外研版（2019）必修二 Unit 1 Food for Thought
Period 1 Understanding ideas教学设计
主题名称 AChild with Two Cuisines
课 型 Reading
主题语境 人与社会——饮食文化
教材分析
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
饮食习惯方面的碰撞与融合中发生的一些有趣的故事。
学情分析
通过必修一的学习，大部分学生已基本具备在阅读中获取细节信息的能力，部分学生能用
英语自信地表达自己的观点。但多数学生在理解和整合知识、逻辑推理和分析论证观点、
以及批判评价方面的能力比较欠缺。此外，学生对饮食的跨文化理解缺乏深层次的认识。
教学目标
1. 学生能够理解和阐述标题的含义，理解文中表达人物对食物的观点的句子，梳理细节；
2. 学生能够掌握略读、查读等阅读技巧及根据标题图片首尾句获得主旨的方法。
3. 学生能够了解中英饮食差异，增强跨文化意识，弘扬中国文化，加深对单元主题的认识。
教学重点
教学难点
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。
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。
教学方法 P–W–P阅读模式 个人自主学习，小组合作与探究
预习任务
课前任务单：
预习案:
I. 背景信息
Sunday Roast is a traditional British main meal, typically served on Sunday. It consists of
roast meat, roast potatoes and vegetables. Traditional accompaniment such as Yorkshire pudding,
sausages, stuffing and gravy are also served.
“Heat inside our bodies” is a general condition of hyperactivity that arises as a result of a
fundamental physical imbalance. When we eat too much roast or spicy food, or undergo too much
physical or emotional stress, our bodies will get “hot”and we will become unwell.
II. 单词拼写
1.I was invited to attend my best friend's____(婚礼）and she looked so beautiful on that day.
2. Tolerance, patience and understanding are her secret of a happy________(婚姻）.
3.They spent a___(极好的）week at the seaside,where they enjoyed some of the best seafood.
4.It is well known that Sichuan diets are usually very_________(辛辣的）.
5.During the air raids,we_____(聚集）the children around us and sang songs.
6.A fierce dog b________ that boy and made his leg bleed.
7.Some mushrooms may contain a deadly p________ so you mustn't eat them.
8.White has always been a s__________ of purity in most countries.
9 . What's your o___________of the price of the house ?
-I think it is too expensive.
10. How d_________ you speak to your parents with such disrespect!
III. 重点短语：
1. hot pot
2. take to doing sth.
3. suffer from
4. traditional Chinese medicine
5. come across
6. remind...of
7. one man’s meat is another man’s poison
8. feel at home
9. be shocked by
10. encourage sb. to do sth.
11. deal with
12. gather all one’s courage
13. take a bite
探究案：
用方框内短语的适当形式填空
come across, fall in love with, ever since, thanks to,grow up
1. To my great surprise, I ______ my long-lost friend in the street yesterday.
2. I _________ this house the moment I saw it.
3. The boy is determined to be a doctor when he ___________.
4. Tom and I have been good friends __________ I came to this school.
5. _________your timely help,we accomplished the task ahead of schedule.
Ⅱ.单句语法填空
1. It is typical _______ my father to speak fast and loudly.
2. The shelves were filled with all______(sort) of vegetable -eggplants, cucumbers, cabbages,
tomatoes and so on.
3. My poor brother caught a cold and suffered _________________ a terrible headache.
4. _________(wave) goodbye to them on the platform, I wished them a safe journey.
5. It was my father who pointed out my shortcomings and encouraged me _____(get) rid of
them.
6. The note on the table reminds me___an important meeting that I have to attend this afternoon.
7. There is no one in the room, so Tom must______(leave) before I arrived here.
训练案：
课文语法填空
1________ ( grow ) up in England with a British father and a Chinese mother, I 2________
(enjoy) food from both countries ever since I was able to hold a knife and fork-and chopsticks!
Mum has sweet 3_________ (memory) of the food from her home town in Sichuan, and often
cooks spicy dishes. Thanks 4________ this, Dad has come to love hot pot! But there are still some
dishes 5_________ Dad dare not try even after many years of marriage to my mother.
6_________ I enjoy those dishes. Dad can cook a super"full English breakfast"of bacon, eggs,
beans, sausages and toast with butter- Mum and I just have to find a way 7__________ (get) him
into the kitchen! I came across stinky tofu, a horrible grey thing that looked and smelt like a
8.________ (burn) sports shoe during my first visit to China. It reminded me of blue
cheese,a 9_________(similar)strong smelling type of food you either love or hate.
People say that one man's meat is another man's poison, but I feel at home with food from both
my cultures. To me, there's nothing 10________ (good) than a cross-cultural afternoon tea of
English biscuits and a cup of Chinese oolong tea in a fine china cup!
教学过程：
Teaching
Contents
Procedures Purposes
Teacher’s activities Students’ activities
Warm-up
T asks Ss to look at the title of
the unit and predict the content
of the unit.
Ss think about the title and
present their thought
about the unit content.
Lead the Ss into the theme
learning of the unit.
Lead in
(Starting Out)
1. T invites Ss to a journey of
food by watching the video and
asks Ss to think about the
following three questions :
(1) What different types of food
are introduced in the video?
(2) What does the foreigner
think of the food?
(3) Have you ever tried any of
the food in the video, which
would you like to try most?
2. T collects Ss’ answers.
3. T invites Ss to a game by
asking Ss to match the food to
the countries.
1. Ss watch the video ,
taking down the key words
about the food described
and the
foreigners ’attitudes
towards food.
2. Ss share their answers
with the class.
3. Ss. match the food with
the countries.
1. Help Ss better understand
some famous Chinese dishes.
2. Provide theme-related
background knowledge for Ss
and raise their cultural
awareness.
Pre-reading
1. T asks Ss to look at the
pictures and introductions of
different foreign food in
Activity. 1 of page 2 and discuss
if they would like to try them or
which one they would like to try
if have to.
1. Ss discuss in groups
and explain their choices.
(Group discussion)
1. Provide theme-related foreign
food for Ss and arouse their
cultural awareness.
2. Help Ss relate the unit theme
to their daily life and raise their
interests.
1. T asks Ss to read the title of
the passage and share their
understanding of it.
son
Chinese British
2. T asks Ss to skim the passage
and see if their understanding is
correct.
1. Ss share their
understanding of the title
in class.
2. Ss read the passage
quickly and see if their
understanding is correct.
Train Ss’ reading skill in
skimming and locating
information.
3. T asks Ss to choose the main
idea of the passage in Activity
3. Ss read the para 1.and 6
and choose the main idea.
Train Ss’ reading skill in getting
the main idea.
While-reading (asking Ss to pay attention to 1st
and 6th of the passage, title and
the pictures to find out the main
idea)
4. T asks Ss to talk about the
two cuisines. (teamwork)
5. T ask Ss to read the passage
again for opinions of mom, dad
and son on the cuisines
(teamwork)
6. T asks Ss to share their
answers before class.
4. Ss scan the passage for
the cuisines of the mom
and dad (using the
scanning reading skills).
5. Ss find out the words
expressing the attitudes of
Mom and Dad on food of
other countries.
6. Ss share their answers.
Help Ss read for important
details of the passage and analyse
the characters’ attitudes towards
different kinds of food.
Think & Share
1. T asks Ss to discuss the two
questions in groups and share
their opinions. T offers help if
needed.
(1) what does the author mean
by saying “one man’s meat is
another man’s poison”
(2) What’s your attitude when
facing something different?
1. Ss discuss the
questions in groups and
share their opinions in
class.
1. Help Ss further explore the
topic and the unit theme.
2. Improve Ss’ critical thinking
and problem-solving ability.
3. make Ss realize the conflicts
and combination of cultures.
Knowledge
Transfer
1. T asks Ss to view a video
to get more knowledge about
Chinese food
2. T. ask Ss to perform a travel
critic and introduce a food.
1. Ss watch the video
2. Ss perform a travel
critic and give their
performance.
Get Ss to apply what they have
learned into a real-life context
Assignment 1. Write an introduction to a Chinese or foreign food and describe your comments on it.
Finish the exercise on the Handout Paper
教学设计反思
1. 反思教学目标
在进行本课的教学设计之前，我首先从整体上研读了必修二 Unit1的内容。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，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。本单元最后的生成目标是为联合国科
教文卫组织推荐一份中国美食。基于这一单元生成目标，我认真研读了 understanding ideas
部分的内容，包括教材活动设置，最后设定本节的主要教学目标为通过本课时的学习，学
生能够通过略读等阅读技巧获取文章大意及正确阐述标题的含义；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；帮助学生了解中英饮食差异，增强跨文化意
识，加深对单元主题的认识, 进而为单元最后目标的生成做准备。
2. 反思教学内容
本节课所设计的教学内容是围绕教学目标展开的，使之符合学生的经验和认知规律。
以教材为载体又不拘泥教材，尽量开发更多的学习资源。如导入部分，通过播放视频，激
发学生对食物之旅的兴趣。最后通过播放中国菜系的介绍，使学生们更好地了解中国饮食
文化，始于中国食物，终于中国美食，再一次引发学生了弘扬中国文化的共鸣，通过美食
之旅达到学生与课程的和谐统一。语言教学内容的安排上，我尽量由简到繁，遵循输入-加
工-输出-再输入-再输出的语言学习过程，让学生的学习由浅入深，循序渐进。
3. 反思学生情况
高中一年级学生通过初中知识积累、高一必修一内容的学习与技能的培养，已经基本
形成了一定的阅读能力，能够在突破单词障碍的情况下，读懂文章内容，但对信息提取和
内容整合上仍存在困难，对跨文化意识还缺乏一定的理解。本课时的教学设计，注重对学
生阅读方法和技巧的培养，如指导学生通过可视信息（图片、图标，标题关键字）来确定
文章的主题和文本意义，充分利用图像来寻找理解文本的线索，指导学生理论联系实际。
4. 反思教学环节
教学环节中热身和导入部分旨在引领学生进入主题语境的学习，激活背景知识，P-W-P
阅读模式旨在循序渐进的帮助学生理解文本内容。文本解读过后设置思考与分享来深层次
挖掘文本主题意义，提高学生批判性思维能力和问题解决能力。
5. 反思教学方法
本节课我设计采用任务型教学方法，情景教学方法及梯度式教学方法，促进学生自主
学习、合作学习、探究学习。
（1）任务型教学法：通过导学案的形式，让学生完成预习任务，鼓励学生独立思考。
课堂上通过活动设置来检验学生自主学习效果。
（2）小组合作教学法：通过小组合作的方式找出家庭成员对食物有不同态度的原因。
（3）情景教学法：让学生扮演 travel critic，创设情境，使学生成为课堂的主体。
（4）梯度式教学法：设计时我根据学生的个别差异，给与他们展示自我的机会，所设
置的问题根据难度不同，分配给不同的同学。
6. 反思教师角色
本节教学设计的理念旨在让教师充当“学生学习的指导者，参与者”建立学生与知识
之间的桥梁，建立和谐平等的师生关系。尊重学生的情感、态度、价值观等方面的表达。
7. 反思本节课设计的不足之处：
1. 个人经验等原因，对课堂教学的预测可能与实际产生偏差。
2. 小组活动中，由于课堂时间有限，给学生展示的时间较少。
以上是我对本节教学设计的一点粗浅认识，请各位专家领导给予指正。
板书设计
AChild of Two Cuisines
Chinese British
Mom Dad
beijing duck
hot pot
Chinese Cuisines
1. 教科书; 教材参考书
2. 五三练习册 Unit 1
3. 网络资源：网络图片；
food:food:
attitudeattitude:
Son’s Attitude：
Combine
curry
black bean salad
maple syrup...
black pudding
blue cheese
haggis
外研版（2019）必修二
Unit 1 Food for Thought
Period 1 Understanding ideas教学设计
课程资源 外研社电子教材及课件；
中学学科网导入视频；
学习强国视频
4. 教师、学生自身知识储备
高中英语组
马丽娜
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