Unit 1 Period 3 Integrated skills（教学设计）英语译林版2020选择性必修第一册

Unit 1 Food Matters Period 3 Integrated skills教学设计 教学基本信息 单元名称 选择性必修第一册Unit 1 Food Matters 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年12月 课时安排 2课时(80mins) 课型 听读说写课 教学设计理念 主题语境引领下的英语情境教学， 1. 本课教学围绕单元主题创设情境，设计多维活动，实践《课程标准》所倡导的“在语言运用过程中，各种语言技能往往不是单独使用的，理解性技能与表达性技能可能同时使用”；“教师既要关注具体技能的训练，也要关注技能的综合运用”。 2. 《课程标准》指出，“学生应通过大量的专项和综合性语言实践活动，发展语言技能，为真实语言交际打基础。”这指明了综合语言技能发展的渐进性、实践性和长期性。本课中，通过进行听说技能的即时训练、提供表达支架并进行课堂环节的总结归纳等，给学生进行了方法的渗透和习惯的培养，有助于学生在未来真实情景中进行真实的语言交际。 3. 英语综合技能的训练体现在技能、知识、主题、思维、文化、品格等学习要素的融会贯通。本课中教师针对学生特点和语言水平，确定重点练习的微技能，兼具针对性、递进性与多样性，层层推进，实现高效学习。本课以技能练习为主体，融合了主题探究、思维训练、知识学习及策略操练。 教材分析 【What】本版块围绕单元话题，以“介绍自己最喜爱的食物”创设情境，展开一系列具有综合性、关联性和实践性的听、读、说、写等学习活动。教学活动先引导学生听一段学校举办美食节的通知，再让学生读两篇分别介绍月饼和提拉米苏的短文，随后让学生就“自己最喜爱的食物”展开讨论，最后过渡到“介绍你最喜爱的食物”的短文写作任务上。环环相扣，相互关联，构成一个“四步一体”的语言综合实践活动。 【Why】通过创设与学生生活密切相关的情境进行任务驱动教学，听懂一段学校举办美食节的通知，读懂介绍月饼和提拉米苏的文章，体会感官细节描写的手法特征和作用，并将之运用在自己的写作中。从而帮助学生从语言输入转向语言输出，综合运用语言，学会用英语口头和书面表达介绍自己最喜爱的食物，将语言知识转化为实际的语言技能。 【How】创设与主题相关的真实情境，本版块通过让学生从听力材料中获取美食节的有关信息，完成相关任务，不仅培养了学生听取信息的能力，也创设了真实情景，为后续的课堂环节的展开进行了铺垫。接着，学生通过阅读两篇介绍最喜欢的食物的文章，学会了感官细节描写的手法特征，实现了知识的内化，这些都为后续的语言输出提供了相应的语言支架。本版块的设计旨在引导学生采用自主学习和合作学习的方式，积极参与语言技能的训练活动，并运用所学创造性地表达自己的观点。 学情分析 1. What I know 词汇方面：学生在之前的学习中已经掌握了一些与食物相关的词汇，能够帮助他们理解听力和短文的内容。 语法方面：学生在之前的学习中已经掌握了三大从句的用法及非谓语动词的部分用法。 背景知识方面：学生具备参加美食节的经验，也有他们自己最喜欢的食物，能做到有话可说。 2. What I want to know 学生可能想要知道美食节有哪些特点以及如何用英语表达； 学生可能想要知道听力中传达了有关美食节一些什么信息； 学生可能想要知道两篇短文中是如何介绍自己喜欢的美食的，运用了什么写作手法。 学生可能想要学会在和同学展开一段对话时，从哪些方面着手介绍自己喜欢的食物。 学生可能想要学会使用感官细节描写的手法介绍自己喜欢的食物。 3. What I learned 主题内容方面：了解美食节相关的内容，以及积累介绍自己喜欢的食物的语言素材。 语言知识方面：学生学会使用设问的修辞手法开展一段介绍自己喜欢的食物的对话；学生积累一些介绍自己喜欢的食物的表达；学生能够使用感官细节描写的手法书面介绍自己喜欢的食物。 教学目标 1. 语言能力 学生能够根据设空，从听力音频中获取关键信息； 学生能够通过扫读跳读，厘清短文的主旨大意和结构，梳理作者的写作手法。 学生能够展开一段对话，运用设问的修辞手法，从多个维度介绍自己喜欢的食物，并为后续的写作确定好子话题。 学生能够根据确定好的子话题，模仿两篇短文的写作结构和框架，灵活运用阅读中积累的语言素材，并使用感官细节描写的手法，完成介绍自己最喜欢的食物的写作任务。 2.学习能力 学生能够提高自己从听力中获取关键信息的能力； 学生能够提高自主学习和合作学习的能力，提高综合运用语言的能力。 3.文化意识 学生知道如何用英语表达自己最喜欢的食物，并且意识到它和自己的个人经历是密不可分的。 4.思维品质 学生能够通过听力和阅读文本获取自己需要的关键信息，并将之内化，有效的运用在后续的口语和写作输出任务中，创造性地表达自己的观点。 教学重难点 教学重点 语言维度：学生需掌握从听力和阅读中获取关键信息的能力；学生能积累一定的语言表达素材和写作手法，并将之灵活运用到自己的语言输出中。 交际维度：运用感官细节描写的手法从多个维度介绍自己喜爱的食物。 教学难点 语言深度运用：灵活正确地使用积累的语言素材和写作手法表达自己的观点。 思维拓展提升：意识到食物对于塑造我们的重要性，知道它与我们的个人成长是密不可分的。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. 通过提问What can you think of when we talk about Food Festival?引出话题, 介绍什么是food festival. ●通过问题和图片，激发学生已有的背景知识，让学生了解什么是食物节，为接下来的学习做好铺垫。 4mins Activity 2 Listening 通过听力活动，了解校园美食节的关键信息。 1. 听前预测： Jake’s teacher, Mr Guan, is making an annoucement about the school Food Festival. Please read the questions of part A1 on page 8 and underline the key words to prepare for your listening. And then guess what type of word would be filled in the table of part A2. 2. Listen to the announcement and decide whether the following statement are true(T) or false (F). 1) The first school Food Festival took place last year. 2) This year's Food Festival will be held on 15 March. 3) Students can learn about food from many different countries at the Food Festival. 4) Changes can be made to the programme. 5)The writing competition will begin on the day of the Food Festival. 答案：1) F last year---this year; 2) F 15 March---17 March 3) T 4) T 5) F on the day of the Food Festival---before 10th March. 3. Listen to the announcement again and complete the notes. Events at the Food Festival Cooking classes Learn how to make different food, e.g. 1) ______________________ Food stands • Present different kinds of food for students to try • Think of 2) ____________________ and make some food according to it • Decorate your food stands to 3) ________ as many people as possible A writing competition • The article should be of no less than 4) ______________. • You should tell us what your favourite food is and (5) _______________ more than other foods. • You should hand in the article before 6) _____________. 答案：1) chicken soup; 2) an interesting theme; 3)attract; 4) 150 words; 5)why you like it; 6) 10 March. 4. Answer the question: What should you do if interested in the competition? 答案：See Mr Guan after class to get the application form and know a list of requirements. 5. Answer the question:In the past, the author liked to eat at(1)___________. In the past, the author liked to eat at(1)___________. In the past, the author liked to eat at(1)___________. Do you want to join in the writing competition? What kind of food do you want to write about? Please pay attention to the requirements about the competition. ●通过快速扫读听力部分的问题，预测听力文本中的关键信息。 ●通过听力，获取校园美食节的相关信息，知道将会举办一个介绍美食的作文比赛，为后续的读说写的活动的开展做好铺垫。 25mins Activity 3 Reading 通过阅读两篇分别介绍月饼和提拉米苏的文章，了解从哪些方面介绍美食，以及感官细节描写的写作手法和作用。 1. Jake and Amy have written about their favourite foods for the competition. Read the articles and complete the table. Look Smell Taste Feelings associated Mooncakes 1)___ 2)_____ 3)____ 4)______ Tiramisu 5)___ / 6)____ 7)______ 答案：1)They look adorable—small, round and shiny golden-brown. 2) The delicious smell reaches my nose and my mouth starts to water. 3) As I take each bite, the sweet and mild flavour of the red bean filling slowly fills my mouth. 4) Its satisfying taste is out of this world and it brings happy memories to mind. 5)There are three layers and the cheese is between the layers; It’s brown because of the coffee and dark chocolate, and white because of the cream and cheese. 6) There is a bitter taste of coffee but this flavour is not very strong. All these ingredients make it taste delicious. 7) Whenever I feel unhappy, I eat it and it does make me feel better! 2) What is the structure of the passage? 答案：The structure State what your favourite food is Mention experiences of tasting it Look Smell Describe the characteristics of the food Taste Feeling ●通过阅读两篇文章，获取介绍美食的写作角度和写作手法。 12mins 应用实践 Activity 4 Speaking 1. 提问：What is your favorite food? Why do you like it? 帮助学生获取一些美食的名称，并简单陈述原因。 2. In pairs, talk about your favourite food. 1) 介绍什么是设问：Using rhetorical questions in conversation：A rhetorical question is a figure of speech in a form of a question that is asked to emphasize a point or express feelings and attitudes. For example, when you ask “How can I forget such a tasty dish?”, you are actually emphasizing that you always remember the dish. 2) 提供语言支架： A:What is your favorite food? B: My favorite food is .../... is one of my personal favorites. A: Why do you like it? (How it looks, smells, tastes and feels in your mouth, how you associate it with a particular experience, etc.) B: It looks/smells/tastes/feels ... (smelly, bitter, sweet, salty, juicy, creamy, silky, smooth, soft, crisp ...) It reminds me of the days when ... How can I forget such a tasty dish?/How can I forget the first bite? A: Do you know how to cook it? B: Here are the steps: First, ... Second, ... A: Is there any interesting stories behind the food? B: It is said that .../A story goes that ... 3) Ask a pair of students to present their conversation in front the class. Activity 5 Writing Write an article about your favourite food. 1. Planning the writing. 1)Learning about the text type 答案：1)An article about your favourite food is a piece of descriptive writing which can create a vivid picture in readers' minds through plenty of sensory details. 2)Learning about the structure Introducing your favourite food Describe the characteristics of the food Mention your experiences of tasting it Tell what your favourite food is Look/Taste/Smell/Feeling Especially you tasted it for the first time Way of cooking 3)Learning about the language Introduction: ①Of all the foods I have ever tried, I like … best.②What really makes my mouth water is … Experience: ①I first tried it with… ②I first visited a bakery… Characteristics: ①It looks…(round/square/ oval椭圆的/rectangle长方形, triangle); ②It smells…(smelly 臭的/fragrant/fresh); ③It tastes…(sweet /sour 酸/bitter 苦/spicy辣/salty咸/juicy多汁/bland清淡的/silky柔滑的) ; ④feelings：tasty/delicious/yummy/appetizing开胃的，促进食欲的/mouth-watering令人垂涎的/finger-licking舔吮指的/adorable/flavourful /pleasant; ⑤ ways of cooking: bake烤/boil水煮/cook/fry炸/grill炙烤/ heat加热/poach水煮/ roast 烤/steam蒸. 2. Finish your writing. 3. Checking your writing. Remember to check your writing after you finish and exchange drafts between you and your partner. Pay attention to the following aspects: ★Punctuation ★Spelling ★Grammar ★Choice of words ★Style (formal / informal) ★Structure 1)Self-review ①Do you use adjectives to describe the food? Is your description vivid enough? ②What changes can you make to improve your writing? 2)Peer review ①Does your partner think there are enough sensory details in you writing? ②Which part does your partner find most interesting? 答案：possible version: Stinky tofu: once you start, you’ll never stop! Of all the different ways of cooking tofu (also known as bean curd), my favourite is stinky tofu. Throughout China there are a number of different versions of stinky tofu: some are fried golden brown while others are blackish blue. Of all versions of stinky tofu, the Nanjing style and Changsha style are the most famous. I first tried stinky tofu at a street market with my grandpa when I was very little. As the name suggests, the smell is terrible but surprisingly, the taste is actually quite mild-it tastes like fried tofu with less of the bean flavour and more of a slight sweetness. The sauce makes it taste even more delicious. A big part of the experience is how it feels in your mouth: deep-fried stinky tofu is firm on the outside but soft and juicy on the inside. Ever since my first taste of stinky tofu, I have always wanted to try more. Now I can tell the differences between various versions of stinky tofu and I like all of them because of their unique flavours as well as their unique smells! Activity 6 Language Points Underline the important words and phrases. 1)了不得；顶呱呱; 2) 不同品种的月饼; 3) 各种馅料 ; 4)魔法般地；好到难以置信地; 5)某人嘴巴开始流口水; 6) 每尝一口; 7) ......的甜甜的温和的味道; 8)每一勺; 9) 成为一次令人难忘的不腻的、柔滑的体验。 答案：1)out of this world; 2) many versions of mooncakes; 3) a variety of fillings; 4) like magic; 5) one’s mouth starts to water; 6) take each bite (of ...); 7) the sweet and mild flavour of...; 8) each spoonful of...; 9) be a light, creamy experience to remember. ●通过分组进行讨论，帮助学生运用所积累的语言素材和给到的语言支架，进行口头输出，确定写作中的子话题，为接下来的写作任务做准备。 ●通过学习什么是描述性写作，回顾阅读中总结的文章结构和语言素材，帮助学生独立地开展写作任务，提高他们创造性表达自己观点的能力。 ●积累重点短语，使学生具备更多跟单元主题相关的语言知识。 35mins Activity 6 Summary 总结介绍最喜欢的美食的文章的结构。 ●通过总结介绍最喜欢的美食的文章的结构，回顾本课重点，加深学生对于所学内容的理解。 1min Activity 8 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2mins 迁移创新 作业内容 Finish part B on page 60-61. 1.The award-winning chef Paul Martin is speaking on the radio about his food journey. Listen to the conversation and decide whether the following statements are true (T) or false (F). Circle the incorrect information in the false statements and correct it in the blanks. 1) Paul has been interested in food since the age of 16. (T/F) _____________________________________________ 2) Paul's grandmother encouraged him to apply to a cooking school in Paris. (T/ F) ______________________________________________ 3) Paul's grandmother used to be a cook. (T / F) ______________________________________________ 4)Paul learnt how to hold a knife correctly at school.(T/F) ______________________________________________ 5) When he started attending the cooking school, Paul knew more than the other students. (T/F) ______________________________________________ 6) Paul became the head chef of a famous restaurant five years after leaving school. ______________________________________________ 答案：1) F the age of 16---he can remember; 2)F grandmother---parents; 3)T; 4)F at school---before he went to the cooking school/ from his grandmother; 5) T; 6)T 2.Listen to Paul Martin speaking at the opening of his new restaurant and complete the notes below. New restaurant opens in Avignon Name • Chez Paul or “1)____________” • The chef gave his restaurant this name because he wanted people to feel as if they were 2)__________________. Location • Just off the 3)_____________ of Avignon • The chef chose Avignon because it was home to (4) _______________. Menu • A combination of 5)__________________________ and modern cuisine • Paul's signature recipes 6)_______________ by his grandmother and the cooking school Seating • Altogether 7)____________tables • Two tables for walk-ins, which cannot be 8)_____________ 答案：1) Paul’s home; 2) guests in his home; 3) main street; 4) his grandmother; 5) traditional French cooking; 6) inspired; 7) ten; 8) booked. 3.If you are given the chance to open a restaurant of your own, what kind of restaurant will you open? Write an article introducing your restaurant. 答案：possible version: My dream restaurant I would like to open a pizza restaurant in an attractive location in the city centre. The ideal place would be by the riverside. There are a number of restaurants there, but none that sells pizza. Many office buildings are located in the area, and it is also a popular shopping district, which means that the restaurant will have a steady flow of customers. The target customers are office workers on weekdays and families during the weekends. The restaurant needs to be suitable for both groups, so the atmosphere should be relaxed and friendly. It would be appropriate to use bright warm colours and to put up pictures of the Mediterranean on the wall. The furniture should be simple, and it needs to be convenient for families with small children. If possible, the restaurant should have outdoor seating to attract more customers in spring and summer. The menu will consist of a variety of food. Besides pizza, there will be some pasta dishes as well as finger food, such as chicken wings and onion rings. There will also be one or two Chinese dishes on the menu for those customers who do not like pizza. What is special about this restaurant is that it will serve delicious, Italian-style pizza.The customers will be able to choose from a wide variety of high-quality ingredients, especially different kinds of Italian cheese. 作业设计意图 ●通过练习，让学生在真实的语境中运用所学知识，进一步提高综合运用语言的能力。 1min 板书设计 Unit1 Food Matters Integrated skills Introducing your favourite food 教学反思 优点： 教学设计紧密结合新课标的相关要求，围绕单元主题开设听读说写的四位一体的活动，注重培养学生的理解性技能与表达性技能，提高他们对于各个技能的综合运用。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，利用课前课后的时间，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$