牛津译林版（2019）选择性必修第一册 Unit 1 Food matters Reading II 教案

《英语》（选择性必修·第一册）
Unit
1
Food
matters
Reading
(II)
I.
Learning
objectives
By
the
end
of
the
lesson,
students
will
be
able
to:
understand
the
usage
of
the
following
words
and
expressions
such
as
greedily,
mood,
emotion,
link,
relieve,
cry
out
for,
do
the
trick,
etc.
and
use
them
properly
and
correctly;
2.
learn
to
use
more
phrasal
verbs
with
“up”;
3.
learn
to
vary
the
language
in
writing
using
words
and
phrases
with
similar
meanings.
II.
Key
competence
focus
Vary
the
language
in
writing
using
words
and
phrases
with
similar
meanings.
III.
Predicted
area
of
difficulty
Use
the
new
words
and
expressions
properly
and
correctly.
IV.
Teaching
procedures
Step
1
warming
up
T
asks
Ss
the
following
questions:
What
do
you
think
of
the
comfort
food?
The
students
may
answer:
Comfort
food
makes
me
think
of
my
memories
from
my
sunny
childhood.
Comfort
food
makes
us
feel
better,
it
makes
up
for
bad
feelings.
Comfort
food
helps
us
recall
happy
memories.
Comfort
food
takes
us
back
to
our
culture
roots,
giving
us
“
the
taste
of
home”.
Comfort
food
is
good
food
for
soul
…
【设计意图：回归课本，帮助学生复习前一日所阅读的文章内容；培养学生的语言概括能力和表达能力，自然过渡到下一环节。】
Step
2
Building
your
language
1.
T
gets
the
students
to
work
in
pairs
and
find
the
language
focuses
from
the
writing.
Comfort
food
Parts
Words
Phrases
Sentences
Para.
1
recipe,
greedily,
dessert,
flavour,
combination
...
lift
my
spirits,
do
the
trick,
transport
me
back
to,
take
my
time
...
I
take
my
time
over
every
spoonful,
gently
rolling
the
silky
dessert
around
my
mouth
and
...
Para.
2
illustrate,
association
...
in
its
broadest
sense,
refer
to,
lie
in,
call
to
mind,
make
up
for
...
We
will
talk
about
a
particular
type
of
comfort
food
whose
power
mainly
lies
in
the
associations
it
calls
to
mind
...
Para.
3
vary,
link,
emotion
...
vary
from
...
to
...,
depend
on,
shape
our
lives,
be
linked
with,
tied
up
with,
cheer
sb
up
...
We
often
connect
chicken
soup
with
a
happy
childhood
and
its
flavor
becomes
tied
up
with
the
feeling
of
being
taken
care
of.
Para.
4
vinegar,
salty,
relieve
...
Sense
of
belonging,
cry
out
for,
give
up,
take
back
to,
relieve
feeling
of
...
One
mouthful
of
comfort
food
takes
us
back
to
our
cultural
roots,
giving
us
the
“taste
of
home”
that
we
cry
out
for
and
relieving
feelings
of
homesickness.
Para.
5
bond
...
build
bond
with,
make
us
good
...
Comfort
food
tastes
good
and
by
building
an
emotional
bond
with
our
happy
memories,
always
makes
us
feel
good.
2.
T
asks
Ss
to
find
phrases
that
express
“to
make
sb
think
of
sth”
and
“to
make
sb
feel
better”
and
improve
the
sentences.
T:
The
article
uses
different
phrases
to
express
“to
make
sb
think
of
sth”
and
“to
make
sb
feel
better”
so
that
readers
do
not
get
bored.
Please
find
these
expressions
in
the
article
and
improve
sentences
below
by
varying
the
language.
to
make
sb
think
of
sth
to
make
sb
feel
better
transporting
me
back
to
(page
2,
line
5)
lift
my
spirits
(page
2,
line
3)
calls
to
mind
(page
2,
line
14)
makes
up
for
bad
feelings
(page
2,
line
14)
unlock
memories
of
(page
3,
line
21)
cheers
us
up
(page
3,
line
22)
takes
us
back
to
(page
3,
line
31)
reliving
feelings
of
(page
3,
line
32)
Breakfast
is
an
important
meal
but
what
people
eat
for
breakfast
is
highly
individual.
People
tend
to
eat
different
things
for
breakfast,
depending
on
where
they
come
from
and
what
eating
habits
they
have.
【设计意图：通过再一次阅读文本，让学生体验语言的魅力，欣赏英语语言丰富的表达，积累多样化的语言，培养学生的语言能力。让学生找出语篇的语言重难点，梳理重要语言知识，包括词汇和长难句等，培养学生学习能力。鼓励学生通过开展自主学习和合作学习，借助词典等工具书解决疑惑拓展新知，培养学生学习能力，为下一步学生讲解语篇练习做好知识储备。】
Step
3
Filling
blanks
1.
T
asks
Ss
to
finish
B1
on
page
5.
T:
Please
complete
the
passage
with
the
correct
forms
of
the
words
and
phrases
in
the
box
below.
Answers:
(1)cry
out
for
(2)
do
the
trick
(3)
emotions
(4)
desserts
(5)mood
(6)
greedily
(7)
is/has
been
linked
(8)
relieve
2.
T
asks
Ss
to
finish
B2
on
page
5.
T:
Please
match
the
phrases
verbs
with
“up”
with
the
Chinese
meanings,
then
fill
in
the
blanks
Column
A
Column
B
cheer
up
make
up
for
give
up
take
up
keep
up
set
up
show
up
A.
出现，露面
B.
放弃，交出
C.
开始从事
D.
保持，继续
E.
弥补
F.
搭建
G.
振奋
Answers:
1.
keep
up
2.
showed
up
3.
set
up
4.
taken
up
5.
make
up
for
3.
T
asks
Ss
to
think
of
more
phrasal
verbs
with
“up”
and
make
sentences
with
them.
e.g.
get
up,
come
up,
go
up,
stay
up,
call
up,
cut
up,
look
up,
mix
up,
make
up,
stand
up,
pick
up,
grow
up,
hurry
up,
bring
up,
dress
up,
look
up,
use
up,
eat
up
...
【设计意图：结合主题语境，再次挖掘文本，在语言知识拓展环节中，鼓励学生造句，让他们不断创设新的语言情境，使学生从不同的情境中获得新知，并建立语言的关联，达到对文本重点语言知识的理解和运用。】
Step
4
Micro-writing
你们学校下周将举行校园饮食节，你想邀请你正在留学的英国朋友来参加，请写一封邀请信。
内容包括：1.
时间，地点；
2.
中国传统食物；
3.
目的和意义。
Dear
Smith
Knowing
you
are
interested
in
traditional
Chinese
food,
I
am
writing
to
invite
you
to
come
to
our
Food
Festival
...
【设计意图：通过讲解、学生的互动及巩固练习，让学生基本掌握这些重要词汇的用法后，创造新语境，对本堂课的内容进行延伸拓展，让学生真正对文本的语言知识点融会贯通，培养学生的思维品质。】
V.
Homework
Polish
your
writing.
2