading (I) 教案

《英语》（选择性必修·第一册）
Unit
1
Food
matters
Welcome
to
the
unit
&
Reading
(I)
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