外研版（2019）高中英语必修第二册 Unit 1 Food for thought Starting_out_and_Understanding_ideas名师教学设计
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| 名称 | 外研版（2019）高中英语必修第二册 Unit 1 Food for thought Starting_out_and_Understanding_ideas名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 20.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 14:11:43 | ||
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Unit 1 Starting out & Understanding ideas名师教学设计
课时内容：
本课时的话题是中外美食，包括 Starting out和Understanding ideas两部分。Starting out是导入部分，通过观察图片、观看视频，学生能够了解不同的美食，并进一步思考这些美食来自哪些地方或国家，有助于他们开阔视野，增大知识面，并领略不同国家的美食。在此基础上，引导学生思考并简要表达他们曾经品尝过的美食名吃有哪些？品尝过的外国名吃有哪些？Understanding ideas部分以一个跨国家庭的孩子的口吻，描述日常生活中来自英国的父亲和来自中国的母亲，分别做出两个国家不同特色的菜肴，以及第一次来中国时品尝的中国美食，感受到的中国饮食文化，作者深深喜欢上了中国美食以及中国饮食文化。文章列举了各种各样的食物，以及中外文化的不同通过对比的方式，让我们进一步了解中西方饮食文化的差异。
课时目标：
1.认知并灵活运用本课时的重点词汇dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from。
2.通过速读、精读等方式，引导学生由浅入深，逐层推进，加深对文章的理解，并掌握不同的阅读技巧和方法。通过对所设置题目的解答，让学生学会根据关键词提取重要信息，理清文章线索，并学会深层次分析问题，进行语言加工，提高归纳概括、推理判断的能力。
3.通过阅读文章，了解中外美食，领略不一样的饮食文化。
重点难点：
重点：
学习并掌握本课的重点词汇dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from,并能在具体语境中选用合适的形式灵活运用。
难点：
通过解决阅读阶段所设置的题目，让学生学会分析问题、解决问题，理清文章脉络，提高阅读水平。
教学准备：
教师准备：
1.做好该部分内容的视频材料、PPT以及音频素材。
2.设计好阅读理解题目，利用不同方式拓展语言点激发学生兴趣。
学生准备：
1.在网上搜索并了解中外美食、地方名吃，了解不同的饮食特色以及饮食习惯和饮食喜好。
2.思考中外饮食的异同点，并重点查找英国饮食和中国饮食的异同点。
3.预习 Starting out和 Understanding ideas两部分的内容，通过查字典等方式提前解决词汇问题。
教学过程：
Step I Starting out
1.The teacher guides the students to look at the pictures on Page 1 of the textbook and asks them to name them.
2.Watch the video prepared in advance，and answer the questions.
（1）What different types of food are introduced in the video
（2）Have you ever tried any of the food in the video What did you think of it
（3）What’s your favourite food Why do you like it best
3.Ask students to discuss the questions above and give their answers.
Keys:
（1）Beijing duck, dazharxie and Sichuan hot pot.
（2）~（3）（略）
【设计意图】通过观看视频，让学生了解中国的代表性食物，初步导入话题。
Step II Reading
1.Pre-reading
（1）Look at the pictures on Page 2 and learn about the four different foods.
（2）Look at the title of the passage and talk about your understanding of it.
2.Fast reading
Match the main ideas with the paragraphs.
Para.1
Para.2
Para.3
Para.5
Para.5
a. I like both food cultures.
b. I accept and enjoy Chinese food.
c. The reason why I experience two cuisines.
d. Father can’t accept some of the Chinese food.
e. The experiences of my first visit to China.
f. Two different styles and attitudes of my parents to food.
Keys:
Para.1—c
Para.2—d
Para.3—b
Para.4—f
Para.5—e
Para.6—a
【设计意图】该部分用匹配的形式将每段的主要内容概括并呈现出来，既锻炼了学生的概括归纳能力，又降低了练习题的难度，因此将该题设置在了速读部分。
3. Careful reading
(1) Read the passage again and complete the text.
Growing up with a British father and a Chinese mother. I 1 (enjoy) food from both countries since I was a child. My mother’s home town is Sichuan, so she often cooks spicy dishes. Because of this, Dad has come to love hot pot! But there are some dishes that Dad dare not try even after many years of marriage to my mother. He told me he was 2 (surprise) by what he saw on the table when he first 3 (visit) my mother’s parents in China. He was shocked when he saw how the Chinese ate almost every part of 4 animal. He can’t take to eating things like chicken feet 5 (easy) even today! But I enjoy that kind of food. Mum and I both like the “full English breakfast” 6 (cook) by Dad. We all love roast beef in British style, but Mum thinks it may make us suffer 7 heat inside our bodies. Therefore, she says we had better not eat too much. I will never forget my first visit to China. Mum encouraged me 8 (try) different kinds of food. I loved everything. When I first came across stinky tofu，I thought of blue cheese, 9 has a similarly strong smell. In short, I like the food from both my 10 (culture). I think a cross-cultural afternoon tea is wonderful.
Keys:
1. have enjoyed 2. surprised 3. visited 4. an 5. easily
6. cooked 7. from 8. to try 9. which 10. cultures
【设计意图】通过设置该题，有助于学生进一步归纳概括文章，理清文章脉络，从而加深对文章的理解。同时，该题在学生读懂语篇的基础上，将英语语法、句法、词汇的知识融合在一起，更科学地考查学生的英语语言综合运用能力。
（2）Language points
Master the words and phrases：
Dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from
【备注】知识点讲解详见第二教案。
4.Post-reading
Finish Activity 3 & 4 on Page 4.
（1）Choose the main idea of the passage.
Keys:
4
（2）Choose the correct symbols and complete the table with information from the passage.
【设计意图】Activity 3以选择题的形式呈现，让学生选出文章的主旨大意，主要考查学生的归纳、概括能力，既不能以偏概全，又不能面面俱到。点拨学生做这类题的解题技巧，先抓文章的关键词，再确定具体角度，两者融合，从而选出最佳选项。Activity4是通过表格的形式，将作者、作者的父亲和母亲三人对不同菜式的态度提炼出来。该题目设置简单明了，能锻炼学生原文定位、确定答案角
度的能力。该题源自原文，目标明确，难度不大。
Step III Sum up
1.总结本节课的重点词汇dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from和句型，采用表格、思维导图等形式帮助学生更清晰地了解它们的用法，形成知识脉络。
2让学生用简短的英语陈述作者对中国、英国菜式的喜爱，进一步锻炼学生概括、归纳的能力。
3作者既能接受英式饮食，又很喜欢中国的食物，对两种饮食文化都能坦然接受，应培养学生兼容并蓄，接受多元文化的品格。
Step IV Homework
1.Sum up what we learned in class and take notes.
2.Preview the next period.
板书设计：
Unit 1 Food for thought Period I Starting out & Understanding ideas I. Starting out 1. The teacher guides the students to look at the pictures on Page 1 of the textbook and asks them to name them. 2. Watch the video prepared in advance, and answer the questions. 3. Ask students to discuss the questions above and give their answers. II. Reading 1. Pre-reading 2. Fast reading Match the main ideas with the paragraphs. 3. Careful reading (1) Read the passage again and complete the text. (2) Language points Master the words and phrases: dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from 4. Post-reading Activity 3 & 4 on Page 4. III. Sum up IV. Homework
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课时内容：
本课时的话题是中外美食，包括 Starting out和Understanding ideas两部分。Starting out是导入部分，通过观察图片、观看视频，学生能够了解不同的美食，并进一步思考这些美食来自哪些地方或国家，有助于他们开阔视野，增大知识面，并领略不同国家的美食。在此基础上，引导学生思考并简要表达他们曾经品尝过的美食名吃有哪些？品尝过的外国名吃有哪些？Understanding ideas部分以一个跨国家庭的孩子的口吻，描述日常生活中来自英国的父亲和来自中国的母亲，分别做出两个国家不同特色的菜肴，以及第一次来中国时品尝的中国美食，感受到的中国饮食文化，作者深深喜欢上了中国美食以及中国饮食文化。文章列举了各种各样的食物，以及中外文化的不同通过对比的方式，让我们进一步了解中西方饮食文化的差异。
课时目标：
1.认知并灵活运用本课时的重点词汇dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from。
2.通过速读、精读等方式，引导学生由浅入深，逐层推进，加深对文章的理解，并掌握不同的阅读技巧和方法。通过对所设置题目的解答，让学生学会根据关键词提取重要信息，理清文章线索，并学会深层次分析问题，进行语言加工，提高归纳概括、推理判断的能力。
3.通过阅读文章，了解中外美食，领略不一样的饮食文化。
重点难点：
重点：
学习并掌握本课的重点词汇dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from,并能在具体语境中选用合适的形式灵活运用。
难点：
通过解决阅读阶段所设置的题目，让学生学会分析问题、解决问题，理清文章脉络，提高阅读水平。
教学准备：
教师准备：
1.做好该部分内容的视频材料、PPT以及音频素材。
2.设计好阅读理解题目，利用不同方式拓展语言点激发学生兴趣。
学生准备：
1.在网上搜索并了解中外美食、地方名吃，了解不同的饮食特色以及饮食习惯和饮食喜好。
2.思考中外饮食的异同点，并重点查找英国饮食和中国饮食的异同点。
3.预习 Starting out和 Understanding ideas两部分的内容，通过查字典等方式提前解决词汇问题。
教学过程：
Step I Starting out
1.The teacher guides the students to look at the pictures on Page 1 of the textbook and asks them to name them.
2.Watch the video prepared in advance，and answer the questions.
（1）What different types of food are introduced in the video
（2）Have you ever tried any of the food in the video What did you think of it
（3）What’s your favourite food Why do you like it best
3.Ask students to discuss the questions above and give their answers.
Keys:
（1）Beijing duck, dazharxie and Sichuan hot pot.
（2）~（3）（略）
【设计意图】通过观看视频，让学生了解中国的代表性食物，初步导入话题。
Step II Reading
1.Pre-reading
（1）Look at the pictures on Page 2 and learn about the four different foods.
（2）Look at the title of the passage and talk about your understanding of it.
2.Fast reading
Match the main ideas with the paragraphs.
Para.1
Para.2
Para.3
Para.5
Para.5
a. I like both food cultures.
b. I accept and enjoy Chinese food.
c. The reason why I experience two cuisines.
d. Father can’t accept some of the Chinese food.
e. The experiences of my first visit to China.
f. Two different styles and attitudes of my parents to food.
Keys:
Para.1—c
Para.2—d
Para.3—b
Para.4—f
Para.5—e
Para.6—a
【设计意图】该部分用匹配的形式将每段的主要内容概括并呈现出来，既锻炼了学生的概括归纳能力，又降低了练习题的难度，因此将该题设置在了速读部分。
3. Careful reading
(1) Read the passage again and complete the text.
Growing up with a British father and a Chinese mother. I 1 (enjoy) food from both countries since I was a child. My mother’s home town is Sichuan, so she often cooks spicy dishes. Because of this, Dad has come to love hot pot! But there are some dishes that Dad dare not try even after many years of marriage to my mother. He told me he was 2 (surprise) by what he saw on the table when he first 3 (visit) my mother’s parents in China. He was shocked when he saw how the Chinese ate almost every part of 4 animal. He can’t take to eating things like chicken feet 5 (easy) even today! But I enjoy that kind of food. Mum and I both like the “full English breakfast” 6 (cook) by Dad. We all love roast beef in British style, but Mum thinks it may make us suffer 7 heat inside our bodies. Therefore, she says we had better not eat too much. I will never forget my first visit to China. Mum encouraged me 8 (try) different kinds of food. I loved everything. When I first came across stinky tofu，I thought of blue cheese, 9 has a similarly strong smell. In short, I like the food from both my 10 (culture). I think a cross-cultural afternoon tea is wonderful.
Keys:
1. have enjoyed 2. surprised 3. visited 4. an 5. easily
6. cooked 7. from 8. to try 9. which 10. cultures
【设计意图】通过设置该题，有助于学生进一步归纳概括文章，理清文章脉络，从而加深对文章的理解。同时，该题在学生读懂语篇的基础上，将英语语法、句法、词汇的知识融合在一起，更科学地考查学生的英语语言综合运用能力。
（2）Language points
Master the words and phrases：
Dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from
【备注】知识点讲解详见第二教案。
4.Post-reading
Finish Activity 3 & 4 on Page 4.
（1）Choose the main idea of the passage.
Keys:
4
（2）Choose the correct symbols and complete the table with information from the passage.
【设计意图】Activity 3以选择题的形式呈现，让学生选出文章的主旨大意，主要考查学生的归纳、概括能力，既不能以偏概全，又不能面面俱到。点拨学生做这类题的解题技巧，先抓文章的关键词，再确定具体角度，两者融合，从而选出最佳选项。Activity4是通过表格的形式，将作者、作者的父亲和母亲三人对不同菜式的态度提炼出来。该题目设置简单明了，能锻炼学生原文定位、确定答案角
度的能力。该题源自原文，目标明确，难度不大。
Step III Sum up
1.总结本节课的重点词汇dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from和句型，采用表格、思维导图等形式帮助学生更清晰地了解它们的用法，形成知识脉络。
2让学生用简短的英语陈述作者对中国、英国菜式的喜爱，进一步锻炼学生概括、归纳的能力。
3作者既能接受英式饮食，又很喜欢中国的食物，对两种饮食文化都能坦然接受，应培养学生兼容并蓄，接受多元文化的品格。
Step IV Homework
1.Sum up what we learned in class and take notes.
2.Preview the next period.
板书设计：
Unit 1 Food for thought Period I Starting out & Understanding ideas I. Starting out 1. The teacher guides the students to look at the pictures on Page 1 of the textbook and asks them to name them. 2. Watch the video prepared in advance, and answer the questions. 3. Ask students to discuss the questions above and give their answers. II. Reading 1. Pre-reading 2. Fast reading Match the main ideas with the paragraphs. 3. Careful reading (1) Read the passage again and complete the text. (2) Language points Master the words and phrases: dare, marriage, typical, suffer, gather, poison, symbol, opinion, suffer from 4. Post-reading Activity 3 & 4 on Page 4. III. Sum up IV. Homework
2 / 2