(共32张PPT)
上外版高中英语必修二
Listening
&
Viewing
Unit
3
FOOD
Period
4
Lead
in
Listen
and
mark
out
the
correspoinding
words
and
expressions
custom
n.
风俗；习俗
immigrant
n.
移民
association
n.
协会；关联；联想
associate
v.
联想；联系
link
v.
&
n.
联系；把...与...相关联;
链接；纽带
heritage
n.
遗产(长期形成的历史、传统和特点)
shortcake
n.
薄饼；水果奶油酥饼；黄油甜酥饼干
nutrition
n.
营养；滋养；营养的补给
Cappuccino
n.
卡布奇诺咖啡
7
1
2
3
4
5
6
8
9
Lead
in
Synonym
Group
(同义词群)
synonym
dominant(主导近义词)
synonym
group
Food
can
be
a
bridge
that
helps
immigrants
find
their
place
in
a
new
society.
connect
v.
联系；关联
link,
associate,
bridge
v.
connection
n.
关联；连接
link,
association,
bridge
n.
“Bridge”
is
used
metaphorically
here,
meaning
“link
or
connection”.
For
example,
Pre-Listening
I.
Are
there
any
dining
customs
in
your
family?
dining
customs
in
my
family
the
senior
always
the
first
to
serve
always
porridge
for
dinner
vegetables
for
each
meal
kids
helping
cleaning
the
plates
and
dishes
no
tapping
on
bowls
or
plates
with
spoons
or
chopsticks
while
serving
Let’s
listen.
II.
Listen
and
find
out:
how
many
countries
are
mentioned?
What
are
they?
A.
Indian
B.
Italy
C.
Singapore
D.
China
E.
Ameria
F.
Japan
G.
Mexico
five
countries
Let’s
listen.
III.
Listen
again
and
complete
the
table
with
the
information
you
hear.
No.
Place
Dining
custom
1
(1)
_________
Don't
(2)
______________fish.
2
(3)
_________
No
(4)
_____
for
waiters.
3
China
and
Japan
Don't
(5)
_______
your
chopsticks
(6)
________________
in
your
rice
bowl.
4
(7)
_________
use
your
(8)
_________
hand
to
touch
food.
5
(9)
_________
Cappuccinos
are
usually
served
(10)
___________________________.
southern
China
flip
over
Japan
tip
leave
standing
upright
Indian
right
Italy
for
breakfast
or
before
noon
Let’s
listen.
IV.
Why
are
these
customs
observed
in
these
countries?
Listen
again
and
find
out.
No.
Reason
1
It
is
considered
to
bring
bad
luck.
2
3
4
5
It
is
considered
an
insult
for
Japanese.
It
is
associated
with
funerals.
Left
hand
is
used
for
bathroom
functions
and
considered
unclean.
It
may
upset
the
stomach
if
serving
after
dinner.
Dialogue
Time
V.
Go
through
the
dining
customs
you
have
listed
in
Activity
I.
Discuss
the
reasons
why
you
follow
them.
In
my
family,
my
grandpa
is
always
the
first
to
eat.
Why?
It
is
a
tradition
in
China
that
the
senior
serves
the
first,
like
the
saying
goes
“respecting
the
old
and
attending
the
young.”
Great！
V.
Go
through
the
dining
customs
you
have
listed
in
Activity
I.
Discuss
the
reasons
why
you
follow
them.
Why
do
kids
help
clean
the
dishes
and
plates?
Mum
usually
does
the
washing
after
meals
in
my
family.
I
love
to
help
mum
do
the
washing
after
meals.
I
feel
great
to
help.
Mum
says,
“helping
washing
is
loving
the
family”.
I
love
my
family.
Dialogue
Time
V.
Go
through
the
dining
customs
you
have
listed
in
Activity
I.
Discuss
the
reasons
why
you
follow
them.
It
is
impolite
to
make
noises
while
eating.
It
is
rude
to
tap
on
bowls
or
plates
while
serving.
Why
no
tapping
on
bowls
or
plates
while
serving?
Dialogue
Time
V.
Go
through
the
dining
customs
you
have
listed
in
Activity
I.
Discuss
the
reasons
why
you
follow
them.
Vegetables
are
part
of
a
healthy
diet.
They
contain
various
vitamins,
minerals
and
fibers
that
help
the
body
function.
Why
always
vegetables
for
each
meal?
I
love
meat.
I
hate
vegetables.
Dialogue
Time
Pre-Video
Time
The
Connection
Between
Food
and
Culture
(Open
course)
I.
Look
at
the
words
in
the
bubbles.
Do
you
know
the
meanings
of
them?
Read
the
sentences
and
analyse
how
some
of
the
words
are
used.
connect
v.t
link
n.
&
v.t
connection
n.
association
n.
bridge
n.
&
v.t
associate
v.
I.
Read
the
following
sentences
and
analyse
how
some
of
the
words
are
used.
1.
You
probably
associate
some
of
your
favourite
foods
with
family
memories.
associate
sth.
with
sth.
把......和......联系起来
2.
Food
provides
important
associations
with
/
connections
to
our
family
or
our
nations..
provide
associations
with
/
connections
to
sth.
使人联想起......
associate
sth.
with
sth.
=
provide
associations
with
/
connections
to
sth.
association:
a
mental
connection
between
things
Pre-Video
Time
I.
Read
the
following
sentences
and
analyse
how
some
of
the
words
are
used.
3.
Food
provides
an
importatn
link
to
our
cultural
heritage.
provide
links
to
sth.
把......和......联系起来
provide
使人联想起......
associations
with
sth.
connections
to
sth.
links
to
sth.
Pre-Video
Time
I.
Read
the
following
sentences
and
analyse
how
some
of
the
words
are
used.
4.
Food
can
be
a
bridge
that
helps
immigrants
find
their
place
in
a
new
society.
a
bridge:
something
intended
to
connect
two
seemingly
incompatible
things
沟通的渠道/桥梁
5.
Cooking
a
typical
national
meal
is
an
important
experience
in
maintaining
connections
to
one's
cultural
heritage.
maintain
connections
to
sth.
与......保持联系；保留......
Pre-Video
Time
How
to
express
“联系，连接”
in
English?
Pair
Work
How
do
I
say
“把......和......联系起来”
in
English?
1.
associate
A
with
B
2.
connect
A
to
B
5.
provide
associations
with
/
connections
to
sth.
3.
link
A
with
/
to
B
4.
provide
links
to
sth.
Pair
Work
Can
I
use
“bridge”
to
express
“把......和......联系起来”?
Sure.
For
example,
1.
Food
can
help
bridge
culture
differences.
2.
Food
privides
an
important
bridge
over
different
social
and
cultural
communities.
How
to
express
“联系，连接”
in
English?
Video
Time
II.
Watch
the
video.
It
conveys
several
key
messages
about
food
(A-C).
Put
them
in
the
order
as
they
are
presented.
A.
Food
may
carry
childhood
memories.
B.
Food
reminds
us
of
our
cultural
roots.
C.
Food
is
important
and
meaningful
to
humans
in
terms
of
nutrition.
Order:
__________________
A
C
B
Video
Time
III.
Watch
again
and
write
down
the
examples
the
speaker
uses
to
illustrate
her
points.
Add
examples
from
your
experiences
to
illustrate
these
points.
Point
1:
Food
may
carry
childhood
memories.
Example
1:
grandma's
short
cakes
at
the
end
of
each
holiday
meal;
Example
2:
Your
example:
dad's
chocolate
chick
pancakes
on
Saturday
morning;
mum's
meat
pies
on
Sundays;
Video
Time
III.
Watch
again
and
write
down
the
examples
the
speaker
uses
to
illustrate
her
points.
Add
examples
from
your
experiences
to
illustrate
these
points.
Point
2:
Food
provide
an
important
link
to
our
cultural
heritage.
Example:
Your
example:
an
Italian
grandma
teaching
her
grandchildren
who
have
never
been
to
Italy
how
to
cook
an
authentic
Italian
meal;
eating
dumplings
on
Christmas
Eve;
Group
Work
IV.
Viewing
Strategies:
Recognizing
Examples
Culturally
speaking,
food
is
very
important.
Why?
Can
you
give
us
an
example?
Group
Work
IV.
Viewing
Strategies:
Recognizing
Examples
What's
this?
Soup
dumplings.
Is
it
a
traditional
Chinese
food?
Yes.
It's
very
popular
in
southern
China.
For
many
Chinese,
soup
dumplings
are
their
favorite
food
on
New
Year's
Eve.
Group
Work
IV.
Viewing
Strategies:
Recognizing
Examples
What's
this?
Sushi
It's
traditional
Japanese
food.
It
is
always
served
with
all
kinds
of
sauces，like
tomato
sauce
or
salad
sauce.
Group
Work
IV.
Viewing
Strategies:
Recognizing
Examples
What's
this?
It's
traditional
Italian
food.
It
is
usually
served
with
crisps
and
soft
drinks.
Pizza.
Group
Work
IV.
Viewing
Strategies:
Recognizing
Examples
Culturally
speaking,
food
is
very
important.
Food
provides
connections
to
our
family
and
nation.
Food
provides
an
important
link
to
our
culture
heritage.
Culture
Link
1.
Africans
eat
with
fingers.
3.
Indians
eat
with
fingers.
2.
People
in
the
middle
east
eat
with
fingers.
Eating
Utensils
around
the
world
4.
Most
people
in
Europe,
Australia,
and
North
America
eat
with
a
knife
and
a
fork.
5.
People
in
East
Asia
use
chopsticks.
Eating
Utensils
around
the
world
Culture
Link
Three
methods
of
eating
in
the
world:
with
forks,
with
fingers,
with
chopsticks
Eating
Utensils
around
the
world
Globally,
there
are
fewer
forkfeeders
than
the
other
two
groups
of
eaters.
Culture
Link
Summary
What
have
we
learnt
today?
√
Listening:
Dining
Customs
Around
the
World
√
√
Viewing
Strategy:
Recognizing
Examples
√
Culture
Link:
Eating
Utensils
Around
the
World
√
Pre-Video
Time:
Synomy
Group
√
Video
Time:
The
connection
between
food
and
culture
√
√
eating
with
forks,
with
finger
and
with
chopsticks
√
√
Examples
of
particular
dining
customs
around
the
world
√
√
connect,
link,
associate,
bridge,
(v.)
Homework
Research
on
the
following
topic:
Are
there
any
special
dining
customs
in
China?
List
them
in
a
table.
谢谢
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上外版2020年高中英语必修二
Unit
3
FOOD
Period
4
Listening
&
Viewing教学设计
课题
Listening
and
Viewing
单元
Unit
3
学科
English
年级
Senior
Grade
1
教材分析
Listening
is
designed
for
students
to
practise
listening
skills
with
content
on
foods
and
dining
customs
around
the
world;Viewing
is
for
students
to
explore
into
the
relationship
between
foods
and
culture.
教学目标与核心素养
1.
Knowledge
objectives:
food
and
culture
are
closely
connected;
the
concept
of
synonym
group;Skill
objectives:
listening
skills
like
catching
the
details;viewing
strategies
like
recognizing
examples;3.
Emotional
objectives:
love
of
traditional
foods;
preserving
one’s
traditional
culture;4.
Thinking
quality
objectives:
illustrate
your
points
by
giving
examples;
What
is
the
relationship
between
food
and
culture?
重点
Listening
to
a
podcast
of
“Dining
Customs
Around
the
World”;
Watching
one
video
clip
presenting
the
relationship
between
food
and
culture;
难点
catching
up
with
the
speaker
of
the
video
clip;
taking
notes
in
shorthand;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1.
listening
to
the
words
and
expressions
of
Period
4;2.
introducing
the
concept
of
synonym
group
and
synonym
dominant;
1.
listening
and
mark
out
the
words
and
expressions
you
hear;2.
learning
about
the
synonyms
of
“connect”
and
“connection”;
1.
clearing
the
vocabulary
block;2.
Synonym
group
is
to
prepare
for
the
video
task;
讲授新课
PPT
4,
“Pre-Listening”:
Are
there
any
dining
customs
in
your
family?1.
the
senior
always
the
first
to
serve2.
vegetables
for
each
meal;3.
always
porridge
for
dinner;4.
no
tapping
on
bowls
or
plates
with
spoons
or
chopsticks
while
serving;5.
kids
helping
cleaning
the
plates
and
dishes;PPT
5,
“Let’s
listen”:II.
Listen
and
find
out:
how
many
countries
are
mentioned?
What
are
they?
There
are
five
countries.
They
are
Indian,
Italy,
China,
American,
and
Japan.PPT
6,
Listen
again.III.
Listen
again
and
complete
the
table
with
the
information
you
hear.1.
Southern
China;
flip
over2.
Japan;
tip;
leave;
standing
upright;Indian;
right;Italy;
for
breakfast
or
before
noon;PPT
7,
Listen
for
the
third
time.IV.
Why
are
these
customs
observed
in
these
countries?
Listen
again
and
find
out.It
is
considered
to
bring
bad
luck.It
is
considered
an
insult
for
Japanese.It
is
associated
with
funerals.Left
hand
is
used
for
bathroom
functions
and
considered
unclean.It
may
upset
the
stomach
if
serving
after
dinner.
PPT
8-11,
“Dialogue
Time”V.
Go
through
the
dining
customs
you
have
listed
in
Activity
I.
Discuss
the
reasons
why
you
follow
them.
Here,
teachers
may
invite
students
to
speak
out
their
own
family
dining
customs.
Why
is
the
senior
the
first
to
eat
in
your
family?Because
it
is
a
tradition
in
China
that
the
senior
serves
the
first,
like
the
saying
goes
“respecting
the
old
and
attending
the
young.”
Why
do
kids
help
clean
the
dishes
and
plates
in
your
family?I
love
to
help
mum
do
the
washing
after
meals.
I
feel
great
to
help.
Mum
says,
“helping
washing
is
loving
the
family”.
I
love
my
family.Why
no
tapping
on
bowls
or
plates
while
serving?It
is
impolite
to
make
noises
while
eating.
It
is
rude
to
tap
on
bowls
or
plates
while
serving.
Why
always
vegetables
for
each
meal?Vegetables
are
part
of
a
healthy
diet.
They
contain
various
vitamins,
minerals
and
fibers
that
help
the
body
function.PPT
12-15,
“Pre-Video
Time”I.
Look
at
the
words
in
the
bubbles.
Do
you
know
the
meanings
of
them?
Read
the
sentences
and
analyse
how
some
of
the
words
are
used.1.
You
probably
associate
some
of
your
favourite
foods
with
family
memories.
associate
sth.
with
sth.
把......和......联系起来2.
Food
provides
important
associations
with
/
connections
to
our
family
or
our
nations..
provide
associations
with
/
connections
to
sth.
使人联想起......associate
sth.
with
sth.
=
provide
associations
with
/
connections
to
sth.association:
a
mental
connection
between
things;3.
Food
provides
an
importatn
link
to
our
cultural
heritage.
provide
links
to
sth.
把......和......联系起来provide
associations
with
sth.
(connections
to
sth.
/
links
to
sth.
)使人联想起......4.
Food
can
be
a
bridge
that
helps
immigrants
find
their
place
in
a
new
society.
a
bridge:
something
intended
to
connect
two
seemingly
incompatible
things
沟通的渠道/桥梁;5.
Cooking
a
typical
national
meal
is
an
important
experience
in
maintaining
connections
to
one's
cultural
heritage.
maintain
connections
to
sth.
与......保持联系；保留......PPT
16-17,
“pair
work”How
to
express
“联系，连接”
in
English?1.
associate
A
with
B2.
connect
A
to
B3.
link
A
with
/
to
B4.
provide
links
to
sth.5.
provide
associations
with
/
connections
to
sth.6.
bridge
culture
difference
/
a
bridge
over
...
PPT
18-20,
“Video
Time”PPT
18,
Watch
the
video.
It
conveys
several
key
messages
about
food
(A-C).
Put
them
in
the
order
as
they
are
presented.Food
may
carry
childhood
memories.C.
Food
is
important
and
meaningful
to
humans
in
terms
of
nutrition.Food
reminds
us
of
our
cultural
roots.PPT
19，III.
Watch
again
and
write
down
the
examples
the
speaker
uses
to
illustrate
her
points.
Add
examples
from
your
experiences
to
illustrate
these
points.
Point
1:
Food
may
carry
childhood
memories.Example
1:
grandma's
short
cakes
at
the
end
of
each
holiday
meal;Example
2:
dad's
chocolate
chick
pancakes
on
Saturday
morning;Your
example:
mum's
meat
pies
on
Sundays;
Point
2:
Food
provide
an
important
link
to
our
cultural
heritage.Example:
an
Italian
grandma
teaching
her
grandchildren
who
have
never
been
to
Italy
how
to
cook
an
authentic
Italian
meal;Your
example:
eating
dumplings
on
Christmas
Eve;PPT
21-25,
“Group
Work”IV.
Viewing
Strategies:
Recognizing
ExamplesPPT
21,
Culturally
speaking,
food
is
very
important.
Can
you
give
us
an
example?
PPT
22,For
many
Chinese,
soup
dumplings,
as
traditional
Chinese
food,
are
their
favorite
on
New
Year's
Eve.PPT
23,Sushi
is
traditional
Japanese
food.
It
is
always
served
with
all
kinds
of
sauces，like
tomato
sauce
or
salad
sauce.
PPT
24,Pizzas
is
traditional
Italian
food.
It
is
usually
served
with
crisps
and
soft
drinks.
PPT
25,
Culturally
speaking,
food
provides
connections
to
our
family
and
nation.
Food
provides
an
important
link
to
our
culture
heritage.PPT
26-28,
“Culture
Link”
Eating
Utensils
around
the
world1.
Africans
eat
with
fingers.2.
People
in
the
middle
east
eat
with
fingers.3.
Indians
eat
with
fingers.4.
Most
people
in
Europe,
Australia,
and
North
America
eat
with
a
knife
and
a
fork.
5.
People
in
East
Asia
use
chopsticks.PPT
29,
Summary:√
Listening:
Dining
Customs
Around
the
World√√
Examples
of
particular
dining
customs
around
the
world
√
Pre-Video
Time:
Synonym
Group√√
connect,
link,
associate,
bridge,
(v.)√
Video
Time:
The
connection
between
food
and
culture√√
Viewing
Strategy:
Recognizing
Examples√
Culture
Link:
Eating
Utensils
Around
the
World
√√
eating
with
forks,
with
finger
and
with
chopsticksPPT
30,
Homework,Research
on
the
following
topic:Are
there
any
special
dining
customsin
China?
List
them
in
a
table.
(1)
Let’s
listen;
(2)
Dialogue
Time;(3)
Pre-Video
Time(4)
Pair
Work(5)
Video
Time(6)
Group
Work(7)
Culture
Link(8)
SummaryAll
these
activities
in
period
4
focuses
on
students’
listening,
speaking
and
predicting
skills,
as
well
as
critical
thinking.Students
may
list
out
their
own
family
dining
customs
here,
some
of
which
they
may
carry
over
their
life,
and
a
call
for
exploration
into
the
reasons
behind.
PPT
5,
Task
II
is
a
bit
easy
for
students.Students
may
listen
to
the
material
twice;
for
the
first
time,
recognize
the
countries;
for
the
second
time,
check
up
the
answers;
PPT
6,
Before
listening,
students
shall
have
a
quick
look-through
of
the
blanks
to
be
filled
up,
catching
up
information
before
or
after
the
key
words
like
“fish;
waiters;
chopsticks,
...”.Task
III
is
a
bit
hard
for
students.PPT
7,
Students
shall
make
their
efforts
to
copy
down
the
sentence
they
hear.
Students
are
allowed
to
ask
for
help
on
some
particular
sounds
which
are
hard
to
recognize.
PPT
8,Students
are
welcomed
to
talk
about
dining
customs
in
their
families
and
the
possible
reasons.Different
answers
may
occur
accompanied
by
different
questions.Here
students
shall
notice
the
synonym
group
of
“connect,
connection”.Student
shall
recognize
first,
the
synonym
dominant
－
“connect,
connection”,
and
the
other
words
that
express
the
same
meaning
but
farther
away
from
the
synonym
dominant
semantically;
secondly
the
different
collocation
of
prepositions
shall
be
noticed
here.“Bridge”
here
shall
be
paid
special
attention
to
due
to
its
metaphorical
meaning.
Here
students
are
mobilized
to
speak
using
the
phrases
listed
on
PPT
16-17;In
“Video
Time”,
Students
may
find
Task
II
easier.Students
may
find
Task
III
a
bit
harder
in
recognizing
examples.The
pictures
may
help
students
identify
the
answers.PPT
21-25,Students
shall
discuss
in
groups
the
traditional
foods
of
different
cultures
and
their
link
to
culture
heritage.
Students
are
well
informed
of
eating
utensils
around
the
world.Students
can
get
a
conclusion
that
there
are
three
eating
utensils
in
the
world,
fingers,
forks
and
chopsticks.
In
“Summary”,
Students
shall
review
what
we
have
learnt
today,
especially
thinking
over
dining
customs
mentioned
in
this
period;
thinking
over
the
synonym
group
of
“connect
and
connection”;(3)
practising
listening
skills;(4)
taking
notes
in
shorthand;(5)
practising
viewing
strategies
and
recognizing
examples;(6)
discussing
on
the
topic
of
food,
dining
customs
and
culture;
Task
I
of
PPT
4
is
actually
a
warming-up
for
students
to
get
involved
in
the
following
exercises;
and
a
call
for
respect
and
thinking
over
traditional
dining
customs;“Let’s
listen”
is
designed
for
students
to
practising
their
listening
skills.Task
II
is
first-level
practice
－sounds
recognition.Task
III
is
designed
for
students
to
catch
up
detailed
information
in
listening,
which
is
a
bit
hard;Locate
the
key
words
before
or
after
which
the
required
information
may
appear,
and
grasp
the
words
and
phrases
before
they
flash
away.Task
IV
is
designed
as
an
extension
practice
focusing
on
whole-sentence
answers,
which
may
be
a
challenge
on
students’
short
term
memory.
Task
V
of
PPT
8
is
designed
as
an
extension
task
of
the
podcast
“Dining
Customs
Around
the
World”.Dialogue
Time
is
particularly
designed
for
students
to
practising
speaking.“Pre-Video
Time”
is
designed
as
a
preparation
for
the
following
video
task.
The
purpose
of
“pair
work”
of
PPT
16-17
is
for
students
to
practise
speaking.Task
III
of
“Video
Time”
is
designed
to
practise
students’
watching,
listening,
and
memorizing
skills
in
presenting
examples.Task
IV
of
“Group
Work”
is
designed
to
practising
students’
speaking.Based
on
the
pictures
given,
students
shall
make
a
discussion
on
foods
and
their
connection
to
culture.“Culture
Link”
is
designed
for
students
to
learn
more
about
dining
customs
around
the
world.Summary
is
designed
for
the
convenience
of
reviewing
what
we
have
learnt
today
as
well
as
for
students
to
do
checklist.
课堂小结
listening
to
the
new
words
and
expressions;introducing
the
concept
of
synonym
group
and
synonym
dominant;starting
the
topic
from
students’
personal
experiences;guiding
students
to
complete
the
listening
Tasks
II-IV;guiding
students
to
have
discussion
on
family
dining
customs;learning
about
the
synonym
group
and
the
synonym
dominant
of
“connect
and
connection”;
leaning
about
how
to
express
“把......和......联系起来”in
different
ways;guiding
students
to
take
notes
and
complete
Task
II
and
III
of
Video
Time;elaborating
on
the
topic
of
“Viewing
Strategies:
Recognizing
Example”
by
group
work
in
students;Culture
Link
on
eating
utensils
around
the
world;
1.
learning
about
foods
and
dining
customs
from
personal
experiences;2.
learning
about
synonym
group
and
synonym
dominant;3.
learning
to
use
some
listening
strategies
to
carry
out
the
listening
task;4.
learning
about
expressing
“把......和......联系起来”in
different
ways;5.
learning
about
viewing
strategies-
recognizing
examples;6.
talking
on
the
topic
of
foods,
dining
customs
and
culture;7.
learning
more
about
eating
utensils
around
the
world;
1.
deepening
students’
knowledge
of
synonyms
by
introducing
the
concepts
of
synonym
group
and
synonym
dominant;2.
promoting
students’
listening
skills;
3.
training
students’
viewing
strategies;4.
practising
students’
speaking
skills
on
topic
of
foods
and
dining
customs;5.
promoting
love
of
traditional
foods
and
culture;6.
facilitating
critical
thinking
－recognizing
examples
used
to
illustrate
points;
板书
New
words
and
phrases:
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