Unit1FoodMattersReading教案-高中英语译林版（2020）选择性

Unit1FoodmattersReading教案教材分析：本课时阅读文章是关于fortfood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(Taskbasedlanguageteaching)，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Step1Leadin:Tasksquestions:1.Whatmightgiveyoubadmood?AnswerYESorNO.[Tgivessomeoptionsoranswers,Ssonlyneedtoraisetheirhandsoranswerthequestionloudly]2.Howdoyoufortyourself?AnswerYESorNO.[Lastly,Tleadsinthemainsubject“eatingfood”.]Then,TplaysashortvideoaboutRavioliBolognesecookingandasksSstotellwhattheyaredoing.Inthevideo,Sscanwatchtwofriendscookthedishtogetherandtalkabouttheirgoodmemories.Sscanmakesenseoftheirphenomenonandfeeling.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’CWStep2Warmupforreading:TshowsthetitleinthebookandleadsSstopredictthecontentofthearticlebyanalysingtheword,fontandimages.Tneedstoask:Whatfoodscanhaveanimpactonyourfeelings.[Ssmakeaconnectionbetweenthesubjectandtheirpersonalexperience.]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/IWStep3Reading(firsttime):TheteacherhasstudentsreadthearticleandpletethechartinPartA1onPage4.Whilecheckingtheanswers,Tcangivesomeideasaboutthefunctionoftheparagraph.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/CWStep4Reading(secondtime):Theteacherhasstudentsreadthearticlecarefullyandworkingroupstoanswerthefollowingquestions.1.Whatdoestheauthorparetheflavourofthericepuddingtointhefirstparagraph?[TguidesSstochecktheanswerstepbystep.Andshowsthecontextonthescreen.]2.Whatisfortfoodinitsbroadestsense?[Tteachesthetipsabouthowtounderstanddefinitionsinatext.Ifpossible,Tcanexplainthedifferencebetweenbroadsenseandnarrowsense]3.Accordingtothethirdparagraph,howdoesfortfoodsuchaschickensoupcheerusup?[thesamewaytoteachasquestion1]4.Forpeoplewhomoveawayfromtheirhomecountry,whatlargelydeterminestheirfortfood?[TneedstotellthestructureoftheparaforhelpingSsfindoutanswer.]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/GWStep5Discussion:Theteacherhasthestudentsworkinpairsanddiscussthefollowingquestions.1.Howdoestheauthorintroducethetopicoffortfood?Whatdoyouthinkofthetechnique?[Thighlightsthefirstnameexpressionsandtellswhy]2.Whatfoodscanremindyouofyourhappymemories?Describethememoriestheyrecall.[Tgivestipsandsamplecontentfromthearticle]3.Inyouropinion,isthereanydifferencebetweenone’sfortfoodandfavouritefood?Giveyourreasons.[Tshowsatableforsummarizingthekeyinfoaboutthedifferences.]Finally,Tasksanopenquestion:Howdoyouunderstandthelastsentenceofthisarticle:It’sfoodforthesoul.forexpandingSs’logicalthinking.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/CWStep6Readingandwatching:Studentsreadandwatchthematerialagainandthenfillinthechartconcerningthestructureandmainideaofthedocumentaryscript.Studentssummarizethescriptbasedonthechartabove.Whilesummarizing,studentsareencouragedtousethestrategyoftopicsentenceatthebeginningofeachpart.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/CWStep7Keywords:TanalysesthekeywordsandarouseSs’intereststoknowmore.Tips:whileanalysingthosewords,Tcouldgivemoreexamplesofpollutionassamplesentences.提高语言能力，强化主题词汇。5’CWStep8Buildingthelanguage(B1):StudentsconsolidatetheuseofnewwordsandphrasesandfinishB1.Checktheanswerstogether.Whencheckingtheanswers,Tgivescluesstepbystep.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/CWStep9Discussion:Let’swatchashortvideotosumupthecontentswe’veread,andthinkaboutwhetheryouhavethesimilarsituationinthecontext.Then,Tasks:Howcanwedealwiththe“sugaraddiction”?[Afterwatchingthevideo,Ssunderstandtheknowledgeaboutsugaraddictionandnegativeeffects.Ssneedtousecriticalthinkingtoanalysetheproblem]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’CWStep10Buildingthelanguage(B2B3):StudentsconsolidatetheuseofnewwordsandphrasesandfinishB2.Checktheanswerstogether.[TshowseveralChineseversionandEnglishwords,Ssneedtomatchthemtogether,thenfillinthequestions]Then,TasksSstothinkaboutmore“up”phrases,ifpossible,Ssmakesentencesaboutfood.InB3task,Ssfindoutthosemainsentences,andTteachthemhowtovarytheirlanguages.TshowsanexampleandaskSshowitis.Thenimprovethesentences.Finally,Tneedtoteachthestepshowtovarythem.学生习得语言