资源简介

Unit 1 Food matters
Reading 教案
教材分析：
本课时阅读文章是关于comfort food的概念以及对我们情绪的影响，其中包括作者的个人经历和观点。学生通过阅读文章，学生从语篇中获得新知，通过梳理、概括、整合信息，简历信息间的关联，掌握文章基本结构，感知并理解语言所表达的意义。学生需要掌握文章中使用多样语言表达的方法，感知本单元主题“安慰食品”，积极调动思维，理解食物在生活中的重要性。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，阅读理解文章结构；能够通过写作和口语描述个人经历和观点。
思维品质上，发散思维，从不同视角思考“安慰食品”的优缺点，创造性地提出自己的观点。
文化品格上，从语篇内容中获得共鸣，感受生活中的情感共同性和世界美食的共同点。
学习能力上，懂得文章中多样语言的重要性，以及如何使用同义词进行替换。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
学生发散思维，从不同角度思考问题。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: T asks questions: 1. What might give you bad mood Answer YES or NO. [T gives some options or answers, Ss only need to raise their hands or answer the question loudly] 2. How do you comfort yourself Answer YES or NO. [Lastly, T leads in the main subject “eating food”.] Then, T plays a short video about Ravioli Bolognese cooking and asks Ss to tell what they are doing. In the video, Ss can watch two friends cook the dish together and talk about their good memories. Ss can make sense of their phenomenon and feeling. 激发学习兴趣，激发学生情感，自然引出阅读主题，拓展学生思维。 8’ CW
Step 2 Warm up for reading: T shows the title in the book and leads Ss to predict the content of the article by analysing the word, font and images. T needs to ask: What foods can have an impact on your feelings. [Ss make a connection between the subject and their personal experience.] 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。 3’ CW/IW
Step 3 Reading (first time): The teacher has students read the article and complete the chart in Part A1 on Page 4. While checking the answers, T can give some ideas about the function of the paragraph. 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。 12’ IW/CW
Step 4 Reading (second time): 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 [T guides Ss to check the answer step by step. And shows the context on the screen.] 2. What is comfort food in its broadest sense [T teaches the tips about how to understand definitions in a text. If possible, T can explain the difference between broad sense and narrow sense] 3. According to the third paragraph, how does comfort food such as chicken soup cheer us up [the same way to teach as question 1] 4. For people who move away from their home country, what largely determines their comfort food [T needs to tell the structure of the para for helping Ss find out answer.] 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。 10’ IW/CW/GW
Step 5 Discussion: 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 the technique [T highlights the first name expressions and tells why] 2. What foods can remind you of your happy memories Describe the memories they recall. [T gives tips and sample content from the article] 3. In your opinion, is there any difference between one’s comfort food and favourite food Give your reasons. [T shows a table for summarizing the key info about the differences.] Finally, T asks an open question: How do you understand the last sentence of this article: It’s food for the soul. for expanding Ss’ logical thinking. 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。 10’ IW/CW
Step 6 Reading and watching: Students read and watch the material again and then fill in the chart concerning the structure and main idea of the documentary script. Students summarize the script based on the chart above. While summarizing, students are encouraged to use the strategy of topic sentence at the beginning of each part. 理解文章的结构、大意以及关键细节信息。引导学生，有效利用关键信息，提炼主旨句，总结全文。 5’ IW/CW
Step 7 Key words: T analyses the key words and arouse Ss’ interests to know more. Tips: while analysing those words, T could give more examples of pollution as sample sentences. 提高语言能力，强化主题词汇。 5’ CW
Step 8 Building the language (B1): Students consolidate the use of new words and phrases and finish B1. Check the answers together. When checking the answers, T gives clues step by step. 在新的语境中运用生词，巩固新知，加深对文本内容的理解。掌握构词法，拓展词汇储备。 8’ IW/CW
Step 9 Discussion: Let’s watch a short video to sum up the contents we’ve read, and think about whether you have the similar situation in the context. Then, T asks: How can we deal with the “sugar addiction” [After watching the video, Ss understand the knowledge about sugar addiction and negative effects. Ss need to use critical thinking to analyse the problem] 通过观看视频，学生理解糖分带来的负面，运用辩证思维能力思考糖分的优缺点，结合知识和日常生活，找到解决办法。 5’ CW
Step 10 Building the language (B2-B3): Students consolidate the use of new words and phrases and finish B2. Check the answers together. [T show several Chinese version and English words, Ss need to match them together, then fill in the questions] Then, T asks Ss to think about more “up” phrases, if possible, Ss make sentences about food. In B3 task, Ss find out those main sentences, and T teach them how to vary their languages. T shows an example and ask Ss how it is. Then improve the sentences. Finally, T need to teach the steps how to vary them. 学生习得语言多样性的重要性，通过实践改造语句，落实理论和方法，提高语言能力和学习能力，并激活已学知识。 8’ CW
Step 11 Homework: Micro writing: describe you comfort food 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生在本课时学习之后，能否梳理文章结构和信息，并提出自己的观点。
学生能否加深对主题的理解和认知。
学生能否习得提高语言多样的方法，懂得运用不同的词汇和句型提高语言丰富程度。

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