Unit+1+Food+matters+Reading+阅读教学设计 高中英语译林版（2020）选择性必修第一册

教学设计：译林版英语选择性必修第一册Unit1ComfortFood阅读教学设计PartI：textanalysis文本分析文章主要讲述了慰藉食物（comfortfood）的独特力量。作者以自己的米饭布丁为例，说明慰藉食物能提升情绪，让人回忆起美好的童年。慰藉食物具有高度的个体性，取决于个人独特的经历，常与积极情绪相联系。对于远离家乡的人来说，慰藉食物能带来幸福感和归属感，让人回忆起家乡的文化、家人和地方，缓解思乡之情。作者最后强调慰藉食物不仅味道好，还能与快乐回忆建立情感纽带，是心灵的食物。Paragraph1：引出主题文章开篇通过描述作者在感到孤独时的秘密食谱——由米饭、牛奶和糖制作的食物，引出了“ComfortFood”的概念。作者详细描述了这种食物的味道以及它给自己带来的愉悦感受，让读者对慰藉食物有了初步的认识。Paragraph2：定义与作用①定义“Initsbroadestsense,comfortfoodreferstoanyfoodthatmakesusfeelbetter.”给出了慰藉食物的广义定义，即任何能让我们感觉更好的食物。②作用“Itoftenmakesupforbadfeelingsbyhelpingusrecallhappymemoriesofthepeople,thingsorplaceswelove.”指出慰藉食物的主要作用是通过唤起我们对所爱之人、事物或地方的美好回忆来弥补不良情绪。Paragraph3：个体差异与形成原因①个体差异“Ourcomfortfoodsarehighlyindividual.Theyvaryfrompersontoperson.”明确表明慰藉食物具有高度的个体差异性。②形成原因“dependingonourownuniqueexperiencesthathaveshapedourlives.”说明这种差异取决于每个人独特的人生经历。接着以鸡汤为例，解释了如果在家庭中成长过程中经常吃某些食物，这些食物就会与积极情绪相联系，成为慰藉食物。Paragraph4：对远离家乡的人的重要性①文化联系“Thefeelingofhappinessandsenseofbelongingcanbecomeparticularlyimportantforpeoplewhomoveawayfromtheirhomecountry.”强调对于远离家乡的人来说，慰藉食物带来的幸福感和归属感尤为重要。②难以割舍“Itishardesttogiveupthefoodthatyougrowupwith.”指出人们最难放弃伴随自己成长的食物。③连接家乡“Onemouthfulofcomfortfoodtakesusbacktoourculturalroots,givingusthe‘tasteofhome’thatwecryoutforandrelievingfeelingsofhomesickness.”说明一口慰藉食物能让我们回到文化根源，带来“家的味道”，缓解思乡之情。并以中国人的饺子和英国人的炸鱼薯条为例进行了说明。Paragraph5：总结观点文章最后作者再次强调了慰藉食物的作用，“Comfortfoodtastesgoodandbybuildinganemotionalbondwithourhappymemories,alwaysmakesusfeelgood.It’sfoodforthesoul.”即慰藉食物不仅味道好，还能与我们的快乐回忆建立情感纽带，是心灵的食物。Part2：TeachingplanI.

TeachingObjectives（教学目标）Afterlearningthisarticle,studentswillbeableto:1.

Understandthemaincontentanddetailsofthearticle.2.

Improvereadingcomprehensionabilities,includingaccuratelyextractingkeyinformationandreasonablyinferringtheauthor'sintention.3.

Enhancevocabularyunderstandingandapplicationabilities.4.

Recognizethecloseconnectionbetweenfoodandemotions.5.

Inspireloveforhometownandtraditionalculture.II.TeachingKeyandDifficultPoints（教学重难点）1.TeachingKeyPoints（教学重点）1)

Understandthedefinitionandfunctionofcomfortfood.2)

Analyzetheauthor'spersonalexperiencewithcomfortfoodinthearticle.3)

Masterthekeyvocabularyandphrasesinthearticle.2.

TeachingDifficultPoints（教学难点）1)

Understandhowfoodbecomesanemotionalbondanditsimportancetopeople.2)

Guidestudentstosharetheirfeelingsaboutcomfortfoodbasedontheirownexperiences.III.TeachingMethods（教学方法）1.

Task-drivenmethod（任务驱动法）:Guidestudentstograduallyunderstandthearticlebysettingdifferentreadingtasks.2.

Groupdiscussionmethod（小组讨论法）:

Organizestudentstohavegroupdiscussions,shareviewpoints,andcultivatecooperativelearningabilities.3.

Question-guidedmethod（问题引导法）:Usequestionsasguidancetostimulatestudents'thinkinganddeepentheirunderstandingofthearticle.IV.TeachingProcess（教学过程）1.

Introduction（导入）

(5minutes)

1)Showsomepicturesofdeliciousfoodandguidestudentstodiscussthesignificanceofdeliciousfoodforpeople.2)

Askstudents（提问学生）：Whenyouareinabadmood,isthereakindoffoodthatcanmakeyoufeelbetter?Why?

3)DesignDescription（设计说明）:Theintroductionpartstimulatesstudents'interestbyshowingpicturesofdeliciousfoodandaskingquestions,layingafoundationforreadingthearticle.（导入部分通过展示美食图片和提问，激发学生的兴趣，为阅读文章做好铺垫。）2.

ReadingComprehension（阅读理解）

(20minutes)

1)FastreadingLetstudentsquicklybrowsethearticleandanswerthefollowingquestions:

①Whatisthethemeofthearticle?②Whatisthecomfortfoodmentionedbytheauthor?2)CarefulreadingStudentsreadthearticleagainandcompletethefollowingtasks:

①What’sthemainideaofeachparagraph?

②What’sthedefinition

andthemainfunctionofcomfortfood?

③Howdoestheauthordescribehisfeelingsaboutricepudding?④Whydoestheauthordescribeindetailthetasteofthisfoodandthepleasantfeelingsitbrings?⑤Whyiscomfortfoodimportantforpeoplewholeavetheirhometowns?

3)

VocabularyunderstandingExplainthekeyvocabularyandphrasesinthearticle,suchas"comfortfood","association","positiveemotions","culturalroots",etc.

ComfortFood（慰藉食物）：Thisreferstofoodthatbringsemotionalcomfortandasenseofwell-being.Itisoftenfoodthatpeopleturntowhentheyarefeelingdown,stressed,orinneedofapick-me-up.（这是指能带来情感上的慰藉和幸福感的食物。通常是人们在情绪低落、压力大或需要振作时会选择的食物。）Association（关联）：Anassociationisaconnectionorlinkbetweentwoormorethings.Inthecontextofthearticle,comfortfoodhasassociationswithpositiveemotions,memories,andculturalroots.（“关联”是指两个或多个事物之间的联系或连接。在本文中，慰藉食物与积极的情绪、回忆以及文化根源有关联。）PositiveEmotions（积极情绪）：Thesearefeelingsthatarepleasantandbeneficial.Comfortfoodcanevokepositiveemotionssuchashappiness,contentment,andrelaxation.（这些是令人愉快和有益的感觉。慰藉食物可以唤起积极的情绪，如幸福、满足和放松。）CulturalRoots（文化根源）：Thisreferstotheoriginsandtraditionsofaparticularculture.Comfortfoodoftenhasdeepculturalroots,representingthefoodtraditionsandvaluesofaparticulargrouporregion.（这是指特定文化的起源和传统。慰藉食物通常有深厚的文化根源，代表着特定群体或地区的食物传统和价值观。）DesignDescription（设计说明）:Thereadingcomprehensionpartusesacombinationoffastreadingandcarefulreadingtohelpstudentsgraduallyunderstandthemaincontentanddetailsofthearticle.Thevocabularyunderstandinglinkhelpsstudentsmasterthekeyvocabularyinthearticleandimprovelanguageapplicationabilities.（阅读理解部分采用快速阅读和仔细阅读相结合的方式，帮助学生逐步理解文章的主要内容和细节。词汇理解环节有助于学生掌握文章中的重点词汇，提高语言运用能力。）3.

GroupDiscussion（小组讨论）

(10minutes)1)Dividestudentsintogroupsanddiscussthefollowingquestions:

①Doyouhaveyourowncomfortfood?Whatisit?Whydoesitmakeyoufeelbetter?Theanswersvaryfrompersontoperson.Forexample:

Forme,mycomfortfoodischocolate.WhenIeatchocolate,itreleasesendorphinsinmybrain,makingmefeelhappyandrelaxed.Also,itremindsmeofhappytimeswhenIsharedchocolateswithmyfriendsandfamily.（答案因人而异。例如：对我来说，我的慰藉食物是巧克力。当我吃巧克力时，它会在我的大脑中释放内啡肽，让我感到快乐和放松。此外，它还让我想起和朋友、家人一起分享巧克力的快乐时光。）②Howcanfoodbecomeanemotionalbond?Foodcanbecomeanemotionalbondbecauseitisoftenassociatedwithspecificpeople,events,orplaces.Forexample,adishthatyourgrandmausedtomakecanbringbackmemoriesofherloveandcare.Sharingamealwithfriendsorfamilycancreateasenseofconnectionandbelonging.Also,certainfoodscanevokepositiveemotionsandcomfortusduringdifficulttimes.（食物可以成为情感纽带，因为它常常与特定的人、事件或地方联系在一起。例如，一道你奶奶曾经做过的菜可以唤起她的爱和关怀的回忆。与朋友或家人一起用餐可以创造一种联系感和归属感。此外，某些食物可以唤起积极的情绪，在困难时期给我们带来安慰。）2)Eachgroupselectsarepresentativetospeakandsharetheresultsofthegroupdiscussion.

DesignDescription（设计说明）:Thegroupdiscussionlinkallowsstudentstosharetheirfeelingsaboutcomfortfoodbasedontheirownexperiences,cultivatingstudents'cooperativelearningandexpressionabilities.Atthesametime,bydiscussingtherelationshipbetweenfoodandemotions,guidestudentstodeeplythinkaboutthethemeofthearticle.（小组讨论环节让学生结合自身经历分享对comfortfood的感受，培养学生的合作学习能力和表达能力。同时，通过讨论食物与情感的关系，引导学生深入思考文章的主题。）4.

SummaryandExpansion（总结与拓展）(5minutes)

1)Summarizethemaincontentandkeyvocabularyofthearticle.

2)Guidestudentstothink:Inadditiontofood,whatelsecanbeasourceofcomfort?Encouragestudentstothinkandexploreafterclass.①Musiccanbeagreatsourceofcomfort.

Whenwelistentoourfavoritetunes,itcansootheouremotionsandrelaxourminds.（音乐可以是慰藉的来源。当我们听着最喜欢的曲调时，它可以舒缓我们的情绪并放松我们的心灵。）②Anothersourcecouldbespendingtimewithlovedones.Thewarmthandsupportoffamilyandfriendscanbringgreatcomfort.（另一个来源可以是和所爱的人在一起。家人和朋友的温暖与支持能带来极大的慰藉。）③Readingagoodbookcanalsobeasourceofcomfort.Itallowsustoescapeintodifferentworldsandgainnewperspectives.（读一本好书也可以是慰藉的来源。它让我们能够逃进不同的世界并获得新的视角。）④Naturecanbeasourceofcomfortaswell.Spendingtimeintheoutdoors,whetherit'staki