高中英语牛津译林版 (2019)选择性必修 第一册Unit 1 Food mattersReading教案设计

这是一份高中英语牛津译林版 (2019)选择性必修 第一册Unit 1 Food mattersReading教案设计，共3页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。

Cmfrt fd
一、教学目标
By the end f this sectin, students will be able t:
1. accumulate verbal phrases with “up”;
2. appreciate the writing techniques f the authr and relate the tpic t their wn experiences;
3. realize the imprtance f traditinal Chinese cking.
二、教学重难点
1. T identify and analyze the writing techniques in the article;
2. T talk abut their wn experiences with cmfrt fd and appreciate traditinal Chinese cking.
三、教学过程
步 骤
教学活动
设计意图
互动时间/模式
Revisin
Step 1
The teacher has students review the article and practice the use f new wrds and expressins by finishing B1 n 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 Wrk
Appreciatin
Step 2
The teacher has students think f mre phrasal verbs with “up” and finish B2 n 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。
5’
Class Wrk
Step 3
The teacher has students read the article again t underline all phrasal verbs with “up”, and then figure ut their meanings crrectly.
1. It ften makes up fr bad feelings by helping us recall happy memries f the peple, things r places we lve. (Lines 14–15; t make a bad situatin better)
2. If we grw up eating certain fds in ur family, then thse fds tend t be linked with psitive emtins. (Lines 17–19; t develp int an adult)
3. Fr example, we ften cnnect chicken sup with a happy childhd and its flavur becmes tied up with the feeling f being taken care f. (Lines 19–21; t cnnect r link smething t smething else)
4. When we eat it again, we unlck memries f a time when we were lved and lked after, and this cheers us up. (Lines 21–22; t becme mre cheerful)
5. It is hardest t give up the fd that yu grw up with. (Line 27; t stp ding r having smething)
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’
Individual Wrk
Grup Wrk
Extensin
Step 4
1. The teacher has students find the wrds and phrases in the text t express “t make sb. think f sth.” and “t make sb feel better”.
2. The teacher has the students wrk in grups t discuss the fllwing questin.
What is the authr’s purpse f writing this passage?
3. The teacher has the students find the sentences which describe hw rice pudding reminds the authr f her memries and then answer the fllwing questin.
What fds can remind yu f yur happy memries? Describe the memries they recall.
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’
Individual Wrk
Grup Wrk
Applicatin
Step 4
The teacher has students read an article abut Li Ziqi and discuss the fllwing questins in grups.
1. What has caused Li Ziqi’s success?
2. What is the significance f prmting traditinal Chinese cking?
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食间的关系，培养学生观察生活、体味生活中的美的能力，引导学生关注中国传统美食并深刻理解将其发扬光大的重要性。
13’
Individual Wrk
Grup Wrk
Class Wrk
Hmewrk
Finish Part B n Page 57 in the wrkbk.
2’