人教版（2019）选择性必修二：Unit 3 Food and Culture Reading and Thinking 教学设计

Unit
3
FOOD
AND
CULTURE
Reading
and
Thinking:
culture
and
cuisine
文本简析
　　本单元阅读文本的话题是饮食和文化，旨在让读者了解饮食和文化之间的密切联系，探究和比较中外饮食之间的差异以及不同的饮食所折射出的不同的文化，启发学生以联系的视角去理解和分析事物，探究饮食现象的本源；同时提升中国饮食文化的新认识，积极传播中国文化和习俗。
　　本文是说明性文本，标题“Culture
and
cuisine”开门见山展示了文章的话题，是整个文本的浓缩提炼。作者以第一人称的口吻描述了自己在中国不同地域的饮食体验以及这些饮食折射出的不同的风土人情，从而阐释了文化和饮食彼此息息相关、相互影响的现象。正文内容按“总—分—总”建构，第一段为总起段，引用名人名言并点明其内在涵义：饮食对人们的性格、品质、文化有着重要影响；其余五段分别阐述了中华菜肴在美国和中国的不同地域（如北京、山东、新疆、广东等地）折射出的不同的口味、风土人情和文化，以实例对名人名言的内涵加以说明。第七段作者表达了自己对文化和饮食之间的关系的理解。
　　在进行教学设计时，要帮助学生梳理关于饮食和文化话题类的语言，如较多有关中华菜肴的表述。此外，文本在说明饮食和文化相互影响的关系时，使用了表现因果关系的语言，如：since,
so,
as
a
result等，也值得引起关注。本文的主题段、主题句与支撑性内容的关联，以及说明方法是很好的逻辑思维训练载体。
　　教学设计（共2课时）
　　第1课时
　　一、教学内容
　　整体理解全文，明确作者在不同地域体验饮食和感知文化的经历，明确文本的总—分—总结构，初步探讨菜肴与个性、品质和文化之间的关系。
　　二、课时目标
　　1．围绕饮食话题进行讨论，并根据标题和图片，预测文本内容，激活有关饮食和菜肴的背景知识和相关话题语言。
　　2．通过略读、梳理、归纳等策略，提取文本主要信息，概括段落大意，梳理文本结构。
　　3．了解在美国被改良的中华菜肴的相关信息，并通过此例，初步感知、理解和简单阐释菜肴和个性、品质和文化之间的关系。
　　三、教学过程
　　Activity
1:
Talking
about
cuisine
and
culture
　　本活动旨在落实课时目标1。
　　1.
Students
talk
about
the
pictures
about
eight
major
Chinese
cuisines
and
get
to
know
the
word
“cuisine”.
　　Q1:
What
can
you
see
in
the
pictures?
　　Ss:
Eight
different
kinds
of
food.
　　Q2:
What
does
“cuisine”
mean?
　　Ss:
Cuisine
means
the
dish
or
food
that
is
cooked
in
a
certain
way.
　　Q3:
What
are
the
names
of
these
cuisines?
　　Ss:
Stewed
noodles,
dim
sum,
lamb
kebab,
Sichuan
cuisine,
General
Tso’s
Chicken
and
pancake
rolls.
　　2.
Talk
about
the
relation
between
cuisine
and
culture.
　　Q:
What
do
these
cuisines
tell
you
about
the
people
who
eat
them?
　　Ss:
Cuisines
can
tell
us
where
the
people
come
from.
　　...
　　【设计意图】此活动是导入环节。通过展示八大菜系的图片，激发学生对主题的学习兴趣，通过给出词义，帮助学生了解菜肴“cuisine”这个核心词的内涵，并拓展学生的知识面，补充了他们对于中国八大菜系的认识。通过第三个问题，引导学生初步了解文本中出现的各种菜肴的名称，为后续的阅读扫除词汇障碍。学生就第四个问题展开讨论，根据生活经验初步思考饮食与文化之间的关系。此活动为顺利开展后续阅读做好铺垫。
　　Activity
2:
Predicting
the
content
of
the
passage.
　　本活动旨在落实课时目标1。
　　Students
read
the
title
and
predict
the
content
of
the
passage.
　　Q:
What
is
the
text
about?
　　Ss:
Maybe
it
is
about
the
relation
between
culture
and
cuisines.
　　【设计意图】引导学生根据篇章标题、图片等信息预测文本的内容是必修阶段对学生认知策略的学习要求。学生带着预测进行阅读，既激活思维，又能更加积极主动地阅读并聚焦语篇的主要内容。
　　Activity
3:
Checking
the
prediction,
reading
for
the
main
information
of
the
text
and
identifying
the
structure
of
the
passage
　　本活动旨在落实课时目标2。
　　1.
Students
read
the
first
paragraph
and
check
the
prediction.
　　Q1:
What
is
the
main
idea
of
the
1st
paragraph?
　　Ss:
The
author
introduces
the
French
author’s
saying
and
explains
its
real
meaning.
　　可追问：
　　1)
What
did
the
French
author
write?
What
did
the
French
author
refer
to
through
it?
　　Ss:
She
wrote:
“Tell
me
what
you
eat,
and
I
will
tell
you
what
you
are.”
It
means
“Tell
me
what
you
eat,
and
I
will
probably
know
something
about
your
personality,
character,
and
the
culture
you
come
from.
　　2)
What
will
the
author
talk
about
in
the
following
part?
　　Answers
may
vary.
　　2.
Skim
the
rest
of
the
passage,
find
the
topic
sentence
of
each
paragraph
and
get
the
main
idea
of
each
paragraph.
　　【设计意图】引导学生读第一段，检测预测并通过定位主题句概括段落大意，之后通过追问引导学生关注法国作家的话并理解此句话的内涵。接下来进一步引导学生预测文章的后续内容，使他们更加积极主动地阅读文章且聚焦主题语境。通过快读阅读，学生寻找主题句，并根据主题句概括段落大意，整体把握文本内容，提升概括能力。为活动4做好铺垫。
　　Activity
4:
Identifying
the
structure
and
writing
style
of
the
passage
　　本活动旨在落实教学目标2。
　　Students
read
the
title
of
the
text
again,
go
over
the
main
idea
of
each
paragraph
and
identify
the
structure
and
writing
style.
Students
think
about
the
following
questions.
　　Q1:
What
methods
are
used
to
develop
this
passage?
　　可追问:
　　1)In
what
order
are
Paragraphs
2-6
organized?
　　Ss:
They
are
organized
in
the
order
of
places
and
time.
　　2)Why
is
Chinese
cuisine
mentioned
in
the
passage?
　　Ss:
To
serve
as
a
supporting
example
to
talk
about
the
relation
between
culture
and
cuisine.
　　Q2:
How
can
you
divide
the
passage?
Why?
　　Ss:
It
can
be
divided
into
three
parts.
The
first
paragraph
is
the
first
part
and
the
author
leads
in
the
topic.
Then
paragraphs
2
–
6
are
the
second
part,
where
the
author
used
Chinese
cuisine
as
an
example
to
talk
about
the
relation
between
cuisine
and
culture.
Paragraph
7
is
the
last
part
and
the
author
shows
his
own
opinion
about
the
relation
between
cuisine
and
culture.
　　可追问：
　　1)How
does
the
author
link
part
1
to
part
2?
　　Ss:
The
author
links
part1
to
part
2
by
using
transitional
sentence:
“Certainly,
in
many
ways
this
seems
to
be
true.”
　　2)Can
you
find
other
transitional
sentence
between
paragraphs?
　　Ss:
Yes.
“Later,
I
had
a
chance
to
experience
authentic
Chinese
food
by
coming
to
China.”
　　3)How
does
the
author
link
part
2
to
part
3?
　　He
links
part
2
to
part
3
by
using
transitional
sentence:
“At
a
minimum,
the
kinds
of
food
local
people
consume
tell
us
what
they
grow
in
their
region,
what
kinds
of
lives
they
lead,
and
what
they
like
and
do
not
like.”
　　Q3:
What
type
of
writing
is
the
passage?
　　Ss:
Expository
writing.
　　【设计意图】通过提问，帮助学生了解文章的体裁结构和谋篇布局的特点。把问题一（Q1）分解为两个后续追问的小问题，分别引导学生关注文章主体部分的写作顺序，把握文章的线索，并关注作者是用何种方法来说明文化与菜肴之间的关系。这些问题为学生依据段落大意划分文本结构，判断文章体裁做好了铺垫。在学生回答问题二时，适时追问两个小问题，引导学生关注作者是如何使用过渡句来完成文章的起承转合。
　　Activity
5:
Reading
and
asking
questions
about
Paragraph
2
　　本活动旨在落实课时目标3。
　　1.Read
Paragraph
2,
put
forward
two
questions
you
consider
important
and
then
offer
the
answers
in
the
table.
　　Possible
questions:
　　①
Which
dish
is
mentioned?
　　②
How
is
it
cooked?
　　③
Is
it
an
authentic
Chinese
recipe?
　　④
What
do
Americans
love?
　　2.Ss
share
their
questions
with
the
whole
class
and
the
teacher
writes
some
of
the
good
questions
on
the
blackboard
and
Ss
share
the
answers
to
these
questions.
　　在学生互相提问的基础上，教师可以补充以下问题，如：
　　Q1:
What
does
the
word
“authentic”
mean?
How
do
you
know?
　　Q2:
What
happened
to
Chinese
dish
General
Tso’s
chicken
in
American?
What
does
it
tell
us?
　　【设计意图】教师提供“自主阅读提问单”，学生带着目标进行无干扰阅读，并根据个人对文本的理解提出问题并写出答案。这一过程不仅可以检验学生对文本的理解程度，也能锻炼学生抓住重点，正确提问的能力。在活动中，教师可以根据学生提出的问题提出有针对性的补充问题，引导学生整体把握第二段的核心信息，为理解第二段和第一段之间的逻辑关系以及完成活动6做好铺垫。
　　Activity
6:
Discussing
the
relation
between
cuisine,
personality,
character
and
culture
for
the
first
time.
　　本活动为巩固课时目标3而设计。
　　Q1:
What
do
these
cuisines
tell
you
about
the
people
who
eat
them?
　　Ss:
Cuisine
tells
us
the
flavours
people
like
as
well
as
the
information
about
people’s
personality
and
character.
　　Q2:
Will
cuisine
change?
Why?
　　Ss:
Cuisine
will
change
because
as
culture
changes,
cuisine
has
to
meet
the
need
of
different
groups
of
people.
　　Q3:
General
Tso’s
chicken
is
a
Chinese
dish
but
it
is
enjoyed
in
America.
What
does
the
fact
tell
us?
　　Ss:
Cuisine
can
spread
through
different
cultures.
　　【设计意图】在精读第二段后，教师通过问题引导学生，通过在美国的中华菜肴的例子来初步感知菜肴与个性，品质和文化之间的关系。讨论活动有利于学生进行语言输出，提升思维能力。
　　Assignment
　　1.
Read
Paragraphs
1
and
2
aloud.
　　2.
Draw
the
mind
map
about
the
relation
between
cuisine,
personality,
character
and
culture
and
then
prepare
to
present
the
mind
map
in
the
second
period.
　　【设计意图】朗读课文对英语学习十分重要，布置该作业旨在强化朗读的重要性，培养学生课后朗读的习惯。学生绘制思维导图的过程也是复习课文、巩固词汇、内化语言的过程；本部分也将成为第二课时的导入。
第二课时
　　一、教学内容
　　再次理解全文，重点梳理作者在中国各地体验美食和感知中华文化的信息，进一步探究菜肴与文化之间的关系。
　　二、课时目标
　　1.
获取并梳理作者在中国不同地区所体验和了解到的美食信息，以及作者的感受。
　　2.
根据作者在中国旅行的经历模拟展示一段作者与饮食节目主持人之间的对话。
　　3.
进一步理解和阐释菜肴和个性、品质和文化之间的关系。
　　三、
教学过程
　　Activity
1:
Reviewing
the
homework
task.
　　本活动旨在为落实课时目标1做准备。
　　1.
Talk
about
the
preliminary
understanding
of
the
relation
between
cuisine,
personality,
character
and
culture
with
the
help
of
the
mind
map.
　　【设计意图】此活动是热身环节，作为第一课时作业的展示，学生需要整合、运用语言，回顾文章第二段的主要内容，另一方面也自然过渡到本节课的阅读重点——继续探究菜肴与个性、品质和文化之间的关系。
　　Activity
2:
Reading
and
sorting
out
the
information
about
the
author’s
experience
of
the
Chinese
cuisine.
　　本活动旨在落实课时目标1,
为实现课时目标2做铺垫。
　　1.Read
paragraphs
3
-
6
and
sort
out
the
information
about
the
Chinese
cuisines
mentioned
with
a
mind
map,
diagram,
or
graphic
organizer.
　　Make
sure
the
information
covers
all
the
following
points:
　　1)
The
related
information
of
the
cuisine,
e.g.
name,
flavor,
appearance…
　　2)
The
author’s
feeling
towards
the
cuisine.
　　3)
The
message
the
author
got
from
the
cuisine.
　　2.
Share
the
information
within
groups
with
the
help
of
the
sentence
patterns
below
and
then
present
it
with
the
whole
class.
　　3.
Ss
evaluate
the
information
their
classmates
have
shared
with
the
whole
class
with
the
help
of
the
following
check
list.
　　【设计意图】紧接着复述任务后，教师引导学生重回文本，重点阅读第三段到第六段，继续进行独立阅读。在三条提示的帮助下，通过思维导图、表格等任意方式，获取并梳理出与菜肴有关的各种信息以及作者的感受。紧接着，学生借助思维导图、图表或信息组织图分享所整理的信息，内化语言,
锻炼语言表达的能力。之后，学生可以根据核对表，对同学所分享的信息以及信息的组织方式进行评价，并根据核对表对自己所整合的信息进行进一步的改进。
　　Activity
3:
Listing
the
key
information
that
the
author
got
about
culture,
personality
and
character.
　　Read
paragraphs
3
-
6
again
and
answer
the
questions:
　　Q1:
From
what
the
author
described,
what
causes
people
to
have
their
special
kind
of
cuisine
in
different
places
in
China?
　　Q2:
What
did
the
author
learn
about
Chinese
people
through
cuisine?
Can
you
give
an
example?
　　【设计意图】学生再次回顾文本，在问题的引导下挖掘文本中的深层信息。罗列出作者通过中华菜肴所了解到的有关中国文化和中国人性格品质的信息，并关注信息之间cause
and
effect的逻辑关系，为后续进一步探讨菜肴与文化，性格和品质之间的关系做好铺垫。
　　Activity
4:
Figuring
out
the
author’s
idea
about
the
relation
between
cuisine,
personality,
character
and
culture.
　　本活动为落实课时目标2和目标3做准备。
　　Read
Paragraph
7
and
answer
the
questions.
　　Q1:
What
can
food
tell
us?
　　Ss:
Food
can
tell
us
what
people
grow
in
their
region,
what
kinds
of
lives
they
lead,
and
what
they
like
and
do
not
like.
However,
people
cannot
judge
a
person’s
personality
and
character
just
through
the
cuisine.
　　Q2:
What
is
the
relation
between
cuisine,
personality,
character
and
culture?
　　Ss:
Culture
and
cuisine
go
hand
in
hand,
and
if
you
do
not
experience
one,
you
can
never
really
know
the
other.
　　可追问:
　　1)What
kind
of
figure
of
speech
is
used
in
the
sentence:
“culture
and
cuisine
go
hand
in
hand.”?
　　Ss:
Personification.
　　2)What
does
this
sentence
mean
actually?
　　Ss:
It
means
culture
and
cuisine
are
closely
related.
Cuisine
can
reflect
many
information
about
culture
while
culture
decides
what
cuisine
people
eat.
　　【设计意图】通过提问引导学生理解作者观点；并关注拟人修辞手法的使用（
“culture
and
cuisine
go
hand
in
hand
”）并理解此句话的内涵。
　　Activity
5:
Roleplaying
a
Gourmet
show.
　　本活动旨在落实课时目标2。
　　Make
a
dialogue
according
to
the
situation.
　　After
his
travel
in
China,
the
author
was
invited
to
a
Gourmet
show
to
talk
about
his
experience
of
the
Chinese
cuisines.
　　Requirements:
　　Student
1:
plays
the
role
of
the
author;
　　Student
2:
plays
the
role
of
the
host;
　　Try
to
cover
as
much
information
from
the
passage
as
possible.
　　The
dialogue
may
start
like
this:
　　Host:
Hello!
Welcome
to
our
show!
Today
we
invite
Mr.
…
to
talk
about
the
cuisines
he
has
tasted
in
China.
　　Author:
Hello!
It’s
my
honor
to
be
here
and
share
with
you
my
experience.
　　Host:
…
　　Author:
…
　　【设计意图】设计对话时，学生需要在理解文本的基础上，对文本中的信息再进行加工，这不仅有助于加深学生对文本内容的理解，也能检测他们是否把握文章的关键信息。通过对话活动，学生能进一步内化语言，锻炼思维能力和语言表达能力。
　　Activity
6:
Making
a
conclusion
on
the
relation
between
cuisine,
personality,
character
and
culture.
　　本活动旨在落实课时目标3。
　　Discuss
again
the
relation
between
cuisine,
personality,
character
and
culture
with
the
help
of
the
questions.
　　Q1:
What
can
cuisine
tell
us
about
culture,
personality
and
character?
Any
examples?
　　Ss:
Cuisine
tells
many
information
about
culture,
like
the
flavor
people
like;
what
people
grow
in
their
region.
Besides,
people
can
also
get
some
information
about
the
personality
and
character
through
the
cuisine.
　　Q2:
Between
cuisine
and
culture,
which
decide
which?
　　Ss:
Culture
decides
cuisine.
　　Q3:
The
author
learned
many
things
about
China
after
he
has
tasted
many
cuisines.
Do
you
have
any
similar
experience?
What
have
you
learned
through
it?
What
is
the
significance
of
cuisine?
　　Ss:
Answers
may
vary.
　　【设计意图】再次探讨菜肴与个性，品质和文化之间的关系，与第一节课遥相呼应。在对全文进行了多次阅读和理解后，学生对个性，品质和文化之间的关系又有了进一步的认识。因此，通过三个小问题引导学生结合两节课所学，通过个人的经历对菜肴与个性、品质与文化之间的关系进行阐释、归纳概括和总结，提升思维品质和语言的迁移、创新能力。
　　Assignment
　　Write
a
passage
about
your
understanding
of
the
relation
between
cuisine,
personality,
character
and
culture.
Do
not
forget
to
give
examples
to
support
your
opinion.
　　【设计意图】在完成写作任务中，学生既要结合两节课所学，对知识进行迁移和整合，又要表达自己对菜肴与个性、品质与文化之间的关系的看法。以此加深学生对本话题的理解。