资源简介

教学设计
Book 2 Unit 1 Food for thought
Period 1 Starting out & Understanding ideas
一、基本信息
学科 英语 设计者
实施学校、年级
使用教材 外研版高中英语必修一
单元名称 Book 2 Unit 1 Food for thought
单元课时 Period 1 Starting out & Understanding ideas
二、课时教学设计
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，使用新学语言描述食物的色、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和挖掘；能够运用单元所学语言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、合作和探究式学习的过程中结合单元所提供的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能力，最重促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
文本分析
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。 在Starting out部分安排了两个活动：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。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。 在Understanding ideas部分，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。
学情分析
教学目标
1.Let students know the representative food of China, have a preliminary understanding of the differences between Chinese and English food, their representative food and their English expressions, activate the existing language and background knowledge, enhance cross-cultural awareness, deepen the understanding of unit topics, and generate interest in the topic; 2.Students can get the general idea of the text by skimming, and accurately understand and explain the meaning of the title; 3.Through intensive reading, students can quickly find out the sentences that express the characters' views on food in the text and sort out the details； 4.Students can simply describe and evaluate different kinds of food and different countries in English based on their existing life experience.
融入思政内容
教学环节思政融入活动及意图
教学重难点
Importance: 1.Guide students to learn about representative Chinese food through video materials; 2.Guide the students to complete the matching activities of food and country, and know the representative food of the world; 3.Guide the students to understand the main idea of the text through independent reading and group cooperation, and sort out the structure of the text. Difficulties: 1.How to guide students to simply describe and evaluate different foods, which can arouse their thinking on Chinese and foreign food cultures; 2.To guide students to pay attention to the characters' emotional attitudes towards different foods and to understand the food culture from a cross-cultural perspective.
教学方法
Task-based method(任务型教学法），Communicative Approach(交际式教学法)， Interactive Method(互动式教学法)
课前准备
1.Preview the contents of this section in advance, using the textbook as a clue to understand the representative food in Chinese and English food culture; 2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.
教学工具
希沃白板 多媒体铺助教学
教学过程
教学环节 教学活动及互动方式（时间） 设计意图 思政元素
Step1Lead in Teacher introduces the theme of food culture. Enlarge vocabulary.
Step2 Watching a video Starting out—Learning the background of the food Activity 1 Provide theme-related background knowledge for Ss and raise their cultural awareness.T asks Ss to read the questions in Activity 1 and plays the video. Ss watch the video and list the different types of food introduced in the video. Then answer questions: Q1: What different types of food are introduced in the video Q2: Have you ever tried any of the food in the video What did you think of it Activity 2 Ss share their answers with the class.T collects answers. T can play the video again if necessary. Then The teacher evaluates the students' answers and finally gives the correct answers: Q1:Beijing duck,dazhaxie and Sichuan hot pot. Q2:Students’ own answers. Activity 3 1)Pair-work:Match the food to the countries on the map and answer the questions. ①Have you ever tried any of the food in the pictures Which would you most like to try ②What food from other countries have you tried 2)Students share their answers with the class.Then the teacher evaluates the students' answers. Arouse Ss’ interest. Get to know some basic information.
Step 3 Pre-reading Activity 4 Pair-work: Look at the pictures on Page 2. ①Ss discuss and explain their choices.Then tick the food Ss would like to try and see how adventurous they are. ②T walks around and introduces the foreign food if necessary in order to help Ss relate the unit theme to their daily life and raise their interests. ③Ss answer the questions, talking about their knowledge of food from different countries. T evaluates their activities to help Ss activate their existing knowledge and get familiar with the topic.
Step 4 Fast-reading Activity 5 T shows the pictures on Page2-3 and asks Ss to read the title of the passage and share their understanding of it. T asks Ss to skim the passage and see if their understanding is correct. Answer the question: What’s the main idea of the passage T guide Ss to skim the text(first and last paragraph) and tell the main idea: My father is British and my mother is Chinese.Thanks to that,I’ve been able to enjoy food from both countries ever since I was a child.
Step 5 Careful-reading Activity 6: Pair-work T asks Ss to read the passage carefully and complete the table with information from the passage. T can guide Ss to read some key words in the first column in the table, then find the places with the key words in the passage in order to complete the table. Ss can discuss in pairs and complete the work by cooperating with each other. Ss share their answers with the class. T shows the answers on the screen by PPT. Ss read the passage again, then understand and underline the new words.T can teach these new words in several minutes.(pudding, snack,cuisine,spicy,hot pot,dare,marriage,wedding,sort,butcher, super,bacon,sausage,toast,butter,typical,roast,suffer,stinky,tofu,horrible,gather,bite,cheese,someday, poison,oolong tea,china)
Step 6 Discussion Activity 7 T asks Ss to discuss the two questions in groups and share their opinions. T offers help if needed. What does the author mean by saying "one mans meat is another mans poison" Do you know of any similar sayings in Chinese What food from other regions in China or other countries has made an impression on you Why Ss discuss the questions in groups and share their opinions in class. T help Ss further explore the topic and the unit theme and improve Ss’ critical thinking and problem-solving ability.
Step 8 Homework Read the passage again and understand the food culture from a cross-cultural perspective. Remember the new words and learn the usages of them. To develop Ss’ critical thinking ability.
（课堂评价） The evaluation of students’ class performances The evaluation form of students’ classroom performances 项目具体描述自我评价生生评价 积极性 主动回答问题，乐于思考。ABCABC与人合作合作学习，交流意见。批判性思维能批判性地看待并分析问题。创造性思维独立思考，提出独特见解。文化意识 理解中西方饮食差异，树立文化自信。
设计意图：依据学生的课堂表现评价表，对课堂教学情况进行分析，评价学生在合作能力、批判性思维能力、创新意识及文化意识方面是否有所提高。
课时教学板书设计
教学反思
通过本节内容学习，学生能否理解与饮食有关的文章内容，听懂并谈论与饮食有关的话题； 通过本节内容学习，学生能否了解中外饮食文化的异同，丰富对饮食文化的认知； 通过本节内容学习，学生能否通过了解各国饮食文化而增强英语学习的兴趣。

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