牛津译林版(2020)高中英语选择性必修第一册Unit1教案
Unit1FoodMattersProject教学设计高中英语牛津译林版(2020)选择性
牛津译林版（2020）选择性必修第一册Unit 1 Food MattersProject教材分析：本节课的教材内容是牛津译林版选择性必修第一册Unit 1 Food Matters Project。
本单元的话题是食物，通过探讨食物的选择、制作和健康饮食，引导学生关注自己的饮食健康。
本节课是一节项目课，学生将分组完成一个有关食物和健康的调查报告，并展示给全班同学。
教学目标：1. 知识目标：学生能掌握与食物相关的词汇和表达方式，了解食物对健康的影响。
2. 能力目标：学生能运用网络、书籍等资源进行调查，撰写调查报告，并在全班展示。
3. 情感目标：学生能认识到合理饮食的重要性，形成关注自己饮食健康的意识。
教学重点：1. 学生能掌握与食物相关的词汇和表达方式。
2. 学生能进行食物和健康的调查，并撰写调查报告。
教学难点：1. 学生能正确使用网络和书籍等资源进行调查。
2. 学生能将所学的知识与实际生活相结合，关注自己的饮食健康。
学情分析：高一学生已经具备一定的英语基础，能够进行简单的阅读、写作和口语交流。
同时，学生对食物和健康的话题比较熟悉，也具备一定的生活经验和知识储备。
但是，学生在进行调查和报告展示方面可能存在一定的困难，需要教师的指导和帮助。
教学策略：1. 教师可以提供一些与食物和健康相关的词汇和表达方式，帮助学生掌握相关知识点。
2. 教师可以引导学生利用网络、书籍等资源进行调查，并给予一定的指导和帮助。
3. 教师可以组织学生进行小组讨论和展示活动，鼓励学生积极参与并互相学习。
教学方法：1. 词汇和表达方式讲解：教师可以利用课件、图片等方式展示与食物和健康相关的词汇和表达方式，帮助学生掌握相关知识点。
2. 调查和报告撰写：学生可以分组进行调查，撰写调查报告。
教师可以给予一定的指导和帮助，引导学生利用网络、书籍等资源获取相关信息。
3. 小组讨论和展示：教师可以组织学生进行小组讨论和展示活动，鼓励学生积极参与并互相学习。
Unit 1 Extended reading 课件高中英语牛津译林版(2020)选择性必修第一册
--Extended Reading
1. Students can learn some words and phrases. 2. Students can get the main idea of this passage. 3. Students could develop an positive eating habits.
Vocabulary
yer n 层，表层；层次 50.cheese n 干酪，奶酪 51.bitter adj 苦味的;激烈的;令人难过的；严寒的 52.cream n 奶油，乳脂；护肤霜 53.ingredient n 材料，成分；因素，要素 54.loose adj 不受约束的；未固定牢的；零散的；宽松的；疏松的 55.let sth loose释放；放任 56.chilli n 辣椒
3 月 7 日，四川火锅 令人垂涎欲滴的四川火锅，闻名海 内外。那火辣的风味足以温暖隆冬的寒夜， 或在夏日的午后让人汗流如注。昨晚，我第一次尝试了四川火锅，是与几位当地的 朋友一道吃的。
重点词汇
hot pot 火锅
be enough to 足以 ; 足够……可以 ; 足够…去做
heat up 加热 ; 变热 ; 加剧 ; 变得激烈 ; 激化
local history 地方历史 ; 地方志，地方历史
salted duck 盐水鸭
in particular 特别 ; 尤其
without equal 没有相等的 ; 天下无双
appropriate for 适用于 ; 为…腾出或拨出
all year round 全年;一年到头 ; 一年到头;终年
let loose 放开 ; 放出，放开 ; 对不加约束，听凭行事
译林版高中英语选必一Unit1 Reading (I) 教案
《英语》（选择性必修·第一册）Unit 1 Food mattersWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, the students will be able to:1. know about some information of comfort food from a magazine article;2. develop their reading skills;3. express their opinions on comfort/favorite food;4. keep their positive attitude towards life.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficulty1. Understand the structure and improve reading skills of the magazine article.2. Express their opinions properly according to the topic.IV. Teaching proceduresStep 1 Lead-in1.T asks a question:When you feel unhappy, what will you do?(T: As for me, when I fee unhappy, I will eat some delicious food. Because the yummy taste can improve my mood so that I can forget the sadness. I call it comfort food.)2.T leads Ss to watch the video and finish the exercises on page 1:T: We know food keeps us healthy and energetic. And each country has its typical food. Let’s watch a video and get something from it.•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 ______________.3.T asks the following questions:•Which of the dishes in the video would you like to try most? Why?•What do you think is the most typical Chinese food?•What foods can have an impact on your feelings?【设计意图：由一个简单熟悉的话题快速导入到本堂课中，让学生畅所欲言，自由发挥。
牛津译林版(2020)高中英语选择性必修第一册Unit1教案
《英语》（选择性必修·第一册）Unit 1 Food mattersIntegrated skills (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. talk about their favorite food, including its appearance, smell, taste, ways of cooking and a particular experience associated with it;2. write an article about their favorite food.II. Key competence focusWrite an article about their favorite food.III. Predicted area of difficulty1. How to convey the ideas clearly.2. How to write an article vividly.IV. Teaching proceduresStep 1 Lead-in1.T presents some pictures of food such as mooncake, Tiramisu, dumpling, hot pot, etc. and asks the following questions:Picture 1 (Mooncake)T: What can you see in the picture?S: Mooncakes.T: Have you tried a mooncake?S: Yes.T: When did you try it for the first time?S: I gave it my first try at the age of 5.T: Do you like it?S: Yes, very much.T: How does it taste?S: It tastes sweet.Picture 2 (Tiramisu)T: Do you know the dessert in the picture?S: It is Tiramisu.T: How does it look?S: It looks adorable.Picture 3 (Dumpling)T: What’s the picture about?S: Dumplings.T: Do you know how to cook the dish?S: It can be steamed, boiled or fried.Picture 4 (Hot pot)T: What’s it?S: It’s a hot pot.T: How do you think it feels in your mouth?S: I think it is spicy.2. T asks more questions as follows:T: What’s your favorite food? Why do you like it?(Ss may give various answers.)3. T shows a picture of salted duck and mentions her experience of tasting it for the first time.T: Salted duck is one of my personal favorites. I gave it my first try twenty years ago, together with my family members. My father went on a business trip to Nanjing and brought one back. Itlooked mouth-watering. Before my mother sliced it, brother and I couldn’t wait to have a try. The meat was juicy and salty, which really impressed all of us. How can I forget such a tasty dish?【设计意图：通过互动，引入主题，并为对话环节做铺垫。
Unit1FoodmattersReading(I)教案高中英语牛津译林版(2020)选择性
译林版普通高中教科书英语选择性必修第一册Unit 1 Food mattersReading (I) : fort food（1）单元概述：本单元的主题语境是“人与社会”，话题是“饮食文化”，涉及的语篇类型有视频、杂志文章、博客文章、食谱等。
本单元的学习旨在帮助学生认识饮食文化在跨文化交际中的重要性，并引导学生学会通过饮食了解不同地域或国家的文化。
（2）内容分析【What】本板块的语篇是一篇美食杂志文章，文体为说明文，话题是“治愈系食物”；文章主要介绍了治愈系食物的定义、特点、功效；作者重点分析了治愈系食物背后的情感和文化属性：来源于家庭的情感属性和以民族认同感为核心的文化属性。
【Why】本文旨在引导学生认识食物不仅能使人保持健康和充满活力，而且还能调节情绪、抚慰心灵。
正如文章中所介绍的，治愈系食物能让我们回忆起美好的童年，能让海外游子一解乡愁。
学习本文可以让学生学会透过现象看本质，理解饮食背后的情感因素和文化因素。
【How】本文主旨清晰,结构分明。
作者从叙述自身体验引出治愈系食物的定义，接着介绍了其中一类治愈系食物的两大特征，最后点题：治愈系食物是可口的美味，又是联结个人幸福记忆的纽带。
本文采取的第一人称视角有助于拉进与读者的距离，增加文章的真实性和说服力。
此外，本文在写作手法上还有以下几个方面的特点：细节描写形象生动；分析深入透彻、鞭辟入里；语言上使用了较多的短语动词和复合句。
作者把细腻的情感融合进朴实的文字里，说理抒情，娓娓道来，这样的写作手法值得学习和模仿。
2.学情分析What students have known：本节课授课对象为高二学生。
首先，学生在经过必修一、二、三册的学习后，对高中英语教材有了一定的了解，基本了解如何寻找主题句进而概括出中心思想，这样学生可以快速判断文章结构特征。
其次，根据英语新课程标准的要求，他们已经基本具备在阅读中通过阅读策略，如skimming、scanning、prediction、reasoning等获取细节信息的能力，部分学生能用英语自信地表达观点。
牛津译林版(2020)高中英语选择性必修第一册Unit1教案
《英语》（选择性必修·第一册）Unit 1 Food mattersIntegrated skills (I)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand how to introduce your favourite food;2. know some basic information and some events at the school Food Festival through listening;3. predict what type of word will be filled in the blanks before listening.II. Key competence focus1. Use listening strategies to get the right information.2. Get some useful information to prepare for writing by reading and listening.III. Predicted area of difficulty1. Complete the notes while listening.2. Know about the ways to introduce the favourite food.IV. Teaching proceduresStep 1 Free talkT asks Ss to have a free talk about their favourite food.T: Hello, boys and girls. What is your favourite food? Can you introduce something about it?T: Thanks for your sharing. I think you really love the food, so maybe you will be interested in the Food Festival. There is an announcement about the school Food Festival.【设计意图：本节课以情境导入——邀请学生谈谈自己最喜爱的食物，并引出学校即将举办美食节的活动，进而引出下文的听力部分。
牛津译林版高中英语选择性必修第一册 Unit1 Integrated skills1 教案
Book 1 Unit 1 Food mattersIntegrated skills 1Introducing your favourite food一、教学目标By the end of this section, students will be able to:1. give a brief introduction to the Food Festival such as the time, purpose and events to be held;2. describe their favourite foods—the mooncakes and tiramisu in detail;3. imitating the structure of a description about their favourite food.二、教学重难点1. To practice one’s listening, reading and speaking skills in contexts;2. To form independent opinions about their favourite food.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher has students answer the following questions.1. Can you tell us different types of food in differentregions?2. Which type of food are you interested in? Why?3. What is a food festival?4. Have you ever been to a food festival? What do youthink of it?引导学生自由谈论中国的美食流派以及美食节活动，激发学生学习更多食物相关知识的兴趣。
2020新译林版新教材高中英语选择性必修一Unit1 Reading 1教案
Book 1 Unit 1 Food mattersReading 1Comfort food一、教学目标By the end of this section, students will be able to:1. give a brief introduction to comfort food;2. distinguish the differences between comfort food and favourite food;3. grasp the writing technique for giving a definition;4. know more about how food affects us.二、教学重难点1. To understand comfort food as food for the soul;2. To realize the importance of promoting traditional Chinese cooking.三、教学过程步骤教学活动设计意图互动时间/模式Pre-readingStep 1 The teacher has students answer the followingquestions.1. Have you ever heard of comfort food?2. What is comfort food in your opinion?通过回答两个问题，激活学生的背景知识，激发阅读动机，激活学生已有的关于治愈系食物的认知和经验，引出主题；引导学生探究治愈系食物的定义。
5’Pair WorkStep 2 The teacher has students predict the contents of 培养学生根4’。
高中英语牛津译林版(2020)选择性必修第一册 Unit 1 教学PPT课件
(1) The writer saw the paintings in the National Gallery. 添加标题
(2) The writer wondered at the skill of the artists, their use of colour
Click hetly/First of all/To bCeligciknhwerietht.o..aSdedcwonorddlsy…Besides/In addition/Moreover… At last/Last of
all/Last but not least…
结尾常用表达： We can draw the conclusion that…
Unit 3 The art of painting
Grammar and Usage & Integrated Skills
1. wonder wonder about sth. 想知道……，想弄明白…… wonder at. . . 对……感到惊讶 wonder+从句 想知道…… I wonder if/whether我不知道是否……（表示一种礼貌的请求或 提问） It's a wonder (that). . . 莫名其妙的是……；令人惊奇的是…… 练习：I __w_o_n_d_er__ where they will take us to.
在文章开头先对需要说明的对象作总体介绍添，加然后标对题解决问题的方法进行具体阐述。
4.体现文体特点。说明文的语言要简洁、准确而且有逻辑性。在写作中可适当穿插一些祈 使句、省略句等句式结构。
下列这些表达可以使你的说明更有条理：
First… Second…Third…添At l加ast…标题
2020新译林版新教材高中英语选择性必修一 Unit1Welcometotheunit 教学设计
Book 1 Unit 1 Food mattersWelcome to the unit一、教学目标By the end of this section, students will be able to:1. describe the four typical dishes mentioned in the video;2. explain which of the dishes in the video they would like to try most;3. introduce a typical traditional Chinese food.二、教学重难点1. To predict what the unit will talk about;2. To introduce a typical traditional Chinese food they have eaten.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher has students answer the following questions.1. Can you guess what this unit will talk aboutaccording to its title?2. What does the quotation from Chen Shou reallymean?通过品读名人名言，联系单元主题语境，引导学生通过单元标题预测本单元学习内容，为单元学习做准备。
5’Individual WorkVideo timeStep 2The teacher has students first predict what the missing words in the blank-filling exercise are andthen watch the video and fill in the blanks.Fish and chips from the UK consists ofdeep-fried fish and _________________通过让学生观看一段介绍四个国家的代表性食物的视频，帮助学生了解这些5’Individual Work。
2020新译林版高中英语选择性必修一 Unit1 Reading 2 教学设计
Book 1 Unit 1 Food mattersReading 2Comfort food一、教学目标By the end of this section, students will be able to:1. accumulate verbal phrases with “up”;2. appreciate the writing techniques of the author and relate the topic to their own experiences;3. realize the importance of traditional Chinese cooking.二、教学重难点1. To identify and analyze the writing techniques in the article;2. To talk about their own experiences with comfort food and appreciate traditional Chinese cooking.三、教学过程步骤教学活动设计意图互动时间/模式RevisionStep 1 The teacher has students review the article and practice the use of new words and expressions byfinishing B1 on Page 5.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’Individual WorkAppreciationStep 2The teacher has students think of more phrasal verbs with “up” and finish B2 on Page 5.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。
高中英语新教材牛津译林版(2020)选择性必修第一册课件+Unit+1+Reading(1)
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Para. 3: ______O_u_r__co_m_f_o_r_t_ f_o_o_d_s_a_r_e__h_ig_h_ly__in_d_iv_i_d_ua_l_,__ d_e_p_e_n_d_in_g__o_n _o_u_r_o_w_n__un_i_q_ue__ e_x_p_e_r_ie_n_c_e_s_. __________
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Discuss the function or each paragraph of this article.
Introduce the_th_e_m__e__of “comfort food” by describing the author’s personal experience. Give the _d_e_f_in_i_ti_onof comfort food and narrow down the topic which will be discussed in this article. Talk about one kind of comfort food linked with p_o_s_it_i_v_e_e_m__o_ti_o_n_s_ in our memories. Talk about the other kind of comfort food related to one’s sense of _b_e_l_o_n_g_in_g_and cultural roots.
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《英语》（选择性必修·第一册）Unit 1 Food mattersExtended readingI. Learning objectivesBy the end of the period, students will be able to:1. get the main information about the three traditional Chinese foods;2. write a summary of each of the three traditional Chinese foods;3. appreciate some nice words and understand their meanings and functions;4. find out the author’s views about these traditional Chinese foods and show their own opinions;5. introduce a popular dish in their hometown.II. Key competence focus1. Get the main information about the three traditional Chinese foods.2. Find out the author’s views about these traditional Chinese foods and give some opinions.III. Predicted areas of difficulty1. Write a summary of each of the three traditional Chinese foods.2. Appreciate some nice words and understand their meanings and functions.3. Introduce a popular dish in the hometown.IV. Teaching proceduresStep 1 Lead-inFree talkAfter greeting Ss, T has a free talk with them: eating is of great importance in our daily life. What food do you usually have for lunch and dinner? Then T asks Ss a question: what’s your favorite food and can you introduce something about it?【设计意图：通过自由交谈导入本节课，让学生畅所欲言讲讲自己最喜欢的食物并简单介绍，激活学生已有知识并激发学生的阅读兴趣。
】Step 2 Global reading1. T asks Ss to look through the text as quickly as they can and answer these questions:•What’s the genre of the text?•What’s the main idea of the food critic’s blog?T: How can you find the answers so quickly?T reminds Ss to pay attention to the subtitles and pictures.【设计意图：通过快速浏览文本让学生知晓其体裁及主要内容，并提醒学生注意阅读策略。
】2. T asks Ss to read the blog quickly and fill in the table.3.T asks Ss to introduce each of the three traditional Chinese foods by using their own words according to the table above.【设计意图：通过快速阅读让学生获取三种传统中国食物的历史、特色和盛行原因等基本信息，而后根据表格中所填的信息口头介绍这三种传统中国食物，这为接下来的的概要写作做好了充分的准备。
】Step 3 Writing a summary1.T asks Ss to write a summary of each of the three traditional Chinese foods in groups.2.Different groups present their summaries.【设计意图：通过让学生以小组形式分别写出介绍这三种传统中国食物的概要，进一步加深学生对文本的掌握程度，并且由前一步的说到这一步的写，层层递进，检验学生所学，考察学生灵活运用的能力。
】Step 4 Detailed readingT asks Ss the following questions:1. Read the first sentence of the first paragraph, and the author uses mouth-watering and let loose rivers of sweat to describe hot pots of Sichuan, what do you think of these descriptive words?These descriptive words are so vivid and specific that transport readers to Sichuan to enjoy the hot pot. Also from these words, we can see the author’s love for the hot pot.2. Read the last sentence of the first paragraph: The hot flavor quickened our laughter and conversation, making the meal the perfect way to relax with friends. How do you understand the word quickened?Quickened means made something more active. From this sentence, we can know that people have more laughter and their conversations are more active when they enjoy Sichuan hot pot, sothe meal really makes people relax themselves.3. Read this sentence in line 30–31: A local history book from the late Qing Dynasty praised salted duck in particular, saying it was without equal. What can you know from the words without equal?From the words without equal, we can know that in the late Qing Dynasty salted duck got the highest praise and people loved it very much.4. Read this sentence in line 41–44: The concept took off, and today Guangzhou’s restaurants stimulate customers’appetite with over a thousand offerings, each more delicate and delicious than the last. How do you understand the phrase took off ?The phrase took off here means the concept, serving tea with a variety of light dishes, or dim sum, became popular very quickly. From this, we can know that Cantonese dim sum was welcome when it first became part of Cantonese life.【设计意图：通过让学生朗读并理解句子，引导学生注意作者的用词，体会字里行间作者对中国传统美食的喜爱。
同时让学生学会欣赏文本中的美词，方便将其用于写作中。
】Step 5 Further readingT asks Ss to think about these questions:1. What does the food critic think of the three traditional Chinese foods? Please find out the supporting ideas.The food critic really loves the three traditional Chinese foods. The supporting ideas are as follows:I instantly became a big fan of Sichuan hot pots and I’ll soon be back for more! (L19–20)It definitely hit the spot when I tried it, and it has become one of my personal favorites. (L34–35) A single visit is not enough to appreciate everything, and I have a long list of dim sum I still need to try. (L50–51)2. How do you like the three traditional Chinese foods in the text?Possible answer: I like Cantonese dim sum best. Because I prefer the light flavor, which is good for my skin. Also there are various dishes that are baked, boiled, steamed or fried, so I can have different choices. I don’t like the other two, because I don’t like their flavors.3. The three traditional Chinese foods are very popular, then what dish is popular in your hometown? Introduce it to a foreign traveller. Explain its popularity, history and features. (Tip: you can first draw a mind map according to the three aspects and then introduce the popular dish in your hometown.)【设计意图：通过进一步阅读让学生找出作者对这三种传统中国食物的看法及支撑句，提升学生的推断能力。