新版譯林高中英語課件教案練習2020-2021學年牛津譯林版（2020）高中英語選擇性必修第一冊 Unit1 Reading 2 教學設計

PAGE第3頁共3頁Book1Unit1FoodmattersReading2Comfortfood一、教學目標Bytheendofthissection,studentswillbeableto:1.accumulateverbalphraseswith“up”;2.appreciatethewritingtechniquesoftheauthorandrelatethetopictotheirownexperiences;3.realizetheimportanceoftraditionalChinesecooking.二、教學重難點1.Toidentifyandanalyzethewritingtechniquesinthearticle;2.TotalkabouttheirownexperienceswithcomfortfoodandappreciatetraditionalChinesecooking.三、教學過程步驟教學活動設計意圖互動時間/模式RevisionStep1TheteacherhasstudentsreviewthearticleandpracticetheuseofnewwordsandexpressionsbyfinishingB1onPage5.復習課文，練習生詞和短語的用法，并實際操練，達到溫故知新的效果。5’IndividualWorkAppreciationStep2Theteacherhasstudentsthinkofmorephrasalverbswith“up”andfinishB2onPage5.選擇詞典等工具輔助積累帶有“up”的習慣搭配，并完成教材上的練習。5’ClassWorkStep3Theteacherhasstudentsreadthearticleagaintounderlineallphrasalverbswith“up”,andthenfigureouttheirmeaningscorrectly.1.Itoftenmakesupforbadfeelingsbyhelpingusrecallhappymemoriesofthepeople,thingsorplaceswelove.(Lines14–15;tomakeabadsituationbetter)2.Ifwegrowupeatingcertainfoodsinourfamily,thenthosefoodstendtobelinkedwithpositiveemotions.(Lines17–19;todevelopintoanadult)3.Forexample,weoftenconnectchickensoupwithahappychildhoodanditsflavourbecomestiedupwiththefeelingofbeingtakencareof.(Lines19–21;toconnectorlinksomethingtosomethingelse)4.Whenweeatitagain,weunlockmemoriesofatimewhenwewerelovedandlookedafter,andthischeersusup.(Lines21–22;tobecomemorecheerful)5.Itishardesttogiveupthefoodthatyougrowupwith.(Line27;tostopdoingorhavingsomething)通過識別文章中帶有“up”的詞組，結合小組討論，引導學生探討其在文章中的具體內(nèi)涵，進一步理解語篇的深層意義。10’IndividualWorkGroupWorkExtensionStep41.Theteacherhasstudentsfindthewordsandphrasesinthetexttoexpress“tomakesb.thinkofsth.”and“tomakesbfeelbetter”.2.Theteacherhasthestudentsworkingroupstodiscussthefollowingquestion.Whatistheauthor’spurposeofwritingthispassage?3.Theteacherhasthestudentsfindthesentenceswhichdescribehowricepuddingremindstheauthorofhermemoriesandthenanswerthefollowingquestion.Whatfoodscanremindyouofyourhappymemories?Describethememoriestheyrecall.通過小組討論，指導學生分析作者的寫作目的和寫作技巧，讓學生嘗試細節(jié)描寫，敘述自己與治愈系食物相關的生活體驗，提高其語言表達能力。10’IndividualWorkGroupWorkApplicationStep4TheteacherhasstudentsreadanarticleaboutLiZiqianddiscussthefollowingquestionsingroups.1.WhathascausedLiZiqi’ssuccess?2.WhatisthesignificanceofpromotingtraditionalChinesecooking?向?qū)W生分享一則關于李子柒的新聞報道，引發(fā)學生思考李子柒的成功與美