(共12张PPT)
《高中英语》 (上外版)
必修 第二册
上海市英语教育教学研究基地 上海外语教育出版社
Period 1 Getting Started & Reading A
Period 2 Reading A & Vocabulary Focus Period 3 Grammar in Use
Period 4 Moving Forward: Writing
Period 5 Listening & Moving Forward: Speaking
Period 6 Viewing & Reading B
Period 7 Reading B & Critical Thinking
Period 6 Viewing & Reading B
——金丹
上海市光明中学
Period No. Objectives
Activities
1
2
3
4
5
6 1. To analyse the text structure of an expository essay, find its topic sentences and supporting details, and work out its main idea; 2. To grasp the main idea of a video clip of an open course with the help of the visuals and examples; 3. To raise the awareness of the connection between food and culture and show understanding and tolerance towards different cultures.
1. Watching a video to prepare for reading
2. Skimming for main idea and structure
3. Analysing the text structure
4. Reading for main idea
5. Language study
7
Unit Organisation
(Watch the video clip and predict the content of the passage according to what you have viewed.)
What can food tell us about culture
How can food tell us about culture
What culture can food tell us about
What food tells us about culture？
Q1: What’s the genre of the text
Q2: What’s the main idea of the text
Q3: How many parts can this text be divided into
Q4: What’s the structure of the text
Q5: What’s the thesis statement of the text
Q6: What is the main idea of each paragraph
Q7: Are there any topic sentences in the text
Skim the text and answer the following questions.
How many parts can this text be divided into？
Argumentation
Narration
Exposition
Topic: Food and culture
genre
Para.1
Para.3
Para.5
Para.2
Para.4
Para.6
There is a close link between food and culture.
Food is our emotional bond with our family and roots.
Food is an expression of cultural identity.
We should embrace our heritage
through our culture’s food, but we
should also become more informed about other cultures by trying dishes from around the world.
Characteristics of Chinese food culture
Food reflects a country’s culture.
Characteristics of American food culture
Each country or community’s unique cuisine reflects its unique history,
lifestyle, values and beliefs.
On an individual level, we grow up
eating the food of our culture, and we learn to closely identify with it.
On a larger scale, food is an expression of cultural identity.
There is more of a connection between food and culture than you may think.
Structure Analysis
Conclusion
topic sentence
Thesis Statement
Level 2
Level 1
Level 3
main idea
Food is a portal into culture.
Para.4
Para.5
Para.6
Para.1
Para.2
Para.3
Q1: What does the “soup” (Para. 2) mean for the author
It means the past memory that she closely identifies with.
v. tofeel that you can understand and share the feelings of sb else Q2: Why do immigrants cook traditional food v. to keep sb./sth. alive, or safe from harm of danger
Immigrants cook traditional food as a way of preserving their culture
n. a person who has come to live permanently v. deal with
in a country that is not their own
Q3: What kind of attitude does the author advocate in the last paragraph
We should embrace our heritage through our culture’s food, but we should also become more informed about other cultures by trying dishes from
around the world. v. tofind out information about sth.
in their new homes and as a means of coping with homesickness.
n. the history, traditions and qualities that a country or society has had for
many years and that are considered an important part of its character
Read for details
C1 v. to find out information about sth.
C2 v. to reach, enter or use sth.
C3 v. to keep sb./sth. alive, or safe from harm of danger
C4 n. the characteristics, feelings or beliefs that distinguish people from others
D1 n. the history, traditions and qualities that a
country or society has had for many years
and that are considered an important part of its character
D4 n. a person who has come to live permanently in a country that is not their own
D5 n. the size or extent of sth., especially when compared with sth.
l As the world becomes more globalized, it is easier to access cuisines from different cultures.
l On a larger scale, food is an expression of cultural identity.
Words and Meanings
your experiences to illustrate these points. (Exercise III on Page 43)
2. Review the new words.
3. Listen to the tape and read the text twice.
1. The video clip illustrates the connection between food and
culture with examples. Watch the video clip and write down the
examples the speaker uses to illustrate her points. Add examples from
Assignments
Thank you!《高中英语（上外版）》必修第一册 Unit 3 Food
课时：第 6 课时 课题：What Food Tells Us About Culture
课型：Reading 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第6 课时，核心目标为引导学生掌握按主题顺序展开的说明 文的文体特征，从语篇中提取主旨句、主题句和总结，厘清说明文结构框架，并 阅读理解文章传递的主要信息，即食物与文化之间的紧密联系。
2. 设计思路
读前活动，以文章标题为依据，通过对文本内容的预测，激发学生的学习欲 望，引起学生对话题的兴趣。随后学生带着问题“食物传递了哪些文化信息 ”观 看教材视听板块的视频，通过视频初步了解食物和文化的内在联系。接着，学生 根据七个设问浏览文章，寻找答案。通过回答问题，学生厘清文章体裁、展开顺 序、文体特征，把握主旨句、主题句和总结的位置和作用，概括每个段落的主旨 大意，理解文章传递的主要信息。随后，学生扫读文本，寻找细节，加深对文本 内容的理解。在解决问题的过程中，学生在语境中学习生词，扫除阅读障碍，并 理解文章中的难句。最后，通过填写纵横字谜游戏，学生进一步复习和巩固本课 基本词汇。文章通过作者自身例子论证食物和个人的联系，本节课作业学生需课 后思考自身和食物有哪些联系，并用例子论证，在下节课进行分享。
3. 重点难点
概括每个段落的主旨大意；认识到主题句在段落中的位置和作用。
1
Lesson Plan
Teaching Objectives:
By the end of the lesson, the students are expected to:
1. analyse the text structure of an expository essay, find its topic sentences and supporting details, and work out its main idea;
2. grasp the main idea of a video clip of an open course with the help of the visuals and examples;
3. raise the awareness of the connection between food and culture and show understanding and tolerance towards different cultures.
Procedures:
I. Warm-up
*Teacher: Raise questions and play the video clip. *Students: Predict what the text is about based on the title and the content of the video clip. Purpose: To draw students’ attention to the relation between food and culture and to prepare the students to the reading tasks.
Guided questions:
1. What is the text about
2. What food will tell us about culture
a) How will they tell us about culture
b) What culture will they tell us about
II. 1st Reading: Learning about the main idea and structure of the text
*Teacher: Get students to learn about the structure of the text. *Students: Skim the text and answer guided questions. Purpose: To analyze the structure ofthe text by following the thesis statement, topic sentences and conclusion.
Guided questions:
1. What’s the genre of this text
2. What’s the main idea of the text
3. How many parts can this text be divided into
4. What’s the structure of the text
5. What’s the thesis statement of the text
6. What is the main idea of each paragraph
7. Are there any topic sentences in the text
2
III. 2nd Reading: Reading for details
*Teacher: Get students to scan the text, read for details and explain new words and difficult sentences in the context. *Students: Read for details and have a better understanding of new words and difficult sentences in the context. Purpose: To practice reading skills, learn new words in the context and understand difficult sentences.
Guided questions:
1. What does the “soup” (Para. 2) mean for the author
2. Why do immigrants cook traditional food
3. What kind of attitude does the author advocate in the last paragraph
IV. Language Study: Words and meanings
*Teacher: Guide students to match words with the given English explanations. *Students: Do the word quiz and learn the new words and expressions. Purpose: To learn new words.
Guided questions:
C1 v. to find out information about sth. C2 v. to reach, enter or use sth.
C3 v. to keep sb./sth. alive, or safe from harm of danger
C4 n. the characteristics, feelings or beliefs that distinguish people from others
D1 n. the history, traditions and qualities that a country or society has had for many years and that are
considered an important part of its character
D4 n. a person who has come to live permanently in a country that is not their own D5 n. the size or extent of sth., especially when compared with sth.
V. Assignments
1. The video clip illustrates the connection between food and culture with examples. Watch the video clip and write down the examples the speaker uses to illustrate her points. Add examples from your experiences to illustrate these points. (Exercise III on Page 43)
2. Review the new words.
3. Listen to the tape and read the text twice.
3
