Teaching Plan - Book 4 Unit 1 Integrated skills
Introducing your favourite food
主题语境：人与社会——饮食文化
情境创设：介绍自己最喜欢的食物
授课时长：一课时（40 分钟）
板块分析：本单元的 Integrated skills 板块围绕“美食节”这一情景，展开一系列具有综合性、
关联性和实践性的听、说、读、写、看等学习活动。这一情景不仅贴近学生生活，让孩子们
都有话可说，并且给予学生展现个性的平台，其中各关节环环相扣，为学生搭建起脚手架，
逐步拆解、逐层递进，流畅地过度到最后的重头戏：说、写，尤其是写作环节。
学情分析：本班学生英语基础较好，精力充沛时上课氛围较活跃，能够跟随教师的引导主动
地思考。但是学生在描述性语言方面较为薄弱，一方面欠缺在英文语境下进行细节描述的方
法，另一方面能够主动运用的相关词汇有限，对于食物英文名称的积累也很有限，因此可能
会在产出时表现得束手束脚。
Teaching aims:
By the end of this lesson, students will be able to:
1. analyse the structure and appreciate descriptive language of two articles about food;
2. talk about favourite food with others using rhetorical questions and descriptive language;
3. compose an article about their favourite food with descriptive language;
Teaching difficulties and focuses:
1. Guide students to pay attention to the culture or emotions food carries;
2. Teach students to introduce food with proper descriptive language.
Teaching procedure:
Steps Activities
设计意图
核心素养
提升点
Step 1
Lead in
Review the food festival students had last year.
Teacher ask questions like：
(1) What are the photos about?
(2) What did you do at last year’s Food Festival?
What were the events?
(3) What food did you sell? ... ...
运用学生亲身经
历的活动激活思
维，调动积极性。
语言 能力 ：陈 述
事件 ，表 达个 人
见解和情感。
Step 2
Listening
1. Students listen to the first part of the
announcement for basic information on the Food
Festival.
2. Students listen to the second part of the
announcement for detailed information on events.
Teacher guides students to focus on the writing
competition part and get prepared for the writing
task.
创设“美食节”
情境，导入主题，
明确课堂目标，
指引学生学习方
向。
语言 能力 ：通 过
听提取概括信息。
学习 能力 ：对 主
题形 成主 动学 习
的动力。
Step 3
Reading
1. Read for the structure
State clearly what the writer’s favourite food is.
Share the writer’s experience and describe the
food.
Stress what the food brings the writer.
2. Read for descriptive language
第一遍读结构，
了解特定主题文
章的结构特点并
转化为个人写作
能力中的一部分。
语言 能力 ：辨 识
语篇 的整 体结 构
和文 本， 推断 作
者的 情感与态 度 ，
赏析 语篇 中精 彩
语段的表意手段。
(1) Students learn how to share experiences.
Aspects Moon-
cakes
Tiramisu
where
when
with whom
the cook
(2) Students learn how to describe food.
Aspects M... T...
the first try
its appearance
its smell
its texture
its taste
its ingredients
the culture
Teacher stresses that “Tip: Diverse and proper
adjectives and verb phrases will activate readers’
senses and add vividness to a text.”
3. Read for the meaning of food.
Teacher stresses that “Food brings us not only
satisfying taste but also happy memories and even
positive emotions.”
第二遍读描述性
语言，结合本单
元模块特点，学
习、赏析叙述个
人美食经历和多
角度描写食物的
词句。
第三遍读含义，
引导学生突破食
物本身的描述，
挖掘其背后的文
化意义和情感价
值。
文化 意识 ： 理 解
所学 内容 的 语 言
美， 感悟 中 外 美
食背 后的 文化 价
值。
思维 品质 ： 正 确
观察 语言 和文 化
的多 样现 象 ， 根
据所 获信 息， 归
纳、 概括 内 在 规
律。
学习 能力 ：对 于
英语 学习 抱 有 较
浓厚 的兴 趣 和 较
强烈的愿望。
Step 4
Speaking
Have a guess:
(1) Set an example: teacher guides students to ask
her favourite food.
Aspects Questions
the first try
(who cooked
it, how,
when, where,
with whom)
When/Where did you first try it?
How often do you eat it?
Who usually cook it for
you? ... ...
its
appearance
its smell
its texture
its taste
its
ingredients
What does it look/smell/taste
like?
Could you describe its
appearance/smell/taste/texture?
What is your favourite food
made up of?
... ...
the culture
Does the food carry any special
meaning to you?
Is there any cultural significance
embodied in the food? ... ...
Tip: ① What to ask/describe;
② Use rhetorical questions in conversation.
Students learn the function of rhetorical questions:
”Ask a question to emphasize a point or express
feelings and attitudes.”
(2) Students complete the table and then guess and
talk about each other’s favourite food in pairs.
Aspects My favourite food
the first try
通过创设“猜最
喜爱的美食”情
境，激发学生真
实的沟通需求。
通过第一个环节
的学生问，教师
答，渗透问答的
方法与侧重点，
给学生以示例。
并且突出反问句
和描述性语言在
表达中的功能。
通过第二个环节
的两人互问答，
让全班同学都有
沟通的机会，并
且为最终的写作
积累素材。
语言 能力 ：通 过
听、 说， 有 效 地
理解 、陈述事 件 ，
传递 信息 ，表 达
个人 观点和情 感 ，
构建 恰当 的 人 际
关系。
文化 意识 ：能 够
选择 合适 的 方 式
方法 在课 堂等 真
实情 景中 获 取 文
化信 息， 树 立 正
确的价值观。
思维 品质 ： 客 观
分析 各种 信 息 之
间的 内在 关联 和
差异 ，针 对 所 获
信息 ，提出问题 ，
并形 成自 己的 观
点。
its appearance
its smell
its texture
its taste
its ingredients
the culture
(3) Several students come to the front to describe
their favourite food by answering other students’
questions.
通过第三个环节
的全班互动，给
学生以展示平台
和同辈间相互学
习的机会。
学习 能力 ：开 展
合作 学习 ，运 用
英语 进行 有 效 沟
通和交流。
Step 5
Writing
1. Plan your writing
Teacher guide students to make it clear what and
how to write an article about favourite food.
Theme: my favourite food
Text type: a piece of descriptive writing
Structure: State clearly what the writer’s favourite
food is. + Share the writer’s experience and
describe the food. + Stress what the food brings the
writer.
Language: adjectives + verb phrases + the table
2. Students watch a video clip to know the
importance of “writing descriptively to create
images”.
3. Students draft their article and teacher selects
some to read.
Teacher provides a food related vocabulary for
students’ reference.
4. Teacher shows her article about food.
Talking about favourite food, as a “gourmet”, I got
totally lost, but soon a famous Chinese homemade
dish sprang to my mind - braised chicken wings. My
mother used to cook it at weekends when I was
little. Though cooking and cleaning the oily wall
afterwards really bothered her a lot, to satisfy her
dainty girl, she would spend hours in the kitchen.
The moment I heard her stirring chicken wings with
a turner, I would lean on the kitchen door, trying
hard to get a sniff of the mouth-watering aroma.
Put on the table, this dish always looks flavoursome
- shiny dark brown, decorated with minced green
onions and a handful of white sesame seeds. There
is no need to use the chopsticks and I prefer to
pinch the wings. They taste so juicy and tender, its
rich flavour filling my mouth. A little sticky as it is,
after the last bite, can any child say no to the
literally finger-licking taste? Years later, now I put
on the apron and cook it for my mother. She might
sometimes blaming me for dirtying the kitchen but
I truly enjoy seeing her eat up a bowl of rice with
the appetizing braised chicken wings.
回顾课堂内容，
确定写作主题、
文本结构和语言
特征。
通过视频刺激学
生关注描述性语
言创设图像的重
要性，引导学生
在写作中充分调
动多维感官，写
出画面感。
在 worksheet 中
提供常见食品相
关词汇，调动学
生已有语言知识，
给学生提供写作
支持。
择取优秀篇章进
行展示，提供相
互学习的机会。
展示教师范文，
供学生思考、学
习与提升。
语言 能力 ：通 过
写， 有效 地 陈 经
历， 传递 信息 ，
表达 个人 观 点 和
情感。
文化 意识 ：能 够
用所 学英 文描 写
中外美食。
思维 品质 ： 从 多
视 角 认 识 世 界
（不 同的美食 ） ，
形成 自己 独 立 的
思想。
学习 能力 ： 灵 活
运用 所给 知 识 ，
主动 寻求 所需 资
源。
Step 6
Assign-
ment
1. Complete and polish your writing.
2. Ask your parents for their favourite food and
listen to their description.
完成、复现课堂
内容，鼓励学生
发现不同时代人
思维 品质 ： 注 意
观察 文化 现 象 ，
对不 同事 物进 行
的不同“最爱的
食物”。
对比 与分 析， 并
形成自己的思想。
Black-
board
design
呈现课堂关键内
容，给学生说、
写提供提示。
PPT
design
Teacher decorates the slides with pictures of
diverse Chinese food.
引导学生在潜移
默化中更多地关
注传统中华美食
的魅力，为学生
选择“最爱的美
食”带来灵感。
Reflection:
着眼课堂生成，充实课堂预设，增强有效互动，提高教学实效。
这是一节校内赛课，只提前一天给课题，准备时间很短，但是幸好在进行整本书和单元
备课的时候，笔者已经提前思考过这一环节在单元、书中的作用，能够从整体出发，快速确
定教学目标，并依此设计具体的教学步骤。在实际授课结束，并与师傅细细交流后，笔者如
醍醐灌顶，发现课前自认为“精巧”的活动设计实则有很大的缺漏，因此也有了文首的 24 字
感受。
这是一节听、说、读、写、看融合的综合技能提升课，说和写是课堂的输出途径，也是
本课的重点所在。但是由于笔者在给学生输入的过程中缺少对于课堂生成的及时把控，错失
了很多在与学生交互中助其丰富语言表达、加深思考的机会，因此没有搭建好学生说、写的
脚手架，对于学生提升能力的有效帮助甚少。
比如在 Step 4-Speaking 环节中，笔者让学生先针对食物提问，却没有在学生提问前给到
足够的细节描述，导致学生为了问而问，缺少真实的交际需要。再比如，当学生介绍自己喜
爱的食物时，虽然用语不够准确、描述角度较为单一，笔者却没有及时帮助其补充知识空
缺，在学生最需要输入的时候错过了教的机会。
诚然教师都知道关注课堂生成的重要性，但是令学生有所得的课堂互动对教师基本功和
课前准备要求极高。老话说，为了教给学生一瓢水，教师要有一桶水的储备。笔者课堂生成
的不足正反应出课前准备的不充足，学无止境，基本功只有更扎实，没有最扎实。精彩的课
堂互动背后是勤恳的终生学习与积累，学无涯。
赛课磨人，更炼人，让笔者对教学更有敬畏之心。从学生出发，强自身功底，做研究型
教师，路漫漫兮，吾将上下而求索。
（下页接教学附件）
附件：Worksheet for students
Book 4 Unit 1 Integrated skills
Introducing your favourite food
Part one: Listening
Part two: Reading
1. Read for the structure
(1) State clearly ________________________________.
(2) Share the writer’s____________ and _____________ the food.
(3) Restate briefly ______________________________.
2. Read for descriptive language
(1) How to share experiences. (Underline words in the article)
Aspects Mooncakes Tiramisu
where
when
with whom
the cook
(2) How to describe food. (Take down only key descriptive words and phrases)
Aspects Mooncakes Tiramisu
its appearance
its smell
its texture
its taste
its ingredients
the culture
Tip: Diverse and proper ___________ and _____________ will activate readers’ senses and
add vividness to a text.
3. Read for the meaning of food
Food brings us not only s___________ taste but also happy m_________ and even
p__________ emotions.
Part three: Speaking
1. How to ask questions
Aspects Questions
the first try
(who cooked it, how,
when, where, with whom)
When/Where did you first try it?
How often do you eat it?
Who usually cook it for you? ... ...
its appearance
its smell
its texture
What does it look/smell/taste like?
Could you describe its appearance/smell/taste/texture?
What is your favourite food made up of?
its taste
its ingredients
... ...
the culture
Does the food carry any special meaning to you?
Is there any cultural significance embodied in the food? ... ...
2. Work in pairs: Take turns to guess each other’s favourite food.
Tip1: Use rhetorical questions [a figure of speech]
Ask a question to e__________ a point or express f________ and a_________.
Tip2: Use descriptive language
Aspects My favourite food
the first/most
impressive try
its appearance
its smell
its texture
its taste
its ingredients
the culture
3. Let’s make a guess together!
Part four: Writing
Theme:
Text type:
Structure:
Language:
Title:____________________________________
By ____________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Food related vocabulary for reference
Another word for “delicious”
tasty - Having a fairly strong and pleasant flavour which makes it good to eat.
appetizing - Appealing to or stimulating the appetite.
heavenly - Causing or marked by great happiness, beauty, peace, etc.
Food Appearance
Colour - bright, dark brown, olive green, golden, caramel ... ...
Shape - round, square, oval, ... layers of, a chunk of meat ... ...
Food Taste
sour - Lemons are very sour!
sweet - The cherry pie wasn't too sweet. It was just right.
bitter - Dark chocolate beans were very bitter. I could hardly eat the cookies.
spicy - Greg enjoys eating spicy Mexican food.
salty - The sauce was much too salty. I think you should add some water and boil it down.
bland - This sauce is very bland. It doesn't taste like anything.
creamy - I enjoy eating creamy tomato soup on cold winter days.
crisp - The apple/biscuit was crisp and delicious.
crunchy - The salad tastes so crunchy.
juicy - Take a bite of the juicy orange.
Food smell
mouth-watering - a mouth-watering aroma coming from the kitchen.
aromatic - The pot of lamb is cooked with aromatic spices.
flavoursome - The whole room is filled with a light, flavoursome aroma.
Food Texture
fluffy - Cream the butter and sugar until the mixture is light and fluffy.
sticky - Stir in the milk to make a soft but not sticky dough.
Food preparation method
braised - Food that is briefly fried in a small amount of fat and then is slowly stewed in a covered
pot. Results in a seared, crispy exterior coupled with a tender interior texture.
fried - Food that is cooked by submerging partially or fully into hot oil. Often results in a crispy or
crunchy texture and golden color.
roasted - Food that has been cooked with dry heat in an oven or over a fire. Often results in a
browned exterior and crisp coating.
smoked - Food that is cooked or preserved by long exposure to smoke from smoldering wood.
Results in a distinctive, bold flavor.
