資源簡介

Unit 1 Food matters
Welcome to the unit & Reading (I)（教學設計）
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about some information of comfort food from a magazine article;
2. develop their reading skills;
3. express their opinions on comfort/favorite food;
4. keep their positive attitude towards life.
II. Key competence focus
1. Analyse and summarize the structure of the text.
2. Think critically and express opinions freely.
III. Predicted area of difficulty
1. Understand the structure and improve reading skills of the magazine article.
2. Express their opinions properly according to the topic.
IV. Teaching procedures
Step 1 Lead-in
T asks a question:
When you feel unhappy, what will you do
(T: As for me, when I fee unhappy, I will eat some delicious food. Because the yummy taste can improve my mood so that I can forget the sadness. I call it comfort food.)
T leads Ss to watch the video and finish the exercises on page 1:
T: We know food keeps us healthy and energetic. And each country has its typical food. Let’s watch a video and get something from it.
Fish and chips from the UK consists of deep-fried fish and _____________ chips.
Sushi from Japan comes in __________ and is very popular partly because of its freshness and convenience.
A taco, a traditional Mexican dish, is made up of a ___________ or wheat pancake rolled around a filling.
Pasta from Italy is typically made from flour, water and sometimes ______________.
T asks the following questions:
Which of the dishes in the video would you like to try most Why
What do you think is the most typical Chinese food
What foods can have an impact on your feelings
【設計意圖：由一個簡單熟悉的話題快速導入到本堂課中，讓學生暢所欲言，自由發揮。通過讓學生觀看視頻，使他們對各國食物有個基本了解，同時也提升了他們的文化底蘊。再由視頻后的話題作為閱讀前的過渡，讓學生粗體地區分typical/favorite food和comfort food的不同點。】
Step 2 Understanding the structure
Choose the right answer according to the structure chart.
T asks Ss to finish part A1.
【設計意圖：指導學生快速獲取段落主旨，幫助學生了解語篇的宏觀結構，培養學生概括與歸納段落大意的能力，同時培養學生的閱讀技巧。讓學生在這樣的閱讀策略引領下體會comfort food真正的含義，為下一步的細讀做好了充分的鋪墊。】
Step 3 Reading for specific information
T asks Ss to read the article again carefully and answer the following questions:
1. What does the author compare the flavour of the rice pudding to in the first paragraph
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
【設計意圖：通過讓學生再一次逐段細讀文章，體會作者在本篇文章中所應用的一些寫作技巧和進一步思考comfort food的真諦。此環節讓學生充分打開思維，進行知識的升華。
Step 4 Further reading
T asks Ss to answer the following questions:
How does the author introduce the topic of comfort food What do you think of this technique
In your opinion, is there any difference between one’s comfort food and favorite food Give your reasons.
Recommend some comfort food and give your reasons.
T asks Ss to share their opinions.
3. T makes a conclusion.
T: Comfort food let us touch our tongue. However, the most important thing is that it is more than a kind of food. It’s food for the soul. We can express our feelings through it. As Chen Shou says, “Food is as fundamental to man as the people are to the state”. (國以民為本，民以食為天。) By eating comfort food, we can keep a positive attitude towards our life.
【設計意圖：第一個問題的設置讓學生思考作者在寫作中所運用的寫作手法，鼓勵學生在自己的寫作中也可以依葫蘆畫瓢。第二個問題的設置培養學生的思維能力。最后一個任務向同學推薦自己的comfort food，實現學生對課本知識的一個遷移和創新。這部分是一個很好的分享環節。老師的總結引導學生用正確的態度熱愛生活，體現了人與自我的情感升華?！?br/>V. Homework
1. Read the magazine again and underline the difficult points that you cannot understand.
2. Are there any other information about comfort food What are they Go to the library or surf

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