M2U1 Food for Thought
A Child of Two Cuisines
Worksheet
Learning objectives: During the process of the class, I will be able to
learn and understand the main idea and the title.
explore and explain three characters’ opinions on different foods.
think and form the correct attitude towards different cultures.
Activity 1 Predict for text
Look at the title and two pictures, try to make some prediction.
Activity 2 Read for check.
Skim(略读) the passage to check your prediction.
Activity 3 Read for detailed information.
Read the passage, and fill in the table below. Meanwhile, underline the supporting details on the text. (like: √，dislike: ×，unknown: )
food Mum Dad Son
hot pot opinion
supporting details
animal parts opinion
supporting details
full English breakfast opinion
supporting details
Sunday roast opinion
supporting details
stinky tofu opinion
supporting details
Activity 4 Think and share
Group work: think and discuss the following questions in your group.
Compared with Dad and Mum, why did son enjoy more foods
How do you understand the sentence“one man’s meat is another man’s poison” Do you know of any similar sayings in Chinese
What attitude should we have towards the food from other cultures
Activity 4 Summarize for understanding
Try to summarize the main idea and deeply understand the title of the text.
What is the passage mainly talking about ( )
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 cultures.
2. Why is the Son a child of two cuisines
Assignments:
You must do：
Have you tried the food from other cultures Try to write down your experience to share with us.
One day, invited me to taste . .
With the encouragement of him/her, I decided .
You can choose to do:
Recommend a kind of local food to your out-of-town friend to persuade him/her to have a try.
Self-reflection
Items Yes No
Have you got the main idea of the text？
Have you understood the meaning of the title？
Have you sorted out the detailed information from the passage by using reading skills？
Have you found out the details that reflect the family’s opinions？
Have you formed a correct attitude towards different foods and cultures？(共10张PPT)
B2 Unit1
Food for Thought
Understanding ideas
Learning objectives
During the process of the class, I will be able to
learn and understand the main idea and the title.
explore and explain three characters’ opinions on different foods.
think and form the correct attitude towards different cultures.
Activity 1 Predict the text
A Child of Two Cuisines
1. Who is the child
A British
A Chinese
A cross-cultural boy
2. What are the two cuisines (try to circle them)
Activity 2 Read for check
Skim(略读) the passage to check prediction.
read or glance quickly
Chinese food
English food
Food Mum Dad Son
Hot pot
Animal parts
Full English breakfast
Sunday roast
Stinky tofu
Activity 3 Read for detailed information
Read the passage carefully to find the family’s attitude.
(like: dislike: not known: )
√
×
？
√
√
√
？
？
√
√
×
？
？
√
√
√
√
×
？
？
Activity 4 Think and share
Group work: think and discuss the following questions in your group.
1. Compared with Dad and Mum, why did the Son enjoy more foods？
2. How do you understand the sentence“one man’s meat is another man’s poison” Do you know any similar sayings in Chinese
3.What attitude should we have towards the food from other cultures
Try to summarize the main idea and understand the title of the text.
Activity 5 Summarize for understanding
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 cultures.
2. Why is the Son “A Child of Two Cuisines”
Because growing up in a cross-cultural family and his own positive attitude, he can enjoy the two cuisines, enjoy two cultures.
1. What is the passage mainly talking about
Assignments
You must do:
Have you tried the food from other cultures Try to write down your experience to share with us.
You can choose to do:
Recommend a kind of local food to your out-of-town friends to persuade him/her to have a try.
One day, invited me to taste . .
With the encouragement of him/her, I decided .
Useful expressions:
have a sweet/bad memory of…
It looks / tastes / smells...
dare not / need / have to / had better do
I’ll never forget…
(stinky/smelly/horrible/the rich flavor(味道）/ fragrant smell（香味）/ health values…)
Self-reflection
Items Yes No
1. Have you got the main idea of the text？
2. Have you understood the meaning of the title？
3. Have you sorted out the detailed information from the passage by using reading skills？
4. Have you found out the details that reflect the family’s opinions？
5. Have you formed a correct attitude towards different foods and cultures？
Thanks a lot!Teaching Plan
外研版新教材Module 2 Unit1 Food for thought
Understanding ideas: A Child of Two Cuisines
Teaching Material Analysis What: The discourse context of this paper is human and society, and the discourse type is personal story. Based on the theme of “food”, this text introduces the story of a Chinese-British cross-cultural family’s attitudes towards food from China and England. The text introduces the representative food of China and Britain in the voice of a child in a multinational family, as well as some interesting stories about the collision and integration of eating habits in a family. Why: By showing the different attitudes of British fathers, Chinese mothers and a cross-cultural son towards Chinese and British food, this paper asks students to think about the reasons behind it. The author aims to arouse students’ thinking. As we are in an era of cultural integration, how should we face the cultures of different countries and regions Finally, by summarizing their attitudes in this paper, students can be inspired that in the face of different cultures, we should be open to respect, understand and even explore different cultures to form cultural exchanges and cultural integration. How: The author adopts the general-specific-general structure to arrange the article. At the same time, the author also uses the writing technique of comparison and contrast to illustrate the different attitudes of the three characters, thus highlighting the son’s more open attitude towards different cultures as a cross-cultural child.
Students Analysis The current grade level is senior one, which is an upper middle class with a good foundation and relatively average grades. The time duration of one lesson is 40 minutes. Students have a certain life experience about food and healthy eating. Almost all students once used vocabulary to describe and evaluate their personal experience of food, but in terms of thinking development, students’ thinking still has superficial and fragmented problems. I hope that through the study of such a class, students’ thinking can be further developed, and they will have a deeper understanding of the topic of Chinese and Western diet.
Teaching Objectives Language ability Vocabulary: Use the following words and lexical chunks correctly related to the topic: black pudding, cuisine, hot pot, marriage, wedding, sort, china, symbol, opinion, suffer, gather, dare, bite, poison, typical, super, horrible. Phrases: take to, ever since, that sort of, suffer from, come across, remind of, feel at home with, thanks to. Grammar: Understand and use modules in texts correctly: be able to, dare, need, have to, had better. Discourse: master the main idea of the text. Pragmatics: a. Be able to summarize the passage. b. Be able to express their experience of tasting foods. Learning ability 1. Understand the meaning of the title and the picture in the text by prediction. 2. Extract the main information and opinions from the text, and understand the three character’s attitudes by skimming and close reading methods. Cultural awareness 1. Understand the differences between Britain and Chinese food to enhance the cultural awareness. 2. By comparing and analyzing the different opinions between the family, summarize the correct attitudes towards different cultures. Thinking capacity Correctly judge the opinions and attitudes of the characters in the text. Learn and form the correct attitude when facing cultural differences. Be able to relate to their own reality while understanding the text in depth, and realize the transfer of knowledge and thinking skills.
Teaching focus and difficulties Teaching focus Enable students to find out the expressions that express the characters’ opinions on food in the text through intensive reading, and sort out the details. Teaching difficulties Enable students to enhance cross-cultural awareness, and form a correct attitude towards other cultures.
Teaching methods The activity-based approach, Communicative approach
Learning Methods Self-directed learning, Cooperative learning
Teaching Resources Textbook, multimedia courseware, students’ worksheets, blackboard, and chalk
Teaching Procedures
Lead in Show students a English video about introducing the special food of Qiandongnan, Niubie hot pot. And ask students’ feelings and if they want to try it.
Purposes To arouse students’ interest and introduce the topic of this passage by showing them an special food.
Core competencies covered To help students perceive the topic of this article.
Activity 1
Predict for text Show students the the title and two pictures in the text, and ask what they want to know. Who is the child？ What are the two cuisines Why is he a child of two cuisines
Purposes Guide students to perceive and notice the topic, establish reading expectation.
Core competences covered To train students’ ability to acquire information by different means.
Activity 2
Read for check Ask students to skim the passage to check their prediction. Who is the child What are the two cuisines (try to circle them)
Purposes Lead students to retrieve and summarize the key information.
Core competences covered To improve students’ skimming ability and stimulate students’ perception.
Activity 3
Read for detailed information
Group work: read the passage carefully to find the family’s opinions and supporting details, and then discuss it in the group to check it. (like: √，dislike: ×，unknown: ) Ask students to share their answers on the screen, and if there is a dispute, ask students to show its supporting details. Ask students to observe the table and think what they can find from it.
Purposes Help students to generalize and synthesize the key information, analyze and judge the opinions and its evidence.
Core competences covered To improve students’ competence of analysis and judgment, train students ability of observing, and to cultivate students’ awareness of teamwork.
Activity 4 Think and share Think:Group work: from the table finished, think and discuss the following questions in your pared with Dad and Mum, why did the Son enjoy more foods？ How do you understand the sentence“one man’s meat is another man’s poison” Do you know any similar sayings in Chinese What attitude should we have towards the food from other cultures Share: invite students to share their answer and ideas.
Purposes Lead students to internalize and utilize what they have learned.
Core competences covered To cultivate students’ critical thinking capacity, train their ability of transferring and creating.
Activity 5 Summarize for understanding Try to summarize the main idea and deeply understand the title of the text. 1. What is the passage mainly talking about 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 cultures. 2. Why is the Son “A Child of Two Cuisines”
Purposes Guide students generalize the whole passage, and interpret their understanding.
Core competences covered To develop students’ competencies of summarizing and understanding.
Assignment You must do Have you tried the food from other cultures Try to write down your experience to share with us. You can choose to do: Recommend a kind of local food to Johnson to persuade him/her to have a try.
Purposes Help students internalize and utilize their attitude and expressions again.
Core competences covered To develop students’ ability to transfer and create.
Blackboard Design(共20张PPT)
A Child of Two Cuisines
Book 2 Unit 1 Food for Thought
Understanding ideas
Teaching Philosophy
Analysis of Students
Teaching Design
Teaching Procedures
Contents
Analysis of Teaching Material
Teaching Reflection
Analysis of
Teaching Material
Analysis of Students
Teaching Design
Teaching Procedures
Teaching Reflection
The Activity-based Approach to English Learning
Teaching Philosophy
基于语篇
构建知识
感知与注意
学习理解
获取与梳理
概括与整合
描述与阐述
应用实践
分析与判断
内化与应用
推理与论证
迁移创新
批判与评价
想象与创造
深入语篇
转化能力
超越语篇
生成素养
Analysis of Students
Teaching Design
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
What
Thematic context : human and society.
Discourse type : personal story.
Content: Based on the theme of “food”, this text introduces the story of a Chinese-British cross-cultural family’s attitudes towards food from China and England.
Why
to enable students to understand the similarities and differences between Chinese and British food cultures
to enhance students’ cross-cultural awareness.
to help studnets form a correct attitude towards other cultures.
How
Structure: general-specific-general.
Writing techniques:comparison and contrast to are used to illustrate the different attitudes of the three characters, thus highlighting the son’s more open attitude towards different cultures as a cross-cultural child.
Teaching Design
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Have
Want
Need
Analysis of students
a certain life experience about food.
some related vocabulary to describe and evaluate their personal experience of food.
to know more about the difference between two cuisines.
to know how to face different food.
to know more details of the family’s opinions and supporting details.
to develop a positive attitude towards different cultures.
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Teaching Design
Teaching objectives
Teaching focus and difficulties
Teaching methods
Learning methods
Teaching resources
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Teaching objectives and requirements
(in line with core competences)
Teaching Design
Language ability
1. Vocabulary: use the following words and lexical chunks correctly related to the topic: black pudding, cuisine, hot pot, marriage, wedding, sort, china, symbol, opinion, suffer, gather, dare, bite, poison, typical, super, horrible. Phrases: take to, ever since, that sort of, suffer from, come across, remind of, feel at home with, thanks to.
2. Grammar: understand and use modules in texts correctly: be able to, dare, need, have to, had better.
3. Discourse: master the main idea of the text.
4. Pragmatics: a. Be able to summarize the passage. b. Be able to express their experience of tasting foods.
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Teaching objectives and requirements
(in line with core competences)
Teaching Design
Learning ability
1. Understand the meaning of the title and the picture in the written text by prediction.
2. Extract the main information and opinions from the text, and understand the three people’s attitudes by skimming and close reading methods.
Cultural awareness
1. Understand the differences between British and Chinese food to enhance the cross-cultural awareness.
2. By comparing and analyzing the different opinions between the family, form the correct attitudes towards different cultures.
Thinking capacity
1. Correctly judge the opinions and attitudes of the characters in the text, and form the correct attitude when facing cultural differences.
3. Be able to relate to their own reality while understanding the text in depth, and realize the transfer of knowledge and thinking skills.
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Teaching focus and difficulties
Teaching Design
Teaching focus
Teaching difficulties
Enable students to find out the supporting details that indicate the characters’ opinions through intensive reading.
Help students sort out the details.
Enable students to enhance cross-cultural awareness.
Help students form a correct attitude towards other cultures.
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Teaching methods
Teaching Resoures
Learning Methods
Teaching Design
The activity-based approach,
Communicative approach
Self-directed learning,
Cooperative learning
Textbook, multimedia courseware,
students’ worksheets, blackboard,
and chalk
Teaching methods, learning methods and teaching resourses
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Lead in
Teaching Design
Teaching Procedures
Purposes:To arouse students’ interest and introduce the topic of this passage by showing them an “dark cuisine” of my city.
Core competences covered: To help students perceive the topic of this article.
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Activity 1 Predict the text
Teaching Design
Teaching Procedures
Purposes: Guide students to perceive and notice the topic, establish reading expectation.
Core competences covered: To train students’ ability to acquire information by different means.
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Activity 2 Read for check
Teaching Design
Teaching Procedures
Purposes:Lead students to retrieve and summarize the key information.
Core competences covered: To improve students’ skimming ability and stimulate students’ perception.
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Activity 3 Read for detailed information
Teaching Design
Teaching Procedures
Purposes: Help students to generalize and synthesize the key information, analyze and judge the opinions and its evidence.
Core competences covered: To improve students’ competences of analysis and judgment, train students ability of observing, and to cultivate students’ awareness of teamwork.
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Activity 4 Think and share
Teaching Design
Teaching Procedures
Purposes: Lead students to internalize and utilize what they have learned.
Core competences covered: To cultivate students’ critical thinking capacity, train their ability of transferring and creating.
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Activity 5 Summarize for understanding
Teaching Design
Teaching Procedures
Purposes: Guide students generalize the whole passage, and interpret their understanding.
Core competences covered: To develop students’ skills of reproduction.
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Assignments
Teaching Design
Teaching Procedures
Purposes: Help students internalize and utilize their attitude and expressions again.
Core competences covered: To develop students’ ability to transfer and create.
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Blackboard design
Teaching Design
Teaching Procedures
Teaching Reflection
Teaching Philosophy
Analysis of
Teaching Material
Analysis of Students
Teaching reflection
Teaching Design
Teaching Procedures
Teaching Reflection
Advantages:
Disadvantages:
In the teaching process, the teacher helps students understand the connotation of the title, know the main idea, master reading strategies, and cultivate thinking capacity. All in all, the teaching objectives are achieved well. Taking the students’ learning level into consideration, the teacher adopts activities such as prediction, group discussion, etc, which not only enliven the atmosphere in the classroom, but also ensure students’ reasonable thinking space, contributing to students’ terrific performance in class.
Due to the limited time, the teacher stays for a short time when conducting some teaching activities, causing the output is not as good as expected. In addition, if the time can be evenly distributed and students are given more opportunities to express, their spoken English can be improved and their thinking capacity can be fostered better.
Thanks for your attention!
