Unit 1 Food matters Welcome to the unit & Reading 教学设计-2026-2027学年高二英语译林版（2020）选择性必修第一册

该高中英语教学设计聚焦“慰藉食物”主题，梳理文本总分总结构及定义、作用、个体差异、乡愁价值等核心信息，涵盖核心词汇与同义替换写作技巧。通过古语“民以食为天”创设文化情境，结合家常菜图片自由讨论激活经验，国际美食视频输入拓展文化，读前预测铺垫文本主题，构建从文化感知到文本分析的学习支架。 该资料亮点在于融合文化意识与思维品质，对比中外饮食文化渗透“民以食为天”中式内涵，辩证讨论高热量慰藉食物利弊培养批判性思维，任务型教学法设计视频填空、分层阅读、词汇练习、写作输出等阶梯式活动提升语言能力，助力学生建立健康饮食观，为教师提供结构化教学流程与跨文化活动素材。

Unit 1 Food matters Welcome to the unit & Reading 一、教学基本信息 1. 课程名称：Unit 1 Food matters Welcome to the unit & Reading 2. 学科：高中英语 3. 年级：高二 4. 教材版本：译林版（2020）选择性必修第一册 5. 课时安排： 6. 课型：阅读课 7. 授课教师： 二、教学目标 学完本课后，学生能够 1. 掌握本课核心词汇及配套短语；掌握文本总分总结构，能分层提取文章细节信息；熟练运用同义替换句式优化书面表达，完成词汇填空、句型改写、短文概括写作。 2. 对比中外饮食文化差异；读懂 “慰藉食物” 文本，辩证分析食物与情绪、记忆、乡愁的深层关联，理性看待高热量慰藉食物的利弊，培养批判性思维。 3. 通过自由讨论、视频任务、分层阅读问答、双人思辨讨论、词汇专项练习等阶梯式任务，提升信息定位、口语表达、词汇运用与篇章概括能力。 4. 理解 “民以食为天” 的中式饮食文化内涵，感知食物承载亲情、乡愁与美好回忆；树立健康饮食观念，合理对待情绪性进食。 三、教学重难点 · 教学重点 1. 梳理阅读文本三段式结构，精准提取慰藉食物的定义、作用、个体差异性、乡愁价值四大核心信息。 2. 掌握核心词汇、短语，能在填空、单选、句子改写中灵活运用。 3. 认识多国特色饮食，能用英文介绍具有个人情感意义的专属慰藉食物。 · 教学难点 1. 区分 comfort food 与 favourite food 的概念差异，用完整英文逻辑阐述观点。 2. 理解高热量慰藉食物的双面影响，辩证分析情绪进食的潜在健康风险。 3. 写作中主动使用同义替换句式，避免语言重复，完成流畅的主题短文创作。 四、教学方法 1. 情景教学法：通过展示中式家常菜、各国美食图片，引用古语创设饮食文化情境，结合学生童年美食经历开展话题讨论。 2. 讲授法：文章篇章结构、重点词汇搭配、同义替换写作技巧。 3. 任务型语言教学法：设置视频填空、分段阅读问答、双人讨论、词汇闯关、写作输出分层任务，由输入到输出层层推进。 4. 合作探究法：双人结对完成阅读问答、观点讨论，互助核对词汇习题答案。 五、教学准备 1. 教师准备：各国美食视频、整理核心词汇及练习单、阅读分层问题清单、课堂习题及答案。 2. 学生准备：预习单元生词，提前梳理能带来温暖回忆的美食，为课堂讨论做好素材储备。 六、教学过程 StepⅠ Lead-in · Activity 1: Quote introduction · Present the Chinese ancient saying: 国以民为本，民以食为天。 · Show its English translation: Food is as fundamental to man as the people are to the state. —Chen Shou （设计意图： 以中国传统古语切入，渗透中华饮食文化，奠定课堂文化基调，点明食物的重要地位。） · Activity 2: Free talk · Show pictures of classic Chinese home dishes and chicken noodles. · Raise the core question: What food always makes you feel warm and happy? Why? · Offer sample sentence: My mom’s dumplings always make me warm and happy. They taste great and carry my mother’s love. · Invite several students to share personal experiences. （设计意图：借助美食图片激活生活经验，引导学生开口表达，初步建立 “食物承载情感” 的核心主题认知。） Step Ⅱ Viewing · Activity 1: Watch video & fill in blanks · Play the video introducing international classic dishes: UK fish and chips, Japanese sushi, Mexican taco, Italian pasta. · Complete the blanks with given words: fat golden / all shapes and sizes / corn / eggs · fat golden, all shapes and sizes, corn, eggs （设计意图： 依托视频视听输入，拓展世界饮食文化，通过填空任务训练学生抓取关键信息的听力能力。） · Activity 2: Pair discussion · Which of the dishes in the video would you like to try most? Why? · Sample answer: I'd like to try fish and chips most. It is a classic dish in the UK. I really want to experience its special flavour. · What do you think is the most typical Chinese food? · Sample answer: I think Peking duck is a symbol of Chinese food culture. Its crispy skin and tender meat win great popularity among people from all over the world. （设计意图：双人对话练习口语输出，对比中外特色美食，拓宽学生跨文化视野。） Step Ⅲ Pre-reading · Activity 1: Predict text content · Introduce the passage source: a food magazine article about comfort food. · Two predictive questions: · What do you think the article will talk about according to the title? · What foods can have an impact on your feelings? （设计意图：落实读前预测阅读策略，激活学生已有认知，铺垫阅读文本核心话题。） Step Ⅳ While-reading · Activity 1: Analyze text structure · Divide the passage into three parts and sum up main ideas: · Para 1: Introduction — The author’s personal comfort food: rice pudding; metaphor: rice pudding’s flavour is a time machine. · Para 2-4: Detailed analysis of comfort food: · Para 2: Broad definition & function: comfort food lifts spirits via happy memories. · Para 3: Individual differences — linked to unique childhood experiences, e.g. chicken soup. · Para 4: Comfort food for overseas people — brings the taste of home & cultural roots. · Para 5: Conclusion — Comfort food is food for the soul. （设计意图：划分文章总分总结构，帮助学生宏观把握文本框架，理清行文逻辑。） · Activity 2: Paragraph-based close reading questions · Read Para.1 · What is the author’s comfort food? · What does the author compare the flavour of the rice pudding to in the first paragraph? · Read Para.2 · What is comfort food in its broadest sense? · Why can comfort food lift people’s spirits? · Read Para.3 · According to the third paragraph, how does comfort food such as chicken soup cheer us up? · Why is comfort food highly individual? · Read Para.4 · For people who move away from their home country, what determines comfort food for overseas people? · What can one mouthful of comfort food bring? （设计意图： 分段设置细节问答题，由浅入深挖掘文本信息，训练学生定位原文、提取关键细节的阅读能力。） Step Ⅴ Post-reading · Activity 1: Pair work: Deep thinking questions · How does the author introduce the topic? What’s the advantage of this writing method? · What food reminds you of happy memories? Describe your experience. · Is there any difference between comfort food and favourite food? Why? （设计意图：从写作手法、个人情感、概念辨析三个维度开展思辨讨论，深化学生对文本主题的理解，锻炼逻辑说理口语表达。） · Activity 2: Blank filling · Fill the passage with words: greedily, emotion, link, cry out for, mood, dessert, relieve, do the trick. · Check the answers: · cry out for; do the trick; emotions; desserts; mood; greedily; is linked; relieve. （设计意图：在完整语篇中巩固单元核心词汇，强化单词语境运用能力。） · Activity 3: Phrasal verbs with “up” practice · Match phrasal verbs (cheer up, make up for, give up, take up, keep up, set up, show up) to complete sentences. · Check the answers: · keep up; showed up; set up; taken up; make up for （设计意图：集中梳理课文高频动词短语，积累写作、口语通用固定搭配。） · Activity 4: Writing skill · Introduce two expression groups: · Expressions for “make sb think of sth” · Expressions for “make sb feel better” · Show sentence rewriting example to avoid repetition in writing: · Original: Breakfast is important and people’s breakfast is different because of different habits. · Improved: Breakfast is an important meal but what people eat for breakfast is highly individual. People tend to eat different things for breakfast, depending on where they come from and what eating habits they have. （设计意图：讲解书面语言多样化技巧，提升学生英语写作表达丰富度。） Step Ⅵ Vocabulary focus & exercise · Activity 1: Key word collocation explanation · Explain core words with collocations and examples: · mood, combination, association, vary, link, relieve, digest （设计意图：系统拆解单元重点词汇搭配，夯实语言基础，为习题、写作输出铺垫。） · Activity 2: Exercises · Complete three multiple-choice questions · B; A; A · Fill in the blanks according to the Chinese sentences. · vary in; in association with; link; to / with （设计意图：通过客观题、翻译补句分层检测词汇掌握情况，及时查漏补缺。） Step Ⅶ Summary Guide students to review the key points: · Master core vocabulary related to comfort food. · Learn to use diverse phrases to describe personal food memories. · Apply new words and varied sentence structures in speaking and writing about food and mood. · Understand the emotional and cultural value of food, and build a healthy eating attitude. 七、板书设计 Unit 1 Food matters Welcome to the Unit & Reading 1. Text Structure · Para 1: Introduction — The author’s personal comfort food · Para 2-4: Detailed analysis of comfort food: · Para 5: Conclusion — Comfort food is food for the soul. 2. Core Vocabulary & Usages · Core vocabulary: mood, link, relieve, vary, digest · Key phrases: cry out for, do the trick, relieve stress, vary from person to person · Writing tip: Vary expressions to avoid repetition 八、作业布置 · Recite core words and phrases, and make one sentence for each key word. · Write a 3–5 sentence summary of the reading text Comfort food. · Write an 80-word short passage about your own comfort food and its special memories. 九、教学反思 本节课围绕 “食物承载情感与饮食文化” 主题，通过古语导入、多国美食视频视听任务、分层阅读探究、双人思辨讨论、词汇专项训练等阶梯式课堂活动，引导学生梳理慰藉食物文本结构、掌握单元核心词汇与写作同义替换技巧，兼顾跨文化认知、语言输出与健康饮食情感价值观培育，基本达成预设教学目标。但教学中仍存在不足： 1. 讨论环节中部分学生英文说理句式单一，同义替换写作技巧运用不够熟练，短文概括逻辑完整性不足； 2. 词汇练习环节大部分学生能完成填空与单选，但被动词汇转化为主动写作词汇仍存在困难； 3. 课堂时间分配略有失衡，词汇讲解占用时长偏多，留给学生自主口头分享、小组展示的时间较少。 学科网（北京）股份有限公司 $