高中英语人教版 (2019)必修 第一册Unit 3 Sports and fitness获奖教案

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2021-2022学年上教版（2020）高中英语：
必修一 Unit 3 Choices 单元全课时 教案
第一课时 教案 （教师版）

课题：Reading and interaction I:
Food for thought: The good, the bad and the really ugly
课时学习目标：
l 通过阅读语篇，掌握行文结构和文章大意；
l 学生能在语境中理解carbon footprint, food miles, label, refrigerate, transport, packaging, dump, greenhouse等主题词汇，捕捉细节信息；
l 能阐释食物选择对环境带来的影响，树立健康生活理念。

I. Pre-reading
Interactive Task 1: Answer the questions
Write your thoughts about the following questions down below.
1. When you make food choices, what do you take into consideration?
Possible answers：
Student A: When I make food choices, I think convenience is the most important. That’s why I like eating out. I don’t have to worry about cooking and washing dishes. All I need to do is relax and enjoy the food you order.
Student B: I pay more attention to taste. It’s one of the most obvious factors which has great influence on choosing one type of food over another. The term “taste” does not only refer to the way food tastes, but also includes the smell, appearance and texture of the food. Usually, foods that are rich and delicious are more appealing to me.
Student C: When I choose food, I take health into consideration. I buy low-fat and low-sugar food to reduce my calorie intake and maintain good health.
Factors Influencing Food Choices
smell\appearance\producing areas\season\calorie content\cooking skills\electronic and print media\advertising\family\emotions\education and knowledge\where you live and work

2. What is carbon footprint?
Carbon footprint is a measure of the amount of carbon dioxide that is produced by the daily activities of a person or company. For example, companies are looking at ways to reduce their carbon footprints.

3. Is a big carbon footprint good or bad for the environment? Why?
A big carbon footprint is bad for the environment because “carbon footprint” refers to the amount of carbon dioxide produced by people or companies. The bigger the carbon footprint is, the worse its impact will be on the environment.



II. While-reading
Interactive Task 2: Content prediction
A reading strategy——predicting content
1. What to predict?
l content and purpose
2. How to predict?
l the layout - information source and target readers
l the title and subheadings - content clues
l the pictures - connections between words and life

Interactive Task 3: Comprehension work
Read the passage and answer the following questions.
1. What’s the structure of the text?
The first paragraph is a general introduction and then each subtopic is dealt with under separate headings “Food miles”, “Packing” and “Production”.
2. What does the writer want to find out about the food in her fridge?
She wants to find out if the food in her fridge is good for the environment. (Line 7-8)
3. What can we learn from food labels?
“label” is a piece of paper that is attached to something and that gives information about it. (Line13-14)
4. Why does the writer feel bad about the pizza?
She feels bad because the seafood on the pizza comes from Thailand. (Line 18)
5. Why does the writer think bananas are better than grapes?
According to the writer, bananas are better than grapes because they are transported from Brazil by boat so their carbon footprint is small and they are not packaged in plastic. However, grapes are packaged in a plastic container and are transported from Spain, which causes a big carbon footprint. Worse still, some grapes are grown in the heated greenhouses and are less energy-efficient. (Line 20-, 25, 29)
6. What is “the really ugly” according to the writer? Why?
According to the writer, burgers are “the really ugly”, because they come from cows and have the biggest carbon footprint. In the USA, cows create the same amount of greenhouse gases as 20 million cars. (Line 31-32) Cows produce large amounts of methane gas when they digest food.

Interactive Task 4: Summary
Finish the exercise on page 44 Comprehension work-2 independently.

III. Post-reading
Interactive Task 5: Further understanding
What's your understanding about the title and subtitles? Write your understanding below. You may refer to the following table for reference.


“Food for thought” is used here to put forward an issue. We should think seriously about what our food does to the environment.
“The good, the bad and the really ugly” refers to different types of food considering their impact on the environment.
“Food miles”,“Packaging” and “Production” are the three factors taken into consideration when we make our food choices. “Food miles” can be understood as food transport. We can check food miles by reading food labels. “Packaging” refers to the materials used to wrap goods. We need to avoid those wrapped in plastic containers to have a small carbon footprint. How the food is produced also determines the environmental impact. We should prefer more local food grown in natural sunlight, or even consider growing our own food to be more energy-efficient.

IV. Interaction
Think about the following questions, share with your partner, and later present your ideas in class.
1. What do “the good”, “the bad” and “the really ugly” refer to according to the writer? And why?
2. What will the writer take into consideration when making food choices? And why?

V. Assignments
1. Read the text after the recording three times in the correct pronunciation and intonation.
2. Write the factors affecting your food choices and the reasons in 3-5 sentences.












上教版 高一年级 必修一 第三单元
第二课时 教案 （教师版）

课题：Reading and interaction II (Deep reading)
Food for thought: The good, the bad and the really ugly
课时学习目标：
l 通过学习语篇的陈述方式，理解作者的写作意图；
l 能够举例说明不同食物在生活中的碳足迹，从而养成健康的生活方式；
l 能够联系实际生活进行推理，培养较好的理解能力。

I. Deep reading
Interactive Task 1: Writing purposes and techniques
1. What are the writing techniques of this passage?
2. Why does the writer give us these facts and statistics?

Write your answers in the “Techniques” and “My understanding” respectively.
Sentences in the passage
Techniques
My understanding
Others’ understanding
(1) In the UK, we don’t recycle all our packaging; we throw away more than 30% of it.
Illustration &
statistics
By giving these facts and statistics, the writer wants to show us that we throw away more packaging than we realize. The packaging that we do not recycle may be dumped in landfills, in the streets or end up in the oceans. It causes great damage to the environment. The writer wants to advise us to recycle or buy food with less packaging whenever possible.
l Non-recyclable waste is damaging the environment.
l Buy food with less packaging and reuse the recyclable packaging materials.

(2) Luckily, we don’t need to package food like bananas but food like grapes needs protection.
A contrast
The writer is comparing how bananas and grapes are packaged. She probably wants to remind us to choose unwrapped food to reduce carbon footprint.
l Use more eco-friendly packaging materials.
l Buy local food.
l Bring your own reusable bags.

(3) So my grapes are from Spain, but at least they grew in natural sunlight. In the UK, people grow grapes in heated greenhouses, which means our grapes are less energy-efficient.
Comparison and contrast
The writer wants to tell us that food grown in heated greenhouses is less energy-efficient by comparing different ways of growing grapes. She wants to suggest that we buy more food grown in natural sunlight.
l Grow fruits in natural sunlight.
l Find a more eco-friendly solution.

(4) In the USA, cows create the same amount of greenhouse gases as 20 million cars!
Illustration,
comparison &
statistics
By giving the statistics, the writer shows us that raising cows for beef production is a big source of carbon emission. She thinks we should eat less beef.
l Raising cows produces lots of methane and causes pollution.
l Eat less meat.


3. Discuss in pairs and make a dialogue with each quote. You may scratch below.
A: What does the writer tell us about food transport?
B: According to the writer, many foods travel a long way before they reach us. They are often frozen on the way.
A: Why does the writer mention these things?
B: I think the writer wants us to buy more local food. Local food is more eco-friendly.

4. Present your dialogue in class. While listening, please take notes in the “Others’ understanding” column, and then compare these with your understanding.

II. Mini project
Interactive Task 2: My findings and changes
1. List the food in your fridge in the table below.
Vegetables
lettuce, eggplant, tomato, pumpkin, cabbage, mushroom, cucumber, pepper
Fruit
apple, orange, lemon, banana, grape, peach, kiwi, pineapple
Meat
pork, beef, lamb, sausage, bacon
Dairy products
milk, cheese, yogurt
Seafood
crab, shrimp
Others
burger, pizza, soft drinks, sparkling water, juice, sauces



2. Put them into three groups and give your reasons. You may use the ideas below to help you.
l In/out of season
l Where it comes from
l How it is made/produced/grown
l The distance it travels
l Its packaging

Food
Reasons
The good
Local vegetables: lettuce, eggplant, tomato, pumpkin, cabbage, mushroom, cucumber, pepper, fish, shrimp
Not transported a long way, saving energy
The bad
Fruits packed in plastic bags: apple, orange, lemon, banana, grape, peach, kiwi, pineapple
Wrapped in plastic bags which cannot be recycled easily
The ugly
Red meats: pork, beef, lamb, sausage, bacon
Have the biggest carbon footprint

3. My findings in my fridge
In my fridge, there are local vegetables and seafood, apples packaged in plastic and some beef. I think the vegetables are “good” because they don’t have to be transported a long way. That is, transporting vegetables locally can save energy. However, the apples are “bad” because the plastic packaging they use cannot be recycled easily. And the beef is “really ugly” because it has the biggest carbon footprint.
4. Changes I can make
When I shop next time, I will buy more local food. And I will choose fruits without plastic packaging. Also, I can eat less beef and more local fish.

III. Interaction
Work in pairs to discuss the two questions on page 46 in your textbook.

IV. Assignments
1. Finish exercise A-2 on page 26 in the workbook.
2. Write down the writer’s purpose of writing the passage in 50-80 words.










英语学科 上教版 高一年级 必修一 第三单元
第三课时 学案 （教师版）

课题：Reading and interaction III (Focus on language)
Food for thought: The good, the bad and the really ugly
课时学习目标：
l 能够运用已有知识辨别文本中的复合名词和复合形容词，掌握其构词方式和意义；
l 能够通过比较做出正确的食物选择；
l 能够正确运用话题相关词汇，给出食物选择的合理建议，描述食物的生命周期，发表对于碳足迹的看法，并给出理由。

I. Getting started
Interactive Task 1: Revision



II. Focus on language
Interactive Task 2: Find the compound words in the passage
Read the passage again. Find words in the passage to match the items below to make compound nouns and adjectives.
£eco- £food £greenhouse
£rubbish £carbon £energy
£recycling
£eco-friendly £food miles £greenhouse gases
£rubbish dump £carbon footprint £energy-efficient
£recycling facility

Interactive Task 3: Recognition of the forms of compound words
Please put those compound words above in the correct column.


Forms
Compound words
More to come
Your notes
Noun +Noun
bus stop, food mile, carbon footprint, greenhouse gas, rubbish dump
convenience container,
takeaway container,
greenhouse effect,
carbon emission,
product packaging,
food waste,
food consumption,
CO2 producer

Adj +Noun
blackboard


Noun + Verb
sunrise


Doing /Done+ Noun
recycling facility
over-packaged products

Noun+ Adj
energy-efficient
energy-saving, sugar-free

Prefix + Adj/Noun
eco-friendly
ecotourism, ecosystem

...
...
...


Interactive Task 4: Replacement and word study
Please use the compound words to replace the italicized part in each sentence. Write your word in the bracket.

①I prefer the vegetables grown in natural sunlight instead of in the heated greenhouses and those not stored in plastic containers because they are not harmful to the environment and save a lot of energy. (eco-friendly, energy-efficient)
②We also need to consider the distance food travels to get to our homes when making our food choices. We can avoid the imported foods since more fuels are used and lots of emission is released when we transport food over long distances. (food miles)
③What’s more, I will bring cloth bags for my next trip to the supermarket, because the plastic bags provided by the supermarket usually go to a piece of land where waste materials are thrown away and not to a place where old objects and materials are treated so that they can be used again since they are not recyclable. (the rubbish dump, the recycling facility)
④ Last but not least, I’d eat less meat. Cows, sheep and pigs produce more gases that are bad for the environment such as methane when their food is digested. In short, there will be a large amount of carbon dioxide released into the atmosphere because of human’s daily activities. (greenhouse gases, carbon footprint)

Interactive Task 5: Make choices through comparison
Go through the text very quickly. Find the writer’s food choices by answering the questions.
1. What grapes does the writer prefer?
He prefers those grown in natural sunlight or in fields instead of those grown in heated greenhouses since they are less energy-efficient.
Give your choices by using instead of/prefer...to.../I’d rather choose...compared with...
_____________________________________________________________________
2. Will the writer choose the pizza with the seafood on it coming abroad?
He dislikes it—not because it’s unhealthy, but because the seafood on it comes all the way from Thailand.
Please use “...not because..., but because...” to give your choice.
_____________________________________________________________________
3. If the writer goes to buy some fruit, he will choose less packaged food or over packaged food? And how will he deal with the packaging?
He will choose simple packaged fruit to reduce the effect on ecosystem. He will make sure the waste goes to the recycling facility and not to the rubbish dump.
4. Can you list his eating habits?
He doesn’t eat a lot of meat since cows, pigs and sheep create the same amount of greenhouse gases as 20 million cars. He prefers home-made meals to takeaway food because it reduces the use of convenience containers.
Translate this sentence by using “the same amount of + [u. n.]....as”:
许多冷冻酸奶的脂肪含量几乎与降脂冰淇淋相当。
Many frozen yogurts _______________________________ a reduced-fat ice cream.
Many frozen yogurts contain nearly the same amount of fat as a reduced-fat ice cream.
Table for reference:


III. Language Application
Interactive Task 6: Suggestions and choices for a better world
To reduce the carbon footprint of our food choices, what do we need to do?
Discuss in groups for three minutes, and later present it in class. You may refer to the expressions below.

For your notes:
Answers will vary.

IV. Interaction
1. Describe the life cycle of tomato ketchup on page 26 A-2 in your workbook.
2. Choose a food item that you like and describe its life cycle. Explain whether the food has a big or small carbon footprint in about 100 words. Try to use the topic-related expressions learned in this section.

V. Assignments
1. Finish exercise 2 on page 47 in the student book.
2. Finish exercise A-1, A-3, A-5 on page 26-28 in the workbook.















英语学科 上教版 高一年级 必修一 第三单元
第四课时 学案 （教师版）

课题： Grammar activity: Relative clauses with who, whom, which, that and whose
课时学习目标：
l 能够在语篇中识别who, whom, which, that 和 whose等关系代词引导的定语从句；
l 能够了解关系代词who, whom, which, that 和 whose的作用，提高对限制性定语从句的认识；
l 能够在交际活动中正确使用定语从句。

I. Presenting
Interactive Task 1: Get to know the relative clauses
You may take some notes below.
1. Minimal pair
Example 1:
n The boy liked the breakfast.
n His mother prepared the breakfast for him.
The boy liked the breakfast that his mother prepared for him.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Defining relative clauses with that, which, who, whom and whose
Example 2:
² I bought a lot of eco-friendly food which/that was grown in natural sunlight.

Example 3:
² That’s the healthy girl (who/that/whom) I saw yesterday.

Example 4:
² Tom is a health expert who/that advised us to eat three healthy meals a day and do lots of exercise.

Example 5:
² Most teenagers whose parents work long hours have to prepare breakfast themselves.


3. Conclude some common rules of the defining relative clauses.


Person
Thing
Subject
who/that
which/that
Object
who/whom/that
which/that

4. Read the passage on page 48. Match sentences 1-6 to grammar rules a-d on page 49. Then write the noun phrase referred to by each relative pronoun.

Grammar rules
Sentence(s) in the passage
Antecedents
a. who/whom (people)
1We asked a student who/that is in senior high school to keep a food diary.
a student
b. which
(things)
2In her diary, she recorded details of her meals which/that provided us with lots of information.
4The yoghurt (which/that) she leaves for me is always the healthy kind.
details of her meals

the yogurt
c. that
(people/things)
5By 5:00 p.m. I was hungry, so I had a snack (which/that) I made myself.
6The family dinner (which/that) we had tonight was really nice.
a snack

the family dinner
d. whose
(possession)
3Most teenagers whose parents work long hours have to prepare breakfast themselves.
most teenagers

II. Practicing
Interactive Task 2: Complete the passage with the correct relative pronouns
Complete the passage with the correct relative pronouns (that, which, who, whom, or whose) on page 49.

III. Producing
Interactive Task 3: I say you guess
1. Common mistakes used in the relative sentences
l He’s a famous Chinese director which directed the film “Fang Hua”.
The correct one: He’s a famous Chinese director who/that directed the film “Fang Hua”.
l It’s a kind of typical ingredient that Indians use it when cooking.
The correct one: It’s a kind of typical ingredient that Indians use when cooking.
l It is a historical site located in Italy has a history of more than 1900 years, built for slave owners to watch beasts or slaves fighting.
The correct one: It is a historical site located in Italy that/which has a history of more than 1900 years, built for slave owners to watch beasts or slaves fighting.

2. Describe at least one person/object/place with defining relative clauses successfully in the guessing game. Use these sentence stems for reference:

He/she’s a/an …
It’s something…
They are the people…
It’s a place…
It’s the time…
You have two minutes to make your sentence, and two minutes to exchange information with at least three other students while taking notes on your worksheet. Select the most impressive description you heard during the activity to report it to the class.
I say you guess
(one person/object/place…)
My description
My classmates’ description
My guess



1.
2.
3.
…
1.
2.
3.
…


IV. Interaction
Continue to play the game “I say you guess”.
Or you can play the game in a different way. Write one word you have recently learned in his unit on a card or a piece of paper, such as greenhouse, fridge, food diary, global warming, recycling. You describe the word you write and your group members guess.

V. Assignments
1. Finish B Grammar on pages 30-31 in the workbook.
2. Watch a video about relative clauses.
链接：https://pan.baidu.com/s/1LhoOUJ4eoo2Q0v0ds5RoIA
提取码：e67x



英语学科 上教版 高一年级 必修一 第三单元
第五课时 学案 （教师版）

课题：Listening: A radio program
Speaking: The vending machine
课时学习目标：
l 能够在听力中捕捉关键词，听懂他人使用自动售货机的经历；
l 能够通过说话者语调的变化，推断说话者的态度；
l 能够描述个人使用自动售货机的经历，并发表观点。

I. Listening—A radio program
Interactive Task 1: A guess game
Task: Guess what it is with the following clues.
n It is a machine which was first used in the first century CE.
n Those who were from Egypt a long time ago in history bought holy water from it.
n People started to use it a lot in the 19th century.
n If you put in one thing that is valuable, it will also give you something of equal value.
n It is a machine that can sell things, and it is available 24 hours a day and seven days a week for people to use.
What is it? ____________________________________

Interactive Task 2: Predicting and checking
Task: Listen to the radio programme and tick the items listed below that are sold by the device.
Rbubblegum Rstamps Rfizzy drinks
RT-shirts Rsports shoes Rcameras
Rvegetables and fruits Rpostcards Rseafood
Rbooks Rchocolate Rumbrellas

Interactive Task 3: Listening for details
Strategy 1: Listening for key words and phrases
Key words —nouns and verbs
Grammar words—articles (冠词), auxiliary verbs (助动词),
pronouns (代词), prepositions (介词)





Strategy 2: Identification of speakers
Actually the host use the caller’s names to introduce them and also remind the listeners who is speaking in the process. For example,
l Our first caller is Jack on line 1.
l What does Guy on line 2 think?
l On line 3, we have Sally.
l Our final call today is from Daniel.











Task: Listen again for details and complete the table in exercise 3 on page 50.


Strategy 3: Understanding the attitudes
Understand their attitudes by identifying the changes in the tones of their voices.

Task: Listen for the third time and pay attention to the tones of the speakers especially during the following dialogues, and judge their attitudes or feelings. Write them down below.
A dialogue between...
Quotes from the conversation
Your inference
(their attitudes or feelings)
Guy and the hostess

...
Guy: It depends. ...
Hostess:That’s interesting. ...
Guy: No, not many. …
Hostess:That’s a shame. ...
...
l “It depends.” : realistic
l “That's interesting.”: surprised or happy
l “No, not many.” : concerned
l “That’s a shame.” : very worried
Sally and the hostess

...
Sally: Hi, well, there is nothing you can’t buy from vending machines ...
Hostess: Seafood? You’re joking!
Sally: No, I’m not. You can find everything in Japanese vending machines. ... Japan has ... per person in the word—there is one machine ...
...
l “nothing you can’t buy”: positive
l “Seafood? You’re joking!”: doubtful and surprised
l “everything, per person, one”: serious



Daniel and the hostess

...
Hostess: Really? Where were you?
Daniel: … It was great to find one in a vending machine.
...
l “Really? Where were you? ”: curious
l “great” : excited


II. Speaking
Interactive Task 4: The vending machine
Useful expressions for successfully conducting a short interview on campus:
How to begin: Excuse me, I’m a reporter for the student newspaper. Can I ask you a few questions?
How to help the interviewee feel comfortable: It won’t take long. I have just two simple questions.
How to be polite: Do you mind if I ask you about your personal experiences of using the vending machines?
How to wrap up the interview: Thank you very much for your time and answers. It was a pleasure talking to you. Goodbye!

You may ask the questions like this when you interview the other group members:
n What things do you buy from vending machines?
Where do you often find/see vending machines?
n How do you pay?
n Do you think it necessary to have a vending machine in a public location? Why or why not?
n What problems would we have if…?

You may make comments like this:
n You mean…, right?
n So, perhaps…
n That’s interesting /a shame/…
n You are joking!
n Wow! That’s impressive.
n Don’t you think it might be a good idea to…?
n I can’t agree more.
n I’m afraid it wouldn’t work.

Task: Describe your experiences of using vending machines and then work in a group of four. Interview your group members about their use of vending machines and complete the table on page 51 in your textbook.

III. Interaction
What do you think of having vending machines in school?
Briefly write down your opinions and share in class.








IV. Assignment
Finish section C Listening and speaking on pages 32-33 in the workbook.





英语学科 上教版 高一年级 必修一 第三单元
第六课时 学案 （教师版）

课题： Writing: A short message
课时学习目标：
l 通过分析短信的内容、语言和格式，了解短信的文本特征和语言特点；
l 用得体的语言形式写一条短信，进行有效沟通。

I. Get started
Interactive Task 1: Writing considerations
Think about these questions:
1. What type of writing is a short message?
2. What do you write a short message for?
3. What kind of language will you use?

II. Presenting
Interactive Task 2: Analyze the sample writing
Work in pairs. Read the sample short messages A-C in exercise 2 on page 52 in your textbook. Then complete the table on page 53.

Aspects of writing
Guiding questions
My exploration
Content
Who is each short message for? Is it for a friend, a classmate, a family member, etc.?
A is for Tina, the daughter of the writer (i.e. “Mum”).
B is for Fang, a friend of Lili’s
C is for Dan, a friend of Fang’s.
What is the main purpose of each short message?
A is to remind Tina to take her lunch box, suggest what to eat for dinner and remind her to go to bed early.
B is to thank Fang.
C is to invite Dan to a party and let him know the time and place.
Language
To save space and time, what is usually left out in sentences?
Pronouns, articles and some subjects are usually left out in sentences.
What short forms are used in these messages? What do they mean?
1) e.g. for example
2) NB this is very important
3) esp. especially
4) Sat. Saturday
5) No. Number
6) Rd Road
7) etc. and so on
8) RSVP please reply as soon as possible
Editing
What is put at the top of these messages? Is there a punctuation mark after it?
The name of the receiver is put at the top of the short messages. There is no punctuation mark after it. The writer’s name is put at the bottom.
How are the short forms of words capitalized?
RSVP and NB are written in capital letters.
etc., e.g., and esp. are written in lower case.
Sat., No., and Rd are capitalized.
Which short forms must be written with full stops?
No., e.g., esp., etc. and Sat. must be written with full stops.

III. Producing
Interactive Task 3: Write a short message
1. Imagine that you are going to write a short message. Read tasks 1-2 and choose one task. You may prepare your writing by thinking about your writing purpose and the intended reader.
(1) What is the purpose of your writing?
(2) Who is your short message for?
In task one, I think you are writing to your new friends. The purpose is to invite and explain.
In task two, you are writing to your host family to make an apology and give thanks.

2. Write your short message down below.












3. Check the short messages with the checklist.
Checklist
Content
1. Have you explained the purpose clearly?
2. Have you included all the necessary information?
£
£
Language
3. Have you kept it short by using abbreviations, short sentences, phrases or imperative sentences when necessary?
£

Organization
4. Have you written the name of the receiver at the top of the short messages?
5. Have you put the writer’s name at the bottom?
£

£

IV. Interaction
Choose one of the following two tasks, and write another short message.
Task1: Your friend has offered to feed your cat while you are on holiday. Offer your thanks and leave a note with instructions.
Task2: You've heard that one of your school friends needs to borrow a surfboard. Leave a note on the desk.

V. Assignments
1. Finish A-4 on page 28 and E-1 on page 37 in the workbook.
2. Know more about the abbreviation by watching a video.
链接：https://pan.baidu.com/s/1Wfzeo1jAT_r0CQi7kbYh6g
提取码：gmh1


英语学科 上教版 高一年级 必修一 第三单元
第七课时 学案 （教师版）

课题：Cultural focus I: A new way of eating: online food delivery services
课时学习目标：
l 能够列举在线订餐和送餐服务的优点和缺点；
l 能够使用恰当的语言表达对在线订餐服务的看法；
l 能够就健康的饮食方式给出建议。

I. Pre-reading
Interactive Task 1: Answer the questions
Work in pairs. Discuss the questions.
1. Do you use online food delivery apps?
I use online food delivery services on a regular basis.
2. What do you think the advantages and disadvantages of those apps are?
Such services bring a lot of convenience to our lives. A few taps on our smart phones or tablets, and we can have meals delivered to home in no time. However, it can’t be guaranteed that all the restaurants are qualified and that all the ingredients they use are safe. I don’t think we should depend on online food delivery services too much.

II. While-reading
Interactive Task 2: Pros and cons of online food delivery services
Read the passage and identify the topic sentence of each paragraph. Then find out the supporting details. Write your answers on page 56 in your textbook .

Paragraph
Topic sentence
Supporting details
1
Few people knew about online food delivery apps ten years ago, but today, many would find it hard to live without them.
· Over 400 million people use such apps.
· They have changed the way we eat.
· They are also having a huge impact on our society.
2
These services have no doubt brought us many benefits.
· They provide jobs for millions of people and help restaurants find more customers.
· They benefit consumers because they not only save time but also provide a wide variety of restaurants for customers to choose from.
· Retired people/ Seniors can *get hold of meals and groceries more easily.
3
However, we cannot forget the drawbacks of online food delivery services.
· They make it easier to order unhealthy food.
· Food safety can’t be guaranteed.
· Terrible traffic accidents are caused because *couriers pay little regard to traffic rules.
· They create unbelievable amounts of packaging waste and have a negative impact on the environment.
4
There are many advantages of these services, but we need to make sure that we make the right choices in the long run.
· We should limit waste, especially when it comes to packaging.
· We should think about what we eat and the impact on our health.
*get hold of: to get possession of something: to succeed in getting something
*courier: a person or company whose job is to take packages or important papers somewhere
*pay little regard to: pay little attention to

Interactive Task 3: True or false
Read the passage again and decide whether the following statements are true (T) or false (F) on page 56. Correct the false ones.
(1) Online food delivery apps are convenient and useful, but it is hard for retired people.
It’s false. They are convenient to use and are useful for retired people as well.
(2) Online food delivery apps are useful for people with a busy lifestyle.
It’s true.
(3) The biggest disadvantage of online food delivery services is that the food you order may be high in sugar, fat and salt.
It’s false. The food you order may be high in sugar, fat and salt. This is one of the disadvantages of online food delivery services, not the biggest one.
(4) The writer thinks that it is better to order in than to cook at home.
It’s false. The writer thinks that it’s better to cook at home.

III. Post-reading
Interactive Task 4: My views on online food delivery services
Please discuss the following questions in groups. You may express your opinions and arguments by using the following sentence stems if necessary:
· I’d prefer to…
· Home-cooked meals…for me.
· In spite of the problems…
· We may improve the situations by…
· As a consumer, we need to…
(1) Do you prefer home-cooked meals to takeout food? Why or why not?
Reference answer:
I’d prefer to eat home-cooked meals. Home-cooked meals are always healthier and tastier for me. Although takeout food is quick and easy, all the convenience comes at a price—not only to our health, but also to the environment.
(2) How can we make the online food delivery industry more environmentally friendly?
Reference answer:
As consumers, we may improve the situations by changing our eating habits. For example, we should try to order meals online less often, and if it is really necessary to order in, we should say no to disposable straws, chopsticks, and unnecessary plastic containers.

Other possible answers:
(1) The need for eco-friendly, sustainable packaging – in the food delivery market in particular – is significant. We can use plant-based plastics, based on corn, bamboo, wheat. These natural materials are abundant and renewable and they make for high-quality plates, cups, bowls, containers and so on.
(2) Stop automatically adding handfuls of ketchup, soy sauce or other packets of condiments（调味包） to the takeout. It’s better to ask the customer whether they even need or want condiments.
(3) Ask the customer whether (plastic) utensils, straws and napkins need to be included in the deliveries.
(4) Remove any excessive packaging or wrapping.
(5) There’s no need to put a paper menu in the delivery meal since the food has been ordered online. 

IV. Interaction
You may continue the discussion in Interactive Task 4 and share in class.

V. Assignment
Read the passage “Dangerous delivery”. Answer the following questions:
1. How is the passage organized?
2. What problems are couriers faced with now?
3. What are the causes of the high rate of traffic accidents among the couriers?
4. How can these problems be solved?




英语学科 上教版 高一年级 必修一 第三单元
第八课时 学案 （教师版）

课题：Cultural focus II: Food in the UK
课时学习目标：
l 能够通过观看视频,了解英国牛津考利路的国际美食；
l 能够在语境中熟悉与食物有关的词汇；
l 能够评估单元学习成果，分享学习体会。

I. Start thinking
Interactive Task 1: Answer the questions
1. How much do you know about Chinese food?
2. What international restaurants are popular in Shanghai?
3. Do you like cooking? What dishes can you cook?

Answers may vary.

II. Comprehension check
Interactive Task 2: General information (image on, sound off)
Note down any keywords here and tell what are in the video later in class.
See the reference on page 131 in the Teachers’ Reference Book.

Interactive Task 3: Detailed information (image on, sound on)
Watch the video with image on and sound on, and get the answers to the following questions.
1. What's the question for the passers-by?
What food do you love or hate?
2. Which country's food are the three chefs preparing?
Bangladeshi and Indian food.
3. What's this in the picture?

Tandoor, a clay oven used in northern India and Pakistan
Naan, a special bread

Interactive Task 4: Check-up (image on, sound on)
Please watch the video for the third time with image on and sound on. Take notes to complete the sentences in exercise 2 on page 57.
(1) Many people think of fish and chips as a traditional food in the UK.
(2) A Cornish pasty is a pastry with potatoes, vegetables and meat baked inside it.
(3) In the UK, you can try foods from different countries at restaurants, market and festivals.
(4) There are many international restaurants and food shops on Cowley Road.
(5) At most Indian restaurants you can eat food from India, Pakistan and Bangladesh.
(6) Bangladeshi food is made with meat or fish, fresh vegetables and spices.
(7) One of the most popular dishes in the UK is curry. It is usually served with rice and a kind of bread called naan. Most restaurants cook their own naan in a special tandoor oven.

III. Interaction
1. Self-assessment
Use the checklist and reflective questions to evaluate your study in this unit.
2. Reflective questions
Of the three topics in this unit: carbon footprint, the vending machine, and online food ordering and delivery, which one interests you most? What did you learn from it?

IV. Assignments
1. Finish exercise 3 on page 57.
2. Finish E Writing and viewing exercise 2 on page 38 in the workbook.
l Watch the video “Food in the UK” again.
l Choose one dish that you are most interested in and find more information about it on the Internet.
l Make a poster for a food festival at your school in about 100 words.