(
2023年“同课异构”教学比武系列活动
)
授课年级：高一年级
课题：Book 2 Unit 1 FOOD FOR THOUGHT
-Understanding ideas
Title Unit 1 FOOD FOR THOUGHT Understanding ideas
Analysis of material This reading material comes from the first unit of Book 2 (FLTRP edition, 2019). The topic of this unit is about FOOD AROUND THE WORLD, whose theme is about “Human and Society” . This class focuses on Period 2, Understanding ideas, mainly talking about how a Chinese-British family combines food from two countries. It causes students to think about comparative culture and cross-cultural culture, and helps them form an open and inclusive attitude towards Chinese and foreign food culture.
Analysis of the students The students are in Senior One. They are naturally interested in the topic and eager to explore how to combine food from different cultures. But they are unfamiliar with British food and related expressions, and lack a deep understanding of the culture behind Chinese and British food.
Design idea This unit focuses on enriching students’ cognition of food culture. According to this, I will guide students to explore how the family do when faced with foreign food, and help them reaching an understanding and tolerance of diversified food culture. Further more, students are supposed to discuss and express what we should do when faced with foreign food.
Teaching objectives Linguistic ability Know the meaning of the following words and expressions: cuisine,spicy, dare; phrases: have sweet memories of, be surprised by, take a bite； sentence: there is nothing better than... Figure out the main idea and structure through skimming. Obtain factual information about the experience of the author and his parents in trying different food. Summarize and organize the author’s family’s preferences and reasons for different Chinese and British food, and then be able to verbally express them. Express your own views and opinions on “cross-cultural food”based on your personal experiences.
Cultural awareness Enhance the cross-cultural awareness through understanding the differences between Chinese and British food. Have a broader and deeper thinking about cross-cultural communication, and form an open and inclusive attitude towards Chinese and foreign food culture
Thinking quality Develop students’ critical thinking through cultivating the ability of analysis, evaluation and reflection.
Learning ability Learn to comprehend texts by using prediction, skimming and close reading methods. Choose the right strategies and adjust their own learning content and progress.
Focal points Obtain and organize factual information about the author and his parents’ experience of trying Chinese and British cuisines and their preferences for different foods.
Difficult points Express their own opinions on cross-cultural food and have more in-depth thinking on cross-cultural communication.
Teaching & Learning Methods Situational teaching method Task-based language teaching Self-directed & Cooperative learning
Teaching Tools Teacher: Multi-media Students: books, pens, work sheet
Teaching procedures Teacher’s activities Students’ activities Design ideas
Step 1 Greeting Greet Prepare the books, pens and worksheet. Remind students to get ready for class
Step 2 Lead-in 1. Have students look at the pictures of food in lead-in. Then have them ready for the video and record the food mentioned in it. Do you know the Belt & Road The third Belt & Road Forum was held in Beijing on October 17th. Do you want to know what kind of food was served in its dinner Now let’s watch a video about its dinner. 2. Show some pictures of food and have students choose what they saw in the video. 3. Classify the food and show them the meaning of cuisine. Watch a video and record what kind of food was mentioned in it. Choose what they have seen in the video. Know that cuisines are different from country to country. Activate students’ interests in the topic of this class ,help them know the meaning of cuisine and get them prepare for prediction.
Step 3 Prediction 1.Show the picture from the text and guide students to predict the background of the text: 1).What kind of cuisines can you see from the picture 2). What do you know from the title 2. Have students guess the structure of the text. 3.Show the learning objectives. 1.Think about what information they can get from the picture and predict what they will know. 2. Think about how the child develop its structure. 3. Know the object of this class. Have students predict its content according to the title and picture, and to guess the structure of the text. It will help them get familiar with the text and structure before reading.
Step 4 Reading 1. Have students read the first and the last paragraph for the background and the result of the text. 2. Have Ss choose the main idea after reading the first and the last paragraph. 3. Have students read for process according to the hints of the exercises. Have students read paragraph 2-5, and find their attitudes to different food. Have Students find one sentence in the last paragraph to conclude his parents’ attitude towards each other’s food. Read the first and last paragraph, and finish the blanks while getting the basic background information while skimming. Infer the main idea after reading the first and the last paragraph. Read and find the process of combing & exploring food cultures. Read the passage for the attitudes of the family. Read the last paragraph and conclude his parents’ attitude with a sentence from the passage. 1. Help students have a comprehensive understanding of the main idea and structure. 2. Help students get more detailed information about the process and attitudes.
Step 5 Thinking Have students to discuss the following questions and explain reasons. 1. Does the father love animal parts as the child does Why does the child say “one man's meat is another man's poison” Do you know of any similar sayings in Chinese 2. Is roast food healthy What’s the Chinese meaning of “suffer from heat inside of our bodies” Why does mum mention traditional Chinese medicine even if she loves Sunday roast Discuss the questions with partner and explain reasons. Guide students to understand the hidden information of the passage and develop their critical thinking through discussing and analyzing. More importantly, help them broaden and deepen their thinking about cross-cultural communication.
Step 6 Sharing & expressing Ask students work in groups and discuss and express what they will do when faced with a strange food from a foreign culture. Work in groups and discuss what they should do. Write down their opinions. Share their short essays. Help students express their own opinions on cross-cultural food with the phrases form the text and and have more in-depth thinking on cross-cultural communication.
Step 7 Summary&Self-assessment 1.Show the mind-map again and summarize what we have learned today. 2. Have students assess their performance in this class. 1.Conclude what they have learned and check their learning outcomes. 2. Assess themselves. Check students’ learning outcomes.
Step 8 Homework Assign homework. Please write a letter to tell me how you will do when encountering cross-cultural cuisines . ( 80-100 words) Students finish the homework after class. Consolidate what they have learned today.
Step 9 Teaching reflection First, my teaching plan meets the requirements of the National Curriculum Standards. Second, my teaching plan was logical and reasonable. It will help students understand the text visually by mind-map. Importantly, the interaction among students will greatly help them apply what they have learned. However, Rome was not built in one day. Only when students are trained enough, can they make obvious progress in English learning.
Blackboard DesignBook 2 Unit 1 FOOD FOR THOUGHT
Understanding ideas - 导学案
Name: Class:
I. Lead-in
The third Belt & Road Forum (一带一路高峰论坛) was held in Beijing on October 17th. Watch a video about its dinner and choose the food mentioned in it.
II. Prediction
Look at the pictures and answer the questions and guess how the boy developed its structure.
What kind of cuisines can you see from this picture
Which country may the child parents come from
Guess the structure of the text.
III. Understanding
Activity 1. Read for structure and main idea.
-Choose the main idea.
In the text, the child shares ____ with you.
A. how his family stays healthy by eating Chinese food.
B. what his family has done to promote Chinese food.
C. how his family cooks both Chinese and English food.
D. how his family combines food from two cultures.
Activity 2. Read for process and attitudes
-Fill in the blanks according to the black phrases, and see how they combine and explore different cultures.
-Fill the mind-map.
1. What are their attitudes about these food
2. Please find one sentence in the last paragraph to conclude his parents’ attitudes to each other’s food.
IV. Food for thought
Activity 3. Read for hidden ideas
1. Does the father love animal parts as the child does
Why does the child say “one man's meat is another man's poison”
Do you know of any similar sayings in Chinese
2. Is roast food healthy
What’s the Chinese meaning of “suffer from heat inside of our bodies”
Why does mum mention traditional Chinese medicine even if she loves Sunday roast
V. Sharing & expression
Activity 4. Read for express
VI. Summary & self-assessment
1. Summarize what you have learned today.
2. Fill the form of self-assessment to see what you have learned today. If there is anything you don’t know please ask your classmates or teacher for help.
VII.Assignment
Please write a letter to tell me how you will do when encountering cross-cultural cuisines .
( 80-100 words)(共19张PPT)
Unit 1 Food for thought
Understanding ideas
The third Belt & Road Forum （一带一路峰会） was held in Beijing on October 17th. Watch a video about its dinner and record the food mentioned in it.
Lead-in
Choose the food mentioned in the video.
Full English breakfast
Peking duck
Sunday roast
Hot pot
Stinky toufu
臭豆腐
√
√
Animal part- Chiken feet
Lead-in
Hot pot is a famous dish in Chinese cuisine just as full English breakfast does in British cuisine.
Hot pot
Different countries, different .
cuisines
Lead-in
Peking duck
Sunday roast
Full English breakfast
What kind of cuisines can you see from this picture
Prediction
Chinese cuisine and British cuisine
Let’s guess the structure of the text.
B. Background introduction
C. Differences in food culture
A. Process of combining & exploring different food cultures
(融合) (探索)
D. Result of combining different food cultures
Part 1
Part 2
Part 3
Part 4
Assumption
After this lesson, you will be able to:
get the main idea of this passage by skimming;
find out the family’s eating preference on different kinds of food by scanning;
express what you will do when faced with a strange foreign food;
respect food cultural differences.
Learning objectives
A child of two cuisines
A father cuisine
A mother cuisine
British
Chinese
British
Chinese
Para. 1
Background
A cross-cultural afternoon tea
English & a cup of Chinese tea
Para. 6
Result
biscuits
oolong
Activity 1. Read for structure and main idea.
Understanding
In the text, the child shares ____ with you.
A. how his family stays healthy by eating Chinese food.
B. what his family has done to promote Chinese food.
C. how his family cooks both Chinese and English food.
D. how his family combines food from two cultures.
Understanding
Tip 1：Main idea usually comes from the first and the last paragraph.
Activity 1. Read for structure and main idea.
Activity 2. Read for process and attitudes
often cooks
kitchen
take a bite
it wasn’t bad
Fill in the blanks accroding to the black phrases, and see how they combine and explore different cultures.
Understanding
Tip 2：Detailed information can be easliy found according to the clues.
Activity 2. Read for process and attitudes
1. What are their attitudes to these food
come to love
dare not try
enjoy
it wasn’t so bad
love, but had better not eat too much
One man’s meat is another man’s poison.
Understanding
2. Please find one sentence in the last paragraph to conclude his parents’ attitudes to each other’s food..
Food for thought
Food for body
Food for thought ≠ 精神食粮
字面：精神食粮
实际：引人深思的事物
英英释义：
anything that provides mental stimulus for thinking
e.g.
Her speech offers much food for thought.
她的演讲有许多发人深思的内容。
There is much food for thought in this book.
这本书里有许多值得令人思考的问题。
Food for thought
Food for thought
吾之砒霜，汝之蜜糖；
萝卜青菜，各有所爱。
Sum up:
A cross-cultural marriage, cuisines. But no matter east or west, respect is the best.
1. Does the father love animal parts as the child does
Why does the child say “one man's meat is another man's poison”
Do you know of any similar sayings in Chinese
different
Activity 3. Read for hidden ideas
Food for thought
2. Is roast food healthy
What’s the Chinese meaning of “suffer from heat inside of our bodies”
Why does mum mention traditional Chinese medicine even if she loves Sunday roast
Because she thinks traditional Chinese medicine leads a healthy life. It also shows her confidence in Chinese culture.
Cultural confidence
Activity 3. Read for hidden ideas
Sharing & expressing
What did the child do when came cross the stinky tofu
If you come across a strang foreign dish like blue cheese or fried spider, what would you do Why
Activity 4. Read for express
Blue Cheese: A type of cheese with blue lines in it, popular in Europe and well-known for its strong taste.
Fried Spider: A popular snack in some parts of South-east Asia.
Expressions may help:n
Words: cuisine, spicy, dare;
Phrases: have sweet memories of,
be surprised by;
take a bite;
Sentence: there is nothing better
than...
Summary
A Child of two cuisinesd
1. Summarize what you have learnt today.
Structure:
Background: Chinese & British --the root of cultural differences
Process: often cook --the process of cultural integration
find a way
take a bite
Attitude: A's meat is B's poison. --respect is the best
feel at home
Result: cross-cultural afternoon tea -- result of cultural integration
Self-assessment
2. Fill the form of self-assessment to see what you have learned today. If there is anything you don’t know please ask your classmates or teacher for help.
Please write a letter to tell me how you will do when encountering cross-cultural cuisines .
( 80-100 words)
Assignment
Activity 5. Upgrade your expression
Thank you for listening!(共19张PPT)
Unit 1 Food for thought
Understanding ideas
Material and Students analysis
Teaching objectives
Theoretical basis & teaching mode
Breakthroughs in focal & difficult points
Teaching precedures
Blackboard design
Teaching reflection
Contents
I. i.Analysis of material
1. A narritive about food culture from Unit 1 Book 2
(2019 Foreign Language Teaching & Research)
2. Undstanding literal & hidden ideas is the basic goal in this class.
Food around the world
I.ii.Analysis of students
Strengths:
1. Interested in the topic and foreign food .
2.Eager to explore the process of combining food from different cultures.
Possible problems:
1. Lack reading skills.
2. Lack deep understanding of the culture behind food.
II. Teaching objectives
III. Theoretical basis & teaching mode
Activity view
of English learning
"The National Curriculum Standards" points out that the activity view refers to a series of comprehensive, relevant and practical English learning through understanding, applying, transferring and innovating under the guidance of the theme meaning.
USE教学模式
Proposed by Professor Zhou, it aims to help Ss to turn the given information into cognitive thinking through reading activities.
USE教学模式
III. Theoretical basis & teaching mode
Understanding
Applying
Transferring & Innovating
Activity theory
of English learning
IV.Breakthroughs in focal & difficult points
V. Teaching procedures
language in-put
cultural awareness
language out-put
V. Teaching procedures
1. lead in by video
Design purpose: Attract students’ interests, help them know the meaning of “cuisine” and get ready for prediction.
2. Predict
V. Teaching procedures
Design purpose: Predict its content and be familiar with the text & structure before reading.
3. Read for structure & main idea
Design purpose: Have a comprehensive understanding of main idea & structrue.
V. Teaching procedures
USE mode - Understanding
4. Read for process & attitudes
Design purpose: Get the detailed information with the clues & a mind-map.
V. Teaching procedures
USE mode - Understanding
5. Thinking
Design purpose: Understand the hidden information and develop their critical thinking through discussing & analysing.
V. Teaching procedures
USE mode - Sharing
6. Sharing & expressing
Design purpose: Create a situation to apply & form an inclusive attitude towards foreign food culture.
V. Teaching procedures
USE mode - Expressing
8. Assignment
Design purpose: Consolidate for what they have learned.
V. Teaching procedures
VI. Blackboard design
VII. Teaching reflection
Highlights:
1. Meets the requirement of the National Curriculum Standards.
2. Designed logically & reasonably. Help students understand the text visually by mind-map.
Outlook:
Trained enough to make obvious progress in English reading.
Thank you for listening!
