1、第 1 页 共 4 页 Book 1 Unit 1 Food matters Reading 1 Comfort food 一、一、教学目标教学目标 By the end of this section, students will be able to: 1. give a brief introduction to comfort food; 2. distinguish the differences between comfort food and favourite food; 3. grasp the writing technique for giving a definitio
2、n; 4. know more about how food affects us. 二、二、教学重难点教学重难点 1. To understand comfort food as food for the soul; 2. To realize the importance of promoting traditional Chinese cooking. 三、三、教学过程教学过程 步步 骤骤 教学活动教学活动 设计意图设计意图 互动时间互动时间/ /模式模式 Pre-reading Step 1 The teacher has students answer the following q
3、uestions. 1. Have you ever heard of comfort food? 2. What is comfort food in your opinion? 通过回答两 个问题，激活学 生的背景知识， 激发阅读动机， 激活学生已有的 关于治愈系食物 的认知和经验， 引出主题；引导 学生探究治愈系 食物的定义。 5 Pair Work Step 2 The teacher has students predict the contents of 培养学生根4 第 2 页 共 4 页 the article according to the title. What do y
4、ou think the article will talk about according to the title? 据文章标题等信 息预测文章主题 与内容的理解性 技能。 Individual Work While reading Step 3 The teacher has students read the article and complete the chart in Part A1 on Page 4. Para.1: Rice pudding cheers me up whenever I feel unhappy. Para. 2: _ Para. 3: _ Para.
5、4: _ Para. 5: _ 通过梳理文 章结构，归纳各 段大意，引导学 生理解文章的字 面意义，把握该 文章中的基本事 实性信息和作者 的观点。 8 Individual Work Step 4 1. The teacher has students read the article carefully and work in groups to answer the following questions. (1) What does the author compare the flavour of the rice pudding to in the first paragraph?
6、 (2) What is comfort food in its broadest sense? (3) According to the third paragraph, how does comfort food such as chicken soup cheer us up? (4) For people who move away from their home country, what largely determines their comfort food? 2. The teacher has the students look at the “Tip of underst
7、anding definitions in a text” beside A2 and answer the question. How is the definition of comfort food given in 通过仔细阅 读文章以及小组 讨论，探究关于 文章细节信息的 问题，锻炼学生 从多角度理解治 愈 系 美 食 的 内 涵， 深刻理解 “慰 藉灵魂的美食” 这一概念。 通过探究治 愈 系 美 食 的 定 义，锻炼学生在 文 章 中 识 别 定 义、归纳总结的 技能。 12 Group Work Class Work 第 3 页 共 4 页 this article? 3. H
8、ave the students work in groups to discuss the last sentence of this article “Its food for the soul.” and answer the question: How can you understand the sentence? 4. Have the students summarize the whole passage in about 60 words and then give an oral report of it. Post-reading Step 5 The teacher h
9、as the students work in pairs and discuss the following questions. 1. How does the author introduce the topic of comfort food? What do you think of this technique? 2. In your opinion, is there any difference between ones comfort food and favourite food? Give your reasons. 通过小组讨 论，帮助学生分 析作者的写作技 巧和语言特
10、色， 引导学生探究治 愈系美食和最喜 爱美食的区别， 关注治愈系美食 与回忆联结的功 能性作用。 8 Pair Work Step 6 The teacher has students discuss in groups and share their answers to the following question in class. There is an English saying, “People are what they eat.” Whats your understanding of the saying? 通过小组讨 论，引导学生对 生活中的真实案 例和英语俗语深 入思考并表达个 人观点，探讨关 于饮食和人之间 的关系，理性看 待快餐文化、传 统餐饮，树立健 6 Group Work Class Work 第 4 页 共 4 页 康的饮食观和消 费观。 Homework 1. Finish B1 on Page 5. 2. Finish Part A on Page 57 in the workbook. 2
