Unit 1 Food Matters-Assessment 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 1 Food Matters-Assessment 教学目标和重难点 1. 教学目标 Language Ability: Students can master food-related vocabulary and complex sentence structures, and skillfully use English to express food preferences, dietary habits and food culture. Cultural Awareness: They understand dietary cultures at home and abroad, respect cultural diversity, and enhance cultural confidence. Thinking Quality: They can analyze and evaluate dietary phenomena, and develop logical and critical thinking through discussions. Learning Ability: They can use effective learning strategies to summarize knowledge, cooperate with peers and improve independent learning ability. 2. 教学重难点 Key Points: Master core vocabulary such as mood, flavour, bond and digest, and the application of noun clauses and attributive clauses in the context of food. Grasp the skills of reading food-related passages and writing dietary advice. Difficult Points: Use complex sentences accurately to express personal views on food issues, and correctly understand and compare the differences between Chinese and foreign dietary cultures. 教学过程 Step 1: Lead-in & Review (Lead-in to Assessment) The teacher starts the class with a question-and-answer activity: “What did we learn in Unit 1 Food Matters? Can you list some food-related words or sentences you remember?” Then, the teacher shows some pictures of different kinds of food from different countries, such as Chinese dumplings, Western steak and Italian pizza, and asks students to discuss in pairs: “What do you know about the food in these countries? How is it different from our daily food?” After 3 minutes of discussion, invite 2-3 groups to share their opinions. Then, the teacher summarizes: “In this unit, we have learned a lot about food, including food vocabulary, dietary habits and food culture. Today, we will carry out the assessment to check our learning results and further improve our ability to use English in food-related contexts.” Design Intention: The lead-in activity connects the previous knowledge with the assessment, helping students recall the key content of the unit quickly and activate their existing knowledge reserve. The picture display and pair discussion arouse students’ interest in learning, create a relaxed learning atmosphere, and lay a foundation for the smooth development of the subsequent assessment teaching. At the same time, it clarifies the purpose of the assessment, making students clear about the learning tasks of the class. Step 2: Vocabulary & Grammar Assessment (Consolidation and Application) 2.1 Vocabulary Assessment First, the teacher arranges an individual quick-response activity. The teacher says the Chinese meaning of the core vocabulary in the unit, such as “情绪（mood）”, “味道（flavour）”, “纽带（bond）”, “消化（digest）”, “结合体（combination）” and so on, and students respond with the corresponding English words quickly. Then, carry out a “vocabulary matching” activity: the teacher presents some food-related phrases on the screen, such as “do the trick”, “creamy food”, “emotional connection with food”, and matches them with their Chinese meanings. Students complete the matching in groups of four, and the teacher walks around to check the completion. After that, the teacher invites a group to present their answers, and corrects the wrong answers in time, emphasizing the key points and difficult points of vocabulary, such as the part of speech and usage of “flavour” (both a noun and a verb), and the fixed collocation of “bond between...and...”. Finally, design a short fill-in-the-blank exercise: students fill in the blanks with the appropriate form of the given words to consolidate the flexible application of vocabulary. The sentences are closely related to the unit theme, such as “Different foods can affect people’s ______ (mood) in daily life.” “The ______ (combination) of different spices makes the dish more delicious.” Design Intention: The vocabulary assessment is carried out in the form of quick response, matching and fill-in-the-blank, which is gradual and in line with the law of students’ language learning. The individual activity tests students’ mastery of basic vocabulary, while the group activity cultivates students’ cooperative learning ability. The teacher’s timely correction and emphasis help students make up for their knowledge gaps, consolidate the core vocabulary and its usage, and lay a solid language foundation for the subsequent reading and writing assessment. 2.2 Grammar Assessment First, the teacher reviews the key grammar points of the unit: noun clauses (subject clause, object clause, predicative clause) and attributive clauses. The teacher briefly explains the usage of the two kinds of clauses with simple examples related to food, such as “What we eat every day affects our health. (Subject Clause)” “I like the food that my mother cooks. (Attributive Clause)”. Then, arrange a grammar填空 exercise: students complete the sentences with the appropriate connectives or relative pronouns/adverbs. The sentences are closely combined with the food theme, such as “______ we need to pay attention to is that a balanced diet is very important. (What)” “This is the restaurant ______ we had dinner last week. (where)” “I don’t know ______ he prefers Western food or Chinese food. (whether)”. After students complete the exercise individually, the teacher organizes students to check the answers in pairs, and then explains the difficult sentences in detail, especially the distinction between “that” and “what” in noun clauses, and the usage of relative pronouns “who, which, that” and relative adverbs “where, when, why” in attributive clauses. Then, carry out a “sentence making” activity: students make sentences with the given connectives or relative words, requiring the sentences to be related to food. For example, use “that” to make an object clause: “I think that eating more vegetables is good for our health.” Use “which” to make an attributive clause: “Fruit is a kind of food which is rich in vitamins.” Students share their sentences in groups, and the teacher comments and guides them, correcting the wrong sentence structures in time. Design Intention: The grammar assessment adheres to the principle of “review first, then practice”, helping students recall the grammar rules quickly. The fill-in-the-blank exercise tests students’ mastery of basic grammar rules, while the sentence making activity tests students’ ability to apply grammar in practical communication. The pair check and group sharing activities not only let students find and correct their own mistakes, but also promote the exchange and learning between students. The teacher’s targeted explanation focuses on solving the difficult points of grammar, helping students master the application of grammar in the context of food, and improving their ability to use complex sentences. Step 3: Reading Assessment (Comprehension and Analysis) The teacher presents a reading passage about food culture, which is closely related to the unit theme. The passage mainly introduces the differences between Chinese and Western dietary cultures, including dietary concepts, table manners and food choices. Before reading, the teacher asks students two guiding questions: “What do you think are the differences between Chinese and Western dietary cultures?” “Why are there such differences?” to activate students’ background knowledge and reading motivation. Then, arrange students to read the passage independently and complete the following tasks: Task 1: Skim the passage and get the main idea. Ask students to summarize the main content of the passage in one sentence. Task 2: Scan the passage and answer the detailed questions. The questions include: 1. What is the main difference between Chinese and Western dietary concepts? 2. What are the table manners differences mentioned in the passage? 3. Why do Chinese people like to eat together? Task 3: Read the passage carefully and judge whether the following statements are true (T) or false (F). 1. Western people pay more attention to the nutrition of food than the taste. ( ) 2. Chinese people usually use forks and knives when eating. ( ) 3. Both Chinese and Western dietary cultures have their own characteristics. ( ) After students complete the tasks independently, the teacher organizes students to discuss their answers in groups of four, and then invites each group to send a representative to present their answers. The teacher corrects the wrong answers in time, and guides students to find the basis for the answers in the passage, emphasizing the reading skills of skimming (grasping the main idea) and scanning (finding key information). Then, the teacher asks students to discuss in groups: “What do you think of the differences between Chinese and Western dietary cultures? Which one do you prefer? Why?” After the discussion, invite some students to share their views, and the teacher makes appropriate comments, guiding students to respect cultural diversity and enhance their sense of cultural identity. Design Intention: The reading passage is closely related to the unit theme, which can effectively test students’ reading comprehension ability. The three tasks (skimming, scanning, careful reading) are designed from shallow to deep, which conform to the law of students’ reading comprehension and help students master different reading skills. The group discussion not only cultivates students’ cooperative learning ability and expression ability, but also guides students to think deeply about food culture, which is conducive to the cultivation of their cultural awareness and thinking quality. The teacher’s guidance and comments help students improve their reading ability and establish a correct cultural view. Step 4: Listening Assessment (Understanding and Response) The teacher prepares a listening material related to food. The listening material is a dialogue between two students, talking about their dietary habits, food preferences and their views on healthy diet. Before listening, the teacher introduces the background of the dialogue briefly: “Lucy and Tom are talking about their daily dietary habits. Let’s listen to the dialogue and finish the following tasks.” Then, arrange students to listen to the recording twice. Task 1: Listen to the dialogue and fill in the blanks with the words you hear. The blanks are mainly about food vocabulary and simple sentence structures, such as “Lucy likes eating ______ (vegetables) and fruits every day.” “Tom often eats ______ (fast food) because he is busy with his study.” Task 2: Listen to the dialogue again and answer the following questions. 1. What does Lucy usually have for breakfast? 2. Why does Tom not eat vegetables? 3. What advice does Lucy give Tom? After listening, the teacher invites students to present their answers, and plays the recording again for the parts that students find difficult to help them confirm the answers. Then, the teacher arranges a pair work activity: students imitate the dialogue, talk about their own dietary habits and food preferences, and use the key words and sentence structures in the listening material. The teacher walks around to observe and guide students, helping them solve the problems in the dialogue process, such as the incorrect use of vocabulary and sentence structures. Design Intention: The listening material is closely related to the unit theme and students’ daily life, which can arouse students’ sense of identity and improve their listening comprehension ability. The two listening tasks test students’ ability to capture key information and understand the main content of the dialogue. The imitation dialogue activity connects listening and speaking, helping students convert the input of listening into the output of speaking, and improving their oral expression ability. The teacher’s guidance and help ensure that students can effectively complete the listening task and improve their comprehensive language ability. Step 5: Speaking Assessment (Expression and Communication) The teacher divides students into groups of four, and assigns a speaking task: “Suppose you are planning a healthy diet plan for your family. Discuss with your group members and decide what food to eat for breakfast, lunch and dinner. You need to explain the reasons for choosing these foods, and also talk about the importance of a balanced diet.” Before the discussion, the teacher provides some key words and sentence structures for students to refer to, such as “I think we should eat... because it is rich in...”, “A balanced diet can help us...”, “We’d better not eat too much... because it is bad for our health.” Then, students discuss in groups for 5 minutes, and the teacher walks around to guide students, helping them organize their language and improve their expression ability. After the discussion, each group sends a representative to make a presentation, introducing their family’s healthy diet plan. The other students listen carefully and ask questions after the presentation, such as “Why do you choose this kind of food for lunch?” “Do you think this diet plan is suitable for all family members?” The teacher makes comments on each group’s presentation, affirming their advantages and pointing out the areas that need improvement, such as the fluency of expression, the accuracy of vocabulary and sentence structures, and the logic of the plan. Design Intention: The speaking task is closely combined with students’ daily life, which can stimulate students’ enthusiasm for participation and improve their oral expression ability and cooperative communication ability. The key words and sentence structures provided by the teacher help students reduce the difficulty of expression and ensure that they can express their views smoothly. The group discussion and presentation activities not only cultivate students’ cooperative learning ability, but also test their ability to apply the knowledge they have learned to practical communication. The teacher’s comments and guidance help students find their own shortcomings and improve their oral expression ability continuously. Step 6: Writing Assessment (Application and Creation) The teacher assigns a writing task: “Write an article about ‘My Healthy Dietary Habits’ with 120-150 words. You need to introduce your daily dietary habits, your food preferences, and your views on healthy diet.” Before writing, the teacher guides students to sort out the writing ideas: first, introduce their daily dietary habits (breakfast, lunch, dinner); second, talk about their food preferences and the reasons; third, express their views on healthy diet. Then, the teacher provides some key vocabulary and sentence structures for students to use, such as “I usually have... for breakfast/lunch/dinner.” “My favorite food is... because it is...”, “In my opinion, a healthy diet is very important because...”, “We should eat more..., and eat less...”. Students write independently, and the teacher walks around to help students solve the problems in the writing process, such as the incorrect use of sentence structures, the lack of logic, and the incorrect spelling of words. After students finish writing, they exchange their articles with their deskmates and correct each other’s mistakes, including grammar, spelling, punctuation and expression. Then, the teacher collects some representative articles, reads them out in class, and makes comments, affirming the advantages of the articles and pointing out the areas that need improvement. Finally, students revise their own articles according to the teacher’s comments and their deskmates’ suggestions. Design Intention: The writing task is closely related to the unit theme and students’ daily life, which can test students’ ability to apply the knowledge they have learned to writing. The teacher’s guidance on writing ideas helps students sort out their thoughts and ensure that the writing has clear logic. The key vocabulary and sentence structures provided by the teacher help students improve the accuracy and fluency of their writing. The peer correction activity not only helps students find their own mistakes, but also promotes the exchange and learning between students. The teacher’s comments and guidance help students improve their writing ability and cultivate their ability to create English articles independently. Step 7: Summary & Reflection (Consolidation and Improvement) First, the teacher summarizes the content of the assessment class: “Today, we have carried out a comprehensive assessment of Unit 1 Food Matters, including vocabulary, grammar, reading, listening, speaking and writing. We have reviewed the key knowledge of the unit and tested our ability to use English in food-related contexts. I hope you can find your own shortcomings through this assessment.” Then, the teacher invites students to reflect on their own performance in the assessment: “What did you do well in today’s assessment? What are your shortcomings? How will you improve them in the future?” Students share their reflections in pairs, and then some students share their views in class. Finally, the teacher makes a summary comment: “Everyone has made progress in this unit. I hope you can consolidate the knowledge you have learned, make up for your shortcomings, and continue to improve your English comprehensive ability. At the same time, I hope you can pay attention to your own dietary habits and keep a balanced diet in daily life.” Design Intention: The summary link helps students sort out the key content of the assessment class, consolidate the knowledge they have learned, and form a systematic knowledge structure. The reflection link guides students to think about their own learning situation, find their own shortcomings, and put forward improvement measures, which is conducive to the cultivation of students’ learning ability. The teacher’s summary comment not only affirms students’ progress, but also puts forward expectations for students’ future learning and life, which is conducive to the all-round development of students. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $