资源简介

【教案】新译林版 选择性必修一 Unit 1 Welcome to the unit
课 题 UNIT 1 Food matters Period 1 Welcome to the unit 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section students will be able to: 1. describe the typical food of the four countries mentioned in the video; 2. explain which of the dishes they would like to try most; 3. introduce a typical Chinese food in their eyes.
教 学 主 题 本板块话题是“不同国家的特色美食”，教学活动通过多模态语篇——视频，介绍了英国、日本、墨西哥和意大利四个国家的特色美食。了解异域美食、讨论我国的传统美食，可以激发学生进一步探究“饮食文化”这一话题的兴趣，为单元学习做准备。
教 学 重 点 帮助学生理解视频材料，针对视频内容描述四个国家的特色美食，并让学生谈谈最喜欢哪种美食。
教 学 难 点 引导学生谈论他们眼中的中国特色美食。
教 学 内 容 与 过 程 Lead-in 引导学生结合单元标题预测本单元内容，然后提出一些问题帮助学生快速进入本模块的学习。问题可参考： Can you guess what this unit will talk about according to its title What does the quotation from Chen Zhou mean Where are you from Do you know any special food in your hometown Do you know the special food of various regions in China Do you know the special food of various parts in the world Step 1 Video time 1. 组织学生观看视频完成下面的练习。 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 . 引导学生再次观看视频，填写下表： CountryMade up of/ Made fromServed withWays of servingReason for popularityFish and chipsThe UKdeep-fried fish and fat golden chipsNot mentioned.SushiJapan It is fresh, convenient and healthy.TacosMexicoa corn or wheat pancake rolled around a fillingNot mentioned.PastaItalyflour, water, and sometimes eggsNot mentioned.
引导学生基于上表信息，用自己的话描述这四个国家的特色美食。 Step 2 Free talk 引导学生结合视频思考如下问题： Which of the dishes in these pictures would you like to try most Why What do you think is the most typical Chinese food Step 3 Homework Write down a short passage to introduce the most typical Chinese food in your eyes. 备注【教案】新译林版 选择性必修一 Unit 1 Reading
课 题 UNIT 1 Food matters Period 2 Reading 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to: grasp some words and phrasal verbs with “up”, such as, greedily, emotion, cheer up, make up for and etc; get the main idea of each paragraph in the text about comfort food; grasp the writing technique of giving definition; retell this text based on its framework; distinguish between comfort food and favourite food; know more about the impact of food having on us; be aware of the importance of various language in writing.
教 学 主 题 本文通过作者自身经历，引入“治愈系食物”这个话题，介绍何为治愈系食物及其功用，并从两个层面探讨其背后隐藏的文化内涵：由于生活经历的不同，治愈系食物因人而异；治愈系食物能为生活在异国他乡的人带来幸福感和归属感。这篇文章让学生了解到食物的多重功用：不仅能使人保持健康，还可以治愈心灵，放松心情，慰藉身心，同时帮助学生理解食物背后的文化底蕴。
教 学 重 点 引导学生梳理文章脉络，利用标志性词语给标题下定义。 引导学生掌握并能够正确使用本单元话题词汇和短语。
教 学 难 点 引导学生结合文章框架用自己的语言复述文章，理解食物对我们的影响。 引导学生意识到丰富语言表达对于写作的重要性，并逐渐学会在写作中丰富自己的语言表达。
教 学 内 容 与 过 程 Lead-in 与学生们讨论当你不开心时会做些什么，帮助学生快速进入本模块的学习。问题可参考： When you feel unhappy, what will you do (Teacher:As for me, when I feel unhappy, I will eat some delicious food. ) Step 1 Pre-reading Predicting & Thinking 展示文章标题，引导学生预测文章内容，并让学生思考影响他们情感的食物。 What do you think the article will talk about according to the title What foods can have an impact on your feelings Step 2 While-reading Task 1：Global reading 指导快速阅读文章，完成活动A1，概括出文章中每一段的大意，并探讨文章中每段的功能。 Task 2：Detailed reading 1. 引导学生再读一遍文章，完成课本活动A2： What does the author compare the flavour of the rice pudding to in the first paragraph What is comfort food in its broadest sense According to the third paragraph, how does comfort food such as chicken soup cheer us up For people who move away from their home country, what largely determines their comfort food 2. 引导学生阅读课本上活动A2右边的建议，思考如下问题： How is the definition comfort food given in this article Why does the author give the definition in this way 3. 引导学生关注第三段，思考如下问题： What does “positive emotions” refer to in paragraph 3 And why does the author mention the chicken soup here 4. 引导学生关注第四段，思考如下问题： How does the author explain the relationship between comfort food and one’s sense of belonging in paragraph 4 5. 引导学生关注文章中最后一句话，并谈谈对下面这句话的理解。 How can you understand “It’s food for the soul” Step 3 Post-reading 1. 组织学生学习文章中出现的重点词汇并完成下面的练习。 When we are in low spirits, we may (1) things that give us comfort and a sense of security. Since it brings back happy memories of the past or offers an opportunity to connect with our home culture, comfort food can often (2) . However, there is another type of comfort food, which generates positive (3) in a different way. Food high in calories may also make us feel better. As (4) like cakes are digested, blood sugar levels can go up quickly. As a result, we will be in a better (5) after eating the comfort food. However, the sharp increase in blood sugar will cause the body to produce a special chemical to remove it. When the chemical lowers blood sugar levels, we are likely to feel sad again and will (6) eat more comfort food. There is then the danger of entering a cycle of highs and lows where more and more comfort food, high in carbohydrates, needs to be eaten. This (7) with health problems like being fort food is an important tool in helping us (8) tension and feel good about ourselves. However, be aware of the hidden dangers of high-calorie comfort food! 2. 引导学生找出治愈系食物这篇文章中包含up的词组，联系语境猜测词组的意思，并用这些词组完成下列句子。 I find it hard to my energy right after lunch. I waited for half an hour, but he never . Let’s help the stage for the show. Have you any new hobbies recently The good days can the bad ones. 3. 引导学生找出文章中表达“to make sb think of sth”，“to make sb feel better”和“to be connected with”意思的短语，增强学生在写作时丰富语言的意识并尝试修改下列例句。 To make sb think of sth ·The lovely creamy flavor works like a time machine transporting me back to my sunny childhood. ·Its power lies in the association it calls to mind. ·When we eat them again, we unlock memories of a time when we were loved and looked after... ·One mouthful of comfort food takes us back to our cultural roots, ... To make sb feel better ·..., that perfect combination is always enough to lift my spirits. ·It often makes up for bad feelings by helping us recall happy memories ... ·..., and this cheer us up. ·..., giving us the “taste of home” that we cry out for and relieving feelings of homesickness. To be connected with ·..., those foods tend to be linked with positive emotions. ·Comfort food tastes good and by building an emotional bond with our happy memories, always makes us feel good. Practice: improve the sentences below by varying the language. Breakfast is an important meal and what people eat for breakfast is quite different. People from different places and with different eating habits tend to eat different things for breakfast. 4. 引导学生结合文章框架图用自己的语言概括全文。 5. 引导学生就如下问题进行讨论，第一个问题让学生深入思考作者在写作中的写作手法，第二个问题让学生联系实际谈谈给他们带来快乐的食物，最后一个问题的设置着重培养学生的思维能力，实现对课本知识的迁移和创新。 How does the author introduce the topic of comfort food What do you think of this technique What foods can remind you of your happy memories Describe the memories they recall. In your opinion, is there any difference between one’s comfort food and favorite food Give your reasons. Step 3 Homework Organize your ideas and write a short paragraph, describing your happy memories of foods. Pay attention to vary your language in your writing. 备注【教案】新译林版 选择性必修一 Unit 1 Grammar and usage
课 题 UNIT 1 Food matters Period 3 Grammar and usage 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to: identify the rules of to-infinitives as subjects and predicatives; work out the rules of to-infinitives as subjects and predicatives; use the right forms of to-infinitives to finish the task of rewriting sentences, completing a magazine article, and writing a thank-you note; have a better understanding that eating out is also a social activity.
教 学 主 题 本板块围绕单元话题，引导学生在有关“外出就餐和在家做饭”的语篇中，观察、探究动词不定式做主语和表语的用法，并自主归纳其核心规则；再让学生通过句子、语篇两个层面的练习巩固所学、内化新知；最后要求学生正确使用目标语法写一封感谢信。
教 学 重 点 引导学生概括和掌握不定式在句中作主语和表语的语法规则。
教 学 难 点 引导学生灵活运用不定式在句中作主语和表语的语法，能够正确使用目标语法写感谢信。
教 学 内 容 与 过 程 Lead-in 引导学生探讨他们对于to-infinites的了解，激活学生关于该语法的背景知识，为接下来的语法学习做准备。 Step 1 Presentation 引导学生阅读书中的博客，分别找出不定式作主语的句子和不定式作表语的句子，完成下列表格。 To-infinite as subjectsTo eat out was also a social activity, …To-infinite as predicatives…, my first thought at memories was to eat at a restaurant.
让学生结合文章中的语境试着概括不定式在句中作主语和表语的语法规则。教师再做适当的补充和订正。 When the to-infinitive is used as a subject, we usually use the preparatory subject at the beginning of the sentence. The to-infinitive can also be used as a predicative. It usually comes after the verb . 动词不定式作主语 ① 动词不定式作主语，表示具体的、一次性的或尚未做的动作。 To master a new skill is not an easy thing. 掌握一项新技能并非易事。 To see is to believe. 眼见为实。 ② 动词不定式短语作主语时，为了保持句子平衡，往往用it作形式主语，而 将动词不定式短语置于句末。 It is important to enlarge English vocabulary. 扩充英语词汇很重要。 ③ 包含动词不定式的句型 it takes sb+some time+to do sth，意为“花费某人多长时间做某事”。 It took me an hour to repair my bike. 我花了一个小时修理我的自行车。 it+be+形容词+for sb+to do sth，意为“做某件事对某人而言是……的”。在该句式中的形容词多是说明性的，不用来指人或物的品质、特性，如difficult、easy hard、important、dangerous、impossible、necessary等。 It’s very dangerous for children to cross the busy street. 对孩子们来说，穿过熙熙攘攘的街道很危险。 it+be+形容词+of sb+to do sth，意为“某人做某事是……的”。在该句式中的形容词 以叙述人的个性、品质，如kind、good、nice、right、wrong、clever、careless、polite、foolish等。 It’s clever of you to work out the math problem. 你真聪明，解出了这道数学题。 it+be+one’s+名词+to do sth意为“做某件事是某人的……”。 It’s my job to help tackle online hate. 我的工作是处理网络仇恨问题。 ④ 动词不定式作主语时，句子的谓语通常用单数。 To hesitate means losing an opportunity. 犹豫意味着失去了一次机会。 To find the way to the hotel is difficult. 去酒店的路难找。 注意：动词不定式作主语时多数情况下可以用动名词替换，但在以下三种情况下不能替换：一些固定说法中；表示强烈的对比时；表示某一次具体的动作或具体的情况时。 （2）动词不定式作表语 ① 动词不定式作表语，通常用来说明主语的具体内容或者性质。常见的用来做主语的名词有：aim, duty, dream, hope, idea, plan, wish, goal, task, ambition, purpose, work, job等表示目标、意向、计划、任务的词。 My goal is to be a teacher. 我的目标是当一名教师。 Always keep in mind that your main task is to get this company running smoothly. 永远记住：你的主要任务是使这家公司运转顺利。 ② 有些时候，系动词会是appear, seem, prove, tum out, remain等。 Whether we will succeed or not remains to be seen. 我们能否成功仍有待观察。 注意: 当主语部分有实义动词do或do的某种形式时，动词不定式作表语时可以省略to。 All I could do now is (to) keep silent. 我现在所能做的就是保持沉默。 动词不定式和动名词作表语都是用于表示主语“是什么”，但动词不定式作表语强调的是一次性的、具体的、将要发生的动作；动名词作表语强调的是一般性的、抽象的、经常发生的动作。 The man’s job is to paint the walls. 这位男士的工作是粉刷这些墙。(表示一次性的、具体的、目前要做的事情) The man’s job is painting walls. 这位男士的工作是粉刷墙。(表示经常性的日常工作) 某些动词的不定式与be动词连用时常用主动形式表示被动意义，如be to let (出租)，be to blame (应负责任)等。 The house is to let. 这所房子要出租。 Who is to blame for the accident 谁应该为这起事故负责？ Step 2 Practice 1. 指导学生完成活动B1，按照括号里的要求，用动词不定式作不同成分改写句子。 The next dish that the cook will prepare is Kung Pao Chicken. (attributive) The preparation of home-cooked meals is easy and enjoyable. (subject) Her dream is that she will open a restaurant some day. (predicative) We will put the potatoes in the pot first in order that they will be cooked quickly. (adverbial of purpose) I consider the Soup of the Day as the best option on the menu. (object complement) 2. 指导学生完成活动B2，用括号里动词的正确形式将文章补充完整。 As long as you are not afraid of heights, you will be impressed by Sky Buffet, the latest restaurant in the city centre. (1) (locate) at the top of Tower 88, it gives you an amazing view of the bay. Better still, its entire seating area turns slowly and it is enjoyable (2) (see) the scenery outside while having your meal. Since it takes about an hour (3) (turn) the full 360 degrees, you are unlikely to get bored with the scenery. If you want to get the most wonderful views, your best bet is (4) (sit) by the window an hour before sunset and watch how the sky changes colours. The atmosphere is lively and modern, with its walls (5) (paint) white and light blue. Sky Buffet serves a menu full of eye-catching Asian dishes, (6) (range) from Chinese food to Japanese food. It will be a good idea (7) (invite) your family and friends over for dinner. Sky Buffet is considered by many locals (8) (be) the perfect location for a special occasion. Step 3 Production 创设情境，假设你的朋友曾带你去Sky Buffet吃饭，请给你的朋友写一封感谢信，提议下周末邀请你朋友来你家共进晚餐。记得使用动词不定式。写作中参考如下表达： Expressions:I am writing to ... I have always wanted to ...It was so kind of you to ... I would like/love to ...It was wonderful to ... My plan is to ...
Step 3 Homework Draw a mind map to summarize the rules of to-infinitives as subjects and predicatives. 备注【教案】新译林版 选择性必修一 Unit 1 Integrated skills
课 题 UNIT 1 Food matters Period 4 Integrated skills 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to: 1. predict what type of word will be filled in the blanks before listening; 2. get some basic information about Food Festival through listening, such as the time, the purpose and the events to be held; 3. learn how to describe your favourite food in simple words after reading; 4. use questions and rhetorical questions to make a dialogue about your favourite food during speaking; 5. grasp the structure and language of an article about one’s favourite food; 6. write an article about your favourite food.
教 学 主 题 本板块围绕单元话题，以“介绍自己最喜爱的食物”创设情境，展开一系列具有综合性、关联性和实践性的听、读、说、写等学习活动。教学活动首先引导学生听一段学校举办美食节的通知，再让学生读两篇分别介绍月饼和提拉米苏的短文，随后让学生就“自己最喜爱的食物”展开讨论，最后过渡到“介绍你最喜爱的食物”的短文写作任务上。上述活动环环相扣，每个活动既有侧重点，又与其他活动有关联性，构成一个“四步一体”的语言综合实践活动。
教 学 重 点 1. 引导学生通过听力活动获取写校园美食节的具体信息和设置的活动。 2. 引导学生能够通过阅读了解描写文的结构和语言特色。
教 学 难 点 引导学生运用特殊疑问句和反义疑问句谈论他们最喜欢的食物。 引导学生创作一篇文章，介绍他们最喜欢的食物。
教 学 内 容 与 过 程 Lead-in 向学生们展示一些校园美食节的图片，让学生谈谈他们眼中的校园美食节。 Step 1 Listening 1. 听文本之前，组织学生思考以下问题，并将思考的结果与全班同学分享： Have you ever joined a school Food Festival Was it interesting Have you ever thought of holding a school Food Festival What events will you hold for it 2. 引导学生听对话，完成A1： Decide whether the following statements are true (T) or false (F). ·The first school Food Festival took place last year. T/F ·This year’s Food Festival will be held on 15 March. T/F ·Students can learn about food from many different countries at the Food Festival. T/F · Changes can be made to the programme. T/F ·The writing competition will begin on the day of the Food Festival. T/F 3. 学生再次听对话并完成A2，听前给学生一段时间浏览如下内容，并结合文章中前后信息预测所填内容。 Events of the food Festival Cooking class Learn how to make different food, e.g. (1) Food stands Present different kinds of food for students to try. Think of (2) and make some food according to it. Decorate your food stands to (3) as many people as possible. Writing competition The article should be of no less than (4) . You should tell us what your favourite food is and (5) more than other foods. · You should hand in the article before (6) . 4. 引导学生阅读听力原文并核对答案。 Step 2 Reading 引导学生阅读教材第9页中Jake和Amy所写的关于他们最爱的食物文章，并回答下列问题： How many parts do these passages contain What are these parts What is the main idea of each part 引导学生再读一遍文章，然后完成下列表格： ItemsMooncakesTiramisuFirst tryHe tried his first mooncake with his family when he was very little in his grandparents’ yard.She first tried it about two years ago when she visited a bakery with her parents.Its appearanceThey look adorable — small, round and shiny golden-brown.There are three layers of the cake and the cheese is between the layers. Tiramisu does not look very active — it is brown and white.Its smellDelicious.Not mentioned.Its tasteMooncakes have a sweet and mild taste of the red bean.It is light, creamy, soft smooth, with a bitter taste of coffee but not strong.Reasons for love itThe satisfying taste is out of this world and brings memories to mind.Whenever she feels unhappy, she eats this dessert and it makes her feel better.Other informationMaterials: flour and red beans. The feeling in hand: warm and heavy.The name Tiramsiu means “cheer me up” in Italian.
Step 3 Speaking 学生分组讨论他们所喜爱的食物，用下列疑问句和反义疑问句作为参考，并向学生介绍反问这种修辞手法及功能： What is your favourite food Why do you like it (How it looks, smells, tastes and feels in your mouth, how you associate it with a particular experience, etc.) Rhetorical questions (A rhetorical question is a figure of speech in the form of a question that is asked to emphasize a point or to express feelings and attitudes. For example, when you ask “How can I forget such a tasty dish ”, you are actually emphasizing that you always remember the dish.) How can I forget such a dish Why don’t you try it since it’s so creamy How can I refuse it when faced with such a satisfying taste Step 4 Writing 1. 引导学生回顾A、B、C三个部分中的重要信息，并结合D部分中“Planning your writing”中的内容对学生在写作的文章类型、结构以及语言等方面进行指导。 Learning about the text type An article about your favourite food is a piece of descriptive writing which can create a vivid picture in readers’ minds through plenty of sensory details. Learning about the structure When writing an article about your favourite food, you can follow the structure below: State clearly what your favourite food is. Mention your experiences of tasting it, especially for the first time. Describe the characteristics of the food, such as its appearance, smell, taste and way of cooking. Learning about the language When you describe food, you can use adjectives to create an image of the food in the mind of the reader. Adjectives commonly used to describe food include smelly, bitter, sweet, salty, juicy, creamy, silky, smooth, soft, crisp, etc. 2. 引导学生在完成写作后先自己检查再互相检查。 Remember to check your writing after you finish and exchange drafts between you and your partner. Pay attention to the following aspects: Punctuation Spelling Grammar Choice of words Style(formal/informal) Structure 3. 引导学生针对同伴的写作内容进行点评并给出建议。教师对学生们的写作内容进行评估，挑选出内容较好的文章供学生学习。 Step 5 Homework Read more articles of your classmates and polish up your writing. 备注【教案】新译林版 选择性必修一 Unit 1 Extended reading & Project
课 题 UNIT 1 Food matters Period 5 Extended reading 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to: 1. locate some specific information related to the three traditional Chinese foods mentioned in the blog entries; 2. describe the three traditional Chinese foods based on their popularity, features, and history; 3. analyse the author’s attitude towards the three traditional Chinese foods and his purpose of writing the blog entries; 4. explore the writing skills used in each blog entry and appreciate their language; 5. introduce one of their local popular dishes in English to a foreign traveler; 6. enhance their national pride and cultural self-confidence through learning China’s long-standing, rich and diversified food culture.
教 学 主 题 本文选自一位美食评论家的博客，采用日记的形式记录了这位美食评论家吃遍中国传统美食的亲身体验，介绍了中国三个不同地区的传统美食：四川火锅、南京盐水鸭和粤式点心。这篇文章以外国人的视角来呈现中国源远流长、丰富多元的饮食文化，有助于增强学生的民族自豪感和文化自信。
教 学 重 点 1. 掌握文章的主旨大意，能够了解博客中所提及的三种中国传统美食。 2. 引导学生从受欢迎程度、特征以及历史三个方面概括博客中所提及的三种中国传统美食。 3. 引导学生基于文章中的语言分析作者对这三种中国传统美食的态度和写作意图。
教 学 难 点 1. 引导学生分析文章的写作技巧和欣赏文中的生动语言。 2. 引导学生运用所学的写作技巧和生动的词汇介绍家乡的特色美食，加深学生对源远流长的中华美食文化的认识，激发学生的民族自豪感和文化自信，增强他们弘扬中国传统文化的使命感和责任感。
教 学 内 容 与 过 程 Lead-in 通过头脑风暴活动，激发学生的学习兴趣，导入话题，引导学生通过烹饪方式、口味和菜肴类别谈论中国传统美食，并联系自身经历，为理解三篇博客文章做好知识铺垫。 Do you have any ideas of traditional Chinese foods Can you talk about them in terms of ways of cooking, styles, flavours and types of courses 2. What are the three essential factors by which Chinese dishes are judged 3. Can you name some of your favourite Chinese dishes in English Step 1 Pre-reading 学生根据图片预测文章的内容，讨论作者会从哪些方面讲述介绍这三种中国传统美食。 Step 2 While-reading Task 1 Global reading 1. 学生快速阅读文章并回答问题： What’s the genre of the text What the main idea of the food critic’s blog 2. 引导学生再次阅读文章，填写下表： Traditional Chinese foodsHistory FeaturesBenefitsTimeBackground informationIngredientsMaking processFlavorSichuan hot potstarted off in the late Qing Dynastyperfect for the and climatefamous both in and multiple , , meats and (eg: , Sichuan peppers, , and red oil) various ingredientshot a cold midwinter evening and rivers of sweat on a summer afternoon, offer the best way to Nanjing salted duckwas praised in are perfect for raising ducksthe food export in Nanjing and white duck slices , boiling, and cooling and have properties in hot summerCantonese dim sumwas served with tea in morning tea is in the daily routine in Guangzhouquite in the local dishes such as beef balls and rice noodle rolls , boiling, or frying give people hours to have conversations about , family or
Task 2 Detailed reading 1. 通过进一步阅读让学生分析作者对这三种中国传统美食的态度和写作目的。 What is the critic’s attitude towards traditional Chinese foods Please find out the supporting ideas. What is the critic’s purpose of writing these blog entries 2. 指导学生探索三篇博客文章中的写作技巧。首先让学生讨论为什么作者在每篇博文中都会从个人经历入手介绍中国特色美食，从而使学生了解写作中联系个人经历有助于提高文本的可信度和说服力。 Why does the writer base his wring on his personal experiences when introducing the traditional foods 3. 让学生四人一组，找出作者描述食物时使用的不同形容词，讨论运用这些形容词有什么作用，学习这些形容词并将它们运用于自己的写作中。 Step 3 Post-reading 1. 引导学生完成课本中的活动A，为文章中三个中国美食分别写概要。 2. 引导学生完成课本中的活动B，讨论当地著名美食，学生们可以从欢迎程度、历史以及特色三个方面对食物进行介绍。 Step 5 Homework Prepare a speech about traditional Chinese foods with several specific examples. 备注
课 题 UNIT 1 Food matters Period 6 Project 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to: research the recipe of a chosen dish through cooperation and exploration; use group work to write and present the recipe; make a video of how the dish is made and then make a presentation; evaluate and comment on each other’s work.
教 学 主 题 本板块要求学生围绕单元话题，基于在前面板块中所学的语言和文化知识，通过小组合作等方式，讨论并选定某一食物，研究其制作、烹饪方法，再亲手制作并记录全过程。教师可以挑选具有中国特色、学生比较熟悉的食物作为范本，向学生展示应该从哪几个方面进行食谱制作。学生可以在班级中先探讨并确定小组想要制作的食物，然后用英语写食谱，用视频记录食物制作的过程，并在全班展示。
教 学 重 点 学生能够运用本单元所学知识通过小组合作录制有关选定食物的制作过程的视频。
教 学 难 点 学生能够在录制的视频中，用英语介绍所选定食物的制作和烹饪方法，并在各组之间互相评价，发表意见。
教 学 内 容 与 过 程 Lead-in 向学生们展示某种食物制作全过程的视频，引入话题。 Step 1 Preparation 学生以小组为单位，讨论所选定的食物。 What dish would your group like to make Why do you choose this dish 学生复习本单元学习过的单词以及表达，并讨论所选定食物制作和烹饪所涉及的各类词汇和表达。 Words about making process: boil, fry/cook, stir,steam, mix, stick, sail ... Words about ingredients: salt, sugar, vinegar, ginger, pepper, soy, oil, garlic ... 引导学生结合之前呈现的视频，思考哪些元素可以促成优秀的美食制作和烹饪视频。 Step 2 Implementation 学生分组讨论他们选定的食物，填写下表： Name of foodMaterial neededProcedureDo(s)Don’t(s)
2. 引导学生以小组为单位对文中的范例进行探究学习，并让学生表达自己的观点与见解。 What information does this recipe contain In your opinion, what are the sample’s highlights What can you learn from the sample Is there still room for improvement 3. 学生基于上表信息和案例，制作食谱。食谱制作完成后，组内成员对食谱进行检查，并提出修改意见。 4. 学生按照刚刚制作的食谱，制作食物，并录制视频。 Step 3 Evaluation 1. 学生对不同的视频进行投票，选出班级里制作的最好的食物制作视频。 2. 教师针对学生制作的食物制作视频进行点评，给出修改意见，肯定学生的学习成果，提高学生的学习积极性。 Step 5 Homework Polish up your video based on teacher’s and classmates’ evaluation. 备注

展开更多......

收起↑