人教版（2019）选择性必修 第二册Unit 3 Food and Culture Reading and Thinking 教学设计
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| 名称 | 人教版（2019）选择性必修 第二册Unit 3 Food and Culture Reading and Thinking 教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-12 16:16:46 | ||
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文档简介
Unit 3 Food and Culture
Period 1 Reading and thinking
教学设计
一．教材分析
本篇文章是从国外视角探索美食与文化之间的联系。作者通过记录一些代表性的中国美食并解释文化、地域特征和历史传统对这些美食所产生的影响。主要是为了引导学生思考并理解美食与文化的联系。在教学过程中，教师应该帮助学生理清文章结构，探索作者对中国美食与文化的情感体验。
The passage explores the link between food and culture from a foreigner's perspective and it records some authentic Chinese food and illustrates the cultural meaning, geography features and historic tradition that the food reflects. It is aimed to lead students to understand and think about the connection between food and culture. While teaching, the teacher should instruct students to find out the writing order and the writer's experiences and feelings towards Chinese food and culture.
二．教学目标
1. Get the students to master and use the words concerning culture and cuisine in the text to retell the passage.
2. Guide the students to sort out the information, dig out the topic and explore the relationship between food and people's personality.
3. Lead students to accurately grasp the real meaning of the information and improve the overall understanding ability by understanding the implied meaning behind the text , and to develop their logical thinking by using “cause & effect”.
4. Understand the cultural meanings, regional characteristics and historical tradition of Chinese cuisine and develop a sense of pride of Chinese Culture as well as take on the responsibility to promote Chinese culture.
三. 教学重难点
1. To enable the students to understand the structure and the writing style of the passage well.
2. To lead the students to understand and think further about the connection between food and geography and local character traits.
3. To guide the students to use the words in the text to make a recommendation.
四. 教学过程
Step1: Lead-in
The teacher plays a video about Chinese cuisine and inspires students’ background knowledge and interest.
( Aims: to motivate the students’ related knowledge and lead in the topic for the preparation of the following reading.)
Step 2: Pre-reading
The steacher relates her own food to her personality to get the students to think about the link between what we eat and our personality.
( Aims: to arouse the students’s curiosity to explore the text and the relationship between food and people's personality )
Step3: While reading
Task 1：Predict
Before reading the text, students will be asked to focus on the title and the pictures of the passage. Then, they need to make predictions about the content of this passage.
( Aims: to train students’ ability to predict the content by concentrating on the title and some pictures; to activate the interest in the following reading.)
Task 2: Read for the structure
The students skim the passage quickly, divide the passage into three parts and figure out the main idea of each part.
Part 1 (Para._____) Topic: You are ______________________.
Part 2 (Para._____) Body: The writer’s _______________ of different Chinese food in different places.
Part 3 (Para. ____) Conclusion: Culture and cuisine ____________________.
( Aims: to develop students’ textual structure awareness through fast reading; to activate the students’ generalization ability.)
Task 3：Analyze the writing order of the passage.
The students pay attention to some clue words about time and places, and then analyze in what order the writer describes his experiences.
( Aims: to develop students’ awareness of writing strategy; to activate the students’ analyzing ability.)
Task 4: Read para 2-6 and fill in the form.
Place Kind of Chinese food Typical dish People or culture
America Chinese food changed to suit ____________ General Tso's chicken Americans love ____, ___ flavours, and are not afraid to try ____.
Beijing _______________ Dishes with Sichuan peppercorns People in Beijing are ___________.
Shandong Shandong cuisine boiled dumplings _____ with vinegar; pancake rolls _____with sliced Chinese green onions ________is important to the people there.
Northwest China Xinjiang and Inner Mongolian cuisine ______________ meat, such as lamb kebab People traditionally _____ the open range on horses so their traditional foods are what you can cook over _____.
South China Guangdong/ Cantonese cuisine ______________ Chinese people show friendship and ___________.
Central China Henan cuisine stewed _______
( Aims: to develop students’ ability of acquiring information by going through the passage; to lead the students to understand and think about the connection between food and culture.)
Task 5: Match the causes to the effects below.
( Aims: to develop the students’ logical thinking by using “cause and effect”.)
Task 6: Complete the summary.
“ You are what you eat.” What do you think it really means 1. (actual), it refers to our personality, characters and culture. Chinese cuisine is 2. case in point.
Prior to 3. ( come ) to China, my only experience with Chinese cooking was in America, but Chinese food here 4. (change) a bit to suit American tastes. It does tell us more about Americans 5. Chinese. Later, I had a chance 6. ( experience ) authentic Chinese food by coming to China. In Beijing, we had the pleasure of enjoying Sichuan peppercorns. In Shandong, boiled dumplings 7. ( serve ) with vinegar impressed us a lot. Then we went to Xinjiang, 8. we tasted the traditional food lamb kebab. Our travels then took us to South China and then on to 9. ( center ) China . Everywhere we went, we experienced wonderful dishes as well as friendship and kindness.
At a minimum, the kinds of food local people consume can tell us what they grow in their region, what kinds of lives they lead, and what they like. At the same time, 10. we can say is that culture and cuisine go hand in hand.
( Aims: to train students’ summary skills and language using ability; to guide them to understand the language features of the text.)
Task 7: Role play－ordering food
(A: Waiter/ Waitress, B: Customer)
A: May I take your order
B: I’d like to try some Chinese food. Can you give me some advice
A: What kind of Chinese food do you like
B: I like ________. What dish would you recommend
A: I suggest __________.
B: What is that
A: ______________________. Its main ingredient is ______________, and it is seasoned (调味) with ____________, so it’s _______________________.
Customer: Then I’d like _____________________.
( Aims: to train students’ speaking and communicating skills; to guide them to apply language to practice.)
Task 8: Design a poster to recommend a kind of food to our canteen.
( Aims: to train students’ expressing and writing skills; to develop a sense of pride of Chinese Culture and inspires the students to take on the responsibility to promote Chinese culture.)
Step 5: Assignment
Write an introduction to a typical American dish by surfing the Internet.
2. Write an e-mail to a British pen-pal to recommend a Chinese dish.
( Aims: to train students’ ability of searching for information; to develop the students’ awareness of cross-cultural communication.)
Period 1 Reading and thinking
教学设计
一．教材分析
本篇文章是从国外视角探索美食与文化之间的联系。作者通过记录一些代表性的中国美食并解释文化、地域特征和历史传统对这些美食所产生的影响。主要是为了引导学生思考并理解美食与文化的联系。在教学过程中，教师应该帮助学生理清文章结构，探索作者对中国美食与文化的情感体验。
The passage explores the link between food and culture from a foreigner's perspective and it records some authentic Chinese food and illustrates the cultural meaning, geography features and historic tradition that the food reflects. It is aimed to lead students to understand and think about the connection between food and culture. While teaching, the teacher should instruct students to find out the writing order and the writer's experiences and feelings towards Chinese food and culture.
二．教学目标
1. Get the students to master and use the words concerning culture and cuisine in the text to retell the passage.
2. Guide the students to sort out the information, dig out the topic and explore the relationship between food and people's personality.
3. Lead students to accurately grasp the real meaning of the information and improve the overall understanding ability by understanding the implied meaning behind the text , and to develop their logical thinking by using “cause & effect”.
4. Understand the cultural meanings, regional characteristics and historical tradition of Chinese cuisine and develop a sense of pride of Chinese Culture as well as take on the responsibility to promote Chinese culture.
三. 教学重难点
1. To enable the students to understand the structure and the writing style of the passage well.
2. To lead the students to understand and think further about the connection between food and geography and local character traits.
3. To guide the students to use the words in the text to make a recommendation.
四. 教学过程
Step1: Lead-in
The teacher plays a video about Chinese cuisine and inspires students’ background knowledge and interest.
( Aims: to motivate the students’ related knowledge and lead in the topic for the preparation of the following reading.)
Step 2: Pre-reading
The steacher relates her own food to her personality to get the students to think about the link between what we eat and our personality.
( Aims: to arouse the students’s curiosity to explore the text and the relationship between food and people's personality )
Step3: While reading
Task 1：Predict
Before reading the text, students will be asked to focus on the title and the pictures of the passage. Then, they need to make predictions about the content of this passage.
( Aims: to train students’ ability to predict the content by concentrating on the title and some pictures; to activate the interest in the following reading.)
Task 2: Read for the structure
The students skim the passage quickly, divide the passage into three parts and figure out the main idea of each part.
Part 1 (Para._____) Topic: You are ______________________.
Part 2 (Para._____) Body: The writer’s _______________ of different Chinese food in different places.
Part 3 (Para. ____) Conclusion: Culture and cuisine ____________________.
( Aims: to develop students’ textual structure awareness through fast reading; to activate the students’ generalization ability.)
Task 3：Analyze the writing order of the passage.
The students pay attention to some clue words about time and places, and then analyze in what order the writer describes his experiences.
( Aims: to develop students’ awareness of writing strategy; to activate the students’ analyzing ability.)
Task 4: Read para 2-6 and fill in the form.
Place Kind of Chinese food Typical dish People or culture
America Chinese food changed to suit ____________ General Tso's chicken Americans love ____, ___ flavours, and are not afraid to try ____.
Beijing _______________ Dishes with Sichuan peppercorns People in Beijing are ___________.
Shandong Shandong cuisine boiled dumplings _____ with vinegar; pancake rolls _____with sliced Chinese green onions ________is important to the people there.
Northwest China Xinjiang and Inner Mongolian cuisine ______________ meat, such as lamb kebab People traditionally _____ the open range on horses so their traditional foods are what you can cook over _____.
South China Guangdong/ Cantonese cuisine ______________ Chinese people show friendship and ___________.
Central China Henan cuisine stewed _______
( Aims: to develop students’ ability of acquiring information by going through the passage; to lead the students to understand and think about the connection between food and culture.)
Task 5: Match the causes to the effects below.
( Aims: to develop the students’ logical thinking by using “cause and effect”.)
Task 6: Complete the summary.
“ You are what you eat.” What do you think it really means 1. (actual), it refers to our personality, characters and culture. Chinese cuisine is 2. case in point.
Prior to 3. ( come ) to China, my only experience with Chinese cooking was in America, but Chinese food here 4. (change) a bit to suit American tastes. It does tell us more about Americans 5. Chinese. Later, I had a chance 6. ( experience ) authentic Chinese food by coming to China. In Beijing, we had the pleasure of enjoying Sichuan peppercorns. In Shandong, boiled dumplings 7. ( serve ) with vinegar impressed us a lot. Then we went to Xinjiang, 8. we tasted the traditional food lamb kebab. Our travels then took us to South China and then on to 9. ( center ) China . Everywhere we went, we experienced wonderful dishes as well as friendship and kindness.
At a minimum, the kinds of food local people consume can tell us what they grow in their region, what kinds of lives they lead, and what they like. At the same time, 10. we can say is that culture and cuisine go hand in hand.
( Aims: to train students’ summary skills and language using ability; to guide them to understand the language features of the text.)
Task 7: Role play－ordering food
(A: Waiter/ Waitress, B: Customer)
A: May I take your order
B: I’d like to try some Chinese food. Can you give me some advice
A: What kind of Chinese food do you like
B: I like ________. What dish would you recommend
A: I suggest __________.
B: What is that
A: ______________________. Its main ingredient is ______________, and it is seasoned (调味) with ____________, so it’s _______________________.
Customer: Then I’d like _____________________.
( Aims: to train students’ speaking and communicating skills; to guide them to apply language to practice.)
Task 8: Design a poster to recommend a kind of food to our canteen.
( Aims: to train students’ expressing and writing skills; to develop a sense of pride of Chinese Culture and inspires the students to take on the responsibility to promote Chinese culture.)
Step 5: Assignment
Write an introduction to a typical American dish by surfing the Internet.
2. Write an e-mail to a British pen-pal to recommend a Chinese dish.
( Aims: to train students’ ability of searching for information; to develop the students’ awareness of cross-cultural communication.)