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Unit 1 Food matters Extended reading
I. Learning objectives
By the end of the period, students will be able to:
1. get the main information about the three traditional Chinese foods;
2. appreciate some nice words and understand their meanings and functions;
3. find out the author’s views about these traditional Chinese foods and show their own opinions;
4. Learn to introduce a popular dish in their hometown.
II. Key competence focus
1. Get the main information about the three traditional Chinese foods.
2. Find out the author’s views about these traditional Chinese foods and give some opinions.
III. Predicted areas of difficulty
1. Appreciate some nice words and understand their meanings and functions.
2. Introduce a popular dish in the hometown.
IV. Teaching Methods
Task-based approach:
The students are given some tasks through to improve students’ reading ability.
V. Teaching procedures
Step 1 Lead-in
Free talk
After greeting Ss, T has a free talk with them:
Do you like traveling Why
In China, there are many places that are worth visiting.
Do you know the following places and its famous food
【设计意图：通过自由交谈导入本节课，让学生畅所欲言讲讲自己所喜欢旅游的地方和原因。激发学生对话题的兴趣，从而通过旅游地方的美景和美食，自然过渡到建立对于课本中的三道美食与对应地方的关联，激活学生已有知识并激发学生的阅读兴趣。】
How much do you know about these foods It is good way to read entries from the blog of a food critic。If you were a food critic, what would you write to recommend these foods
【设计意图：通过三道美食进而引发学生思考：你对于这些美食了解多少？ 从而启发学生对于文章学习的欲望和以一个美食评论加的角度代入性思考从哪些方面来介绍美食，最后一个思维导图的方式来激活学生的思维，同时这些角度为学生接下来的阅读作好铺垫。】
Step 2 Reading
T asks Ss to look through the text as quickly as they can and read the subtitles and pictures.
When does the writer try these three types of food
What is the main purpose of the writer
【设计意图：通过快速浏览文本让提高学生阅读策略和通过地图的方式建立起空间感，把地点和美食建立起关联，激发学生对于阅读的兴趣。】
Part 1 Ask students to read the first part quickly and fill the following table.
Then ask students to answer the following questions:
Why can Sichuan hot pot be widely popular in Sichuan and China even overseas
Part 2
Ask students to read the first part quickly and fill the following table.
Then ask students to answer the following questions:
Why can salted ducks become the Nanjing’s most famous food export
Part 3
Ask students to read the first part quickly and fill the following table.
Then ask students to answer the following questions:
Why can Cantonese become an essential part of the daily routine in Guangzhou
【设计意图：通过阅读表格任务的驱动让学生获取三种传统中国食物的历史、特色和盛行等基本信息，还有了解这种食物受欢迎背后的原因来加强学生的阅读理解能力，从而对文本有更深的理解】
Step 3 Appreciation
T asks Ss the following questions
What adjectives do the author use when describing the food
Why do the author use these adjectives when describing the food
【设计意图：通过问题导入的方式让学生欣赏作者在介绍三种美食中使用的语言，特别是语言中的形容词，帮助学生体悟这些形容词的作用和效果，同时帮助学生学生在表达介绍美食的写作积累词汇】
Step 4 Further thinking
The teacher ask students to finish the task to think further about the writer’s attitudes and the function of the writers’ personal experience mentioned in the reading.
What is the critic’s attitude towards the three traditional Chinese foods Please find out the supporting ideas.
The blog entries are related to the critic’s personal experiences. Why does the writer use this way
【设计意图：通过任务驱动的方式引导学生对文本进行深度思考，思考作者介绍美食的态度，学生学会归纳和寻找依据证明自己的观点。通过对作者在文本中的个人经历深度思考，从而更好地理解这种手法的作用，启发学生在写作中学习和借鉴这种方法，为写作的训练做好铺垫】
Step 5
Homework
1. Surf the Internet and find information about one of traditional Chinese foods in your hometown.
2. Sort out your information in the aspects of history, features, popularity and benefits.

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