Unit3FoodandCultureReadingandThinking教学设计-2024-2025学年高中英语人教版选择性

教学设计方案1.学习阶段：PEPBook5SeniorSchoolEnglish(2019)The1thlessonofUnit3FoodandCulture:Readingandthinking2.授课时长：45minutes3.语篇主题语境：HumanandSociety4.文本分析：What：ThearticletalksaboutthegreatscientistYuanLongping,mainlyabouthisidentity,education,research,achievements,qualitiesandhisdreams.Byreadingthepassage,studentscouldhaveadeeperunderstandingofDr.Yuan’slifechoicesanditishelpfulforstudentstofollowtherolemodelandshouldertheresponsibilitytosociety.Why：ThispartaimstoinformreaderstointroducedifferentkindsofcuisinesinChina,topresenttheconnectionbetweenfoodandcultureandtocultivatereaders’culturalselfconfidence.How：Descriptiveexpositorytextisastylisticformthataimstoexplainthetruthorinternallawsofathing.Itmainlyanalyzesthecauseandeffectrelationshipofthingsandintroducesscientificprinciples.5.学情分析：Whattheyhaveknown：Thelessonistaughttosecondyearhighschoolstudents,whoareabletoactivelyparticipateintheclass.Thestudentshaveenrichedthevocabularyandexpressionsoftheunittheme,andhavetheabilitytoexpresstheirfavoritedishesandreasons.Whattheywillknow：ReasonsforthediversityofChinesecuisines.Thelinkbetweenfoodandpersonality,characterandculture.Thecauseeffectrelationship.6.教学目标：1.Sortouttheinformationandanalyzethestructureofthearticleintheprocessofreading.2.Applythecauseeffectrelationshiptoreadandshareyourideas.3.Talkabouttherelationshipbetweencultureandcuisinetostrengthenculturalselfconfidence.7.教学重难点：Guidestudentstostudythediscourse,sortouttheinformation,explorethetheme,understandtheculturalconnotationofChinesecuisine,theregionalcharacteristics,historicaltraditions,etc.Guidestudentstoaccuratelygraspthecausalrelationshipbetweeninformationbyusingdiscourseconnectorsorbyunderstandingtheimplicitmeaningsbehindwords.8.教学过程：活动设计学生活动活动意图活动层次学习效果评价时间Leadingin：Doyouknowthespecialdishoftheseplaces?1.Lookatsomepicturesprovidedbytheteacher2.Answerthefollowingquestions:Doyouknowthespecialdishoftheseplaces?Thematicallyitactivatesstudents’priorknowledgeaboutthetopic.Psychologicallyitcreatesanopenlearningenvironmentandarousestheirinterest.Mentallyitprovokesstudents’thoughtsonwhattherelationshipbetweencultureandcuisineis.感知与注意获取与梳理学生通过观察以及对已有经验的调取，明确表述出不同地区的不同代表美食，以及简单阐述二者之间的关系。。3’Prereading:Predictthecontentaccordingtothetitleandpictures.Predictthecontentaccordingtothetitleandpictures.Predictthecontentaccordingtothetitleandpictures.获取与梳理分析与判断学生通过阅读题目与图片推测出文章的基本内容。4’Whilereading:1.readforthestructure2.readforthedetailedinformation3.readfortheorder4.readforthecauseeffectrelationship1.Ssreadthepassageandsummarizethestructureandthemainideaofeachpart.2.Readpara1andanswerthequestion.Whatdoesthesayingmean?3.Readparagraph26againanddiscussthefollowingquestions.1.Analyzetheorderinwhichthearticlesare.2.Fillinthetableinactivity3onpage27.3.Matchthecausestotheeffectsinactivity4onpage27.1.Improvestudents’languageabilitybygettingthemainideas.2.Trainstudents'abilitytogetandsortoutinformation.3.Guidestudentstothinkabouttherelationshipsbetweenfoodandpersonality,characterandculturebysummarizingtheinformation.4.Developstudents’logicalthinkingabilitybyunderstandingthecauseeffectrelationship.描述与阐释分析与判断批判与评价1.通过快速阅读分析出文章结构，概括文章及段落大意。2.能够通过关键词，梳理文章的写作顺序。3.能够提取细节信息，并能根据所提出的信息总结出文化与菜系的关系。4.能够正确判断并应用causeeffect结构关系。18’Postreading:1.retellthestory2.applywhatwehavelearnedintopracticeLanguageability:Toconstructthewholepassagebyretelling.Thinkingcapacity:Toexploretherelationshipbetweenfoodandculturebyusingcauseeffectrelationship.Culturalawareness:Tostrengthentheculturalselfconfidenceinarealcontext.获取与梳理1.能够通过梳理出的篇章结构，用自己的语言复述文章。2.能够在真实的语境中，运用本节课所学，向外国友人介绍当地的美食。18’SummaryandConsolidationSsmakeasummaryonwhatwehavelearnedinthislesson.对整节课的学习内容进行总结、反思与整理、巩固。能够进行自我评价以及互评。3’Assignment课后作业能够选择一个完成，对本节课内容进行总结、反思、巩固、提升。9.板书设计10.教学反思Intermsofteachingdesign,thislessonisbasedontherequirementsofthecoursestandards,embodiestheprincipleofconsistencyof"teachingevaluation",andthedesignoflearningactivitiesfollowstheguidanceoftheconceptofEnglishlearningactivities.Reflectingonthewholelesson,therearetwomainproblems.Firstly,thereisnotenoughtimeinclassforstudentstohavemoreopportunitiestoshowtheiropinions,andit’sbettertousetheafterclasstimetomakefacetofacecorrectionsonstudents'assignments,givespecific