高中英语Unit 1 Food for thought精品表格教案及反思

这是一份高中英语Unit 1 Food for thought精品表格教案及反思，共15页。

Bk 2 Unit 1 Fd fr thught教案设计
Bk 2 Unit 1 Fd fr thught教案设计
Develping ideas
Bk 2 Unit 1 Fd fr thught教案设计
Bk 2 Unit 1 Fd fr thught教案设计
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，使用新学语言描述食物的色、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和挖掘；能够运用单元所学语言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、合作和探究式学习的过程中结合单元所提供的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能力，最重促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting ut and vcabulary板块教学设计
（建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型
Vcabulary + Viewing + Speaking
主题语境
人与社会——中国美食和世界饮食文化
内容分析
两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中国美食。活动2通过图片介绍世界饮食文化。
教学目标
学习和主题相关的词汇，如cuisine, stew, ingredient等。
了解中国八大菜系；
学会表达食物的色、香、味等；
了解世界饮食文化
教学重点
用英文介绍中国美食；
学习和美食主题相关的词汇。
教学难点
引导学生养成健康的饮食习惯；
引导学生用包容和理解的态度看待世界各地的美食文化。
教学策略
视听策略、听说法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Watch a vide clip t catch a glimpse f Chinese fd.
List related wrds and phrases.
Take ntes
Read and explain the wrds.
Enlarge vcabulary.
Activity 2
Brain -strm
Observe the pictures and summarize ppular cking methds.
Enlarge vcabulary.
Activity 3
1. T asks Ss t read the China’s eight cuisines map.
1. Ss lk at the pictures and share their answers with the class.

Get t knw China’s eight cuisines.
Activity 4
T asks Ss t intrduce their favrite fd.
T intrduces his/ her favrite fd.
1. Ss discuss with each ther and share their answers.
Enlarge vcabulary;
Relate what Ss have learned t their persnal experience
Activity 5
T asks Ss t watch a vide clip and answer questins.
Ss answer the questins.
Get t knw fd culture arund the wrld.
Activity 6
T asks Ss t bserve sme pictures abut different fd in different cuntries.
Ss answer the questins.
Enrich Ss’ knwledge as well as raise their cultural awareness.
Activity 7
T asks Ss t analyze the theme f this unit.
Ss have a discussin with classmates.
Cultivate students' critical thinking ability.
Activity 8
Wrd review
Ss answer the questins.
Master the meaning and usage f the wrds.
教学反思
词汇教学部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性；
播放视频的时候，应该鼓励学生养成听、记笔记的习惯；
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。
Understanding ideas板块教学设计
（建议时长35--40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——世界饮食文化
内容分析
以视频和图片的形式呈现中国美食；
通过文本分析了解世界饮食文化。
教学目标
利用图表等形式获取梳理事实性信息，初始文本文化内涵；
概括整合每位家庭成员对来自不同文化食物的不同态度。
教学重点
推理研究家庭成员的多元文化经历，推断和总结他们对食物不同态度的深层文化原因。
教学难点
引导学生养成健康的饮食习惯；
引导学生用包容和理解的态度看待世界各地的美食文化。
教学策略
视听策略、小组合作
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Watch a vide clip t catch a glimpse f wrld fd.
List related wrds and phrases.
Take ntes
Read and explain the wrds.
Enlarge vcabulary.
Activity 2
T asks Ss t bserve the pictures.
Observe the pictures and make a predictin.
Aruse Ss’ interest.
Activity 3
1. T asks Ss t read the the first paragraph.
1. Ss read the first paragraph t cnfirm their predictin.
Get t knw sme basic infrmatin.
Activity 4
T asks Ss t scan the passage.
Ss scan the passage t get t knw mre abut the text.
Learn reading strategy--scanning.
Activity 5
T asks Ss t skim the passage.
Ss scan the passage t get t knw the main idea.
Learn reading strategy--skimming.
Activity 6
T asks Ss t listen t the tape t wrk ut the structure f the passage.
Ss listen t the tape.
T wrk ut the structure f the passage
Activity 7
T asks Ss t summarize different peple’s pinin twards different cuisines.
Ss read the passage carefully t find ut supprting details.
T read fr details and read between the lines .
Activity 8
T asks Ss t put wrds and expressins discussed them in grups accrding t the cntext.
Ss answer the questins.
T build wrd bank.
Activity 8
T asks Ss t have a grup discuss abut sme questins.
Ss have a grup discuss.
T develp Ss’ critical thinking ability.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生;
输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性；
Using Language板块教学设计
（建议时长40分钟，教师可根据教学实际酌情调整。）
课型
Grammar
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
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。通过真实语境，引导学生对健康饮食这一人生概念的理解并在日后能选择正确健康饮食方式。
教学目标
引导学生了解情态动词的基本用法，使学生能够根据语境选择合适的情态动词。
带领学生初步学习、了解英国的餐桌礼仪，开阔国际视野。
引导学生使用恰当的情态动词说服他人。
引导学生了解什么是健康饮食，增强健康饮食的意识。
教学重点
引导学生掌握情态动词的基本含义和用法。
引导学生在真实语境中提升对情态动词的理解。
教学难点
引导学生对易混淆的情态动词用法进行区分。
引导学生在真实情景中选择合适的情态动词。
教学策略
P-W-P模式、交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Display five sentences frm the reading passage.
2. T asks Ss t bserve the wrds in bld.
Ss bserve the wrds in bld.
Aruse Ss’s interest.
Activity 2
T asks Ss t think abut the definitin f mdal verbs.
Ss think abut the definitin.
Cultivate thinking ability.
Activity 3
T asks Ss t figure ut the meanings f each mdal verb.
Ss match the meanings t the mdal verbs.
Get t knw mdal verbs’ basic meanings.
Activity 4
1. T explains the usages f ‘be able t’.
2. T asks Ss t think abut the difference between ‘be able t’ and ‘can/culd’.
3. T summarizes the differences and asks Ss t cmplete the passage.
Ss think abut the difference.
Ss finish the exercise.
1. Cultivate thinking ability.
2. Enhance Ss understanding f the usages.
Activity 5
T explains the meanings and usages f ‘had better; dare; need’ with the help f varied authentic cntexts.
Ss bserve the usages f mdal verbs in authentic sentences.
Learn usages f mdal verbs thrugh cntexts.
Activity 6
T explains the meanings and usages f ‘have t’.
T asks students t think abut the difference between ‘have t’, ‘must’ and ‘shuld’.
T plays a vide and summarizes the differences.
Ss think abut the difference.
Ss watch the vide clip.
Ss learn the difference frm the cntext.
1. Cultivate thinking ability.
2. Learn usages f mdal verbs thrugh cntexts.
Activity 7
1. T asks Ss t finish three sets f exercises.
2. T explains the questins that Ss may have difficult dealing with.
Ss finish the exercises.
Deepen the understanding f what students have learned.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。
输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性。
Develping ideas板块教学设计
（建议时长40分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自我——饮食习惯、生活习惯
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。
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。
教学重点
如何通过阅读获取有关健康生活方式的相关知识。
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
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t talk abut what they usually eat fr dinner and decide wh eats mre healthily.
Ss talk abut what they usually eat fr dinner and decide wh eats mre healthily.
Activate Ss’ theme-related backgrund knwledge.
Activity 2
T asks Ss t read the passage and finish tw tasks in the textbk.
Ss read the passage and finish the tw tasks.
Have Ss read with certain tasks and get the key infrmatin.
Activity 3
T asks Ss t read the passage again and summarize the lifestyle f each persn.
Ss read the passage and identify the sentences that indicate each persn’s lifestyle
Have Ss read fr details.
Activity 4
1. T asks Ss t wrk in grups and discuss each persn’s lifestyle in the passage.
2. T gets Ss t make cmments n each persn’s lifestyle and give suggestins.
3. T invites Ss t present their pinins in class.
1. Ss wrk in grups and discuss each persn’s lifestyle in the passage.
2. Ss make cmments n each persn’s lifestyle and give suggestins.
3. Ss share their pinins in class.
1. Help Ss summarize the lifestyles f the characters, make cmments and give suggestins.
2. Further develp Ss’ understanding f the unit theme and help them apply what they’ve learned in a real-life cntext.
Activity 5
T asks Ss t think abut 4 questins and share their pinins.
Ss underline the sentences that reflect each persn's attitude twards his/her lifestyle.
Ss talk abut their understanding f the title “Cld truths” and the saying “Yu are what yu eat”.
Ss list sme Chinese r English sayings abut fd and health.
1. Help Ss further explre the tpic and the unit theme.
2. Imprve Ss’ critical thinking and prblem-slving ability.
3. Help Ss develp their crss-cultural awareness.
Activity 6
T leads Ss t watch a vide clip abut hw t imprve ur way f eating.
Ss watch the vide clip, take ntes and cllect infrmatin t finish the three tasks.
Let Ss learn mre tips n imprving their eating habits
Activity 7
T makes a brief summary f the lessn and assign pst-class tasks.
Ss d a quick evaluatin f what they have learned in the lessn.
Let Ss reflect n what they have learned in class.
Writing板块教学设计
（建议时长40分钟，教师可根据教学实际酌情调整。）
课型
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
本板块从另一角度反映单元主题，语篇类型为食谱。阅读语篇介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法，写作部分引导学生学会写菜谱，并根据菜谱判断如何健康饮食。
教学目标
学生学会写菜谱，在写菜谱时加入对美食本身的介绍和推荐；
学生能根据菜谱评价一道菜健康与否并给出建议；
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。
教学重点
掌握菜谱的写作特点和手法；
通过阅读菜谱获取有关健康生活方式的相关知识。
教学难点
引导学生思考如何介绍一道菜和菜谱的文体特点
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t give a free talk n the given tpic;
T helps Ss t review hw t make fd cmments.
Ss delivers a speech n his/her favrite Chinese dish;
Ss review the wrds and phrases in the using language.
T review the knwledge and lead in tday’s tpic.
Activity 2
T asks Ss t read the new expressins.
Ss read the new wrds after T.
T enlarge the vcabulary.
Activity 3
1. T asks Ss t skim the passage.
1. Ss read the passage and grasp the main idea f each part.
T learn reading strategy--skimming.
Activity 4
T asks Ss t scan paragraph 1.
Ss scan the passage t get t knw what aspects shuld be included in the intrductin part.
T learn reading strategy--scanning.
Activity 5
T asks Ss t skim the passage.
Ss scan the passage t get t knw the main idea.
T learn reading strategy--skimming.
Activity 6
T asks Ss t fllw the given pattern t write;
T prvides sample writings fr Ss’ reference.
Ss write a brief intrductin t their favrite dish.
T practice writing.
Activity 7
T asks Ss t summarize the ther tw parts f a recipe;
T tells Ss mre wrds t express the ingredients and instructins.
Ss learn hw t write ingredients and instructins
T build wrd bank.
Activity 8
T asks Ss t watch a vide clip abut a dish and write a recipe.
Ss watch the vide and practice writing.
T practice writing.
Activity 9
T asks Ss t have a evaluatin abut their writing;
T prvides sample writing t Ss.
Ss use the prvided criteria t assess their writing.
T develp Ss’ critical thinking ability.
Activity 10
1．T gives ut tw recipes fr Ss t tell which ne is healthier
2. T asks Ss hw t keep a balanced diet
1. Ss can tell which dish is healthier
2. Ss use the fd pyramid and the given sentence pattern t say hw t keep a balanced diet
T develp Ss’ critical thinking ability.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性活动，吸引学生;
输出部分因为网课缺乏互动，难以给予个性化反馈。
Presenting ideas+ Reflectin板块教学设计
（建议时长40分钟，教师可根据教学实际酌情调整。）
课型
Speaking +Review
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
Presenting ideas环节是学生口头表达的环节。学生根据照片讨论中国非物质文化遗产名录上涉及传统技艺的美食，并选择向联合国教科文组织进行推荐；Review环节让学生在本单元结束时对自己学习行为和效果做出评估和分析。
教学目标
学生能根据所学向联合国教科文组织推荐美食；
学生能通过复习总结本单元学到的知识内容，并确定自己需要改进和提高的方面；
学生能够了解本单元的教学目标，尊重不同国家饮食文化、了解餐桌礼仪、培养健康饮食习惯。
教学重点
选出代表中国文化的美食/饮品，对饮食这一话题有更深入的了解；
通过练习总结Unit 1知识，查缺补漏。
教学难点
引导学生选择有代表性的美食或饮品，并利用句型有逻辑地表达；
引导学生评估自己的学习表现，并将所学迁移运用至高考。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t give a free talk n the given tpic.
Ss delivers a speech n the eight Chinese cuisines and name ppular dishes f their hmetwn.
T lead in tday’s tpic.
Activity 2
T asks Ss t guess the reasns why sme dishes are listed as China’s Intangible Culture Heritage.
Ss think abut the reasns.
T develp Ss’ critical thinking ability.
Activity 3
1. T asks Ss t brainstrm the fd fr recmmendatin using the aspects we’ve cncluded.
1. Ss recmmend a fd r drink.
T develp Ss’ critical thinking ability.
Activity 4
T asks Ss t talk abut the recmmendatin;
T gives sample speech t Ss.
Ss deliver a speech n fd recmmendatin, including descriptins and reasns.
T imprve ral English and lgical thinking.
Activity 5
T asks Ss t review Unit 1 frm discurse and lexical level.
Ss answer the questins t see if they have grasped the knwledge.
T review the wrds, phrases, and sentence patterns f the unit.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性活动，吸引学生;
复习部分因为网课形式，缺乏互动，难以看到学生反馈而给予改进方法，帮助他们优化学习方法和策略。