牛津译林版（2019）选择性必修第一册 Unit 1 Food matters Extended -reading 教案

《英语》（选择性必修·第一册）
Unit 1 Food matters
Extended reading
I. Learning objectives
By the end of the period, students will be able to:
1. get the main information about the three traditional Chinese foods;
2. write a summary of each of the three traditional Chinese foods;
3. appreciate some nice words and understand their meanings and functions;
4. find out the author’s views about these traditional Chinese foods and show their own opinions;
5. introduce a popular dish in their hometown.
II. Key competence focus
1. Get the main information about the three traditional Chinese foods.
2. Find out the author’s views about these traditional Chinese foods and give some opinions.
III. Predicted areas of difficulty
1. Write a summary of each of the three traditional Chinese foods.
2. Appreciate some nice words and understand their meanings and functions.
3. Introduce a popular dish in the hometown.
IV. Teaching procedures
Step 1 Lead-in
Free talk
After greeting Ss, T has a free talk with them: eating is of great importance in our daily life. What food do you usually have for lunch and dinner? Then T asks Ss a question: what’s your favorite food and can you introduce something about it?
【设计意图：通过自由交谈导入本节课，让学生畅所欲言讲讲自己最喜欢的食物并简单介绍，激活学生已有知识并激发学生的阅读兴趣。】
Step 2 Global reading
1. T asks Ss to look through the text as quickly as they can and answer these questions:
? What’s the genre of the text?
? What’s the main idea of the food critic’s blog?
T: How can you find the answers so quickly?
T reminds Ss to pay attention to the subtitles and pictures.
【设计意图：通过快速浏览文本让学生知晓其体裁及主要内容，并提醒学生注意阅读策略。】
2. T asks Ss to read the blog quickly and fill in the table.
T asks Ss to introduce each of the three traditional Chinese foods by using their own words according to the table above.
【设计意图：通过快速阅读让学生获取三种传统中国食物的历史、特色和盛行原因等基本信息，而后根据表格中所填的信息口头介绍这三种传统中国食物，这为接下来的的概要写作做好了充分的准备。】
Step 3 Writing a summary
T asks Ss to write a summary of each of the three traditional Chinese foods in groups.
Different groups present their summaries.
【设计意图：通过让学生以小组形式分别写出介绍这三种传统中国食物的概要，进一步加深学生对文本的掌握程度，并且由前一步的说到这一步的写，层层递进，检验学生所学，考察学生灵活运用的能力。】
Step 4 Detailed reading
T asks Ss the following questions:
1. Read the first sentence of the first paragraph, and the author uses mouth-watering and let loose rivers of sweat to describe hot pots of Sichuan, what do you think of these descriptive words?
These descriptive words are so vivid and specific that transport readers to Sichuan to enjoy the hot pot. Also from these words, we can see the author’s love for the hot pot.
2. Read the last sentence of the first paragraph: The hot flavor quickened our laughter and conversation, making the meal the perfect way to relax with friends. How do you understand the word quickened?
Quickened means made something more active. From this sentence, we can know that people have more laughter and their conversations are more active when they enjoy Sichuan hot pot, so the meal really makes people relax themselves.
3. Read this sentence in line 30–31: A local history book from the late Qing Dynasty praised salted duck in particular, saying it was without equal. What can you know from the words without equal?
From the words without equal, we can know that in the late Qing Dynasty salted duck got the highest praise and people loved it very much.
4. Read this sentence in line 41–44: The concept took off, and today Guangzhou’s restaurants stimulate customers’ appetite with over a thousand offerings, each more delicate and delicious than the last. How do you understand the phrase took off ?
The phrase took off here means the concept, serving tea with a variety of light dishes, or dim sum, became popular very quickly. From this, we can know that Cantonese dim sum was welcome when it first became part of Cantonese life.
【设计意图：通过让学生朗读并理解句子，引导学生注意作者的用词，体会字里行间作者对中国传统美食的喜爱。同时让学生学会欣赏文本中的美词，方便将其用于写作中。】
Step 5 Further reading
T asks Ss to think about these questions:
1. What does the food critic think of the three traditional Chinese foods? Please find out the supporting ideas.
The food critic really loves the three traditional Chinese foods. The supporting ideas are as follows:
I instantly became a big fan of Sichuan hot pots and I’ll soon be back for more! (L19–20)
It definitely hit the spot when I tried it, and it has become one of my personal favorites. (L34–35)
A single visit is not enough to appreciate everything, and I have a long list of dim sum I still need to try. (L50–51)
2. How do you like the three traditional Chinese foods in the text?
Possible answer: I like Cantonese dim sum best. Because I prefer the light flavor, which is good for my skin. Also there are various dishes that are baked, boiled, steamed or fried, so I can have different choices. I don’t like the other two, because I don’t like their flavors.
3. The three traditional Chinese foods are very popular, then what dish is popular in your hometown? Introduce it to a foreign traveller. Explain its popularity, history and features.
(Tip: you can first draw a mind map according to the three aspects and then introduce the popular dish in your hometown.)
【设计意图：通过进一步阅读让学生找出作者对这三种传统中国食物的看法及支撑句，提升学生的推断能力。紧接着让学生谈谈他们对这三种食物的看法，不拘泥于教材，做到真正思考。最后联系实际生活让学生介绍自己家乡受欢迎的食物，从而真正做到学以致用，提升学生的素养。】

V. Homework
1. Write a short passage to introduce a popular dish in your hometown and polish it.
2. Surf the Internet and find information about other traditional Chinese foods.