Unit 4 Period 1 Reading and interaction（教学设计）英语沪教版2020选择性必修第一册

该高中英语教学设计聚焦“味觉感知的多因素影响”，以“品尝食物”场景导入激活感官经验，通过预读“真伪判断”制造认知冲突，引导学生在文本解读中梳理味蕾发育、嗅觉协作等科学原理，融合语言学习与科学认知。 此设计亮点为“双线融合”，以科普文本为载体，通过实验设计（验证嗅觉影响味觉）、成语分析（望梅止渴的感官原理）培养思维品质与语言能力，分层作业兼顾差异，助力学生提升科普阅读与探究能力，帮助教师高效实现语言工具性与科学认知性统一。

Unit 4 The senses Period 1 Reading and interaction教学设计 教学基本信息 单元名称 选择性必修第一册Unit 4 The senses 学科 英语 学段 高中 年级 高二第一学期 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：上海外语教育出版社 出版日期：2020年 课时安排 2课时(80min) 课型 读思课 教学设计理念 本课时以“科学认知与语言探究融合”为核心，紧扣单元“The senses”主题，聚焦“味觉感知的影响因素”。通过“感官经验激活—科学认知冲突—文本深度解读—实践迁移” 的流程，引导学生在“味觉与感官协作”的科学语境中，提升阅读能力与批判性思维。教学中注重 双线并行”：一条线是语言学习（提取细节、归纳主旨、运用词汇），另一条线是科学认知（理解味蕾发育、嗅觉与味觉的关联、食物质地的影响）。同时，结合生活实例（如“望梅止渴”成语、争议性食物），让抽象的科学知识具象化，实现“语言工具性” 与“科学认知性”的统一，呼应“用英语学习学科知识”的新课标理念。 教材分析 【What】本课围绕“味觉感知”展开，核心文本为 “A question of taste”，包含以下关键信息：味觉感知的多因素影响——味蕾发育（儿童对苦味蔬菜敏感）、嗅觉与味觉的协作（冷食因气味消失而口感变差）、唾液的作用（运输味觉物质到味蕾）、食物质地（外观与触感影响喜好）、性别差异（女性味蕾更敏感）；含“预读猜测—细节理解—深度分析—总结应用”四类任务，如判断“味蕾出生即发育完全”等说法的真伪、回答 “甜味偏好的起源”等细节问题、设计实验验证味觉相关观点； 【Why】文本为典型的“科普类说明文”，训练学生“抓取科学细节、归纳多因素关联、理解逻辑结构” 的阅读能力；核心词汇与句式为“描述感官现象”提供语言支持，提升学生在科学语境中的语言运用能力。帮助学生纠正对味觉的认知误区（如“仅能识别四种味道”），理解“味觉是多感官协作的结果”，培养科学探究意识。结合“儿童不喜欢蔬菜”“争议性食物”等生活实例，引导学生理解“个体感官差异”，尊重不同的饮食偏好，形成包容的生活态度。 【How】教材采用“认知冲突—文本解惑—实践应用”的逻辑：先通过预读任务（判断科学说法真伪）制造认知冲突，再以文本为载体拆解味觉感知的科学原理，最后通过“成语分析”“实验设计” 实现知识迁移，符合“从疑问到探究再到应用”的科学学习规律，且各环节均围绕“味觉与感官”主题，形成“语言—科学—生活”的闭环。 学情分析 1. What I know 词汇方面：已掌握基础感官词汇（taste, smell, see 等）和食物相关词汇（vegetable, sweet, bitter 等），但对 “科学类” 词汇（taste buds, saliva, texture）接触较少； 语法方面：能理解简单的因果、并列句式，具备阅读 “现象 — 原因” 类说明文的基础语法能力，但对 “多因素归纳” 的复杂逻辑（如 “味蕾 + 嗅觉 + 质地共同影响味觉”）梳理能力不足； 背景知识方面：有丰富的味觉生活经验（如喜欢甜食、不喜欢苦味蔬菜），对 “望梅止渴” 等感官相关成语有认知，但缺乏对 “味觉科学原理” 的系统了解，存在 “味觉仅靠舌头感知” 的误区。 2. What I want to know 学生可能希望明确：为什么儿童不喜欢蔬菜而成人能接受；嗅觉如何影响味觉；“望梅止渴” 是否有科学依据；为什么有人喜欢榴莲而有人厌恶。 3. What I learned 主题内容方面：理解味觉感知的多因素影响，纠正对味觉的认知误区，能从科学角度解释生活中的味觉现象； 语言知识方面：掌握科普类文本的阅读策略（预读猜测、细节提取、逻辑归纳），能运用核心词汇与句式描述感官相关现象。 教学目标 1.语言能力 ①掌握核心词汇（taste buds, saliva, texture, bitter, differentiate 等），能运用 “because, so” 等句式解释味觉现象（如 “Children dislike vegetables because their taste buds are not fully developed”）； ②能阅读科普类文本，完成“判断真伪—提取细节—归纳多因素关联”的阅读任务，准确理解 “味蕾、嗅觉、唾液、质地对味觉的影响”。 2.学习能力 ①掌握“预读猜测—读中验证—读后应用”的科普文本阅读策略，提升自主分析科学类文本的能力； ②能通过小组讨论设计简单实验、分析生活实例，培养 “将文本知识迁移到实践” 的应用能力。 3.文化意识 ①了解“望梅止渴”等中文成语中的感官认知原理，理解“语言与科学认知”的跨文化关联； ②尊重不同文化背景下的饮食偏好差异（如对榴莲、臭豆腐等食物的争议），培养文化包容意识。 4.思维品质 ①提升逻辑思维，能梳理 “味觉影响因素” 的逻辑链（如 “温度→气味→味觉”），避免碎片化认知； ②培养批判性思维，能质疑 “味蕾出生即发育完全” 等错误认知，通过文本证据验证观点，形成科学探究态度。 教学重难点 教学重点 ①理解文本核心科学知识：味蕾发育对味觉的影响、嗅觉与味觉的协作关系、唾液与食物质地的作用； ②掌握科普文本的阅读策略：通过预读猜测激活认知，通过细节提问提取关键信息，通过总结填空巩固核心词汇。 教学难点 ①深度理解 “多因素共同影响味觉” 的逻辑：避免将味觉归因于单一因素（如仅认为 “舌头决定味觉”），能归纳 “味蕾 + 嗅觉 + 唾液 + 质地” 的协同作用； ②实践迁移：将文本中的科学原理转化为实验设计（如验证 “嗅觉影响味觉”）或成语分析（如 “望梅止渴” 的感官关联），避免知识与应用脱节。 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 Look at the photo and answer the questions (1) What are the people doing? (2) Which senses are they using? (3) Which sense do you think is the most important? ●从学生熟悉的 “品尝食物” 场景切入，激活感官经验，降低科学知识的抽象感； 开放式提问引发思考，为后续 “多感官协作” 的认知铺垫。 5min Activity 2 Pre-reading Work in pairs. Read the statements and guess which ones are true (T). (1) Our taste buds are fully developed when we are born. (2) We can only identify four tastes. (3) Boys like different flavours from girls. (4) Our noses can smell 10,000 different scents. (5) When hot food gets colder, it tastes better. (6) The look and feel of food can affect whether we like it or not. 【答案】 (1) F(2) F(3) F(4) T(5) F(6) T. ●通过 “真伪判断” 制造认知冲突，打破学生对味觉的固有认知，激发探究欲；为后续文本阅读设定 “解惑目标”，让阅读更具针对性，提升细节抓取的效率。 8min Activity 3 While -reading Comprehension work Read the passage and answer the questions. (1) Why do some young people dislike vegetables? (2) Where does our love of sweet things come from? (3) Why does cooked food not taste so good when it is cold? (4) How are smell and taste connected? (5) How does saliva help when we eat? (6) What does the title “A question of taste” mean? 【答案】 (1) Because their taste buds are not ready for the bitter taste of some vegetables. (2) It comes from our prehistoric ancestors, who ate sweet, ripe fruit as it was a good source of energy and widely available. (3) Because when cooked food goes cold, the cooking smells disappear, and so does some of the taste. (4) Our taste buds and noses work together to decide what flavour the food has. When we eat, the smell helps us perceive the taste, and without smell, identifying food taste becomes difficult. (5) When we eat, saliva transports the taste of food to our taste buds. Without saliva, some food would have no taste at all. (6) It means that our perception of taste is determined by multiple factors such as the development of taste buds, the difference between genders, the role of saliva, the cooperation of smell and taste, and the texture of food. Deep reading Study the following statements about people’s taste preferences and reactions. Find reasons in the passage to support each statement. Then complete the table. Statements Reasons (1) When people grow older, they sometimes start to like certain vegetables which they disliked before. Young people's taste buds are not fully developed, so they find it hard to accept the bitter taste of some vegetables. When they grow older, they may find it easier to do so. (2) Most people feel happy when eating dessert. (3) People naturally dislike bitter flavour. (4) Cooked food often tastes better than raw food. (5) Some people can't stand the thought of eating snails. (6) People like beautifully displayed dishes because these dishes often look very appealing. 【答案】 (2) Most of us like sweet-tasting food, just like our prehistoric ancestors who ate sweet, ripe fruit as a good source of energy. (3) Prehistoric ancestors realized bitter-tasting plants were often poisonous, so there’s a natural wariness towards bitter flavours. (4) When food is cooked, it produces aromas that make us hungry. When cooking smells disappear (e.g., when food goes cold), some of the taste does too. ●细节理解：聚焦文本核心科学知识，通过 “问题链” 引导学生逐点突破，落实教学重点；深度分析：从 “提取细节” 上升到 “逻辑关联”，培养学生 “用文本证据支撑观点” 的科学阅读习惯，为突破 “多因素影响” 难点奠基。 30min 应用实践 Activity 4 Post Reading Work in pairs and discuss the questions. (1) How do the mouth, the nose and the eyes work together to perceive taste? (2) What is the idea behind the Chinese idiom “quenching one’s thirst by watching the plums”? Do you think that this saying is reasonable? Designing experiments to test claims.You are going to design some similar experiments to test claim 2 and claim 3 in the table below. • Discuss in groups and answer the questions. (1) What is your experiment design? (2) Why did you design this experiment? • Select one person to report on behalf of your group. Claim1 Our taste buds and noses work together to decide what flavour the food has Experiment Close your eyes and pinch your nose between your fingers. Then ask someone to put a small piece of food in your mouth and try to identify it. Repeat the experiment several times. You will find it somewhat difficult to do that Reason Flavour is a combination of many factors, including taste and smell. Without the smell, it can be hard to identify what food it is. Claim2 Girls and boys perceive taste differently. Experiment Reason Claim3 The texture of food on our tongue is important in our perception of its taste. Experiment Reason 【答案】 Claim1 Our taste buds and noses work together to decide what flavour the food has Experiment Close your eyes and pinch your nose between your fingers. Then ask someone to put a small piece of food in your mouth and try to identify it. Repeat the experiment several times. You will find it somewhat difficult to do that Reason Flavour is a combination of many factors, including taste and smell. Without the smell, it can be hard to identify what food it is. Claim2 Girls and boys perceive taste differently. Experiment Gather a group of girls and boys, have them taste the same set of foods (covering sweet, sour, strong flavours) and record their flavour perceptions and preferences. Reason Girls have more sensitive taste buds and can differentiate flavours more easily, especially sweet and sour, while boys prefer stronger, more extreme flavours. Claim3 The texture of food on our tongue is important in our perception of its taste. Experiment Prepare foods with different textures (e.g., thick/creamy food and smooth food), have people taste them and record their taste perceptions. Reason Our brain perceives the look or feel of something and sends a message to our tongue telling it not to like that food. ●成语与协作讨论：将抽象的科学知识与文化、生活关联，让学生体会 “感官协作” 的现实意义； 实验设计：将文本知识转化为 “科学探究行动”，针对性解决 “知识迁移” 的难点，同时培养创新与协作能力。 20min Activity 5 Summary Why children dislike vegetables has long been a riddle. However, scientistshave discovered the reason for this: young people dislike eating vegetablesbecause the taste buds on their ¹____________________ are not yet fully developed.When they grow older, they will find the ²____________________ taste of somevegetables more acceptable. Boys and girls also differ in their perception of³____________________. With more ⁴____________________ taste buds, girls can⁵____________________ flavours more easily. To perceive taste, the mouth, thenose and the eyes work together. Saliva plays an important role in our⁶____________________ of taste, and so does our sense of smell. We cannotfully taste the flavour of some foods when our tongue is dry or when ournose is ⁷____________________. How the food looks or feels, that is, its⁸____________________, will also influence people's attitudes towards it. Somepeople don't like thick or ⁹____________________ foods because they find themextremely ¹⁰____________________. 【答案】 1. tongue 2. bitter 3. taste 4. sensitive 5. differentiate 6. perception 7. blocked 8. texture 9. creamy 10.unpleasant ●填空形式既巩固核心词汇，又帮助学生梳理文本逻辑，形成 “味觉感知多因素” 的系统认知；朗读环节强化语言记忆，避免碎片化词汇学习，落实语言能力目标。 10min Activity 6 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。 4min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1.Write a short paragraph (about 50 words) explaining why children might dislike vegetables while adults may accept them, based on what we learned about taste buds. 2.Find one food that people have different opinions on because of its texture (e.g., durian, jelly). Explain why in 2-3 sentences. ●必做作业：巩固 “味蕾发育” 的核心知识，强化 “原因 — 现象” 的语言表达； 选做作业：延伸 “食物质地” 的认知，关联生活中的争议性食物，让科学知识更具现实意义，实现迁移创新。 板书设计 选择性必修一 Unit 4 The senses Reading and interaction 教学反思 优点： ①预读环节的“真伪判断”精准击中学生的认知误区（如“仅四种味道”），成功激发阅读兴趣，让后续文本解读更具针对性；②将“味觉科学 与“语言学习”结合，既提升阅读能力，又传递科学知识，避免科普文本教学沦为“语言孤立学习”； 缺点： ①深度分析时间不足，导致后续实验设计时逻辑不够清晰；②个体差异关注不足：基础较弱学生在“实验设计”环节难以提出完整思路，依赖组员，未能获得针对性指导； 改进： ①优化文本处理：课前将文本按 “味蕾—嗅觉—唾液—质地”分段，课堂分组负责不同段落的分析，再汇总“多因素关联”，减少信息负担；②增设“支架指导”：实验设计前提供“实验模板”，帮助基础较弱学生梳理思路。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $