Unit3ReadingandThinking教学设计-高中英语人教版选择性

Book2Unit3FoodandCultureReadingandthinking——CultureandcuisineUnit3FOODANDCULTUREReadingandThinking:CultureandCuisine教学设计ContentofthetextThetextexploresthelinkbetweenfoodandculturefromaforeigner’sperspectiveanditrecordssomeauthenticChinesefoodandillustratestheculturalmeaning,geographyfeaturesandhistorictraditionthatthefoodreflects.TeachingobjectivesAttheendoftheclass,studentsareableto:1.Understandthepassage‘cuisineandculture’betterbyapplyingreadingstrategies—predicting,skimmingandscanning.2.Knowbetterabouttherelationbetweencultureandcuisine.3.TalkabouttraditionalChinesecuisineandculture.Teachingimportanceanddifficulties1.Exploretherelationshipbetweenfoodandpeople'spersonality,localcustomsandculture.2.Talkaboutthefoodanditshistoryandculture.TeachingproceduresI.WarmingupWatchashortvideoaboutdifferentkindsoffoodandeightChinesecuisines.GetfamiliarwitheightChinesecuisinesandtheEnglishnamesofdifferentcuisinesmentionedinthetext.【设计意图】此活动是导入环节。通过展现各种美食和八大菜系的小视频，激发同学对主题的学习爱好,关心同学了解菜肴“cuisine〞这个核心词的内涵，并拓展同学的学问面，补充了他们对于中国八大菜系的熟识。通过图片给出词义，引导同学初步熟识文本中消失的各种菜肴的名称，为后续的阅读扫除词汇障碍,为顺当开展后续阅读做好铺垫。II.ReadingActivity1:Predictthecontentofthepassage.Studentslookatthetitle&picturesandpredictthecontentofthepassage.【设计意图】引导同学依据篇章标题、图片等信息猜测文本的内容是必修阶段对同学认知策略的学习要求。同学带着猜测进行阅读，既激活思维，又能更加乐观主动地阅读并聚焦语篇的主要内容。Activity2:Skimthepassageforthesixplacesthewritermentioned.【设计意图】通过速读搜寻文中作者去过的六个地方，快速把握文章主体脉络，为后续的细读定位。同时，提示同学阅读技巧——关注大写字母，能够关心他们快速找到地点。Activity3:ReadforMoreDetailsReadthewholepassageandfillintheblanks.WhenhewasinWhenhewasinAmerica,heexperienced_________butitwaschangedtosuit________.America’smostpopularChinesefoodis________.InBeijing,theytasted__________—thebestfoodtheyhadeverhad.Theyexperiencedanentirelynewtaste—__________.Thefoodwaswonderfulanddifferent.HisfavoritedishinShandongwas.ThemostfamousfoodinShandongis.InXinjiang,thetraditionalfoodsareusually,suchas.InSouthChina,theyexperiencedwonderful—Guangdong’s—smallservingsoffoodin.IncentralChina,theytastedinHenan.Everywhere,thefoodwasasasthepeople.【设计意图】通过阅读填空，引导同学研读语篇，梳理信息，快速了解作者去过的地方及其品尝的中国美食和各地特色菜肴，为后续探讨饮食与地域文化、风土人情的关系做好铺垫。Activity4:FurtherReadingTheteacherguidesthestudentstodosomefurtherreadingandexploretherelationbetweenfoodandculture.Beforethat,theteacherwilltakethe2ndparagraphforexample.Then,thestudentsareaskedtoreadthefollowingparagraphsagainandfindoutmoreevidenceindicatingtherelationshipbetweenfoodandculture.【设计意图】同学再次回忆文本。在老师以为例的引导下，挖掘文本中的深层信息，探讨中国菜肴所蕴含的文化内涵和所表达的地域特点、历史传统。III.FreetalkAfterreadingandfurtherreading,studentshavebetterunderstoodthewholepassageandexploredtherelationshipbetweencultureandcuisine.ThentheywillworkingroupsandtalkaboutatraditionalChinesefoodanditsculture.Theteacherwillfirstgiveanexample.ExampleAsweallknow,cultureandcuisineAsweallknow,cultureandcuisinegohandinhand.Let’stakesweetdumplingsasanexample.SweetdumplingisatraditionalfoodforLanternFestival.Onthisday,familymemberswillgettogetherhavingabigdinneraswellastastingsweetdumplings.Itissaidthatpeoplewhoeatsweetdumplingswillliveahappyandsweetlifethenextyear.ThestudentsdiscussingroupsandtalkaboutatraditionalChinesecuisineanditsculture.Awordandexpressionbankisofferedtohelpthem.Asweallknow,cuAsweallknow,cultureandcuisinegohandinhand.Let’stakeasanexample.__________isatraditional/famous/food____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Word&ExpressionBankZongzi:Zongzi:DragonBoatFestival;rice,date(枣),bambooleaves...；inhonorof;QuYuanMooncake:MidautumnFestival;legendofChang’e;admirethemoon;familyreunionDongpoPork:famousZhejiangCuisine;SuDongpo;showrespectforSu;nameafterOtherfood...【设计意图】通过阅读和深层次阅读课文后,同学已对文章及其食物与文化的内在关系有了很好的理解。在小组争论中,同学结合课上所学及自身体验，对学问进行迁移和整合，思索饮食与文化、饮食与性格之间的联系。在此过程中进一步内化语言，熬炼思维力量和语言表达力量。IV.HomeworkYourAmericanfriendMikeStonewantstoknowsomethingabouttraditionalChinesecuisineanditsculture.Pleasewriteanemailtohim.留意：1.词数80左右;2.可适当增加细节，以使行文连贯_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________