Unit3-Listening-and-Speaking-名师教学设计

Unit3ListeningandSpeaking名师教学设计课时内容TalkabouttheoriginsofAmericanfood主题语境：人与社会主题群：社会服务与人际沟通子主题：跨文化沟通、包容与合作语篇类型：照片、采访文本分析：本节课为听说课，主要意图是引出本单元的主题——多元文化。首先，通过观察四幅食物照片来匹配食物的名称，再推测这种食物是受哪个国家饮食文化的影响。接着，听一段关于美国食物的广播采访，检查活动中的图文匹配是否正确；第二次听采访，通过判断正误题总结出美国食物的特点和多元性；第三次听采访，完成表格，总结四种食物的特点等。最后，设计一个去美国朋友家拜访的场景，让学生创设情境，谈论所带食物、食物的制作和特点。课时目标1.通过听力材料认识一些美国食物。2.了解美国食物的多元性。3.使用目标语言谈论食物。重点难点重点：1.在听的过程中了解表达食物的词汇和句型。2通过听力了解美国食物的特点。3.学会词义猜测策略。难点：使用食物相关词汇、句型创设对话谈论食物。教学准备教师准备：1.了解美国饮食文化的多元背景。2.准备相关的图片和照片。学生准备：1.预习本节课词汇和内容。2.已经了解的美国食物教学过程StepI学习理解活动一：感知与注意(Lookandmatch)(Part1,P26)1.AskstudentstolookatthephotosofAmericanfoodandmatchthemwiththeirnames.nachosgumbohamburgerfortunecookies2.Askstudentstoguesswhichcountries’cuisineinfluencedthefoods’invention.Suggestedanswers：NachosisinfluencedbyMexiconcuisine.GumboisinfluencedbyWestAfricancuisine.HamburgerisinfluencedbyAmericancuisine.FortunecookiesareinfluencedbyChinesecuisine.【备注】（具体内容参见备课资料Ⅱ）活动二：获取与梳理1.Listenandcheck（Part2，P26）ListentoaradiointerviewaboutAmericanfoodandcheckwhetheryouranswerstoActivity1arecorrect.Suggestedanswers：DBCA2.TrueorFalse（Part3，P26）（1）Askstudentstogothroughthesentencesandmakesuretheyunderstandtheirmeanings.（2）Beforelistening，askstudentstotrytopredicttheanswersaccordingtotheirknowledge.（3）Playthetapeforstudentstolistenandtrytotickthecorrectstatements.（4）Checktheanswers.Ifnecessary,playthetapeagainandletstudentschecktheiranswers.Suggestedanswers：1-5FFTTT3.Takenotes(Part4,P27)Listentotheinterviewagainandcompletethenotes.Suggestedanswers：German，American，Mexicancorn，Mexican，Americancustomers，SanFrancisco，100，paper，fortune，200，French，African，NativeAmerican【设计意图】通过观察图片、描述图片食物，激活学生的背景知识。通过三次听，梳理出对话大意和获取对话相关细节，为谈论饮食话题奠定基础。StepⅡ应用实践活动三：描述与阐释（Part5，P27）1.whatispotluckdinner？PotlucksarepopularpartyeventsintheUnitedStatesofAmericaanditisalargemealget-togetherorganisedbyafamily,achurch,agroupofstudents,oradepartmentinacollege,whereeveryonebringsadifferentdishandalloftheparticipantsjoineachotherforafabulousfeastofspecialties.Becauseallsortsofthingsarebroughttothetable,everyonegetsoutmorethantheyputin.Theideaofthepotluckpartyisthatnoonefamilyoraninstitutionisburdenedwiththecostandpreparationtimeofthemealandeveryonegetstotrysomethingdifferentthatusuallyisn’tmadeintheirhome.Potlucksarealsogreatopportunitiesforneighboursandfriendstomeet,forcolleaguesandpeerstosharetheirstoriesinlifeandwork,forpeopletomakenewfriends,andforshowingoffspecialties.2.Preparearoleplay：AskstudentstoimaginetheyareinvitedtoapotluckdinneratanAmericanfriend’shouse.Workinpairsanddiscusswhatspecialdish(es)theywilltake.Differentkindsoffoods：SweetbreadsHeadcheeseWelshRabbitBostonCreamPieChineseBurgerSpicyHotPotSmallSteamedBunBarbecueGluten3.Peercooperation.Discussthefollowingquestions：(1)Whatfood/snackfromwhicharea/ethnicgroupwillyoubring?(2)Howisthefoodpreparedandwhatisitmadeof?(3)Howisthisfoodspecial?4.Presentation.Example：HowtomakeNachosThingsyou’llneedavocado,tortillachips,chives,shreddedMontereyack,greenorblackolives,salsa,tacosauce,cheddarsourcream,cubedtomatoes,groceriesStepstomakeStep1Putalayeroftortillachipsonamicrowave-safeplate.Step2Addsalsaortacosauce.Step3Sprinkleshreddedcheeseontopofchips.Usecheddar,MontereyJackoracombinationofthetwo.Step4Heatonhighinthemicrowavefor45secondsoruntilcheeseismelted.Step5Diceatomato，sliceanavocadoandchopsomechives.Haveslicedolivesready.Step6Topwithsourcream，blackolives，cannedorfreshchiles，slicedavocadosorchives.Howisthisfoodspecial.Nachosareagreatsnackforentertainingguestsorsatisfyingmunchies.【设计意图】在听完对话相关细节、归纳对话大意之后，学生对美国的饮食文化有了一定的了解。该活动围绕美国的多元饮食文化，鼓励学生创设场景，运用所学语言和文化知识描述应邀去美国朋友家参加的百乐餐的场景。StepⅢ迁移创新活动四：DiscussionAskstudentstodiscussthefollowingquestionsingroups：IsthereanyauthenticAmericanfoodinAmerica？IfYES，whatistheauthenticAmericanfood？IfNO，stateyourreason.【设计意图】通过小组讨论，让学生思考美国这个多元文化的国家，虽然它的饮食多种多样，然而却没有他们真正的美国本土饮食，鼓励学生运用目标语言表达自己的想法。活动五：Pronunciation（P27）1.AskstudentstolistentothepassageaboutnativeAmericans.Markthepau