Unit1FoodforThoughtUnderstandingideas教学设计高一英语

Understandingideas

AChildofTwoCuisines

InstructionalDesignUnit1Foodforthought

Teachingphilosophy

TheteachingisdesignedaccordingtotheViewonEnglishLearningActivities,whichisproposedinTheNationalEnglishCurriculumStandards(2017).Inordertodevelopstudents’Englishcorepetencies,threelevelsofactivitiesarecarefullydesigned,includinglearningandunderstanding,applyingandpracticingaswellastransferringandcreating.

Theclassislearnercentered,whichaimstodevelopstudents’cooperativelearningabilityandcriticalthinkingability.

Analysisofteachingmaterial

TheselectedteachingmaterialisareadingpassagecalledAChildofTwoCuisines.Andthisclassesfromthepartunderstandingideas.

What:ThethematiccontextisManandSociety,whichcoversthesubjectcontentofdiversefoodculturesandhealthyeatinghabits.Thetypeoftextisanarrative.Basedonthethemeof“food”,thistextintroducesthestoryofaChineseBritishcrossculturalfamily’sattitudestowardsfood.

How:Thetextisorientedtowardsoneclue,thatis,fivefoodsincludingSichuanhotpot,animalparts,fullEnglishbreakfast,Sundayroastandstinkytofu.

Why:Althoughthelanguageandstructureofthetextaresimpleandeasyforstudentstounderstand,thefocusofthistextisonitsprofoundculturalconnotations.Thevalueofthistextisthatstudentsenhancecrossculturalawarenessandunderstandthefoodculturefromacrossculturalperspective.

Analysisofstudents

Whattheyknow:

Theygraspsomewordsandexpressionsaboutfoods.

Theyhaveaccumulatedsomebasicreadingstrategies.

Whattheywanttoknow:

Theyshowgreatinterestincrossculturaldiet.

Whattheylack:

Theabilitytounderstandandanalyzediscourseatadeeperlevelisnotenough.

Theabilitytosortoutcluesinthetextisrelativelyweak.

Whattheystillneedtolearn:

It’snecessaryfortheteachertotaketheirZPDintoaccountandguidestudentstoconstructtheirownviewsontheintegrationofdifferentculturesbyscaffolding.

Teachingobjectives

Bytheendofthisclass,studentswillbeableto:

identifythegeneralideaofthetextbyskimming,andaccuratelyexplainthemeaningofthetitle;

analyzeeachfamilymember’sopinionsondifferentfoodandsupportingdetailsbyscanning;

applythelearnedknowledgeintojudgingandexpressingopinions;

formcorrectattitudetothefoodculturefromacrossculturalperspective.

Teachingkeypoints&difficulties

Keypoints:

identifythegeneralideaofthetextbyskimming,andaccuratelyexplainthemeaningofthetitle;

analyzeeachfamilymember’sopinionsondifferentfoodandsupportingdetailsbyscanning;

Difficulties:

applythelearnedknowledgeintojudgingandexpressingopinions;

formcorrectattitudetothefoodculturefromacrossculturalperspective.

Teachingmethod&Learningmethod&Teachingmodel

Method:

Situational

teachingmethod

municativelaguageteaching

Reallifesituationissetcarefullytoensureappropriateandeffectivelanguageuse.

Individualwork,pairwork,groupworkandwholeworkarehighlyvaluedaccordingtothesocioconstructivist.

Model:

PWPModel

ThereadingprocessgoesthroughPrereading,WhilereadingandPostreading.

Teachingprocedures(40mins)

Step/Time

TeacherActivities

StudentActivities

Purposes

Step1

Leadin(3mins)

Activity1.Showthestinkytofuandplayaguessinggame.

Activity2.Watchavideoandanswerquestions.

Guessedwhatthefoodisinteacher’shands.

Watchavideoandanswerquestion.

Tointroduce

thetopic.

2.Toactivatetheexisting

andbackground

knowledgeof

foods.

Step2

Prediction(2mins)

Activity3.Guidestudentstomakeapredictionaboutwhatwillthefamilyattitudetowardstinkytofu?

3.Tomakeapredictionaboutwhatwillthefamilyattitudetowardstinkytofu?

Topresentthemainproblemtobeexplored.

Toformreadingexpectations.

Step3

Fastreading(3mins)

Activity4.Askstudentstoreadthepassagequicklyandfindoutthemainidea.

Activity5.Givestudentsatipabouthowtofindoutthemainidea.

4.Readthepassagequicklyandfindoutthemainidea.

5.Learnaskillabouthowtofindoutthemainidea.

Totrainstudentsreadingskillinskimmingtogetthegeneralinformation

2.Tounderstandthearticleasawhole,pavingthewayforindepthanalysis.

Step3

Carefulreading(15mins)

Activity6.Ask

studentstoread

paragraph1carefullyandfinishthe

familymap.

Activity7.Ask

studentstoread

paragraph25to

findoutthefamily'sopinionson

differentfoods.

Activity8.Ask

studentstoread

para.5andfind

somedetailsabouttheson'schangeineatingstinkytofu.

Activity9.Read

para.6carefully

andfindone

sentenceshowing

theson’sopiniononcrosscultural

eatinghabits.

6.Readparagraph1carefullyandfinishthefamilymap.

7.Readparagraph25tofindoutthefamily'sopinionsondifferentfoods.

8.Readpara.5andfindsomedetailsabouttheson'schangeineatingstinky

tofu.

9.Readpara.6carefullyandfindone

sentenceshowing

theson’sopiniononcrosscultural

eatinghabits.

1.Tohelpstudentsintegratedetailedinformationintoavisualform,deepeningtheirunderstandingofthetextwhileimprovingtheirlogicalthinking.

2.Tohelpstudentsanalyzethecharacter’sattitudestowardsdifferentfood.

Step4.

Postreading

(12mins)

Activity10.Guidestudentstofinishthemindmap.

Activity11.Askstudentstodiscussingroupandsharetheopinion.

Tofinishthemindmap.

11.Todiscussingroupandshareyouropinion.

1.TohelpSsinputvocabularyandexpressionsaboutfoodandattitude.

2.Toprovidescaffoldingforlanguageoutputandhomework.

3.TohelpSs