Book 1 Unit 1 Food matters
Reading 1 Comfort food
一、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 definition;
4. know more about how food affects us.
二、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、教学过程
步 骤 Pre-reading Step 1 The teacher has students answer the following questions. 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 教学活动 设计意图 互动时间/模式 Step 2 The teacher has students predict the contents of 第 1 页 共 4 页
培养学生根4’
the article according to the title. 据文章标题等信Individual Work What do you think the article will talk about 息预测文章主题according to the title? 与内容的理解性技能。 While reading Step 3 The teacher has students read the article and complete the chart in Part A1 on Page 4. 通过梳理文章结构，归纳各8’ Individual Work Para.1: Rice pudding cheers me up whenever I 段大意，引导学feel unhappy. Para. 2: ____________________________ Para. 3: ____________________________ Para. 4: ____________________________ Para. 5: ____________________________ 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。 通过仔细阅12’ Group Work Class Work Step 4 1. The teacher has students read the article carefully and work in groups to answer the 读文章以及小组following questions. 讨论，探究关于(1) What does the author compare the flavour of 文章细节信息的the rice pudding to in the first paragraph? (2) What is comfort food in its broadest sense? 问题，锻炼学生从多角度理解治(3) According to the third paragraph, how does 愈系美食的内comfort food such as chicken soup cheer us 涵，深刻理解“慰up? 藉灵魂的美食”(4) For people who move away from their home 这一概念。 country, what largely determines their comfort food? 通过探究治愈系美食的定2. The teacher has the students look at the “Tip of 义，锻炼学生在understanding definitions in a text” beside A2 文章中识别定and answer the question. 义、归纳总结的How is the definition of comfort food given in 技能。 第 2 页 共 4 页
this article? 3. Have the students work in groups to discuss the last sentence of this article “It’s 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 has the students work in pairs and discuss the following questions. 通过小组讨论，帮助学生分8’ Pair Work 1. How does the author introduce the topic of 析作者的写作技comfort food? What do you think of this 巧和语言特色，technique? 引导学生探究治2. In your opinion, is there any difference 愈系美食和最喜between one’s comfort food and favourite 爱美食的区别，food? Give your reasons. 关注治愈系美食与回忆联结的功能性作用。 Step 6 The teacher has students discuss in groups and 通过小组讨6’ Group Work Class Work share their answers to the following question in 论，引导学生对class. 生活中的真实案There is an English saying, “People are what 例和英语俗语深they eat.” What’s your understanding of the 入思考并表达个saying? 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，树立健第 3 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’
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