(共17张PPT)
Book2 Unit1
Food for Thought
To get the main idea of the passage and understand the title.
2. To find out the information sentences about expressing one's opinions about food.
3. To know more about the food differences between China and England and increase our cross-cultural awareness（跨文化意识 ）.
Learning Objectives
1. Understand the general meaning of the new text.
2. Train the reading ability to skim for main ideas and scan for the
detailed information.
3. Enhance cross-cultural awareness and build national self-confidence.
4. Learn the importance of food cultural connotations among countries
and voice personal views.
By the end of this lesson, you will:
Lead-in
How many kinds of cuisines in China
TAIWAN
What are they
[图片][图片]
Guessing game: recognize these Chinese cuisines
Squirrel-shaped madarain fish
Huangshan baked cake
Dongpo Pork
Hot Pot
Steamed Rice in Clay Pot
Steamed fish head with diced spicy
Pancake rolled with fried fritter
Buddha jumping the wall
松鼠鳜鱼(苏)
黄山烧饼(徽)
东坡肉(浙)
火锅(川)
佛跳墙(闽)
煎饼果子(鲁)
剁椒鱼头(湘)
煲仔饭(粤)
Let’s read a passage to know more about the cuisines.
Talk about your understanding of the title.
01
A child of two cuisines
A child of two cuisines
British cuisine VS
Chinese cuisine
Main idea:
His father is British and his mother is Chinese. Thanks to that, he’s been able to enjoy food from both countries ever since he was a child.
Choose the main idea of the passage
02
A child of two cuisines
A. How the family stays healthy by eating Chinese food.
B. What the family has done to promote Chinese food.
C. How the family cooks both Chinese and English food.
D. How the family combines food from two countries.
... feel at home with
food from both my cultures...
... enjoyed food from
both countries...
Read quickly to divide the passage into three part and match the main idea with each part
03
part 1
( )
part 2
( )
part 3
( )
The family’s opinion on different food.
Feeling at home with food from both countries.
My birth background
para. 1
para. 2-5
para. 6
Read paragraph one to find details.
04
The birth backgroud
Living place:
_______________
Father’s nationality:
________________
Mother’s nationality:
_______________
Favorite food:
__________________
Chinese
British
both Chinese and British food.
England
Sichuan hot pot
pig’s ears
chicken’s feet
Full English breakfast
Sunday roast
Stinky tofu
Read part 2 carefully and fill in the table.
05
what cuisines are mentioned in the passage
But just when I thought I could deal with all Chinese food, I came across stinky tofu, a horrible grey thing...
We all love roast beef and vegetables...
Mum and I just have to find a way to get him into the kitchen!
Mum and I just have to find a way to get him into the kitchen!
But I enjoy that sort of food myself.
Even today, he still does not easily take to eating things like chicken feet.
Thanks to this, Dad has come to love hot pot!
Mum has sweet memories of the food from her home town in Sichuan, and often cooks spicy dishes.
Can you summarise their attitude towards different food with one old saying in paragrapg 6
One man's meat is another man's poison.
Something that one person likes may not be liked by someone else.
When it comes to facing food from different cultures, what can we learn from the author
Think and share
05
1. Based on his words, what is the son’s attitude towards different food culture
spicy
super
typical
stinky
a horrible grey thing
strong smelling
cross-cultural
Food
Feelings
love/ enjoy/ come to love
dare not try
surprised/shocked/amazed
take to doing
not so bad
fall in love with
Objective !
When it comes to facing food from different cultures, what can we lea the author file:///C:/Users/HP/Downloads/634cbbce0413318bb49c74237e2178e0.jpeghttps://bkimg.cdn./pic/500fd9f9d72a6059234496a52034349b033bba3cfile:///C:/Users/HP/Downloads/dc54a5e7b7e66a56f6150030864cc1db.jpeg
Think and share
05
2. What attitude should we hold when facing different culture
“TRUE”
principle
tolerate
respect
understand
explore
cultural
difference
cultural
confidence
cultural
fusion(融合)
When it comes to facing food from different cultures, what can we lea the author
Homework
07
What food from other regions or countries impressed you
Recommend it to your friends by a letter.
Words bank
dare (not)...
Sweet memories/fall in love /love/enjoy/feel at home with
be surprised / shocked by
Thank You !教 学 设 计
Book2 Unit1 Food for Thought
Understanding Ideas
A Child of Two Cuisines
One man’s meat is another man’s poison.
彼之蜜糖，吾之砒霜。
Period 2 Food of Thought
Understanding Ideas
该部分的阅读语篇题为"A Child of Two Cuisines”，切合高考阅读中“人与社会”的大主题，也服务于本单元的核心任务：探究不同饮食文化的差异以及培养对待这一差异的跨文化视角，从而认同中国饮食文化、增强民族自信。本篇不仅以儿童视角介绍了中英文化中的代表性美食，还隐含对父母双方代表的截然不同的饮食习惯的探讨。
本篇主题是食物，与中学生息息相关，又极易激发学生兴趣。此外，全文语言简单明了，阅读难度大大降低，易于学生理解。学生既可以通过阅读领略各地食物不同的色香味及其背后蕴含的文化传统，又可以借此直面文化差异、寻求文化融合，从而树立起文化自信。
全文采用第一人称，叙述了作为中英混血的儿子在跨国家庭里见证的有关食物的故事，通过饮食的差异体现两种文化的碰撞，以及不同人物对这种碰撞的不同应对态度。高一学生与主人公年龄相仿，在阅读过程中更能共情，课堂活跃度较高。
Language abilities (语言能力): Acquire and summarize the information about the family’s attitude towards different food in England and China;
Learning abilities (学习能力): Train the reading ability to skim for main ideas and scan for the detailed information.
Cultural awareness（文化意识): Enhance cross-cultural awareness and understand different food culture.
Thinking qualities(思维品质)): Learn the importance of profound food cultural connotations among countries and voice personal views.
重点：
（1）掌握略读和精读的阅读技巧，能够获取细节信息，并概括归纳主旨大意
（2）通过认识不同国家的食物，了解食物的多样性
难点：
指导学生从主题、内容、语言、结构等方面分析阅读语篇，在此基础上分享对不同食物及其背后所蕴含的饮食文化的观点，培养学生的民族自豪感，同时树立起跨文化交际意识。
Step1: Lead in
Introduce the topic by playing a guessing game: recognize famous Chinese cuisines through their English names.
【设计意图】 通过猜菜名，激发学生学习兴趣，渴望了解不同国家及地区的美食，导入新课。
Step2: Pre-reading
Activity1: Talk about your understanding of the title
Activity2: Choose the main idea of the passage
【设计意图】 通过分析题目含义引导学生预测文章主旨大意，对课文主题有简单了解，进而为后续的阅读活动打下基础。
Step3: While reading
Reading for structures and main ideas:
Activity3: Skim the passage quickly to divide the passage into three parts and match the main ideas with each part.
【设计意图】通过略读找出各段大意，划分出文章的行文结构，有助于学生了解主人公一家与食物之间发生的故事，进一步引导学生掌握文章内容。
Reading for details:
Activity4: Read the first paragraph to find details about the son’s birth background.
Activity 5: After leading students to figure out the five kinds of cuisines mentioned in the passage, ask them to read Part 2 (para2.-5) to fill in the table.
Answer the questions below using the information from the texts.
1. Can you summarize their different attitude towards different food with one old saying in paragraph 6
2. What’s meaning of it Do you know some other similar expressions in Chinese
【设计意图】通过文中提及的五种食物，要求学生找出细节信息来判断三位家庭成员对不同食物的态度，让其更深层次地理解饮食文化的内涵，同时润物细无声地渗透德育目标。
Step 4: Post reading
Activity 6: Group Discussion
Based on his words, what is the son’s attitude towards different food culture
What attitude should we hold when facing different culture
【设计意图】引导学生以小组讨论的形式探究主人公的情感态度，推己及人，继而反思自身应如何面对截然不同的饮食文化，最后在全班面前展示分享自己的观点。
Step 5: Summary
Lead the student to summarize what have learned in this lesson, including the content of the passage as well as the cross-cultural perspective they should cultivate.
【设计意图】引导学生回顾本堂课所学内容，加深印象，再次强调增强民族文化自信的重要性。
Step 6: Homework
Write a letter to your friend and recommend a kind of food from other regions or countries which impressed you most.
板书设计：(共20张PPT)
外研版 Book 2
Senior School English (2019)
Unit 1 Food for Thought
Understanding ideas
A Child of Two Cuisines
Contents
Teaching ideology
Teaching and learning methods
Analysis of the teaching text
Analysis of the students
Teaching and learning objectives
Teaching procedures
Blackboard design
Teaching reflection
1. Teaching ideology
Themes
Texts
Language knowledge
Cultural knowledge
Language skills
Learning strategies
Activity-based approach to English learning
Language ability
Cultural awareness
Thinking capability
Learning ability
Core competencies
Six components of the curriculum
An effective class
1. themetic context
2. activity-based theory
3. cooperative and independt learning
Activity-based approach to English learning
Cooperative learning method
Teaching methods
Learning methods
Learning through activities
Independent learning method
2. Teaching and learning methods
How
What
Why
narrating a cross family’s story about food from the son’s perspective
To catch studetns’ attention through interesting topic and peer experience
To cultivate cultural awareness through differences in food at home and abroad
The family members’ attitude towards food in different countries
Man and society-—— food culture
3. Analysis of the teaching text
Theme
Content
Author’s Intention
Value orientation
Text type
Text structure
Language features
Food matters in daily life and also represents certain culture. Therefore, we should face cultural difference bracely, explore cultural fusion positively and build up cultural confidence eventually.
How
6 paragraphs
3 parts
Concise
Simple
3. Analysis of the teaching text
Text type
Text structure
Language features
part 1 (para1.): the son’s birth background
part 2 (para2.-5): the family’ attitude towards different food in England and China
part3 (para 6.) : the son’s opinion on this kind of mixed eating habit
narration (first person)
spicy typical stinky cross-cultural
surprised/shocked/amazed fall in love with dare noy try
Key words & expressions
4. Analysis of the students
K W L
Not effectively predict through the titile;
No idea about reading strategies like skimming and scanning;
Little about the connotation betwwen food and culture;
Unable to recommend a kind of food;
Highly-motivated and cheerful as a Grade 10 student;
Something about the topic-food in Starting Out
key words and expressions in the text;
briefly expressing ideas;
Learning objectives
5. Teaching objectives
acquire and summarize the information about the family’s attitude towards different food in England and China;
train the reading ability to skim for main ideas and scan for detailed information
enhance cross-cultural awareness and understand different food culture;
learn the importance of food cultural connotations among countries and voice personal view.
By the end of the class, students will be able to
key points
difficult points
6. Teaching procedures
Lead-in
Pre-reading
Activity 3: Divide the passage and match the
main idea with each part
Activity 4: Finish the son’s birth background
Activity 5: Find details for family’s views
Activity 6: Discuss the son’s attitude and share personal view
While-reading
Post-reading
Summary and homework
Activity 1: Understand the meaning of
the title
Activity 2: Choose the main idea of the
passage
Thematically: activates & leads
Psychologically: creates & arouses
Mentally: provokes
Step 1 Lead in
purpose
Map of Chinese delicacy
Representatives in eight cuisines
Brainstorming:
Guessing :
Create a situation:
Step 2 Pre-reading
Talk about your understanding of the title
Activity 1
His father is British and his mother is Chinese. Thanks to that, he’s been able to enjoy food from both countries ever since he was a child.
Step 2 Pre-reading
Choose the main idea of the passage
Activity 2
A. How the family stays healthy by eating Chinese food.
B. What the family has done to promote Chinese food.
C. How the family cooks both Chinese and English food.
D. How the family combines food from two countries.
... enjoyed food from
both countries...
... feel at home with
food from both my cultures...
Step 3 While-reading
Read quickly to divide the passage into three part and match the main idea with each part
Activity 3
part 3
( )
para. 2-5
para. 6
part 2
( )
part 1
( )
para. 1
The family’s opinion on different food.
Feeling at home with food from both countries.
My birth background
Note 1: Skimming
read the ket sentences rather than every word.
Language ability:
retrieve and summarize information;
Thinking capability:
find the logic connections among paragraphs
purpose
Read paragraph one to find details.
Read part 2 carefully and fill in the table.
Activity 5
Step 3 While-reading
Note 2: Scanning
find supporting details with the aid of lingking words like “but”, “all” and “still...not”
But I enjoy that sort of food myself
We all love roast beef...
But just when I thougt...
Even today, he still does not
Activity 4
Activity 5
Step 3 While reading
Activities of applying and practicing
Catch the family members’ attitude towards different food at home and abroad;
Learn and appreciate linking words, especially “but”;
Sum up the passage following the structure;
Work by oneself or in pairs and then share what they find with the class.
Core competencies covered
Language ability:
analyze the organizational structure;
appreciate some linking words;;
Cultural awareness:
perceive, understand and appreciate different food culture;
Thinking capability:
analyze, summarize and synthesize information;
Learning ability:
learn independently and cooperatively;
Activity 3, 4, 5
purpose
Step 4 Post-reading
think and share
Activities of transferring and creating
Activity 6
Language ability:
infer the author’s value orientations;
judge from evidence or details
Cultural awareness:
form correct values
Thinking capability:
share personal emotional attitude
purpose
Q2: What attitude should we hold when facing different culture
Q1: Based on his words, what is the son’s attitude towards different food culture
Step 5 Summary & Homework
Summary: inspired by the family, keep their bearing attitude in mind and try to cultivate a cross-cultural perspective as well as build natural confidence
Homework:
Recommend a food to your friend by a letter
7. Blackboard design
Dad
Mum
Son
five kinds of food
difference——fusion——confidence
A Child of Two Cuisiens
8. Teaching reflection
Highlights
Improvements
Give Ss more time to internalize and create;
Language learning + meaning exploration;
Deep learning and thinking;
being logically and naturally connected by the topid —— food；
Students’ excellent performance in each activity;
Core competencies will be improved;
Overall
Thanks for your listening!Unit 1 Food for Thought Understanding Ideas 导学案
学生信息
姓名： 学校： 班级： 学号：
学习目标
1.掌握略读和精读的阅读技巧，能够获取细节信息，并概括归纳主旨大意 2.通过认识不同国家的食物，了解食物的多样性 3.分享对不同食物及其背后所蕴含的饮食文化的观点，培养民族自豪感，同时树立起跨文化交际意识
学习任务
【学习任务一】Activity 1: Talk about your understanding of the title 【学习任务二】Activity 2: What’s the main idea of the passage A. How the family stays healthy by eating Chinese food. B. What the family has done to promote Chinese food. C. How the family cooks both Chinese and English food. D. How the family combines food from two countries. 【学习任务三】Activity 3: Skim the passage quickly to divide the passage into three parts and match the main ideas with each part. Part 1 (para ) The family’s opinion on different food. Part 2 (para ) Feeling at home with food from both countries. Part 3 (para ) My birth background 【学习任务四】Activity 4: Read para 1. to finish the son’s birth background. Living place: Father’s nationality: Mother’s nationality: Favorite food: 【学习任务五】Activity 5: Read part 2 carefully and fill in the table. Mum DadSonSichuan hot potopinionSupporting details Animal partsopinionSupporting details Full English breakfastopinionSupporting details Sunday roastopinionSupporting details Stinky tofuopinionSupporting details
学习反思
我学到了： 我在哪些地方还需要改进：
