（2021新牛津译林版）高中英语选择性必修一Unit 1 Food matters Welcome to the unit & Reading (I) 教案.docx

1、1 英语英语（选择性必修（选择性必修第一册）第一册） Unit 1 Food matters Welcome to the unit 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 ex

2、press 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 1. T asks a question: When you feel unhappy, what will you do? (T

3、: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.) 2. 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

4、 has its typical food. Lets 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. Ataco, a traditional Mexican dish, is made up of a _ or wheat panc

5、ake rolled around a filling. Pasta from Italy is typically made from flour, water and sometimes _. 3. 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?

6、【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 2 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 1. Choose the right answer according to the structure chart. 2. T asks Ss to finish partA1. 【设计意图：指导学生快速获取段落主旨，帮

7、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 p

8、aragraph? 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 Para. 1: Ri

9、ce pudding cheers me up whenever I feel unhappy. Para. 2:Comfort food has the unique power to make us feel better. Para. 3:Our comfort foods are highly individual, depending on our own unique Para. 4: Comfort food gives the “taste of home” to people who feel homesick when they move to a new country.

10、 Para. 5: Comfort food is food for the soul. 3 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 1. 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

11、between ones comfort food and favorite food? Give your reasons. Recommend some comfort food and give your reasons. 2. 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. Its foo

12、d 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