新版译林高中英语课件教案练习2020-2021学年牛津译林版（2020）高中英语选择性必修第一册 Unit1 Reading 2 教学设计

PAGE第3页共3页Book1Unit1FoodmattersReading2Comfortfood一、教学目标Bytheendofthissection,studentswillbeableto:1.accumulateverbalphraseswith“up”;2.appreciatethewritingtechniquesoftheauthorandrelatethetopictotheirownexperiences;3.realizetheimportanceoftraditionalChinesecooking.二、教学重难点1.Toidentifyandanalyzethewritingtechniquesinthearticle;2.TotalkabouttheirownexperienceswithcomfortfoodandappreciatetraditionalChinesecooking.三、教学过程步骤教学活动设计意图互动时间/模式RevisionStep1TheteacherhasstudentsreviewthearticleandpracticetheuseofnewwordsandexpressionsbyfinishingB1onPage5.复习课文，练习生词和短语的用法，并实际操练，达到温故知新的效果。5’IndividualWorkAppreciationStep2Theteacherhasstudentsthinkofmorephrasalverbswith“up”andfinishB2onPage5.选择词典等工具辅助积累带有“up”的习惯搭配，并完成教材上的练习。5’ClassWorkStep3Theteacherhasstudentsreadthearticleagaintounderlineallphrasalverbswith“up”,andthenfigureouttheirmeaningscorrectly.1.Itoftenmakesupforbadfeelingsbyhelpingusrecallhappymemoriesofthepeople,thingsorplaceswelove.(Lines14–15;tomakeabadsituationbetter)2.Ifwegrowupeatingcertainfoodsinourfamily,thenthosefoodstendtobelinkedwithpositiveemotions.(Lines17–19;todevelopintoanadult)3.Forexample,weoftenconnectchickensoupwithahappychildhoodanditsflavourbecomestiedupwiththefeelingofbeingtakencareof.(Lines19–21;toconnectorlinksomethingtosomethingelse)4.Whenweeatitagain,weunlockmemoriesofatimewhenwewerelovedandlookedafter,andthischeersusup.(Lines21–22;tobecomemorecheerful)5.Itishardesttogiveupthefoodthatyougrowupwith.(Line27;tostopdoingorhavingsomething)通过识别文章中带有“up”的词组，结合小组讨论，引导学生探讨其在文章中的具体内涵，进一步理解语篇的深层意义。10’IndividualWorkGroupWorkExtensionStep41.Theteacherhasstudentsfindthewordsandphrasesinthetexttoexpress“tomakesb.thinkofsth.”and“tomakesbfeelbetter”.2.Theteacherhasthestudentsworkingroupstodiscussthefollowingquestion.Whatistheauthor’spurposeofwritingthispassage?3.Theteacherhasthestudentsfindthesentenceswhichdescribehowricepuddingremindstheauthorofhermemoriesandthenanswerthefollowingquestion.Whatfoodscanremindyouofyourhappymemories?Describethememoriestheyrecall.通过小组讨论，指导学生分析作者的写作目的和写作技巧，让学生尝试细节描写，叙述自己与治愈系食物相关的生活体验，提高其语言表达能力。10’IndividualWorkGroupWorkApplicationStep4TheteacherhasstudentsreadanarticleaboutLiZiqianddiscussthefollowingquestionsingroups.1.WhathascausedLiZiqi’ssuccess?2.WhatisthesignificanceofpromotingtraditionalChinesecooking?向学生分享一则关于李子柒的新闻报道，引发学生思考李子柒的成功与美