Unit1Foodforthought单元教学设计高中英语

Book2Unit1Foodforthought教学设计单元主题Thesubjectcontextofthisunitis"peopleandsociety",andthesubjectcontextinvolvedismultipledietcultureandhealthyeatinghabits.Thisunitfromtheintroductionofrepresentativefoodofdifferentcountries,showsthecolorfulworldfoodandtablemannersaroundtheworld,enrichstudents'cognitionoffoodculture,guidestudentstothinkdeeplyabouttherelationshipbetweenhealthydietandlifestyle,finallyreachtheunderstandingofdiversedietcultureandtolerance,andreflectonandimprovetheireatinghabits.单元目标Studentswereabletofollowaroundthethematiccontextcontentofthisunit,Basedonmultimodalstoriessuchaspersonalstories,columns,onlinementsandrecipesprovidedbytheunit,Usingavarietyoflanguageskills,Readthetextcontent,Understandtheconversationrelatedtoorderingfood,Discussanddeepentheawarenessofhealthyeating,Usenewlanguagetodescribecharacteristicssuchascolor,smelloffood,Properuseofmodalverbstoadviseothers,BeabletowritesimplerecipesinEnglishandremendadeliciousfood,Deepentheunderstandingandminingoftheunitthemesignificance;Atthesametime,IcanusetheunittotalkaboutthesimilaritiesanddifferencesbetweenChineseandforeignfoodculture,Tojudgetheviewsandattitudesofthecharactersinthearticle,Judginghowdifferentpeoplelive,Reflectonandimprovetheirowndietandlivinghabits;Byapplyingvariouslearningstrategies,Intheprocessofautonomous,cooperativeandinquirylearning,Monitor,evaluate,reflectandadjustmylearningcontentandprocessbywiththereflectiveandevaluativeproblemsprovidedbytheunit,Improvetheeffectofyourownunderstandingandexpression,Finally,topromotetheprehensiveimprovementoftheirownlanguageability,culturalconsciousness,thinkingqualityandlearningability.Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Viewing+Speaking主题语境Peopleandsociety——foodculture内容分析Activity1presentsavideorelatedtothedietarytheme.ThevideofeaturesanAmerican'sfoodtriptoChina,showingtypicalChinesedelicaciessuchasBeijingroastduck,hairycrabandSichuanhotpot.Activity2requiresstudentstolookattheworldmapandpicturesofrepresentativefoodsofdifferentcountries,matchthesefoodswiththecorrespondingcountries,andtelltheirunderstandingoftheworldfoodbasedontheirownexperiences.教学目标StudentscanunderstandtherepresentativefoodofChina,caninitiallyunderstandtherepresentativefoodofdifferentcountriesandtheirEnglishexpression,activatetheexistinglanguageandbackgroundknowledge,andgenerateinterestinthetopic;StudentsareabletosimplydescribeandevaluatedifferentfoodsanddifferentcountriesinEnglishbasedontheirexistinglifeexperience.教学重点GuidestudentstolearnaboutrepresentativefoodsinChinathroughvideomaterials;Guidethestudentstopletethefoodandnationalmatchingactivities,tounderstandtherepresentativefoodofallcountriesintheworld.教学难点Howtoguidestudentstosimplydescribeandevaluatedifferentfoods,andtriggerthethinkingonChineseandforeignfoodculture.教学策略Audiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthequestionsinActivity1andplaysthevideo.2.Tcollectsanswers.Tcanplaythevideoagainifnecessary.1.Sswatchthevideoandlistthedifferenttypesoffoodintroducedinthevideo.2.Sssharetheiranswerswiththeclass.1.HelpSsbetterunderstandsomefamousChinesedishes.2.ProvidethemerelatedbackgroundknowledgeforSsandraisetheirculturalawareness.Activity21.TasksSstomatchthefoodtothecountriesonthemapingroups.Tcanintroducesomebackgroundinformationifnecessary.2.TasksSstoanswerthequestionsinActivity2.1.Sspletethematchingingroups.2.Ssanswerthequestions,talkingabouttheirknowledgeoffoodfromdifferentcountries.1.ProvidethemerelatedbackgroundknowledgeforSsandraisetheirculturalawareness.2.HelpSsrelatetheunitthemetotheirdailylifeandraisetheirinterests.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境Peopleandsociety——foodculture内容分析Thissectionpresentsatextreflectingthethemeoftheunit.Thestorytypeisapersonalstory,whichtellsthefoodstoryofaChineseandBritishmultinationalfamily.ThetextintroducestherepresentativefoodofChinaandBritaininthetoneofchildreninmultinationalfamilies,aswellassomeinterestingstoriesinthecollisionandfusionofeatinghabitsofthefamily.教学目标Studentscangetthegeneralideaofthetextthroughskimming,andaccuratelyunderstandandexplainthemeaningofthetitle;Throughintensivereading,studentscanquicklyfindoutthesentencesexpressingthecharacters'viewsonthefoodandsortoutthedetails;StudentscanunderstandthedietarydifferencesbetweenChineseandBritishcountries,enhancetheircrossculturalawareness,anddeepentheirunderstandingofunitthemes.教学重点Guidethestudentstounderstandthegeneralideaofthetextthroughindependentreadingandgroupcooperation,andbthestructureofthearticle.教学难点Guidethestudentstopayattentiontotheemotionalattitudesofthecharacterstowardsdifferentfoods,andunderstandthefoodculturefromacrossculturalperspective.教学策略ThePWPreadingmodeTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstolookatthepicturesandintroductionsofdifferentfoodinActivity1anddiscussiftheywouldliketotrythem.Ssdiscussingroupandexplaintheirchoices.HelpSsactivatetheirexistingknowledgeandgetfamiliarwiththetopic.Activity21.TasksSstoreadthetitleofthepassageandsharetheirunderstandingofit.2.TasksSstoskimthepassageandseeiftheirunderstandingiscorrect.1.Sssharetheirunderstandingofthetitleinclass.2.Ssreadthepassagequicklyandseeiftheirunderstandingiscorrect.TrainSs’readingskillinskimming.Activity3TasksSstochoosethemainideaofthepassageinActivity3.Ssreadthepassageandchoosethemainidea.TrainSs’readingskillingettingthemainidea.Activity41.TasksSstopletethetableinActivity4withinformationfromthepassage.TcanaskSstoreadthepassageagainifnecessary.2.TasksSstosharetheiranswersinclass.1.Sspletethetablewithinformationfromthepassage.2.Sssharetheiranswersinclass.HelpSsreadforimportantdetailsofthepassageandanalysethecharacters’attitudestowardsdifferentfood.Think&ShareTasksSstodiscussthetwoquestionsingroupsandsharetheiropinions.Toffershelpifneeded.Ssdiscussthequestionsingroupsandsharetheiropinionsinclass.1.HelpSsfurtherexplorethetopicandtheunittheme.2.ImproveSs’criticalthinkingandproblemsolvingability.3.GetSstoapplywhattheyhavelearntinareallifecontext.UsingLanguage板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Grammar+Vocabulary+Listening+Speaking主题语境Peopleandsociety——dietculture,healthylife内容分析ThissectionincludesthegrammarpartModals,thelexicalpartFoodments,andthelisteningandspeakingpartHealthyEating.ThetwosmallparagraphsofthegrammarpartintroduceamobileapptohelppeopledevelophealthyeatinghabitsandtheEnglishtableetiquettetodescribethefood;thespeakingpartisaconversationbetweenthewaiterandtwocustomerstoguidestudentstochoosetherightandhealthydiet.教学目标Studentscanmasterthebasicusageofmodalverbs,andchoosetheappropriatemodalverbsaccordingtothecontext;StudentscanhaveapreliminaryunderstandingoftheBritishtablemanners,andbroadentheirinternationalvision;Studentscanusetheappropriateadjectivestodescribethefood,canusetheappropriatemodalverbstopersuadeothers;Studentscanlearnabouthealthydietandenhancetheirawarenessofhealthydiet.教学重点Guidestudentstounderstandtheideographicfunctionsofbeableto,hadbetter,haveto,newn'tanddarenot;Guidestudentstointroducetheirfavoritefoodbyusingthevocabularyandgrammaticalstructurelearnedinthisunit;Guidethestudentstoobtaintherelevantinformationabouthealthyeatinginthedialogue,andthensummarizethelanguageoutput.教学难点Guidestudentstoextractandsummarizetheexpressionofsuggestions,andapplythemtothemunicationofsimilarsituations.教学策略municationteachingmethod,taskbasedteachingmethod,listeningandspeakingteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentencesfromthereadingpassageandtrytofigureoutthemeaningsofthewordsinbold.2.TasksSstotalkaboutthefunctionofmodalsandpletethematchingactivity.1.Ssreadthesentencesandworkoutthemeaningsofthewordsinbold.2.Ssfinishthematchingactivity.HelpSsdiscoverandsummarisethemeaningsandusageofthetargetmodals.Activity21.TasksSstoreadtheintroductiontoanappandfindoutwhattheappisabout.2.TasksSstounderlinethemodalsintheintroductionandtalkaboutthemeaningsofthemingroups.3.TinvitesSstoexplainthemodalsincontextandchecktheanswers.1.Ssreadtheintroductionandfindoutwhattheappisabout.2.Ssunderlinethemodalsandtalkaboutthemeaningsofthemingroups.3.Ssexplainthemodalsincontextandsharetheiranswersinclass.HelpSsfurtherunderstandthemeaningsandusagesofthemodalsinarealcontext.Activity31.TinvitesSstotalkaboutwhattheyknowaboutthetablemannersintheUK.2.TasksSstopletethetipsforgoodtablemannerswiththecorrectformofthemodals.3.TinvitesSstoreadthepletetipsandchecktheanswers.1.SstalkaboutwhattheyknowaboutthetablemannersintheUK.2.Sspletethetipsforgoodtablemanners.3.Ssreadthepletetipsandchecktheanswers.HelpSsusethemodalsinreallifesituations.Activity41.TinvitesSstotalkinpairsaboutthefoodinthepicturesusingwordstheyconsiderappropriate.2.TasksSstoreadthementsontheleftandmatchthementstothepictures.1.Sstalkaboutthefoodinthepicturesinpairs.2.Ssreadthementsandmatchthemtothepictures.HaveSsunderstandthetopicrelatedwordsinarealcontext.Activity51.TasksSstoreadthementsagainandunderlinethewordsthatdescribefood.2.TasksSstoputtheunderlinedwordsintothecorrectcolumnsofthetable.1.Ssreadthementsagainandunderlinethewords.2.Ssputthewordsintothetableaccordingly.HaveSscategorisethewordsdescribingdifferentfood.Activity6TasksSstotalkabouttheirfavouritefoodinpairs,usingthewordstheyhavelearnt.Sstalkabouttheirfavouritefoodinpairs,usingasmanywordstheyhavelearntaspossible.GetSstousethewordsinareallifecontext.Activity7TasksSstolookatthepicturesandlistentotheconversation.ThenaskSstotickthefoodanddrinksordered.Sslistenforthefirsttime,andtickthefoodanddrinksordered.HaveSslearntounderstandthemainideaofthelisteningmaterial.Activity81.TgetsSstolistentotheconversationagainandpletethenotes.HaveSslistenagainifnecessary.2.TasksSstotalkaboutwhatHarrietsaystopersuadeJanet.1.Sslistentotheconversationandpletethenotes.2.SstalkaboutwhatHarrietsaystopersuadeJanet.1.HaveSslearntounderstandthedetailsofthelisteningmaterial.2.HaveSslearnthewayofgivingadvice.Activity91.TasksSstoworkinpairs,turntothecorrespondingpagesandreadtheinformation.2.TasksSstoactouttheconversationtopersuadeacustomer.TprovideshelptoSswhennecessary.3.Tinvitessomepairstoactouttheconversationinclass.1.Ssworkinpairsandreadtheinformationonthecorrespondingpages.2.Ssactouttheconversationinpairs.HaveSspractisegivingadviceinthefixedscene.Activity10TasksSstothinkofasimilarsituationandhaveaconversationtopersuadeothers.ProvidehelptoSswhennecessary.Ssthinkaboutanothersituationandhaveasimilarconversation.HaveSspractisegivingadviceinatopicrelatedreallifecontext.Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自我——饮食习惯、生活习惯人与社会——饮食文化内容分析Thissectionpresentsthetextreflectingthethemeoftheunitfromanotherperspective,andthediscoursetypeisthecolumnarticles.Thetextshowstherefrigeratorofthefivecharactersinpictures,andintroducestheirprofessionalcharacteristics,eatinghabitsandlivinghabits.ThispaperintroducesthehistoricaloriginandproductionmethodofthistraditionalChinesedish.教学目标Studentscanunderstandthecontentofthetext,evaluatethelifestylesofdifferentcharactersandgivesuggestions;Studentscanconnectwiththeirownlivesandhaveadeeperunderstandingoftherelationshipbetweeneatinghabitsandahealthylifestyle;Studentscanmasterthewritingcharacteristicsoftherecipe,andtheycanusewhattheylearntowriteadeliciousrecipeandremendittoothers.教学重点Howtoacquireknowledgeaboutahealthylifestylethroughreading;Masterthewritingcharacteristicsandtechniquesofrecipes.教学难点Guidestudentstothinkabouttherelationshipbetweeneatinghabitsandlifestyle;Guidestudentstocontacttheirownreality,reflectontheirowneatinghabits.教学策略PWPmode,municativeteachingmethod,taskbasedteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstotalkaboutwhattheyusuallyeatfordinneranddecidewhoeatsmorehealthily.Sstalkaboutwhattheyusuallyeatfordinneranddecidewhoeatsmorehealthily.ActivateSs’themerelatedbackgroundknowledge.Activity21.TasksSstolookatthepicturesanddescribewhattheycanseeineachpicture.2.TasksSstoreadthepassageandmatchthepicturesofthefridgestotheirowners.1.Sslookatthepicturesanddescribewhattheysee.2.Ssreadthepassageandmatchthefridgestotheirowners.HaveSsreadwithcertaintasksandgetthekeyinformation.Activity3TasksSstoreadthepassageagainandmatchthesentencestothecharacters.SsreadthepassageandfindoutwhomightsaythesentencesinActivity3.HaveSsgetthemainideaofthepassage.Think&ShareTasksSstodiscussthefourquestionsingroupsandsharetheiropinions.Ssdiscussthefourquestionsingroupsandsharetheiropinionswiththeclass.1.HelpSsfurtherexplorethetopicandtheunittheme.2.ImproveSs’criticalthinkingandproblemsolvingability.3.HelpSsdeveloptheircrossculturalawareness.4.GetSstoapplywhattheyhavelearntinareallifecontext.Activity41.TasksSstoworkingroupsanddiscusseachperson’slifestyleinthepassage.2.TgetsSstomakementsoneachperson’slifestyleandgivesuggestions.3.TinvitesSstopresenttheiropinionsinclass.1.Ssworkingroupsanddiscusseachperson’slifestyleinthepassage.2.Ssmakementsoneachperson’slifestyleandgivesuggestions.3.Sssharetheiropinionsinclass.1.HelpSssummarisethelifestylesofthecharacters,makementsandgivesuggestions.2.FurtherdevelopSs’understandingoftheunitthemeandhelpthemapplywhatthey’velearntinareallifecontext.Activity5TasksSstoreadthefoodblogandanswerthethreequestionsinActivity5.Ssreadthefoodblogandanswerthequestions.ProvidesamplepassageforSstounderstandthestructureandmainponentsofarecipe.Activity6TasksSstothinkoftheirfavouritedishandpletetherecipe.Ssthinkoftheirfavouritedishandpletetherecipe.ProvidescaffoldingforSstoorganisematerialsandpletetheirownwriting.Activity7TasksSstopresenttheirworkinclass.EncourageSstocooktheirfavouritedishathome.Sssharetherecipewiththeclass.Trytomakethedishathome.ProvideopportunitiesforSstopresenttheirwritinganddoevaluation.Presentingideas&Reflection板块教学设计（Presentingideas和Reflection部分建议总时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境Peopleandsociety——foodculture内容分析Inthissection,studentsarerequiredtolookatthepicturesfirst,thendiscussthefoodordrinksinvolvingtraditionalskillsontheChineseIntangibleCulturalHeritageList,andchooseonetoremendtoUNESCO,andgivethereasonsfortheproductionskillsofthisfoodordrinkstobeaddedtotheWorldIntangibleCulturalHeritageList.教学目标StudentscanhaveadeeperunderstandingofthetopicofdietandselectfoodordrinksthatrepresentChineseculture;StudentscanuseappropriatewaysofexpressiontoremendaChinesefoodordrinkinvolvingtraditionalskillsthatcanbelistedintheWorldIntangibleCulturalHeritageList;Studentscanformacertainsenseofculturalmunication.教学重点Guidestudentstoproperlyusethecontenttheyhavelearnedinthisunittoexpresstheirownunderstandingandunderstandingoftheunitthemefrommultipleangles;ToguidethestudentstomakeareasonableanalysisandevaluationofthelearningbehaviorandeffectoflearninginthisunitfromallaspectsofthecoreliteracyoftheEnglishsubject.教学难点Guidethestudentstounderstandthefoodcultureandformtheconsciousnessofculturalmunication;Guidestudentstodevelopthehabitoflivingahealthylife.教学策略TaskbasedteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.TinvitesSstolookatthepicturesandthinkaboutthefeaturesofthesefoodanddrinks,aswellaswhytheyareonthelistofChina’sIntangibleCulturalHeritage.2.TasksSstothinkofanothertypicalkindoffoodordrinkthattheywanttoremendtotheUNESCOlist.3.TgetsSstopletethenoteaboutthefoodordrinktheyintendtoremend.1.Sslookatthepicturesandsharetheirknowledgeaboutthefeaturesofthefoodanddrinks.ThendiscusswhytheyareonthelistofChina’sIntangibleCulturalHeritage.2.SsthinkofanothertypicalkindoffoodordrinkthattheywanttoremendtotheUNESCOlistandpletethenote.1.ActivateSs’backgroundknowledgeandgetthemprepared.2.ProvidescaffoldingforSstoorganiseinformationandtheiropinions.Activity2TasksSstoworkingroups,talkabouttheirremendationsandprepareashortpresentationfollowingtheinstructionsgiveninActivity2.Ssworkingroups,sharetheirideasandprepareashortpresentation.1.HelpSsorganisetheiropinionswithclearstructureandlogic.2.EncourageSstoexpresstheiropinionsandcorrectlyunderstandtheunittheme.Activity31.TinvitesSstodothepresentationsinclass.2.TasksSstovoteforthebestone.1.Ssdotheirpresentationsinclass.2.Ssvoteforthebestone.1.EncourageSstoexpresstheiropinionsandcorrectlyunderstandtheunittheme.2.EncourageSstodoevaluationandlearnfromeachother.Reflection1.TasksSstorecallwhatthey’velearntinthisunit.2.TasksSstoplete“Reflection”inStudent’sBook.Ssratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.Rateperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计（此部分教师可根据教学实际酌情调整。）课型Speaking主题语境Peopleandself——eatinghabits内容分析Theprojectpracticeactivitiesofthisunitrequirestudentstoconductresearchwithintheclass,understandtheeatinghabitsoftheirpeers,collectinformationandmakesuggestionsforimprovingtheireatinghabits.Throughthegroupdemonstration,studentscancooperateindependentlyundertheguidanceofteacherstoexplorehealthyeatinghabitsandenhancetheawarenessofhealthylife.教学目标Studentscanmastercertainresearchmethodsandskills,andcanindependentlychoosetheappropriatewaystoinvestigatetheeatinghabitsofstudentsintheclassandrecordtheresults;Studentscananalyzethesurveyresults,identifyhealthyandunhealthyeatinghabits,andputforwardreasonablesuggestionsforimprovement;Studentscanbetterunderstandthehealthydiet,reflecto