Unit 1 Food for thought
Period 2 Understanding ideas 教学设计
Ⅰ. Analysis of teaching material
This lesson is taken from the first unit of Compulsory Course 2, the topic context of this unit is "People and Society", and the topic context content is to introduce diversified food culture and healthy eating habits. This article tells a cross-cultural food story from the perspective of a child in a multinational family, as well as some interesting stories about the collision and integration of eating habits of the family.
Ⅱ. Analysis of students
The topic of this unit is about food, a topic that students are both familiar with and unfamiliar with. Because of the diversity of food, different countries have different foods, but also have their own unique food customs. To understand the food of different countries is to understand the culture of the country. As a teacher, I will seize this opportunity to guide students to understand our local food. On the one hand, to cultivate national pride, on the other hand, to guide students to realize the role of food as a bridge and medium for cultural exchanges, and cultivate cross-cultural communication awareness.
III. Teaching concept
By referring to the English curriculum standards and the core quality of English subjects, I am determined to build content and teaching methods that are consistent with the textbook objectives. Guided by the theme meaning and relying on the discourse, I integrate language knowledge, cultural knowledge, language skills and teaching strategies, and all activities are carried out in a certain thematic context. In the process of problem solving, students focus on the topic context and discourse, use language skills, explore the cultural connotation. At the same time, try to use the language and thinking quality, express personal views and attitudes, and enhance students' cultural awareness.
Ⅳ. Teaching objectives
①Let students have a preliminary understanding of the differences between Chinese and British food, activate the existing language and background knowledge, enhance cross-cultural awareness, deepen the understanding of the unit theme, and Learn more about cultural differences and emotional attitudes.
②Students can summarize the main idea of the text by skimming, and accurately understand and explain the meaning of the title.
③Through intensive reading, students can quickly find out the sentences that express the characters' views on food in the text and sort out the details.
Ⅴ. Teaching key points and difficulties
Key points:
To guide the students to understand the main idea of the text through independent reading and group cooperation, and sort out the structure of the text.
Difficult points:
To guide students to pay attention to the characters' emotional attitudes towards different foods and to understand the food culture from a cross-cultural perspective.
VI. Teaching procedures
Step 1 Lead-in
Activity 1: Introduce and recommend food
Introduction is a process of communication and discussion between teacher and students about food. Teacher introduces the food of hometown and invite students to taste it and give comments. At the same time, students are invited to recommend some food to teacher.
(Justification: Attract students' interest, cultivate students' awareness of cultural exchange and introduce new lessons.)
Step 2 Skimming(para.1)
Activity 2: Guess the title
Observe the title and pictures together. Ask students to guess the meaning of the title of the article before reading it. Then skim the first paragraph to get the information.
(Justification: Stimulate students to think, so that they can get an idea of the whole text by understanding the title.)
Step 3 Scanning(para.2-5)
Activity 3: Find out the food
＂What foods are mentioned in the passage ＂Problem-oriented, so that students can quickly capture specific information in the process of scanning. Finally, the answer is presented through a fun competition game.
(Justification: Cultivate the ability of scanning, understand the food of different countries, and add some fun to the class by the way of presentation of games.)
Step 4 Intensive-reading(para.2-5)
Activity 4: Complete the table
【Group work】Choose the correct symbols and complete the table with information from the passage.The students were divided into three groups to do the task. The students read the text intensively, and then the representatives of the group shared their opinions with the classmates.
(Justification: Develop students' ability to read and process information, and enhance the sense of cooperation. At the same time, be familiar with the emotional attitudes of different characters towards different foods.)
Step 5 Read for main idea(para.1-6)
Activity 5: Match the main idea
【Individual work】After reading the full text, the students think independently and summarize the main ideas of the paragraphs.Then, match the main idea with its corresponding paragraph.
(Justification: Enable students to get the main idea of the text and to have a deeper understanding of the text.)
Step 6 Think and share
Activity 6: Explain a sentence
What does the author mean by saying“one man’s meat is another man’s poison” Through the teacher's questions, the students think and try to explain the sentence.
(Justification: This famous saying inspires students to think and realize that different cultural backgrounds lead to differences in food culture.)
Step 7 Think and Discuss
Activity 7: Group discussion on cultural differences and attitudes
①What other cultural differences do you know
②What attitude should we hold when facing cultural differences
In this process, the teacher inspires the students to think about different cultural differences and guides the students to say the vocabulary related to attitude.
(Justification: Make students know more about cultural differences and have a right attitude to face cultural differences.)
Step 8 Summarize
Activity 8: The teacher leads the students to summarize
(Justification: Through this lesson, students can not only increase their language knowledge, improve their reading ability, but also have a cross-cultural perspective to see the world.)
Ⅶ. Homework
Optional Homework 1: If you are Li Hua, you have received a letter from your pen pal Michael. He is very interested in Chinese food. Please introduce and recommend a special food of your hometown to him.
Optional Homework 2: Look for information after class, find three cultural differences and introduce them to students.
Ⅷ. Blackboard design
Ⅸ. Reflection
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_________________________________________________________(共22张PPT)
B2U1
FOOD for Thought
Some special food of my hometown
Lead - in
独山美食
Food of Dushan County
Lead - in
Recommend
Some special food of Dushan County
PART
01
Pre-reading
Observe the title and pictures together.
01
A child of two cuisines
A Child of Two Cuisines
Guess the meaning of the title.
Do you know...
PART
02
While-reading
Skimming Para.1 Verify(v.验证） your guess.
01
A child of two cuisines
A Child of Two Cuisines
Scanning Para.2-5: What foods are mentioned in the passage
02
Sichuan hot pot
Animal parts
Full English breakfast
Sunday roast
Stinky tofu
Choose the correct symbols and complete the table with information from the passage.
03
"Harmony and Diversity, Beautiful Together"
"Harmony and Diversity, Beautiful Together"
“和而不同，美美与共”
I’v enjoyed food from two countries
Chinese food
British food
Hot pot
Animal parts
Full English breakfast
Sunday roast
Match the main idea with its corresponding paragraph.
04
My birth background.
The family's opinions on different foods.
Part 1(Para___)
Part 2(Para___)
Part 3(Para___)
Feeling at home with food from both cultures.
1
2-5
6
Match the main idea with its corresponding paragraph.
04
My birth background.
The family's opinions on different foods.
Part 1(Para___)
Part 2(Para___)
Part 3(Para___)
Feeling at home with food from both cultures.
1
2-5
6
PART
03
Post-reading
Think&Share
05
What does the author mean by saying“One man’s meat is another man’s poison”
It means that something that one person likes may not be liked by someone else.
“萝卜青菜，各有所爱。吾之蜜糖汝之砒霜。”
Think&Share
06
Food culture is also one of the cultural differences. So, What other cultural differences do you konw
Different cultural backgrounds
Different food cultures
Lead to
Local architecture
Think&Share
06
Cultural differences are reflected in many ways:
Think&Discuss
07
What attitude should we hold when facing cultural difference
Think&Discuss
07
What attitude should we hold when facing cultural difference
Cultural difference(差异)
Tolerate
Respect
Understand
Explore
“TRUE”
Cultural fusion(融合)
principle(原则)
The important thing is to appreciate other forms of beauty with openness.
Summarize
08
Every form of beauty has its uniqueness.
The important thing is to appreciate other forms of beauty with openness.
Optional Homework 1: If you are Li Hua, you have received a letter from your pen pal Michael. He is very interested in Chinese food. Please introduce and recommend a special food of your hometown to him.
Optional Homework 2: Look for information after class, find three cultural differences and introduce them to students.
THANKS!
Food
for
Thought(共23张PPT)
B2U1
FOOD for Thought
目录
CONTENTS
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching objectives
Ⅴ. Teaching key points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅷ. Homework
Ⅸ. Blackboard design
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
I'm very interested in this unit, but I'm not very good at...
It's okay. We can explore it together.
Students may: lack cultural background knowledge.
Teacher need to: guide students to realize the role of food as a bridge and medium for cultural exchanges.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
New English curriculum standard
Language competence
Cultural awareness
Thinking quality
Learning ability
Reading skills;
Express opinions
Cross-culture
perspective;Attitudes
Appreciate the beauty of culture
Cooperative ability;
solve the problem
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Students can summarize the general idea of the text by skimming and scanning, accurately understand and explain the meaning of the title.
Students can quickly find out the sentences that express the characters' views on food in the text and sort out the details through intensive reading.
Students can learn about cultural differences and emotional attitudes, develop their national pride, and establish cross-cultural communication awareness.
Teaching Objectives
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
To guide the students to understand the main idea of the text through independent reading and group cooperation, and sort out the structure of the text.
To guide students to pay attention to the characters' emotional attitudes towards different foods and to understand the food culture from a cross-cultural perspective.
Key points
Difficult points
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Pre-reading
pictures
&talk
While-reading
Post-reading
reading
skills
think&
share
Situational teaching method
Task-based teaching method
“PWP” model
discuss&
summarize
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Lead - in 4 mins
Justification: Attract students' interest, cultivate students' awareness of cultural exchange and introduce new lessons.
独山美食
Food of Dushan County
Lead - in
Recommend
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Guess the title & Skimming(para.1) 3 mins
1
Justification: Stimulate students to think, so that they can get an idea of the whole text by understanding the title.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Scanning(para.2-5) 3 mins
2
Justification: Cultivate the ability of scanning, understand the food of different countries, and add some fun to the class by the way of presentation of games
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
3
Intensive reading(para.2-5) 12 mins
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Main idea 5 mins
Justification: Enable students to get the main idea of the text and to have a deeper understanding of the text.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
What does the author mean by saying“One man’s meat is another man’s poison”
It means that something that one person likes may not be liked by someone else.
“萝卜青菜，各有所爱。吾之蜜糖汝之砒霜。”
Think(para.6)&Share 5 mins
Justification: This famous saying inspires students to think and realize that different cultural backgrounds lead to differences in food culture.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Discuss 5 mins
Different cultural backgrounds
Different food cultures
Food culture is also one of the cultural differences. So, What other cultural differences do you konw
Lead to
Justification: Make students know more about cultural differences and have a right attitude to face cultural differences.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Think&Discuss
Cultural differences are reflected in many ways:
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Make the world more colorful
What attitude should we hold when facing cultural difference
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Cultural Attitudes
Cultural difference(差异)
Tolerate
Respect
Understand
Explore
“TRUE”
principle(原则)
Cultural fusion(融合)
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Summarize 2 mins
The important thing is to appreciate other forms of beauty with openness.
Every culture has its
beauty and uniqueness.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Optional Homework 1: If you are Li Hua, you have received a letter from your pen pal Michael. He is very interested in Chinese food. Please introduce and recommend a special food of your hometown to him.
Optional Homework 2: Look for information after class, find three cultural differences and introduce them to students.
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
Blackboard design
Unit 1 Food for Thought
“TRUE”
principle(原则)
Cultural difference(差异)
Tolerate
Respect
Understand
Explore
Cultural fusion(融合)
Father:
has come to love...
Mother:
has sweet memories of...
Son:
but I enjoy that sort of food...
attitudes
Ⅰ. Analysis of teaching materials
Ⅱ. Analysis of students
Ⅲ. Teaching concept
Ⅳ. Teaching
objectives
Ⅷ. Homework
Ⅴ. Teaching key
points and difficulties
Ⅵ. Teaching model&methods
Ⅶ. Teaching procedures
Ⅸ. Blackboard design
THANKS!Learning Guide
[Leaning Objectives]
①Students can get the general idea of the text by skimming and scanning, accurately understand and explain the meaning of the title.
②Students can quickly find out the sentences that express the characters' views on food in the text and sort out the details through intensive reading.
③Students can establish cross-cultural awareness and develop their national pride by learning about different cultural differences.
【Lead-in】
Hello! This is my first time here. Could you recommend(v.推荐) some special food of Dushan County to me Thank you!
_________________________________________________________
_________________________________________________________
【Skimming】
Guess the title of the passage and read the first paragraph to check your answer.
A child of Two cuisines
【Scanning】
Read paragraphs 2 to 5. What foods are mentioned in the passage Please circle the name of the food in text.
【Intensive-reading】
Choose the correct symbols and complete the table with information from the passage.
【Individual work】
Match the main idea with its corresponding paragraph.
【Think and share】
What does the author mean by saying“one man’s meat is another man’s poison”
_________________________________________________________
_________________________________________________________
_________________________________________________________
【Think and Discuss】
①What other cultural differences do you know
②What attitude should we hold when facing cultural differences
_________________________________________________________
_________________________________________________________
_________________________________________________________
【Homework】
Optional Homework 1: If you are Li Hua, you have received a letter from your pen pal Michael. He is very interested in Chinese food. Please introduce and recommend a special food of your hometown to him.
Optional Homework 2: Look for information after class, find three cultural differences and introduce them to students.
