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选必1 READING 教参
Book 1 Unit 1 Food matters
Reading 1
Comfort food
一、教学目标
By the end of this section, students will be able to:
1. give a brief introduction to comfort food;
2. distinguish the differences between comfort food and favourite food;
3. grasp the writing technique for giving a definition;
4. know more about how food affects us.
二、教学重难点
1. To understand comfort food as food for the soul;
2. To realize the importance of promoting traditional Chinese cooking.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Pre-reading
Step 1 The teacher has students answer the following questions. 1. Have you ever heard of comfort food 2. What is comfort food in your opinion 通过回答两个问题，激活学生的背景知识，激发阅读动机，激活学生已有的关于治愈系食物的认知和经验，引出主题；引导学生探究治愈系食物的定义。 5’ Pair Work
Step 2 The teacher has students predict the contents of the article according to the title. What do you think the article will talk about according to the title 培养学生根据文章标题等信息预测文章主题与内容的理解性技能。 4’ Individual Work
While reading
Step 3 The teacher has students read the article and complete the chart in Part A1 on Page 4. Para.1: Rice pudding cheers me up whenever I feel unhappy. Para. 2: ____________________________ Para. 3: ____________________________ Para. 4: ____________________________ Para. 5: ____________________________ 通过梳理文章结构，归纳各段大意，引导学生理解文章的字面意义，把握该文章中的基本事实性信息和作者的观点。 8’ Individual Work
Step 4 1. The teacher has students read the article carefully and work in groups to answer the following questions. (1) What does the author compare the flavour of the rice pudding to in the first paragraph (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 2. The teacher has the students look at the “Tip of understanding definitions in a text” beside A2 and answer the question. How is the definition of comfort food given in this article 3. Have the students work in groups to discuss the last sentence of this article “It’s food for the soul.” and answer the question: How can you understand the sentence 4. Have the students summarize the whole passage in about 60 words and then give an oral report of it. 通过仔细阅读文章以及小组讨论，探究关于文章细节信息的问题，锻炼学生从多角度理解治愈系美食的内涵，深刻理解“慰藉灵魂的美食”这一概念。 通过探究治愈系美食的定义，锻炼学生在文章中识别定义、归纳总结的技能。 12’ Group Work Class Work
Post-reading
Step 5 The teacher has the students work in pairs and discuss the following questions. 1. How does the author introduce the topic of comfort food What do you think of this technique 2. In your opinion, is there any difference between one’s comfort food and favourite food Give your reasons. 通过小组讨论，帮助学生分析作者的写作技巧和语言特色，引导学生探究治愈系美食和最喜爱美食的区别，关注治愈系美食与回忆联结的功能性作用。 8’ Pair Work
Step 6 The teacher has students discuss in groups and share their answers to the following question in class. There is an English saying, “People are what they eat.” What’s your understanding of the saying 通过小组讨论，引导学生对生活中的真实案例和英语俗语深入思考并表达个人观点，探讨关于饮食和人之间的关系，理性看待快餐文化、传统餐饮，树立健康的饮食观和消费观。 6’ Group Work Class Work
Homework 1. Finish B1 on Page 5. 2. Finish Part A on Page 57 in the workbook. 2’
Book 1 Unit 1 Food matters
Reading 2
Comfort food
一、教学目标
By the end of this section, students will be able to:
1. accumulate verbal phrases with “up”;
2. appreciate the writing techniques of the author and relate the topic to their own experiences;
3. realize the importance of traditional Chinese cooking.
二、教学重难点
1. To identify and analyze the writing techniques in the article;
2. To talk about their own experiences with comfort food and appreciate traditional Chinese cooking.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Revision
Step 1 The teacher has students review the article and practice the use of new words and expressions by finishing B1 on Page 5. 复习课文，练习生词和短语的用法，并实际操练，达到温故知新的效果。 5’ Individual Work
Appreciation
Step 2 The teacher has students think of more phrasal verbs with “up” and finish B2 on Page 5. 选择词典等工具辅助积累带有“up”的习惯搭配，并完成教材上的练习。 5’ Class Work
Step 3 The teacher has students read the article again to underline all phrasal verbs with “up”, and then figure out their meanings correctly. 1. It often makes up for bad feelings by helping us recall happy memories of the people, things or places we love. (Lines 14–15; to make a bad situation better) 2. If we grow up eating certain foods in our family, then those foods tend to be linked with positive emotions. (Lines 17–19; to develop into an adult) 3. For example, we often connect chicken soup with a happy childhood and its flavour becomes tied up with the feeling of being taken care of. (Lines 19–21; to connect or link something to something else) 4. When we eat it again, we unlock memories of a time when we were loved and looked after, and this cheers us up. (Lines 21–22; to become more cheerful) 5. It is hardest to give up the food that you grow up with. (Line 27; to stop doing or having something) 通过识别文章中带有“up”的词组，结合小组讨论，引导学生探讨其在文章中的具体内涵，进一步理解语篇的深层意义。 10’ Individual Work Group Work
Extension
Step 4 1. The teacher has students find the words and phrases in the text to express “to make sb. think of sth.” and “to make sb feel better”. 2. The teacher has the students work in groups to discuss the following question. What is the author’s purpose of writing this passage 3. The teacher has the students find the sentences which describe how rice pudding reminds the author of her memories and then answer the following question. What foods can remind you of your happy memories Describe the memories they recall. 通过小组讨论，指导学生分析作者的写作目的和写作技巧，让学生尝试细节描写，叙述自己与治愈系食物相关的生活体验，提高其语言表达能力。 10’ Individual Work Group Work
Application
Step 4 The teacher has students read an article about Li Ziqi and discuss the following questions in groups. 1. What has caused Li Ziqi’s success 2. What is the significance of promoting traditional Chinese cooking 向学生分享一则关于李子柒的新闻报道，引发学生思考李子柒的成功与美食间的关系，培养学生观察生活、体味生活中的美的能力，引导学生关注中国传统美食并深刻理解将其发扬光大的重要性。 13’ Individual Work Group Work Class Work
Homework Finish Part B on Page 57 in the workbook. 2’
Book 1 Unit 1 Food matters
Welcome to the unit
一、教学目标
By the end of this section, students will be able to:
1. describe the four typical dishes mentioned in the video;
2. explain which of the dishes in the video they would like to try most;
3. introduce a typical traditional Chinese food.
二、教学重难点
1. To predict what the unit will talk about;
2. To introduce a typical traditional Chinese food they have eaten.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Lead-in
Step 1 The teacher has students answer the following questions. 1. Can you guess what this unit will talk about according to its title 2. What does the quotation from Chen Shou really mean 通过品读名人名言，联系单元主题语境，引导学生通过单元标题预测本单元学习内容，为单元学习做准备。 5’ Individual Work
Video time
Step 2 The teacher has students first predict what the missing words in the blank-filling exercise are and then watch the video and fill in the blanks. 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. A taco, a traditional Mexican dish, is made up of a _________________ or wheat pancake rolled around a filling. Pasta from Italy is typically made from flour, water and sometimes _____________. 通过让学生观看一段介绍四个国家的代表性食物的视频，帮助学生了解这些美食的相关知识，激发他们探究不同饮食文化的兴趣。 5’ Individual Work
Step 3 Have students watch the video again and then fill the following table. 5’ Individual Work
Step 4 Have students describe the four typical foods in their own words based on the table above. 8’ Group Work Class Work
Discussion
Step 5 The teacher has students answer the following question. Which of the dishes in the video would you like to try most Why 让学生描述自己最想尝试的食物，与同伴分享自己的理由，促进学生有效加工和内化所获信息的能力。 10’ Group Work Class Work
Step 6 The teacher has students discuss the following question. What do you think is the most typical Chinese food 以小组形式让学生讨论中国传统美食的代表，并分享各自的理由，加深学生对中国传统美食的了解，为进一步学习单元内容做好铺垫。 10’ Group Work Class Work
Homework Write an article about your favourite food. 2’

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