外研版（2019） 必修第二册 Unit 1 Food for thought Starting out & Understanding ideas 教学设计1
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| 名称 | 外研版（2019） 必修第二册 Unit 1 Food for thought Starting out & Understanding ideas 教学设计1 |  | |
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| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-05 19:43:24 | ||
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【新教材】必修第二册 Unit 1 Food for thought 教学设计（外研版）
Period 1 Starting out & Understanding ideas
本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。
在Starting out部分安排了两个活动：1、呈现一段与饮食主题相关的视频。该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。2、要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
在Understanding ideas部分，本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。
1.Let students know the representative food of China, have a preliminary understanding of the differences between Chinese and English food, their representative food and their English expressions, activate the existing language and background knowledge, enhance cross-cultural awareness, deepen the understanding of unit topics, and generate interest in the topic;
2.Students can get the general idea of the text by skimming, and accurately understand and explain the meaning of the title;
3.Through intensive reading, students can quickly find out the sentences that express the characters' views on food in the text and sort out the details；
4.Students can simply describe and evaluate different kinds of food and different countries in English based on their existing life experience.
Importance:
1.Guide students to learn about representative Chinese food through video materials;
2.Guide the students to complete the matching activities of food and country, and know the representative food of the world;
3.Guide the students to understand the main idea of the text through independent reading and group cooperation, and sort out the structure of the text.
Difficulties:
1.How to guide students to simply describe and evaluate different foods, which can arouse their thinking on Chinese and foreign food cultures;
2.To guide students to pay attention to the characters' emotional attitudes towards different foods and to understand the food culture from a cross-cultural perspective.
1.Preview the contents of this section in advance, using the textbook as a clue to understand the representative food in Chinese and English food culture;
2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.
Step 1 Lead-in
Teacher introduces the theme of food culture.
Step 2 Watching a video
Starting out—Learning the background of the food
Activity 1
Provide theme-related background knowledge for Ss and raise their cultural awareness.T asks Ss to read the questions in Activity 1 and plays the video. Ss watch the video and list the different types of food introduced in the video. Then answer questions:
Q1: What different types of food are introduced in the video
Q2: Have you ever tried any of the food in the video What did you think of it
Activity 2
Ss share their answers with the class.T collects answers. T can play the video again if necessary.
Then The teacher evaluates the students' answers and finally gives the correct answers:
Q1:Beijing duck,dazhaxie and Sichuan hot pot.
Q2:Students’ own answers.
Activity 3
1)Pair-work:Match the food to the countries on the map and answer the questions.
①Have you ever tried any of the food in the pictures Which would you most like to try
②What food from other countries have you tried
2)Students share their answers with the class.Then the teacher evaluates the students' answers.
Step 3 Pre-reading
Activity 4
Pair-work: Look at the pictures on Page 2.
①Ss discuss and explain their choices.Then tick the food Ss would like to try and see how adventurous they are.
②T walks around and introduces the foreign food if necessary in order to help Ss relate the unit theme to their daily life and raise their interests.
③Ss answer the questions, talking about their knowledge of food from different countries. T evaluates their activities to help Ss activate their existing knowledge and get familiar with the topic.
Step 4 Fast-reading
Activity 5
T shows the pictures on Page2-3 and asks Ss to read the title of the passage and share their understanding of it.
T asks Ss to skim the passage and see if their understanding is correct.
Answer the question: What’s the main idea of the passage
T guide Ss to skim the text(first and last paragraph) and tell the main idea: My father is British and my mother is Chinese.Thanks to that,I’ve been able to enjoy food from both countries ever since I was a child.
Step 5 Careful-reading
Activity 6: Pair-work
T asks Ss to read the passage carefully and complete the table with information from the passage.
T can guide Ss to read some key words in the first column in the table, then find the places with the key words in the passage in order to complete the table. Ss can discuss in pairs and complete the work by cooperating with each other.
Ss share their answers with the class. T shows the answers on the screen by PPT.
Ss read the passage again, then understand and underline the new words.T can teach these new words in several minutes.(pudding, snack,cuisine,spicy,hot pot,dare,marriage,wedding,sort,butcher, super,bacon,sausage,toast,butter,typical,roast,suffer,stinky,tofu,horrible,gather,bite,cheese,someday, poison,oolong tea,china)
Step 6 Discussion
Activity 7
T asks Ss to discuss the two questions in groups and share their opinions. T offers help if needed.
What does the author mean by saying "one mans meat is another mans poison" Do you know of any similar sayings in Chinese
What food from other regions in China or other countries has made an impression on you Why
Ss discuss the questions in groups and share their opinions in class.
T help Ss further explore the topic and the unit theme and improve Ss’ critical thinking and problem-solving ability.
Activity 8
Learning language points:
But there are still some dishes that Dad dare not try even after many years of marriage to my mother.
some dishes that Dad dare not try =Dad does not have enough courage to try some of the Chinese dishes.
dare在此句中是一个情态动词,没有人称和数的变化,dare not表示“不敢”
dare作情态动词主要用于否定句和疑问句,形式分别是 dare not( daren't)和 Dare I/you/he… 等,后面跟动词原形。在肯定句中,通常只用于 I dare say这一习惯用语,表示“我想;我敢说”。
dare作为实义动词,意为“敢,敢于”,在人称数和时态等形式变化上与其他实义动词相同。比如在此句中,dare也可以改为实义动词的用法,即There are still some dishes Dad does not dare to try.
2. Even today, he still does not easily take to eating things like chicken feet
Paraphrase: Even today, he still cannot get used to eating things like chicken feet.
take to doing sth是固定搭配,意为 to start doing something regularly or as a habit。例如:Tom has taken to going jogging every morning.(Tom习惯于每天早晨慢跑锻炼。)另一常见搭配为 take to sb/sth,意为 to start to like someone or something。
3.He must have thought I was joking.
Paraphrase: I'm sure that he thought I was joking此处情态动词must与完成式连用,表示对过去发生的动作或状态的肯定推测。
4.Dad can cook a super“ full English breakfast”of bacon,eggs,beans,sausages and toast with butter…
英式早餐: A full English breakfast is a breakfast meal that typically includes bacon,eggs,other cooked foods and a beverage such as coffee or tea. It usually shortened to “full English”.
5.But just when I thought I could deal with all Chinese food, I came across stinky tofu,a horrible grey thing that looked and smelt like a burnt sports shoe.
come across: to meet, find or discover someone or something by chance.
eg : I came across my uncle in the gym.
6.People say that one man's meat is another man's poison, but I feel at home with food from both my cultures.
Paraphrase: People say that something that one person likes may not be liked by someone else. Chinese people and Britons may have different food preferences, but I enjoy food from both cultures.
feel at home with sth是固定搭配,意为 to feel happy or confident about doing or using something
例如: Practise using the video until you feel quite at home with it.(练习一下怎么用这台录像机,直到熟练为止。)
7.To me, there's nothing better than a cross-cultural afternoon tea of English biscuits and acup of Chinese oolong tea in a fine china cup!
Paraphrase: To me, an afternoon tea involving two different cultures is the best! It consists of English biscuits and a cup of Chinese oolong tea in a beautiful and delicate china cup.
T explains: Afternoon tea was introduced in Britain in the early 19th century. It is a light meal to stem the hunger before an evening meal.Typically eaten between 3: 30 pm and 5 pm, it's usually composed of sandwiches (usually cut delicately into fingers), scones, sweet pastries, cakes and a pot of tea.
Step 8 Homework
Read the passage again and understand the food culture from a cross-cultural perspective.
Remember the new words and learn the usages of them.
通过本节内容学习，学生能否理解与饮食有关的文章内容，听懂并谈论与饮食有关的话题；
通过本节内容学习，学生能否了解中外饮食文化的异同，丰富对饮食文化的认知；
通过本节内容学习，学生能否通过了解各国饮食文化而增强英语学习的兴趣。
Period 1 Starting out & Understanding ideas
本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。
在Starting out部分安排了两个活动：1、呈现一段与饮食主题相关的视频。该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。2、要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
在Understanding ideas部分，本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。
1.Let students know the representative food of China, have a preliminary understanding of the differences between Chinese and English food, their representative food and their English expressions, activate the existing language and background knowledge, enhance cross-cultural awareness, deepen the understanding of unit topics, and generate interest in the topic;
2.Students can get the general idea of the text by skimming, and accurately understand and explain the meaning of the title;
3.Through intensive reading, students can quickly find out the sentences that express the characters' views on food in the text and sort out the details；
4.Students can simply describe and evaluate different kinds of food and different countries in English based on their existing life experience.
Importance:
1.Guide students to learn about representative Chinese food through video materials;
2.Guide the students to complete the matching activities of food and country, and know the representative food of the world;
3.Guide the students to understand the main idea of the text through independent reading and group cooperation, and sort out the structure of the text.
Difficulties:
1.How to guide students to simply describe and evaluate different foods, which can arouse their thinking on Chinese and foreign food cultures;
2.To guide students to pay attention to the characters' emotional attitudes towards different foods and to understand the food culture from a cross-cultural perspective.
1.Preview the contents of this section in advance, using the textbook as a clue to understand the representative food in Chinese and English food culture;
2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.
Step 1 Lead-in
Teacher introduces the theme of food culture.
Step 2 Watching a video
Starting out—Learning the background of the food
Activity 1
Provide theme-related background knowledge for Ss and raise their cultural awareness.T asks Ss to read the questions in Activity 1 and plays the video. Ss watch the video and list the different types of food introduced in the video. Then answer questions:
Q1: What different types of food are introduced in the video
Q2: Have you ever tried any of the food in the video What did you think of it
Activity 2
Ss share their answers with the class.T collects answers. T can play the video again if necessary.
Then The teacher evaluates the students' answers and finally gives the correct answers:
Q1:Beijing duck,dazhaxie and Sichuan hot pot.
Q2:Students’ own answers.
Activity 3
1)Pair-work:Match the food to the countries on the map and answer the questions.
①Have you ever tried any of the food in the pictures Which would you most like to try
②What food from other countries have you tried
2)Students share their answers with the class.Then the teacher evaluates the students' answers.
Step 3 Pre-reading
Activity 4
Pair-work: Look at the pictures on Page 2.
①Ss discuss and explain their choices.Then tick the food Ss would like to try and see how adventurous they are.
②T walks around and introduces the foreign food if necessary in order to help Ss relate the unit theme to their daily life and raise their interests.
③Ss answer the questions, talking about their knowledge of food from different countries. T evaluates their activities to help Ss activate their existing knowledge and get familiar with the topic.
Step 4 Fast-reading
Activity 5
T shows the pictures on Page2-3 and asks Ss to read the title of the passage and share their understanding of it.
T asks Ss to skim the passage and see if their understanding is correct.
Answer the question: What’s the main idea of the passage
T guide Ss to skim the text(first and last paragraph) and tell the main idea: My father is British and my mother is Chinese.Thanks to that,I’ve been able to enjoy food from both countries ever since I was a child.
Step 5 Careful-reading
Activity 6: Pair-work
T asks Ss to read the passage carefully and complete the table with information from the passage.
T can guide Ss to read some key words in the first column in the table, then find the places with the key words in the passage in order to complete the table. Ss can discuss in pairs and complete the work by cooperating with each other.
Ss share their answers with the class. T shows the answers on the screen by PPT.
Ss read the passage again, then understand and underline the new words.T can teach these new words in several minutes.(pudding, snack,cuisine,spicy,hot pot,dare,marriage,wedding,sort,butcher, super,bacon,sausage,toast,butter,typical,roast,suffer,stinky,tofu,horrible,gather,bite,cheese,someday, poison,oolong tea,china)
Step 6 Discussion
Activity 7
T asks Ss to discuss the two questions in groups and share their opinions. T offers help if needed.
What does the author mean by saying "one mans meat is another mans poison" Do you know of any similar sayings in Chinese
What food from other regions in China or other countries has made an impression on you Why
Ss discuss the questions in groups and share their opinions in class.
T help Ss further explore the topic and the unit theme and improve Ss’ critical thinking and problem-solving ability.
Activity 8
Learning language points:
But there are still some dishes that Dad dare not try even after many years of marriage to my mother.
some dishes that Dad dare not try =Dad does not have enough courage to try some of the Chinese dishes.
dare在此句中是一个情态动词,没有人称和数的变化,dare not表示“不敢”
dare作情态动词主要用于否定句和疑问句,形式分别是 dare not( daren't)和 Dare I/you/he… 等,后面跟动词原形。在肯定句中,通常只用于 I dare say这一习惯用语,表示“我想;我敢说”。
dare作为实义动词,意为“敢,敢于”,在人称数和时态等形式变化上与其他实义动词相同。比如在此句中,dare也可以改为实义动词的用法,即There are still some dishes Dad does not dare to try.
2. Even today, he still does not easily take to eating things like chicken feet
Paraphrase: Even today, he still cannot get used to eating things like chicken feet.
take to doing sth是固定搭配,意为 to start doing something regularly or as a habit。例如:Tom has taken to going jogging every morning.(Tom习惯于每天早晨慢跑锻炼。)另一常见搭配为 take to sb/sth,意为 to start to like someone or something。
3.He must have thought I was joking.
Paraphrase: I'm sure that he thought I was joking此处情态动词must与完成式连用,表示对过去发生的动作或状态的肯定推测。
4.Dad can cook a super“ full English breakfast”of bacon,eggs,beans,sausages and toast with butter…
英式早餐: A full English breakfast is a breakfast meal that typically includes bacon,eggs,other cooked foods and a beverage such as coffee or tea. It usually shortened to “full English”.
5.But just when I thought I could deal with all Chinese food, I came across stinky tofu,a horrible grey thing that looked and smelt like a burnt sports shoe.
come across: to meet, find or discover someone or something by chance.
eg : I came across my uncle in the gym.
6.People say that one man's meat is another man's poison, but I feel at home with food from both my cultures.
Paraphrase: People say that something that one person likes may not be liked by someone else. Chinese people and Britons may have different food preferences, but I enjoy food from both cultures.
feel at home with sth是固定搭配,意为 to feel happy or confident about doing or using something
例如: Practise using the video until you feel quite at home with it.(练习一下怎么用这台录像机,直到熟练为止。)
7.To me, there's nothing better than a cross-cultural afternoon tea of English biscuits and acup of Chinese oolong tea in a fine china cup!
Paraphrase: To me, an afternoon tea involving two different cultures is the best! It consists of English biscuits and a cup of Chinese oolong tea in a beautiful and delicate china cup.
T explains: Afternoon tea was introduced in Britain in the early 19th century. It is a light meal to stem the hunger before an evening meal.Typically eaten between 3: 30 pm and 5 pm, it's usually composed of sandwiches (usually cut delicately into fingers), scones, sweet pastries, cakes and a pot of tea.
Step 8 Homework
Read the passage again and understand the food culture from a cross-cultural perspective.
Remember the new words and learn the usages of them.
通过本节内容学习，学生能否理解与饮食有关的文章内容，听懂并谈论与饮食有关的话题；
通过本节内容学习，学生能否了解中外饮食文化的异同，丰富对饮食文化的认知；
通过本节内容学习，学生能否通过了解各国饮食文化而增强英语学习的兴趣。