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1、【新教材】必修第二册 Unit 1 Food for thought （外研版）教 学 设 计Period 3 Developing ideas本板块呈现的是从另一角度反映单元主题的一篇课文，语篇类型为专栏文章。课文用图片的方式展示了五位人物的冰箱，并介绍了他们的职业特点、饮食习惯和生活习惯。读写部分的范文介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法。1. Get students understand the content of the text, evaluate the lifestyle of different characters and give Suggestions;2
2、. Get students relate to their own life and have a deeper understanding of the relationship between eating habits and healthy lifestyle;3.Get students master the writing characteristics of recipes, can use the content to write a recipe and recommend it to others.Important points:1. How to acquire kn
3、owledge about healthy lifestyle through reading;2. Master the writing characteristics and techniques of recipes.Difficult points:1. How to acquire knowledge about healthy lifestyle through reading;2. Master the writing characteristics and techniques of recipes.1. Preview the content of this section
4、in advance, and take the textbook as the clue to understand Chinas intangible cultural heritage - Gong Bao Chicken;2. Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 RevisionActivity 1Talk about healthy eating with Ss.
5、 Work in pairs. Talk about what they usually eat for dinner and decide who eats more healthily.Step 2 Learning new wordsT teaches Ss to learn some new words in this part: lifestyle,belong to, swing,end up, honey,catch up,construction,satisfying,homemade,chef,convenient,identify,recipe,blog, original
6、ly, ranking, official,reconstruct,salty,sour,resist,adapt,pick up,breast,onion.Step 3 ReadingActivity 2 Pre-reading1) T asks Ss to look at the pictures and describe what they can see in each picture.And Ss look at the pictures and describe what they see.2) T asks Ss to read the passage and match the
7、 pictures of the fridges to their owners.After Ss read the passage,then match the fridges to their owners. 3) T asks Ss to share their answers and check by the PPT.Activity 3 Careful-reading1) T asks Ss to read the passage again and match the sentences to the characters.2) Ss read the passage and fi
8、nd out who might say the sentences in Activity.3) Have Ss get the main idea of the passage.(The author introduces five peoples professional characteristics, eating habits and living habits by showing five pictures and the passage.)Activity 4 Discussion1) T asks Ss to discuss the four questions in gr
9、oups and share their opinions.2) Ss discuss the four questions in groups and share their opinions with the class.3) Check their answers:Q1:“You are what yo eat” means the food that you eat affects your health, your energy level, your mood,and even your behaviour. Therefore, in order to be fit and he
10、althy, you need to eat fresh and healthy food.Q2Q4: Students own answers.Activity 5 Cooperation inquiry1) T asks Ss to work in groups and discuss each persons lifestyle in the passage.Ss work in groups and discuss each persons lifestyle in the passage.2) T gets Ss to make comments on each persons li
11、festyle and give suggestions.Ss make comments on each persons lifestyle and give suggestions.3) Ss share their opinions in class.Step 4 WritingActivity 6 Reading and thinking1) T asks Ss to read the food blog and answer the three questions on Page 11.What is the origin of Gong Bao Chicken?What are t
12、he two main parts of a recipe?How do you cook Gong Bao Chicken?2) Ss read the food blog,discuss in pairs and answer the questions.3) T checks their answers:Q1: Gong Bao Chicken was originally a family dish of Ding Baozhen, or Ding Gongbao,a high-ranking court official of the Qing Dynasty.Q2: The two
13、 main parts of a recipe are the ingredients and the instructions.Q3: Students own answers.Activity 7 Writing a recipe1) T asks Ss to think of their favourite dish and complete the recipe.2) Ss think of their favourite dish and complete the recipe. Ss can complete it after class if time is not enough.Step 5 Homework1) Do some exercises.2) Try cooking the dish at home.1、 通过本节内容学习，学生能否用新学语言描述食物，能否能用英文写简单的菜谱并推荐一道美食；2、 通过本节内容学习，学生能否评判不同人的生活方式；能否在深入理解文本的同时联系自身实际，实现知识与思维能力的迁移；3、 通过本节内容学习，学生能否选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。