《英语》（选择性必修·第一册）
Unit 1 Food matters
Integrated skills (II)
I. Learning objectives
By the end of the lesson, students will be able to:
1. talk about their favorite food, including its appearance, smell, taste, ways of cooking and a particular experience associated with it;
2. write an article about their favorite food.
II. Key competence focus
Write an article about their favorite food.
III. Predicted area of difficulty
1. How to convey the ideas clearly.
2. How to write an article vividly.
IV. Teaching procedures
Step 1 Lead-in
1.T presents some pictures of food such as mooncake, Tiramisu, dumpling, hot pot, etc. and asks the following questions:
Picture 1 (Mooncake)
T: What can you see in the picture?
S: Mooncakes.
T: Have you tried a mooncake?
S: Yes.
T: When did you try it for the first time?
S: I gave it my first try at the age of 5.
T: Do you like it?
S: Yes, very much.
T: How does it taste?
S: It tastes sweet.
Picture 2 (Tiramisu)
T: Do you know the dessert in the picture?
S: It is Tiramisu.
T: How does it look?
S: It looks adorable.
Picture 3 (Dumpling)
T: What’s the picture about?
S: Dumplings.
T: Do you know how to cook the dish?
S: It can be steamed, boiled or fried.
Picture 4 (Hot pot)
T: What’s it?
S: It’s a hot pot.
T: How do you think it feels in your mouth?
S: I think it is spicy.
2. T asks more questions as follows:
T: What’s your favorite food? Why do you like it?
(Ss may give various answers.)
3. T shows a picture of salted duck and mentions her experience of tasting it for the first time.
T: Salted duck is one of my personal favorites. I gave it my first try twenty years ago, together with my family members. My father went on a business trip to Nanjing and brought one back. It
looked mouth-watering. Before my mother sliced it, brother and I couldn’t wait to have a try. The meat was juicy and salty, which really impressed all of us. How can I forget such a tasty dish?【设计意图：通过互动，引入主题，并为对话环节做铺垫。
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Step 2 Talking in pairs
1. T guides Ss to talk about their favorite food with the following questions:
A: What is your favorite food?
B: My favorite food is .../... is one of my personal favorites.
A: Why do you like it? (How it looks, smells, tastes and feels in your mouth, how you associate it with a particular experience, etc.)
B: It looks/smells/tastes/feels ... (smelly, bitter, sweet, salty, juicy, creamy, silky, smooth, soft, crisp ...)
It reminds me of the days when ... How can I forget such a tasty dish? (Advise Ss to emphasis their points with rhetorical questions.)
A: Do you know how to cook it?
B: Here are the steps: First, ... Second, ...
A: Is there any interesting stories behind the food?
B: It is said that .../A story goes that ...
2. Ss talk in pairs about their favorite food.
【设计意图：通过对话，让学生为下一步的描述性写作准备素材。
另外，鼓励学生大胆对话，提高口语交际能力。
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Step 3 Presentation
T encourages Ss to present their dialogues in class, making comments on their descriptions after the presentation.
【设计意图：鼓励学生展示自我，培养学生自信心。
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Step 4 Writing an article
T instructs Ss to write their descriptive article based on the information from parts A, B, C.
T: From your presentation, I find that most of you have had a good description of your favorite food. It’s time for you to write the article. When writing it, you can use your ideas from part C and
information in parts A and B to help you. To make your writing clear and vivid, you are supposed to plan your writing ahead of time.
Activity 1: Planning
T asks Ss to pay attention to the text type, the structure and the language.
T: When planning the writing, you should pay attention to the text type, the structure and the language.
1. T explains the text type of the writing—a piece of descriptive writing, and introduces the purpose—to create a vivid picture in readers’ minds.
T: As for the text type, in this class you are going to write an article about your favorite food. It is a piece of descriptive writing which can create a vivid picture in readers’ minds through plenty of sensory details.
2. T guides Ss to pay attention to the structure of the article, telling them to follow the structure below:
·State clearly what your favourite food is.
·Mention your experiences of tasting it, especially for the first time.
·Describe the characteristics of the food, such as appearance, smell, taste and way of cooking. 3. T leads Ss to pay attention to the language of a piece of descriptive writing: vivid.
T: Finally, the language of the article is also important. When you describe food, you can use adjectives to create an image of the food in the mind of the reader.
Activity 2: Writing
Ss write their articles.
T: Since we have planned well, now let’s write the article. Please refer to page 9, part B.
Activity 3: Checking
1.T asks Ss to figure out what mistakes they should pay attention to when checking the writing. T: It is important to check your writing after you finish it. What aspects should we pay attention to when checking the writing?
T: Excellent! You are supposed to check if there are any mistakes in terms of punctuation, spelling, grammar, choice of words, style (formal/informal), structure.
2. T asks Ss to check their own writing according to questions in self-review.
T: Check your writing according to questions in self-review.
3. T asks Ss to make comments on each other’s writing, read the comments others make and improve their writing according to questions in peer review.
T: It is a good idea to work in pairs to read and edit each other’s writing. During the process, you are supposed to give different types of comments, including praises, suggestions and corrections. Finally, pay attention to the comments your partners give on your writing and then improve your writing according to questions in peer review.
【设计意图：通过一系列活动，给学生提出具体写作建议，引导学生抓住写作要点，最终提升写作能力。
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V. Homework
Polish up your writing.。
