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Unit 1 Food for thought：Starting out教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Viewing + Speaking
主题语境 人与社会——饮食文化
内容分析 活动1呈现一段与饮食主题相关的视频。该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。活动 2要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
教学目标 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。
教学重点 引导学生通过视频材料，了解中国的代表性食物； 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。
教学难点 如何引导学生简单描述和评价不同食物，引发对中外饮食文化的思考。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the questions in Activity 1 and plays the video. 2. T collects answers. T can play the video again if necessary. 1. Ss watch the video and list the different types of food introduced in the video. 2. Ss share their answers with the class. 1. Help Ss better understand some famous Chinese dishes. 2. Provide theme-related background knowledge for Ss and raise their cultural awareness.
Activity 2 1. T asks Ss to match the food to the countries on the map in groups. T can introduce some background information if necessary. 2. T asks Ss to answer the questions in Activity 2. 1. Ss complete the matching in groups. 2. Ss answer the questions, talking about their knowledge of food from different countries. 1. Provide theme-related background knowledge for Ss and raise their cultural awareness. 2. Help Ss relate the unit theme to their daily life and raise their interests.Unit 1 Food for thought：Presenting ideas & Reflection
教学设计
课型 Speaking
主题语境 人与社会——饮食文化
内容分析 本板块要求学生先看图片，然后讨论中国非物质文化遗产名录上涉及传统技艺的美食或饮品，并从中选择一种向联合国教科文组织进行推荐，给出希望这一美食或饮品的制作技艺加入世界非物质文化遗产名录的原因。
教学目标 学生能够更深入地理解饮食这一话题，选出代表中国文化的美食或饮品； 学生能够运用恰当的表达方式，推荐一种涉及传统技艺的、能够列入世界非物质文化遗产名录的中国美食或饮品； 学生能够形成一定的文化传播意识。
教学重点 引导学生恰当运用本单元所学内容，从多角度表达自己对单元主题的认识与理解； 引导学生从英语学科核心素养的各方面对自己在本单元学习的学习行为和效果做出合理的分析与评价。
教学难点 引导学生理解饮食文化，形成文化传播意识； 引导学生养成健康生活的习惯。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 1. T invites Ss to look at the pictures and think about the features of these food and drinks, as well as why they are on the list of China’s Intangible Cultural Heritage. 2. T asks Ss to think of another typical kind of food or drink that they want to recommend to the UNESCO list. 3. T gets Ss to complete the note about the food or drink they intend to recommend. 1. Ss look at the pictures and share their knowledge about the features of the food and drinks. Then discuss why they are on the list of China’s Intangible Cultural Heritage. 2. Ss think of another typical kind of food or drink that they want to recommend to the UNESCO list and complete the note. 1. Activate Ss’ background knowledge and get them prepared. 2. Provide scaffolding for Ss to organise information and their opinions.
Activity 2 T asks Ss to work in groups, talk about their recommendations and prepare a short presentation following the instructions given in Activity 2. Ss work in groups, share their ideas and prepare a short presentation. 1. Help Ss organise their opinions with clear structure and logic. 2. Encourage Ss to express their opinions and correctly understand the unit theme.
Activity 3 1. T invites Ss to do the presentations in class. 2. T asks Ss to vote for the best one. 1. Ss do their presentations in class. 2. Ss vote for the best one. 1. Encourage Ss to express their opinions and correctly understand the unit theme. 2. Encourage Ss to do evaluation and learn from each other.
Reflection
1. T asks Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” in Student’s Book. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.Unit 1 Food for thought：Using language教学设计
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与社会——饮食文化、健康生活
内容分析 本板块包括语法部分Modals、词汇部分Food comments和听说部分Healthy Eating。语法部分的两个小语段分别介绍了一款能够帮助人们培养健康饮食习惯的手机应用软件和英国的餐桌礼仪；词汇部分用网络点评的形式呈现了描述食物的词汇；听说部分的材料是餐厅服务员与两位顾客之间的一段对话，引导学生选择正确和健康的饮食。
教学目标 学生能够掌握情态动词的基本用法，并根据语境选择合适的情态动词； 学生能够初步了解英国的餐桌礼仪，开阔国际视野； 学生能够使用恰当的形容词描述食物，能使用恰当的情态动词说服他人； 学生能够了解健康饮食的相关知识，增强健康饮食的意识。
教学重点 引导学生理解be able to，had better，have to，needn’t，dare not的表意功能； 引导学生运用本单元已学的词汇和语法结构介绍自己喜欢的食物； 引导学生获取对话中关于健康饮食的相关信息，归纳再进行语言输出。
教学难点 引导学生提取并总结提建议的表达，并迁移运用于相似情景的交流中。
教学策略 交际教学法、任务型教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences from the reading passage and try to figure out the meanings of the words in bold. 2. T asks Ss to talk about the function of modals and complete the matching activity. 1. Ss read the sentences and work out the meanings of the words in bold. 2. Ss finish the matching activity. Help Ss discover and summarise the meanings and usage of the target modals.
Activity 2 1. T asks Ss to read the introduction to an app and find out what the app is about. 2. T asks Ss to underline the modals in the introduction and talk about the meanings of them in groups. 3. T invites Ss to explain the modals in context and check the answers. 1. Ss read the introduction and find out what the app is about. 2. Ss underline the modals and talk about the meanings of them in groups. 3. Ss explain the modals in context and share their answers in class. Help Ss further understand the meanings and usages of the modals in a real context.
Activity 3 1. T invites Ss to talk about what they know about the table manners in the UK. 2. T asks Ss to complete the tips for good table manners with the correct form of the modals. 3. T invites Ss to read the complete tips and check the answers. 1. Ss talk about what they know about the table manners in the UK. 2. Ss complete the tips for good table manners. 3. Ss read the complete tips and check the answers. Help Ss use the modals in real-life situations.
Activity 4 1. T invites Ss to talk in pairs about the food in the pictures using words they consider appropriate. 2. T asks Ss to read the comments on the left and match the comments to the pictures. 1. Ss talk about the food in the pictures in pairs. 2. Ss read the comments and match them to the pictures. Have Ss understand the topic-related words in a real context.
Activity 5 1. T asks Ss to read the comments again and underline the words that describe food. 2. T asks Ss to put the underlined words into the correct columns of the table. 1. Ss read the comments again and underline the words. 2. Ss put the words into the table accordingly. Have Ss categorise the words describing different food.
Activity 6 T asks Ss to talk about their favourite food in pairs, using the words they have learnt. Ss talk about their favourite food in pairs, using as many words they have learnt as possible. Get Ss to use the words in a real-life context.
Activity 7 T asks Ss to look at the pictures and listen to the conversation. Then ask Ss to tick the food and drinks ordered. Ss listen for the first time, and tick the food and drinks ordered. Have Ss learn to understand the main idea of the listening material.
Activity 8 1. T gets Ss to listen to the conversation again and complete the notes. Have Ss listen again if necessary. 2. T asks Ss to talk about what Harriet says to persuade Janet. 1. Ss listen to the conversation and complete the notes. 2. Ss talk about what Harriet says to persuade Janet. 1. Have Ss learn to understand the details of the listening material. 2. Have Ss learn the way of giving advice.
Activity 9 1. T asks Ss to work in pairs, turn to the corresponding pages and read the information. 2. T asks Ss to act out the conversation to persuade a customer. T provides help to Ss when necessary. 3. T invites some pairs to act out the conversation in class. 1. Ss work in pairs and read the information on the corresponding pages. 2. Ss act out the conversation in pairs. Have Ss practise giving advice in the fixed scene.
Activity 10 T asks Ss to think of a similar situation and have a conversation to persuade others. Provide help to Ss when necessary. Ss think about another situation and have a similar conversation. Have Ss practise giving advice in a topic-related real-life context.Unit 1 Food for thought：Understanding ideas教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Reading
主题语境 人与社会——饮食文化
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。
教学目标 学生能够通过略读获取课文大意，并准确理解和阐述标题的含义； 学生能够通过精读，快速找出课文中表达人物对食物的观点的句子，梳理细节； 学生能够了解中英饮食差异，增强跨文化意识，加深对单元主题的认识。
教学重点 引导学生通过自主阅读和小组合作理解课文大意，梳理文章结构。
教学难点 引导学生关注文中人物对不同食物的情感态度，并从跨文化的角度理解饮食文化。
教学策略 P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the pictures and introductions of different food in Activity 1 and discuss if they would like to try them. Ss discuss in group and explain their choices. Help Ss activate their existing knowledge and get familiar with the topic.
Activity 2 1. T asks Ss to read the title of the passage and share their understanding of it. 2. T asks Ss to skim the passage and see if their understanding is correct. 1. Ss share their understanding of the title in class. 2. Ss read the passage quickly and see if their understanding is correct. Train Ss’ reading skill in skimming.
Activity 3 T asks Ss to choose the main idea of the passage in Activity 3. Ss read the passage and choose the main idea. Train Ss’ reading skill in getting the main idea.
Activity 4 1. T asks Ss to complete the table in Activity 4 with information from the passage. T can ask Ss to read the passage again if necessary. 2. T asks Ss to share their answers in class. 1. Ss complete the table with information from the passage. 2. Ss share their answers in class. Help Ss read for important details of the passage and analyse the characters’ attitudes towards different food.
Think & Share T asks Ss to discuss the two questions in groups and share their opinions. T offers help if needed. Ss discuss the questions in groups and share their opinions in class. 1. Help Ss further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Get Ss to apply what they have learnt in a real-life context.Unit 1 Food for thought：Developing ideas教学设计
课型 Reading + Writing
主题语境 人与自我——饮食习惯、生活习惯 人与社会——饮食文化
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。课文用图片的方式展示了五位人物的冰箱，并介绍了他们的职业特点、饮食习惯和生活习惯。读写部分的范文介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法。
教学目标 学生能够理解课文内容，评价不同人物的生活方式并给出建议； 学生能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系； 学生能够掌握菜谱的写作特点，能运用所学内容写出一道美食菜谱并推荐给别人。
教学重点 如何通过阅读获取有关健康生活方式的相关知识； 掌握菜谱的写作特点和手法。
教学难点 引导学生思考饮食习惯与生活方式的关系； 引导学生联系自身实际，反思自己的饮食习惯。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to talk about what they usually eat for dinner and decide who eats more healthily. Ss talk about what they usually eat for dinner and decide who eats more healthily. Activate Ss’ theme-related background knowledge.
Activity 2 1. T asks Ss to look at the pictures and describe what they can see in each picture. 2. T asks Ss to read the passage and match the pictures of the fridges to their owners. 1. Ss look at the pictures and describe what they see. 2. Ss read the passage and match the fridges to their owners. Have Ss read with certain tasks and get the key information.
Activity 3 T asks Ss to read the passage again and match the sentences to the characters. Ss read the passage and find out who might say the sentences in Activity 3. Have Ss get the main idea of the passage.
Think & Share T asks Ss to discuss the four questions in groups and share their opinions. Ss discuss the four questions in groups and share their opinions with the class. 1. Help Ss further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Help Ss develop their cross-cultural awareness. 4. Get Ss to apply what they have learnt in a real-life context.
Activity 4 1. T asks Ss to work in groups and discuss each person’s lifestyle in the passage. 2. T gets Ss to make comments on each person’s lifestyle and give suggestions. 3. T invites Ss to present their opinions in class. 1. Ss work in groups and discuss each person’s lifestyle in the passage. 2. Ss make comments on each person’s lifestyle and give suggestions. 3. Ss share their opinions in class. 1. Help Ss summarise the lifestyles of the characters, make comments and give suggestions. 2. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learnt in a real-life context.
Activity 5 T asks Ss to read the food blog and answer the three questions in Activity 5. Ss read the food blog and answer the questions. Provide sample passage for Ss to understand the structure and main components of a recipe.
Activity 6 T asks Ss to think of their favourite dish and complete the recipe. Ss think of their favourite dish and complete the recipe. Provide scaffolding for Ss to organise materials and complete their own writing.
Activity 7 T asks Ss to present their work in class. Encourage Ss to cook their favourite dish at home. Ss share the recipe with the class. Try to make the dish at home. Provide opportunities for Ss to present their writing and do evaluation.Unit 1 Food for thought：Project教学设计
课型 Speaking
主题语境 人与自我——饮食习惯
内容分析 本单元的项目实践活动要求学生在班级内部开展调研，了解同龄人的饮食习惯，收集信息并提出改进饮食习惯的建议。通过小组展示，学生在教师的指导下自主合作，探究健康的饮食习惯，增强健康生活的意识。
教学目标 学生能够掌握一定的调研方法与技巧，能自主选择合适的途径调研班级内学生的饮食习惯并记录结果； 学生能够分析调研结果，辨别健康和不健康的饮食习惯，并提出合理的改进建议； 学生能够更加深入地理解健康饮食，反思并改进自己的饮食习惯，增强健康生活的意识。
教学重点 引导学生综合运用本单元所学，用英语开展饮食习惯的调研； 引导学生进一步改进饮食习惯，养成健康生活的习惯。
教学难点 引导学生明确小组分工，相互协作完成调研和汇报。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. In the previous class, T divides the class into groups of 4–6 and asks Ss to find out what makes a healthy diet. 2. T also asks Ss to find out different methods to carry out a survey. 1. Ss work in groups to research what makes a healthy diet. 2. Ss do further research on different methods to carry out a survey. Get Ss prepared for in-class activities, and develop their ability to learn and explore individually.
Plan 1. T asks Ss to decide the information they plan to collect in the survey. 2. T asks Ss to decide in what way they plan to carry out the survey and prepare related documents. 1. Ss decide what information they plan to collect in the survey. 2. Ss choose their preferred way of carrying out the survey and prepare related documents. Help Ss design the survey and prepare themselves for the survey.
Create T encourages Ss to carry out the survey in class and discuss the survey results. Provide help to Ss if necessary. 1. Ss carry out the survey and collect data. 2. Ss discuss the survey results to identify any unhealthy eating habits, and decide how they could be changed. 1. Have Ss carry out the survey and analyse the results. 2. Help Ss identify unhealthy eating habits and figure out ways to improve.
Present 1. T has Ss present their survey results and suggestions on healthier eating habits in the class to come. 2. T also has Ss vote for the group with the healthiest eating habits. Encourage Ss to stick to the healthy eating habits in their lives. 1. Ss present their survey results and suggestions on healthier eating habits in the class to come. 2. Ss vote for the group with the healthiest eating habits. Try to follow the healthy eating habits in their lives. Have Ss practise skills in giving a presentation and learn from each other.

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