外研版高中英语必修第二册Unit 1 Food for thought教学设计

Book2Unit1Foodforthought教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。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主题语境人与社会——饮食文化内容分析活动1呈现一段与饮食主题相关的视频。该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。活动2要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。教学目标1.学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣；2.学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。教学重点1.引导学生通过视频材料，了解中国的代表性食物；2.引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。教学难点如何引导学生简单描述和评价不同食物，引发对中外饮食文化的思考。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity Activity11.TasksSstoreadthequestionsinActivity1andplaysthevideo.2.Tcollectsanswers.Tcanplaythevideoagainifnecessary.1.Sswatchthevideoandlistthedifferenttypesoffoodintroducedinthevideo.2.Sssharetheiranswerswiththeclass.1.HelpSsbetterunderstandsomefamousChinesedishes.2.Providetheme-relatedbackgroundknowledgeforSsandraisetheirculturalawareness.Activity21.TasksSstomatchthefoodtothecountriesonthemapingroups.Tcanintroducesomebackgroundinformationifnecessary.2.TasksSstoanswerthequestionsinActivity2.1.Sscompletethematchingingroups.2.Ssanswerthequestions,talkingabouttheirknowledgeoffoodfromdifferentcountries.1.Providetheme-relatedbackgroundknowledgeforSsandraisetheirculturalawareness.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主题语境人与社会——饮食文化内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。教学目标1.学生能够通过略读获取课文大意，并准确理解和阐述标题的含义；2.学生能够通过精读，快速找出课文中表达人物对食物的观点的句子，梳理细节；3.学生能够了解中英饮食差异，增强跨文化意识，加深对单元主题的认识。教学重点引导学生通过自主阅读和小组合作理解课文大意，梳理文章结构。教学难点引导学生关注文中人物对不同食物的情感态度，并从跨文化的角度理解饮食文化。教学策略P–W–P阅读模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity Activity1TasksSstolookatthepicturesandintroductionsofdifferentfoodinActivity1anddiscussiftheywouldliketotrythem.Ssdiscussingroupandexplaintheirchoices.HelpSsactivatetheirexistingknowledgeandgetfamiliarwiththetopic.Activity21.TasksSstoreadthetitleofthepassageandsharetheirunderstandingofit.2.TasksSstoskimthepassageandseeiftheirunderstandingiscorrect.1.Sssharetheirunderstandingofthetitleinclass.2.Ssreadthepassagequicklyandseeiftheirunderstandingiscorrect.TrainSs’readingskillinskimming.Activity3TasksSstochoosethemainideaofthepassageinActivity3.Ssreadthepassageandchoosethemainidea.TrainSs’readingskillingettingthemainidea.Activity41.TasksSstocompletethetableinActivity4withinformationfromthepassage.TcanaskSstoreadthepassageagainifnecessary.2.TasksSstosharetheiranswersinclass.1.Sscompletethetablewithinformationfromthepassage.2.Sssharetheiranswersinclass.HelpSsreadforimportantdetailsofthepassageandanalysethecharacters’attitudestowardsdifferentfood.Think&ShareTasksSstodiscussthetwoquestionsingroupsandsharetheiropinions.Toffershelpifneeded.Ssdiscussthequestionsingroupsandsharetheiropinionsinclass.1.HelpSsfurtherexplorethetopicandtheunittheme.2.ImproveSs’criticalthinkingandproblem-solvingability.3.GetSstoapplywhattheyhavelearntinareal-lifecontext.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主题语境人与社会——饮食文化、健康生活内容分析本板块包括语法部分Modals、词汇部分Foodcomments和听说部分HealthyEating。语法部分的两个小语段分别介绍了一款能够帮助人们培 养健康饮食习惯的手机应用软件和英国的餐桌礼仪；词汇部分用网络点评的形式呈现了描述食物的词汇；听说部分的材料是餐厅服务员与两位顾客之间的一段对话，引导学生选择正确和健康的饮食。教学目标1.学生能够掌握情态动词的基本用法，并根据语境选择合适的情态动词；2.学生能够初步了解英国的餐桌礼仪，开阔国际视野；3.学生能够使用恰当的形容词描述食物，能使用恰当的情态动词说服他人；4.学生能够了解健康饮食的相关知识，增强健康饮食的意识。教学重点1.引导学生理解beableto，hadbetter，haveto，needn’t，darenot的表意功能；2.引导学生运用本单元已学的词汇和语法结构介绍自己喜欢的食物；3.引导学生获取对话中关于健康饮食的相关信息，归纳再进行语言输出。教学难点引导学生提取并总结提建议的表达，并迁移运用于相似情景的交流中。教学策略交际教学法、任务型教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentencesfromthereadingpassageandtrytofigureoutthemeaningsofthewordsinbold.2.TasksSstotalkaboutthefunctionofmodalsandcompletethematchingactivity.1.Ssreadthesentencesandworkoutthemeaningsofthewordsinbold.2.Ssfinishthematchingactivity.HelpSsdiscoverandsummarisethemeaningsandusageofthetargetmodals.Activity21.TasksSstoreadtheintroductiontoanappandfindoutwhattheappisabout.2.TasksSstounderlinethemodalsintheintroductionandtalkaboutthemeaningsofthemingroups.3.TinvitesSstoexplainthemodalsincontextandchecktheanswers.1.Ssreadtheintroductionandfindoutwhattheappisabout.2.Ssunderlinethemodalsandtalkaboutthemeaningsofthemingroups.3.Ssexplainthemodalsincontextandsharetheiranswersinclass.HelpSsfurtherunderstandthemeaningsandusagesofthemodalsinarealcontext.Activity31.TinvitesSstotalk1.SstalkaboutwhatHelpSsusethe aboutwhattheyknowaboutthetablemannersintheUK.2.TasksSstocompletethetipsforgoodtablemannerswiththecorrectformofthemodals.3.TinvitesSstoreadthecompletetipsandchecktheanswers.theyknowaboutthetablemannersintheUK.2.Sscompletethetipsforgoodtablemanners.3.Ssreadthecompletetipsandchecktheanswers.modalsinreal-lifesituations.Activity41.TinvitesSstotalkinpairsaboutthefoodinthepicturesusingwordstheyconsiderappropriate.2.TasksSstoreadthecommentsontheleftandmatchthecommentstothepictures.1.Sstalkaboutthefoodinthepicturesinpairs.2.Ssreadthecommentsandmatchthemtothepictures.HaveSsunderstandthetopic-relatedwordsinarealcontext.Activity51.TasksSstoreadthecommentsagainandunderlinethewordsthatdescribefood.2.TasksSstoputtheunderlinedwordsintothecorrectcolumnsofthetable.1.Ssreadthecommentsagainandunderlinethewords.2.Ssputthewordsintothetableaccordingly.HaveSscategorisethewordsdescribingdifferentfood.Activity6TasksSstotalkabouttheirfavouritefoodinpairs,usingthewordstheyhavelearnt.Sstalkabouttheirfavouritefoodinpairs,usingasmanywordstheyhavelearntaspossible.GetSstousethewordsinareal-lifecontext.Activity7TasksSstolookatthepicturesandlistentotheconversation.ThenaskSstotickthefoodanddrinksordered.Sslistenforthefirsttime,andtickthefoodanddrinksordered.HaveSslearntounderstandthemainideaofthelisteningmaterial.Activity81.TgetsSstolistentotheconversationagainandcompletethenotes.HaveSslistenagainifnecessary.1.Sslistentotheconversationandcompletethenotes.2.SstalkaboutwhatHarrietsaystopersuade1.HaveSslearntounderstandthedetailsofthelisteningmaterial.2.HaveSslearnthe 2.TasksSstotalkaboutwhatHarrietsaystopersuadeJanet.Janet.wayofgivingadvice.Activity91.TasksSstoworkinpairs,turntothecorrespondingpagesandreadtheinformation.2.TasksSstoactouttheconversationtopersuadeacustomer.TprovideshelptoSswhennecessary.3.Tinvitessomepairstoactouttheconversationinclass.1.Ssworkinpairsandreadtheinformationonthecorrespondingpages.2.Ssactouttheconversationinpairs.HaveSspractisegivingadviceinthefixedscene.Activity10TasksSstothinkofasimilarsituationandhaveaconversationtopersuadeothers.ProvidehelptoSswhennecessary.Ssthinkaboutanothersituationandhaveasimilarconversation.HaveSspractisegivingadviceinatopic-relatedreal-lifecontext.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——饮食文化内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。课文用图片的方式展示了五位人物的冰箱，并介绍了他们的职业特点、饮食习惯和生活习惯。读写部分的范文介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法。教学目标1.学生能够理解课文内容，评价不同人物的生活方式并给出建议；2.学生能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系；3.学生能够掌握菜谱的写作特点，能运用所学内容写出一道美食菜谱并推荐给别人。教学重点1.如何通过阅读获取有关健康生活方式的相关知识；2.掌握菜谱的写作特点和手法。教学难点1.引导学生思考饮食习惯与生活方式的关系；2.引导学生联系自身实际，反思自己的饮食习惯。教学策略P-W-P模式、交际教学法、任务型教学法 TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstotalkaboutwhattheyusuallyeatfordinneranddecidewhoeatsmorehealthily.Sstalkaboutwhattheyusuallyeatfordinneranddecidewhoeatsmorehealthily.ActivateSs’theme-relatedbackgroundknowledge.Activity21.TasksSstolookatthepicturesanddescribewhattheycanseeineachpicture.2.TasksSstoreadthepassageandmatchthepicturesofthefridgestotheirowners.1.Sslookatthepicturesanddescribewhattheysee.2.Ssreadthepassageandmatchthefridgestotheirowners.HaveSsreadwithcertaintasksandgetthekeyinformation.Activity3TasksSstoreadthepassageagainandmatchthesentencestothecharacters.SsreadthepassageandfindoutwhomightsaythesentencesinActivity3.HaveSsgetthemainideaofthepassage.Think&ShareTasksSstodiscussthefourquestionsingroupsandsharetheiropinions.Ssdiscussthefourquestionsingroupsandsharetheiropinionswiththeclass.1.HelpSsfurtherexplorethetopicandtheunittheme.2.ImproveSs’criticalthinkingandproblem-solvingability.3.HelpSsdeveloptheircross-culturalawareness.4.GetSstoapplywhattheyhavelearntinareal-lifecontext.Activity41.TasksSstoworkingroupsanddiscusseachperson’slifestyleinthepassage.2.TgetsSstomakecommentsoneachperson’slifestyleandgivesuggestions.3.TinvitesSstopresenttheiropinionsinclass.1.Ssworkingroupsanddiscusseachperson’slifestyleinthepassage.2.Ssmakecommentsoneachperson’slifestyleandgivesuggestions.3.Sssharetheiropinionsinclass.1.HelpSssummarisethelifestylesofthecharacters,makecommentsandgivesuggestions.2.FurtherdevelopSs’understandingoftheunitthemeandhelpthemapplywhatthey’velearntinareal-lifecontext. Activity5TasksSstoreadthefoodblogandanswerthethreequestionsinActivity5.Ssreadthefoodblogandanswerthequestions.ProvidesamplepassageforSstounderstandthestructureandmaincomponentsofarecipe.Activity6TasksSstothinkoftheirfavouritedishandcompletetherecipe.Ssthinkoftheirfavouritedishandcompletetherecipe.ProvidescaffoldingforSstoorganisematerialsandcompletetheirownwriting.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主题语境人与社会——饮食文化内容分析本板块要求学生先看图片，然后讨论中国非物质文化遗产名录上涉及传统技艺的美食或饮品，并从中选择一种向联合国教科文组织进行推荐，给出希望这一美食或饮品的制作技艺加入世界非物质文化遗产名录的原因。教学目标1.学生能够更深入地理解饮食这一话题，选出代表中国文化的美食或饮品；2.学生能够运用恰当的表达方式，推荐一种涉及传统技艺的、能够列入世界非物质文化遗产名录的中国美食或饮品；3.学生能够形成一定的文化传播意识。教学重点1.引导学生恰当运用本单元所学内容，从多角度表达自己对单元主题的认识与理解；2.引导学生从英语学科核心素养的各方面对自己在本单元学习的学习行为和效果做出合理的分析与评价。教学难点1.引导学生理解饮食文化，形成文化传播意识；2.引导学生养成健康生活的习惯。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideas Activity11.TinvitesSstolookatthepicturesandthinkaboutthefeaturesofthesefoodanddrinks,aswellaswhytheyareonthelistofChina’sIntangibleCulturalHeritage.2.TasksSstothinkofanothertypicalkindoffoodordrinkthattheywanttorecommendtotheUNESCOlist.3.TgetsSstocompletethenoteaboutthefoodordrinktheyintendtorecommend.1.Sslookatthepicturesandsharetheirknowledgeaboutthefeaturesofthefoodanddrinks.ThendiscusswhytheyareonthelistofChina’sIntangibleCulturalHeritage.2.SsthinkofanothertypicalkindoffoodordrinkthattheywanttorecommendtotheUNESCOlistandcompletethenote.1.ActivateSs’backgroundknowledgeandgetthemprepared.2.ProvidescaffoldingforSstoorganiseinformationandtheiropinions.Activity2TasksSstoworkingroups,talkabouttheirrecommendationsandprepareashortpresentationfollowingtheinstructionsgiveninActivity2.Ssworkingroups,sharetheirideasandprepareashortpresentation.1.HelpSsorganisetheiropinionswithclearstructureandlogic.2.EncourageSstoexpresstheiropinionsandcorrectlyunderstandtheunittheme.Activity31.TinvitesSstodothepresentationsinclass.2.TasksSstovoteforthebestone.1.Ssdotheirpresentationsinclass.2.Ssvoteforthebestone.1.EncourageSstoexpresstheiropinionsandcorrectlyunderstandtheunittheme.2.EncourageSstodoevaluationandlearnfromeachother.Reflection1.TasksSstorecallwhatthey’velearntinthisunit.2.TasksSstocomplete“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主题语境人与自我——饮食习惯内容分析本单元的项目实践活动要求学生在班级内部开展调研，了解同龄人的饮食习惯，收集信息并提出改进饮食习惯的建议。通过小组展示，学生在教师的指导下自主合作，探究健康的饮食习惯，增强健康生活的意识。教学目标1.学生能够掌握一定的调研方法与技巧，能自主选择合适的途径调研班级内学生的饮食习惯并记录结果；2.学生能够分析调研结果，辨别健康和不健康的饮食习惯，并提出合理的改进建议；3.学生能够更加深入地理解健康饮食，反思并改进自己的饮食习惯，增强健康生活的意识。教学重点1.引导学生综合运用本单元所学，用英语开展饮食习惯的调研；2.引导学生进一步改进饮食习惯，养成健康生活的习惯。教学难点引导学生明确小组分工，相互协作完成调研和汇报。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.Inthepreviousclass,Tdividestheclassintogroupsof4–6andasksSstofindoutwhatmakesahealthydiet.2.TalsoasksSstofindoutdifferentmethodstocarryoutasurvey.1.Ssworkingroupstoresearchwhatmakesahealthydiet.2.Ssdofurtherresearchondifferentmethodstocarryoutasurvey.GetSspreparedforin-classactivities,anddeveloptheirabilitytolearnandexploreindividually.Plan1.TasksSstodecidetheinformationtheyplantocollectinthesurvey.2.TasksSstodecideinwhatwaytheyplantocarryoutthesurveyandpreparerelateddocuments.1.Ssdecidewhatinformationtheyplantocollectinthesurvey.2.Sschoosetheirpreferredwayofcarryingoutthesurveyandpreparerelateddocuments.HelpSsdesignthesurveyandpreparethemselvesforthesurvey.CreateTencouragesSstocarryoutthesurveyinclassanddiscussthesurveyresults.ProvidehelptoSsifnecessary.1.Sscarryoutthesurveyandcollectdata.2.Ssdiscussthesurveyresultstoidentifyanyunhealthyeatinghabits,anddecidehowtheycouldbechanged.1.HaveSscarryoutthesurveyandanalysetheresults.2.HelpSsidentifyunhealthyeatinghabitsandfigureoutwaystoimprove. Present1.ThasSspresenttheirsurveyresultsandsuggestionsonhealthiereatinghabitsintheclasstocome.2.TalsohasSsvoteforthegroupwiththehealthiesteatinghabits.EncourageSstosticktothehealthyeatinghabitsintheirlives.1.Sspresenttheirsurveyresultsandsuggestionsonhealthiereatinghabitsintheclasstocome.2.Ssvoteforthegroupwiththehealthiesteatinghabits.Trytofollowthehealthyeatinghabitsintheirlives.HaveSspractiseskillsingivingapresentationandlearnfromeachother.