人教版（2019）选择性必修第二册 Unit3Food and Culture Reading and Thinking 名师教学设计
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| 名称 | 人教版（2019）选择性必修第二册 Unit3Food and Culture Reading and Thinking 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-12 15:20:33 | ||
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文档简介
Unit3 Reading and Thinking名师教学
课时内容
Understand the link between food and culture
主题语境：人与社会
主题群：历史、社会与文化
子主题：饮食与文化
语篇类型：事理说明文
文本分析：
[What]“Culture and cuisine”是一篇事理说明文，说明了饮食和人的性格特点及文化之间的关系。文章依次记叙了在美国吃中国食物、在中国的北京、山东、新疆、广东等地品尝了当地美食，并以每个地点为依托，通过作者和家人亲自品尝，描述了中国各地菜肴的味道和作者的感受。文中包含了丰富多样的中国美食和人文信息，以及作者的内心感受。
[Why]从外国旅行者的视角按时间顺序记叙了中国的美食，并阐述其中所反映的文化内涵、历史传统、地域特色等，引导学生理解和思考食物与地域、文化传统、当地人性格等的关系。
[How]该文是一篇事理说明文，其明线是通过在不同地点品尝到的中国美食为线索展开；暗线则是对中国美食进行介绍，使读者了解中国不同地方的风味美食。
课时目标
1.获取与梳理出作者描述的中国美食的特征等信息2.推理和论证作者对于中国美食和文化之间关系的认识及作者的写作目的。
3.评价作者的写作手法和文本特征
重点难点
重点：
1.了解不同地方中国美食的特点。
2.引导学生理解文字背后的隐含意义，准确把握信息之间的因果关系，提升阅读理解能力。
难点：
1.感受语篇衔接词在句与句之间，段与段之间的作用，并能正确使用。
2.推理和论证作者对中国美食和文化之间关系的认识。
教学准备
教师准备：中国八大菜系的相关信息。
学生准备：
1.预习本课词汇和课文内容。
2.通过多种渠道了解中国美食的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Get to know dishes in the UK and France.
（1）British food
2. Get to know some famous dishes in China.
3. Prediction Ask students to look at the title and the pictures, and then predict what this article is about
Suggested answer:
It is about different kinds of Chinese food and the culture each food represents.
【设计意图】在阅读前，首先认识和了解国内外的一些菜品，然后通过看文章标题和插图猜测文章内容，形成阅读期待，为后面的阅读奠定基础。
4.Questions for thinking.
Before students read，ask them to discuss these questions in groups.
·How many kinds of Chinese cuisine are there，and how can these cuisines be described？
·What，if anything，do these cuisines tell you about the people who eat them？
·The first paragraph has a quote："You are what you eat." In pairs，discuss what you think this saying means. Then read the article to see if you share the same ideas as the author.
Suggested answers：
·There are at least eight different kinds of Chinese cuisine: Shandong (fresh and salty ) Sichuan (hot from chillies and from Sichuan peppercorns), Jiangsu(soft texture, a little sweet), Cantonese mild and slightly sweet), Fujian (umami taste, light ), Zhejiang (fresh flavours, soft texture), Hunan (dry hot), and Anhui(fresh herbs, oily colourful). In addition, there are numerous cooking styles that are associated with ethnic minorities.
·The cuisines certainly say something about the kinds of ingredients available to the people, and a lot about the kinds of flavours the people prefer.
·The saying means that the kind of food we eat tells something about our personality, character, and culture.
活动二：获取与梳理
1.Take notes.
Read and complete the table below with the information from the article.
Place Kind of Chinese food Typical dish People or culture
America
Beijing
Shandong
Northwest China
South China
Central China
Suggested answers:
America
·Kind of Chinese food Chinese food changed to suit American tastes
·Typical dish: General Tso's chicken
·People or culture: Americans love bold, simple flavours, and are not afraid to try new foods.
Beijing
·Kind of Chinese food: Sichuan cuisine
·Typical dish: dishes with Sichuan peppercorns
·People or culture: People there offered them good friendship.
Shandong
·Kind of Chinese food Shandong cuisine
·Typical dish: boiled dumplings served with vinegar pancake rolls stuffed with sliced Chinese green onions
·People or culture: Family is important to the people there
Northwest China
·Kind of Chinese food: Xinjiang and Inner Mongolian cuisine
·Typical dish: boiled or roasted meat, such as lamb kebab
·People or culture: People there traditionally wander the open range on horses so their traditional foods are what you can cook over an open fire.
South China
·Kind of Chinese food Guangdong cuisine
·Typical dish: dim sum
·People or culture: Through food, Chinese people everywhere show friendship and kindness.
Central China
·Kind of Chinese food: Henan cuisine
·Typical dish: stewed noodles
·People or culture: Through food, Chinese people everywhere show friendship and kindness.
2. Answer the questions.
Ask students to read the article and find out the answers to the following questions.
·What does the dish general Tso's chicken tell about Americans
·What impressed the writer most while in Beijing
·What did the writer find is important to people in Shandong
·Why did people in Xinjiang enjoy cooking over an open fire
·What does elegant dim sum mean
·What does the food local people consume tell the writer
Suggested answers:
·It tells people that Americans love bold, simple flavours and are not afraid to try new foods.
·The friendship offered by people.
·Family.
·They traditionally wandered the open range on horses.
·Small servings of food in bamboo steamers.
·It tells the writer what people grow in their region, what kinds of lives they lead, and what they like and do not like.
3. Main idea of each paragraph
Ask students to read and find out the main idea of each paragraph.
Suggested answers：
Para 1: You are what you eat.
Para 2: Chinese food in America has been changed to suit American tastes.
Para 3: My experience of authentic Chinese food in Beijing.
Para 4: What I learnt about Chinese food culture in Shandong Province.
Para 5: Cuisines in Xinjiang.
Para 6: Cuisines in South China and central China.
Para 7: Culture and cuisine go hand in hand.
【设计意图】在阅读过程中，通过完成表格获取文本中提到的北京、山东、广东、新疆等地菜的种类等信息；通过阅读文章获取段落大意，加深学生对课文内容的理解，有助于学生从语篇中获得新知，感知和理解语篇中语言所表达的意义。
活动三：概括与整合
1.Share feelings of reading.
Ask students to share the feelings of reading by answering the following questions
·What kind of cuisine do you like best？Give your reasons
·How do you feel about your local cuisine？
2.Write a summary.
Ask students to write a summary of the article in less than 60 words.
Suggested answer：
What we eat represents our personality，character，and culture，and Chinese cuisine is a good example（要点1）I travelled to many places in China with my family and tasted many different kinds of local food（要点2）Everywhere，the food was as varied as the people. One thing is certain：Chinese people show friendship and kindness through food .（要点3）Culture and cuisine go hand in hand.（要点4）
【设计意图】本活动以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。概要写作有利于提高学生对课文结构和大意的理解。
Step Ⅱ 应用实践
活动四：描述与阐释
After reading the article，ask students to think about the following questions.
·How does this article develop？
·If you write a article to describe the dish you like how will you arrange your article？
Suggested answers:
·By following the order of travelling time.
·Maybe I will introduce the name, the taste, the Ingredients, the making process and so on.
【设计意图】通过讨论，促进学生对文章语篇结构的理解，更重要的是可以提高学生的语言表达能力。
活动五：分析与判断
1.Go through the sentences and make sure students understand their meanings.
Understand cause and effect
Sometimes two ideas are related to each other by cause and effect. That is, one thing causes something else to happen. Cause-and-effect relationships can be direct. For example, “It was raining, so I took my umbrella” However, some cause-and-effect relationships are not direct, and some may also have more than one cause or effect.
2. Ask students to work in groups of four and match the causes to the effects.
Cause
① The flavour preferences of Americans often differ from those of the Chinese.
② We had no idea how to order food.
③ These groups traditionally wandered the open range on horses.
Effect
A The chef just began filling our table with the best food we had ever eaten.
B Their traditional foods are what you can cook over an open fire.
C Chinese food in America is changed to suit American tastes.
Suggested answers：
①C②A③B
【设计意图】通过阅读，让学生分析并匹配几件事情的起因与结果，有助于提高学生的阅读理解能力，培养学生的逻辑思维能力，从而加深学生对文本内容的理解，提高学生的思维品质，促进语言运用的自动化。
活动六：内化与运用
Ask students to read the article again and finish the cloze.
According to the French author Jean Anthelme Brillat-Savarin, ①________we eat can show our personality, character, and culture. Chinese cuisine is a good example. Prior to ②________(come) to China, I only experienced Chinese food that③________(change) to suit American tastes. America's most popular Chinese dish is General Tso's chicken which tells us a lot about Americans. When I came to Beijing, a friend recommended a Sichuan restaurant where we had the ④________(please) of experiencing an entirely new taste Sichuan peppercorns. What was even more important was the friendship offered us. In Shandong, I liked boiled dumplings⑤________(serve) with vinegar best. I observed that family is important to the people there. In northern Xinjiang, I enjoyed boiled or roasted meat. Everywhere we went, we experienced wonderful local dishes. Although the food was as⑥________(vary) as the people, Chinese people everywhere show friendship and ⑦________(kind)through food. From my experiences, I know that culture and cuisine go hand in hand, and if you do not experience one, you can never ⑧________（real） know the other.
Suggested answers:
①what② coming③ had been changed④ pleasure⑤ served⑥ varied⑦ kindness⑧ really
【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的语篇练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证
Ask students to work in groups and explore the followings.
·What is the purpose of the article？
·How does the author make the article clear？
·Do you think" culture and cuisine go hand in hand"？
·Give your reasons.
Suggested answers
·The author aimed to describe the Chinese dishes in the eye of a foreigner.
·The author wrote the article by describing different Chinese dishes according to the places he travelled to.
·Personally, culture and cuisine go hand in hand. Reasons are as follows：
① Cuisine in certain place can tell us what the local people like to eat, grow or dislike.
② The food flavour they eat and the food features they cook both well demonstrate the personalities, characters or culture of the local people.
【设计意图】通过讨论作者的写作手法和写作目的，引发学生思考并讨论文化和美食是否相辅相成，给出理由，加深学生对文本的深层理解，实现主题意义的探究。
活动八：想象与创造
1.Discussion Imagine that it's true that people's personalities are closely linked to the foods they eat. Ask students to discuss：
·What does eating the following foods tell you about a person？
spicy food vegetarian food junk food seafood sweets chocolate rice noodles onion garlic bacon ham sausage cabbage mushroom bean curb
Suggested answer：
Possibly, people who like spicy food love excitement and new experiences. And people who like junk food like to enjoy life without worrying about the future.
2. Writing
Ask students to write a short passage to introduce their local food and try to think about the food they eat and their personalities.
【设计意图】让学生讨论人们所吃的食物和其性格特点的联系，然后写一段文字介绍自己家乡的风味食物并思考自己所吃的食物和自己性格特点的关系，引发学生对主题的思考。该活动可以把学生置于新的情境中，让学生分析问题和解决问题，以此达到学以致用的目的，实现深度学习，促进能力向素养的转化，实现学科育人。
板书设计
Unit 3 Food and Culture Period I Reading and Thinking I.学习理解 活动一：感知与注意 1.Get to know dishes in the UK and France 2.Get to know some famous dishes in China 3.Prediction 4.Questions for thinking. 活动二：获取与梳理 1.Take rotes 2.Answer the questions 3.Main idea of each paragraph 活动三：概括与整合 1.Share feelings of reading. 2.Write a summary Ⅱ.应用实践 活动四：描述与阐释 活动五：分析与判断 活动六：内化与运用 Ⅲ.迁移创新 活动七：推理与论证 活动八：想象与创造 1.Discussion 2.Writing
课时内容
Understand the link between food and culture
主题语境：人与社会
主题群：历史、社会与文化
子主题：饮食与文化
语篇类型：事理说明文
文本分析：
[What]“Culture and cuisine”是一篇事理说明文，说明了饮食和人的性格特点及文化之间的关系。文章依次记叙了在美国吃中国食物、在中国的北京、山东、新疆、广东等地品尝了当地美食，并以每个地点为依托，通过作者和家人亲自品尝，描述了中国各地菜肴的味道和作者的感受。文中包含了丰富多样的中国美食和人文信息，以及作者的内心感受。
[Why]从外国旅行者的视角按时间顺序记叙了中国的美食，并阐述其中所反映的文化内涵、历史传统、地域特色等，引导学生理解和思考食物与地域、文化传统、当地人性格等的关系。
[How]该文是一篇事理说明文，其明线是通过在不同地点品尝到的中国美食为线索展开；暗线则是对中国美食进行介绍，使读者了解中国不同地方的风味美食。
课时目标
1.获取与梳理出作者描述的中国美食的特征等信息2.推理和论证作者对于中国美食和文化之间关系的认识及作者的写作目的。
3.评价作者的写作手法和文本特征
重点难点
重点：
1.了解不同地方中国美食的特点。
2.引导学生理解文字背后的隐含意义，准确把握信息之间的因果关系，提升阅读理解能力。
难点：
1.感受语篇衔接词在句与句之间，段与段之间的作用，并能正确使用。
2.推理和论证作者对中国美食和文化之间关系的认识。
教学准备
教师准备：中国八大菜系的相关信息。
学生准备：
1.预习本课词汇和课文内容。
2.通过多种渠道了解中国美食的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Get to know dishes in the UK and France.
（1）British food
2. Get to know some famous dishes in China.
3. Prediction Ask students to look at the title and the pictures, and then predict what this article is about
Suggested answer:
It is about different kinds of Chinese food and the culture each food represents.
【设计意图】在阅读前，首先认识和了解国内外的一些菜品，然后通过看文章标题和插图猜测文章内容，形成阅读期待，为后面的阅读奠定基础。
4.Questions for thinking.
Before students read，ask them to discuss these questions in groups.
·How many kinds of Chinese cuisine are there，and how can these cuisines be described？
·What，if anything，do these cuisines tell you about the people who eat them？
·The first paragraph has a quote："You are what you eat." In pairs，discuss what you think this saying means. Then read the article to see if you share the same ideas as the author.
Suggested answers：
·There are at least eight different kinds of Chinese cuisine: Shandong (fresh and salty ) Sichuan (hot from chillies and from Sichuan peppercorns), Jiangsu(soft texture, a little sweet), Cantonese mild and slightly sweet), Fujian (umami taste, light ), Zhejiang (fresh flavours, soft texture), Hunan (dry hot), and Anhui(fresh herbs, oily colourful). In addition, there are numerous cooking styles that are associated with ethnic minorities.
·The cuisines certainly say something about the kinds of ingredients available to the people, and a lot about the kinds of flavours the people prefer.
·The saying means that the kind of food we eat tells something about our personality, character, and culture.
活动二：获取与梳理
1.Take notes.
Read and complete the table below with the information from the article.
Place Kind of Chinese food Typical dish People or culture
America
Beijing
Shandong
Northwest China
South China
Central China
Suggested answers:
America
·Kind of Chinese food Chinese food changed to suit American tastes
·Typical dish: General Tso's chicken
·People or culture: Americans love bold, simple flavours, and are not afraid to try new foods.
Beijing
·Kind of Chinese food: Sichuan cuisine
·Typical dish: dishes with Sichuan peppercorns
·People or culture: People there offered them good friendship.
Shandong
·Kind of Chinese food Shandong cuisine
·Typical dish: boiled dumplings served with vinegar pancake rolls stuffed with sliced Chinese green onions
·People or culture: Family is important to the people there
Northwest China
·Kind of Chinese food: Xinjiang and Inner Mongolian cuisine
·Typical dish: boiled or roasted meat, such as lamb kebab
·People or culture: People there traditionally wander the open range on horses so their traditional foods are what you can cook over an open fire.
South China
·Kind of Chinese food Guangdong cuisine
·Typical dish: dim sum
·People or culture: Through food, Chinese people everywhere show friendship and kindness.
Central China
·Kind of Chinese food: Henan cuisine
·Typical dish: stewed noodles
·People or culture: Through food, Chinese people everywhere show friendship and kindness.
2. Answer the questions.
Ask students to read the article and find out the answers to the following questions.
·What does the dish general Tso's chicken tell about Americans
·What impressed the writer most while in Beijing
·What did the writer find is important to people in Shandong
·Why did people in Xinjiang enjoy cooking over an open fire
·What does elegant dim sum mean
·What does the food local people consume tell the writer
Suggested answers:
·It tells people that Americans love bold, simple flavours and are not afraid to try new foods.
·The friendship offered by people.
·Family.
·They traditionally wandered the open range on horses.
·Small servings of food in bamboo steamers.
·It tells the writer what people grow in their region, what kinds of lives they lead, and what they like and do not like.
3. Main idea of each paragraph
Ask students to read and find out the main idea of each paragraph.
Suggested answers：
Para 1: You are what you eat.
Para 2: Chinese food in America has been changed to suit American tastes.
Para 3: My experience of authentic Chinese food in Beijing.
Para 4: What I learnt about Chinese food culture in Shandong Province.
Para 5: Cuisines in Xinjiang.
Para 6: Cuisines in South China and central China.
Para 7: Culture and cuisine go hand in hand.
【设计意图】在阅读过程中，通过完成表格获取文本中提到的北京、山东、广东、新疆等地菜的种类等信息；通过阅读文章获取段落大意，加深学生对课文内容的理解，有助于学生从语篇中获得新知，感知和理解语篇中语言所表达的意义。
活动三：概括与整合
1.Share feelings of reading.
Ask students to share the feelings of reading by answering the following questions
·What kind of cuisine do you like best？Give your reasons
·How do you feel about your local cuisine？
2.Write a summary.
Ask students to write a summary of the article in less than 60 words.
Suggested answer：
What we eat represents our personality，character，and culture，and Chinese cuisine is a good example（要点1）I travelled to many places in China with my family and tasted many different kinds of local food（要点2）Everywhere，the food was as varied as the people. One thing is certain：Chinese people show friendship and kindness through food .（要点3）Culture and cuisine go hand in hand.（要点4）
【设计意图】本活动以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。概要写作有利于提高学生对课文结构和大意的理解。
Step Ⅱ 应用实践
活动四：描述与阐释
After reading the article，ask students to think about the following questions.
·How does this article develop？
·If you write a article to describe the dish you like how will you arrange your article？
Suggested answers:
·By following the order of travelling time.
·Maybe I will introduce the name, the taste, the Ingredients, the making process and so on.
【设计意图】通过讨论，促进学生对文章语篇结构的理解，更重要的是可以提高学生的语言表达能力。
活动五：分析与判断
1.Go through the sentences and make sure students understand their meanings.
Understand cause and effect
Sometimes two ideas are related to each other by cause and effect. That is, one thing causes something else to happen. Cause-and-effect relationships can be direct. For example, “It was raining, so I took my umbrella” However, some cause-and-effect relationships are not direct, and some may also have more than one cause or effect.
2. Ask students to work in groups of four and match the causes to the effects.
Cause
① The flavour preferences of Americans often differ from those of the Chinese.
② We had no idea how to order food.
③ These groups traditionally wandered the open range on horses.
Effect
A The chef just began filling our table with the best food we had ever eaten.
B Their traditional foods are what you can cook over an open fire.
C Chinese food in America is changed to suit American tastes.
Suggested answers：
①C②A③B
【设计意图】通过阅读，让学生分析并匹配几件事情的起因与结果，有助于提高学生的阅读理解能力，培养学生的逻辑思维能力，从而加深学生对文本内容的理解，提高学生的思维品质，促进语言运用的自动化。
活动六：内化与运用
Ask students to read the article again and finish the cloze.
According to the French author Jean Anthelme Brillat-Savarin, ①________we eat can show our personality, character, and culture. Chinese cuisine is a good example. Prior to ②________(come) to China, I only experienced Chinese food that③________(change) to suit American tastes. America's most popular Chinese dish is General Tso's chicken which tells us a lot about Americans. When I came to Beijing, a friend recommended a Sichuan restaurant where we had the ④________(please) of experiencing an entirely new taste Sichuan peppercorns. What was even more important was the friendship offered us. In Shandong, I liked boiled dumplings⑤________(serve) with vinegar best. I observed that family is important to the people there. In northern Xinjiang, I enjoyed boiled or roasted meat. Everywhere we went, we experienced wonderful local dishes. Although the food was as⑥________(vary) as the people, Chinese people everywhere show friendship and ⑦________(kind)through food. From my experiences, I know that culture and cuisine go hand in hand, and if you do not experience one, you can never ⑧________（real） know the other.
Suggested answers:
①what② coming③ had been changed④ pleasure⑤ served⑥ varied⑦ kindness⑧ really
【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的语篇练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证
Ask students to work in groups and explore the followings.
·What is the purpose of the article？
·How does the author make the article clear？
·Do you think" culture and cuisine go hand in hand"？
·Give your reasons.
Suggested answers
·The author aimed to describe the Chinese dishes in the eye of a foreigner.
·The author wrote the article by describing different Chinese dishes according to the places he travelled to.
·Personally, culture and cuisine go hand in hand. Reasons are as follows：
① Cuisine in certain place can tell us what the local people like to eat, grow or dislike.
② The food flavour they eat and the food features they cook both well demonstrate the personalities, characters or culture of the local people.
【设计意图】通过讨论作者的写作手法和写作目的，引发学生思考并讨论文化和美食是否相辅相成，给出理由，加深学生对文本的深层理解，实现主题意义的探究。
活动八：想象与创造
1.Discussion Imagine that it's true that people's personalities are closely linked to the foods they eat. Ask students to discuss：
·What does eating the following foods tell you about a person？
spicy food vegetarian food junk food seafood sweets chocolate rice noodles onion garlic bacon ham sausage cabbage mushroom bean curb
Suggested answer：
Possibly, people who like spicy food love excitement and new experiences. And people who like junk food like to enjoy life without worrying about the future.
2. Writing
Ask students to write a short passage to introduce their local food and try to think about the food they eat and their personalities.
【设计意图】让学生讨论人们所吃的食物和其性格特点的联系，然后写一段文字介绍自己家乡的风味食物并思考自己所吃的食物和自己性格特点的关系，引发学生对主题的思考。该活动可以把学生置于新的情境中，让学生分析问题和解决问题，以此达到学以致用的目的，实现深度学习，促进能力向素养的转化，实现学科育人。
板书设计
Unit 3 Food and Culture Period I Reading and Thinking I.学习理解 活动一：感知与注意 1.Get to know dishes in the UK and France 2.Get to know some famous dishes in China 3.Prediction 4.Questions for thinking. 活动二：获取与梳理 1.Take rotes 2.Answer the questions 3.Main idea of each paragraph 活动三：概括与整合 1.Share feelings of reading. 2.Write a summary Ⅱ.应用实践 活动四：描述与阐释 活动五：分析与判断 活动六：内化与运用 Ⅲ.迁移创新 活动七：推理与论证 活动八：想象与创造 1.Discussion 2.Writing