資源簡介

世界
Unit 3　Food matters
Starting out
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on the topic of “Food matters”, specifically exploring the relationship between food and our lives. First, it introduces the idea that food plays a significant role in our daily lives and invites readers to reflect on their feelings towards certain types of food through the use of images. Second, it moves on to discuss signature dishes around the world and prompts students to consider what these dishes represent.
Why: The author's intention appears to create awareness and appreciation of the role of food in our lives and across different cultures. By engaging students in discussions about signature dishes and their emotions related to specific foods, the text aims to foster a deeper understanding of the importance of food in shaping our experiences and connections with others.
How: The text uses a combination of visual aids and written prompts to engage readers and encourage them to think about various aspects of food, including its emotional impact and cultural significance. It presents questions to spark curiosity and reflection, such as asking about signature dishes and their meanings.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn more about food and signature dishes around the world.
2.introduce famous food from different countries.
3.talk about signature dishes.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn more about food and signature dishes around the world. Step 1　Lead in Begin with a presentation of a picture featuring various fruits with eyes, making them appear very cute.(詳見課件資源) Based on students' engagement and cre ativity in describing the picture and the fruits, know vocabulary of food.
Purpose To capture students' attention and stimulate their interest in the lesson by introducing a fun and visually engaging element.
2.To introduce famous food from different countries. Step 2　Presentation Introduce famous food from different countries. Observe whether stu dents can identify the famous food and express their preferences in simple English.　
Purpose To broaden students' knowledge about international cuisine.
3.To talk about sig nature dishes. Step 3　Practice 1.Match pictures of signature dishes with their names and descriptions. 2.Discuss the concept of a signature dish. Questions: (1)What is a signature dish (2)What do you think is China's signature dish Focus on students' com prehension of the term“signature dishes”and their ability to provide examples.
Purpose To enhance students' vocabulary related to food and cultural awareness. To deepen students' understanding of culinary culture and encourage their critical thinking.
Homework Required: Choose one of the foods in the picture (pizza, hamburger, sushi, fish and chips) and introduce its characteristics and origin in your family. Optional: Collect pictures of unique local cuisines from different regions in China and provide simple English descriptions.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text explores the theme of food memories and the connection between taste and nostalgia. It includes a reading passage about the writer's favourite food memory.
Why: The author's intention is to evoke emotions associated with food and encourage readers to reflect on their own food memories. The text aims to demonstrate the power of food in evoking strong emotions and creating lasting memories while also teaching language skills related to food vocabulary and grammar.
How: The text uses a narrative style to convey the writer's personal experience associated with food, inviting readers to relate to their own food memories. It also provides a cooking recipe and exercises to practise grammar and vocabulary related to food.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about their favourite food.
2.find out the writer's favourite food and memories of it.
3.share their similar food memories.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about their favourite food. Step 1　Free　 talk Students discuss their favourite food and share their memories associated with the food. Observe students' engage ment in the conversa tion, their ability to ex press personal prefer ences and experiences, and their interaction with peers.
Purpose To activate students' prior knowledge and interest in food, creating a relaxing and engaging atmosphere that sets the stage for the upcoming reading activity.
2.To find out the writer's favourite food and mem ories of it. Step 2　Pre　 reading Students predict what the passage might be about based on the title“Delicious Memories”and the picture of sweet eight treasure porridge. Step 3　While　 reading 1.Students match paragraphs with main ideas. 2.Students read the passage and identify the main idea of each paragraph. 3.Students read specific sections and answer questions.(詳見課件資源) Based on students' answers, understand their ability to make predictions about the content of the passage and understand key words related to food and memories. Pay attention to stu dents' comprehension of the text, their ability to find specific details, and their understanding of the emotional connection between food and memories.
Purpose To develop students' reading comprehension skills and their ability to extract and summarise key information from a text, while highlighting the themes of family and nostalgia.
(續表)
3.To share their similar food mem ories.　 Step 4　Post reading 1.Choose another suitable title for the passage. 2.Think: Do you think there's a strong connection between the writer and his/her mother Find sentences to prove your idea. 3.Students share their own food memories by using useful expressions.(詳見課件資源) Step 5　Language Points Students learn the meanings and usage of key words and phrases, such as“than”“remain”and“record”. Step 6　Exercise Through students' shar ing, the teacher can understand their learning and internalization of the target language.
Purpose To encourage students' critical thinking and personal reflection, allowing them to connect the text to their own lives and draw meaningful conclusions about the importance of food and memories.
Homework Required: 1.Finish Activity 3. 2.Write about your food memories. Optional: Retell the passage Delicious Memories according to activities.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Grammar
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text uses linking verbs to describe the writer's favourite food and how to cook it. Then students learn to write a blog about their favourite food.
Why: The goal is to enhance students' language application ability, grammar and vocabulary skills, fostering appreciation of the emotional value of food and encouraging self expression through sharing personal food memories.
How: The text uses descriptive language to explain how to cook the writer's favourite food. Exercises include summarising the grammar rules, putting the words and expressions in the correct order and writing a blog to improve students' language application ability.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about linking verbs preliminarily.
2.use linking verbs and sentence patterns they have learned to share their favourite food.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about linking verbs pre liminarily. Step 1　Lead in Step 2　Grammar Topic: linking verbs 1.Linking verbs have meanings but cannot be used alone as predicates. They are followed by a complement(補語) to form a subject predicate structure, describing the state, nature, or characteristics of the subject. 2.Read the sentences from the reading passage and summarise the grammar rules. Judge students' under standing of the linking verbs from the sen tences they find.
Purpose To provide a clear and structured introduction to linking verbs, helping students grasp the grammar rules and their application in sentences.
2.To use linking verbs and sentence patterns they have learned to share their favourite food. Step 3　Practice 1.Put the words and expressions in the correct order. 2.Read the notes and circle the correct words. 3.Write a blog about your favourite food.Use the words and expressions from the reading passage and the Useful expressions to help you.　 Useful expressions: ·My favourite food is… ·For me,…is the best food in the world. ·The taste and smell of…can often… ·Cut…into… ·Add…to… ·Wait…minutes until… Step 4　Exercise Complete the multiple choice questions and translate sentences. Through students' com pletion, measure their ability to form correct sentences and choose the right linking verbs.
Purpose To reinforce students' understanding of linking verbs through practical exercises and ensure they can apply the grammar rules correctly in context.
Homework Share your favourite food by using linking verbs, with at least five sentences.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Developing ideas—Listening and speaking
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on the theme of “Food matters”, especially discussing the importance of balanced diets and healthy eating habits. It includes listening exercises, and a discussion of common misconceptions about nutrition.
Why: The intention is to educate students about the importance of maintaining a healthy diet and provide them with tools to communicate effectively about food and nutrition in English. The text emphasises the need for balanced diets and encourages critical thinking about common belief surrounding food choices.
How: The text uses a combination of listening tasks, vocabulary exercises and practical information to teach students about healthy eating habits, helping students learn how to discuss food and cooking in English.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information about what a healthy diet is.
2.give their own opinions and then correct false information.
3.know the importance of balanced diets.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get informa tion about what a healthy diet is. Step 1　Pre　 listening Free talk: What foods can you see in the picture Step 2　While　 listening 1.Play the recording and ask students to choose the main idea of the listening material from the given options. 2.Pay attention to the pronunciation: /p/, /b/, /t/, /d/. Observe students' active engagement in identify ing and naming the food and their initial thoughts about healthy eating habits.
(續表)
2.To give their own opinions and then correct false infor mation.　 3.Listen to the recording again and complete the table with the provided information. 4.Listen to the interview and complete the chart. 5.Listen again. Then talk about how Dr Yi corrects false information. Observe students' atten tion to details and their ability to fill in the blanks accurately.
Purpose To develop students' listening comprehension skills, attention to details, and pro nunciation abilities, reinforcing key words and phonetic elements.
3.To know the importance of balanced diets. Step 3　Post listening Pair students up, have them choose some food to talk about, and share their experiences and reasons for liking it. Useful expressions: Did you know that… That's false. The truth is that… I don't think that's right. In reality,… Research shows that… Step 4　Language Points Teach the phrases and usage: be good for, be high in, as…as possible. Step 5　Exercise Focus on whether stu dents use positive and encouraging language in simulated conversations to understand their learning and internal isation of the target language.
Purpose To provide students with opportunities to practise speaking and listening skills in a real life context, fostering peer interaction and reinforcing the use of positive language.
Homework Make three sentences with each new word.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Developing ideas—Reading for writing
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text discusses the topic of “Food across borders”, focusing on the history and cultural exchange of various dishes.
Why: The author aims to showcase the interconnections of cultures through food and promote cross cultural understanding. By presenting historical examples and asking readers to reflect on their own experiences, the text encourages curiosity and appreciation of the diversity of culinary traditions.
How: The text uses a narrative style to explain the origins and evolution of certain food, incorporating illustrations and engaging readers with questions and exercises to complete.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the origin and spread of ice cream as mentioned in the passage.
2.develop their reading skills such as skimming for main ideas and scanning for specific information.
3.learn about similar dishes from different cultures and understand the concept of food across borders.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the origin and spread of ice cream as mentioned in the passage. 2.To develop their reading skills such as skimming for main ideas and scanning for specific information.　 Step 1　Free　 talk Look at the pictures and answer the questions.Use the expressions to help you. 1.What foods can you see 2.What's their relationship with cultures Step 2　While　 reading 1.Find the topic sentences of the paragraphs. Topic sentences usually appear at the beginning or the end of each paragraph. 2.Read Paragraphs 1 and 2, and fill in the blanks.(詳見課件資源) Step 3　Post reading 1.Answer the questions: (1)What does“this sweet treat”mean Why does the writer use this expression (2)What is the meaning of“The rest is history!” (3)What is the writer trying to say in the last sentence of the passage Observe students' par ticipation in the discus sion, their ability to communicate clearly in English. Observe whether stu dents can say the con tent of the cultural ex change, and give neces sary guidance and feed back as needed.
2.Think and share. (1)Why do you think Marco Polo brought the idea of binglao back to Europe (2)Do you agree that food is a bridge between cultures Why or why not
Purpose To enhance students' reading comprehension skills and their ability to extract key information from the text and interpret it.
3.To learn about similar dishes from different cultures and understand the concept of food across borders. Step 4　Writing 1.Think about some foods across borders. Choose one of them to write about. 2.Write a short paragraph about foods across borders by using the questions as a guide. 3.Share your paragraph with your classmates. Step 5　Language Points Phrases and usage: suffer from, compare…to…, be similar to. Step 6　Exercise Review students' para graphs to ensure they have addressed all the questions, used appro priate vocabulary and grammar, and expressed their opinions clearly.
Purpose To solidify students' understanding of the language points and reading material through practical exercises, ensuring they can apply these skills confidently and accurately in both written and spoken contexts.
Homework Required: Read the passage again and summarise the main idea in your own words. Optional: Research and write a short paragraph about the origin and spread of another kind of traditional food from a different country.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Presenting ideas & Reflection
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text provides a framework for students to create a fact sheet about their favourite food, including its look, taste, origin, health benefits, history and significance in the culture.
Why: The author aims to enhance students' ability to express themselves in writing and speaking, fostering appreciation of the culture of food. The text promotes critical thinking and communication skills through the creation of a fact sheet and presentation, allowing students to share their knowledge and insights with others.
How: The text uses a step by step guide to help students organise their ideas and present them to the class, with tips on using linking verbs and expressing opinions. Reflection encourages self assessment and further understanding of the importance of food.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know how to make a fact sheet about food.
2.present the fact sheet about food to the class confidently.
3.understand more about the importance of food.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know how to make a fact sheet about food. Step 1　Review Review common Chinese food such as dumplings, porridge, green onions, thousand year old eggs, and tofu. Step 2　Presentation 1.Present a sample fact sheet featuring a popular Chinese dish, such as dumplings. Highlight the essential parts of the fact sheet: the name of the dish, its origin, ingredients, and popularity. 2.Organise your ideas with the help of the outline.(詳見課件資源) Observe students' ability to recall and name the food correctly and their engagement in the re view activity.
Purpose To teach students the format and content required for a well structured fact sheet, setting a foundation for their own creative work.
2.To present the fact sheet about food to the class confidently.　 Step 3　Practice 1.Divide students into groups and have them design a fact sheet about a food item of their choice. Encourage them to use the structure and components discussed in the presentation. 2.Have each group present their fact sheet to the class, emphasising the importance of the food in their culture and some interesting facts. Use a checklist to assess pronunciation, body lan guage, creativity, and the overall quality of the presentation.
Purpose To provide students with hands on experience in both design and public speaking, encouraging them to showcase their creativity and teamwork while practising language skills.
3.To understand more about the importance of food. Step 4　Reflection 1.After completing this unit,I understand more about the importance of food. ·Food bears our happy memories. ·A balanced diet makes us… ·Food bridges… 2.To express my understanding, I can… use words and expressions in the unit to talk about food: 　 use linking verbs to describe my favourite food. describe the relationship between food and our lives. *1=excellent, 2=good, 3=not yet 3.I still need to improve: 　 Through students' reflec tion, understand their mastery of the target language.
Purpose To solidify students' understanding of the lesson content.
Homework Required: Make a fact sheet about your favourite food. Optional: Make your favourite food for your family.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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