英语必修 第二册Unit 3 Food教学设计

这是一份英语必修 第二册Unit 3 Food教学设计，共13页。

Perid 1 Reading A教学设计
课题
Dining in France: Culture Shck
单元
Unit 3
学科
English
年级
Senir Grade 1
教材
分析
Reading A is a blg diary. The authr is sharing her / his dining experience in France, especially the fd-related culture shck.
教学目标与核心素养
1. Knwledge bjectives: What is culture shck?
sme French fd-related traditins;
Skill bjectives: summarizing a paragraph in ne sentence;
recgnizing a tpic sentence;
Emtinal bjectives: being prepared fr the highs and lws f culture shck;
respecting different culture traditins and keeping an pen mind;
4. Thinking quality bjectives: categrizing infrmatin;
重点
perceptin f the highs and lws f culture shck
难点
Exemplificatin is welcmed t fully understand the fllwing sentences.
Yu may experience a “hneymn” phase, where yu find everything new and exciting r even better than yur hme cuntry. Yu may als experience lw pints, where all these little differences may seem frustrating and verwhelming.
教学过程
教学环节
教师活动
学生活动
设计意图
导入
presenting pictures f different fd, inviting students t tell the names and the rigins;
presenting my chice f fd and the reasns why I chse it;
intrducing curry and the main ingredients f curry spices;
1. recgnizing different fds;
2. chsing their wn favrite fd;
3. telling reasns why they like sme particular fd;
1. intrducing the tpic f unit 3 - fd;
2. leading t the tpic f fd-related traditins;
讲授新课
讲授新课
PPT 5, “Pre-Reading Questins”
What French fd r French dining custms d yu knw?
PPT 6, “Reading f para. 1”
vcabulary
shck n. & v. 震惊; 使震惊
culture shck 文化冲击
hst n. (待客的)主人 ; 房东
hstess n. 女主人; 女房东
multiple adj. 多种多样的
variety n. 多种式样
champagne 香槟酒
slice n. & v.
(切下的食物)薄片;把切片

PPT 7-10, “Questin Time”
PPT 7,
1. Summarize the first paragraph in ne sentence.
I attended a traditinal French dinner party t celebrate the New Year, at which everything was like I expected until the end.
PPT 8,
2. Nte the use f italicized wrds.
(1) multiple curses 菜式多种多样；(multiple强调多)
(2) a variety f cheeses 各种各样的奶酪；(variety强调不一样)
(3) bttles f champagn 一瓶瓶的香槟; (bttles f 强调多)
(4) slices f fresh bread 一片片的新鲜切片面包; (slices f 强调多)
Hw t translate“一场丰盛的晚宴”int English?
a lavish banquet / a grand feast
PPT 9,
3. What is a traditinal French celebratin dinner party like?
The mind map shws what a lavish banquet is like:
PPT 10,
“nun verbalizatin 名词动词化”
shck n. & v.
culture shck
I’m shcked at the news.
Slice n. & v.
slices f bread
slice the bread
PPT 11, “Reading f para. 2”
Vcabulary:
8. as it turns ut,
原来事情是这样的,
used as “a chesive device prviding explanatin”
9. its wn set f traditins
它自己的一套传统习俗
10. serving n. 一份食物
11. slice v. 把切片
n. 一片面包片
PPT 12-13, “Questin Time”
PPT12，
Summarize para. 2 in ne sentence.
In “King cake” has its special way f
serving, and I was shcked by the get-under-the-table traditin.
galette des ris, r the“king cake”
“ “r” is used t indicate explanatin;
或者说是
P PPT 13，
“as it turns ut” = It turns ut that... 事实表明; 结果是
As it turned ut, we had enugh time fr tw parties.
(chesive devices indicating results)
I didn't see why the cat was uneasy. As it turned ut, Winnie had sensed the danger and tried t give us a warning.
(chesive devices indicating explanatin)

(
rPPT 14, “Reading f para. 3”
Vcabulary:
12. take me by surprise
使我吃惊；令我措手不及
fcus v. & n. 集中于;焦点
strategy n. 策略
run int v. 遇到；遭遇
facility n. (供特定用途的)场所
prepare sb. t d
使某人做好准备来应对
ups and dwns
一连串的心理起伏变化
PPT 15-16, “Questin Time”
7. Summarize para. 3 in ne sentence.
Althugh I did sme preparatin wrk befre I left fr France, cnstantly I have been stricken by culture shck caused by the French fd traditins.
PPT 16,
8. What is culture shck accrding t the authr?

It is a feeling f cnfusin in a new cuntry when yu’re adjusting t things that may be unfamiliar t yu.
9. “I’ve learned that many French traditins fcus n fd, ...
Why “fcus n” instead f “have fcused n”?
“Traditins” indicate that “fcus n” is an actin f cnstancy.
PPT 17-18, “Link t CEEPS 2019”
Mypeia, r shrt-sightedness, is a cnditin in which distant bjects appear blurred, but clser bjects can usually be seen in sharp _fcus_ (fcus). fcus n. 焦点
Gegraphy is therefr a beneficial majr fr students because its theries and methds prvide them with analytical skills relevant t ccupatins _fcused_ (fcus) n slving scial and envirnmental prblems.
fcused adj. 专注于
With a liberal arts degree in Gegraphy - Glbalizatin and Develpment, students are _prepared (prepare) fr emplyment in a variety f fields, including
be prepared fr 为做准备
This degree will als _prepare_ (prepare) students well t wrk in the private sectr in an internatinal cntext.
prepare sb. t d 使某人做好准备去

PPT 19, “Reading f para. 4”
Vcabulary
19. phenmenn n. 现象
phenmena (pl.) n.
phenmenal adj. 非凡的
20. graph n. 图; 图表
a line graph 曲线图
21. hneymn n. 蜜月
22. phase n. 阶段; 时期
23. frustrating adj.
令人懊恼的；令人沮丧的
24. verwhelming adj.
压倒性的; 无法抗拒的
PPT 20-23, “Questin Time”
PPT 20,
10. Summarize para. 4 in ne sentence.
Culture shck is an experience f highs and lws - in the highs f which yu eagerly welcme everything new, and in the lws yu find all the unfamiliar things upsetting and unbearable.
PPT 21,
What are the “highs and lws”?
Highs: feeling everything new;
feeling excited;
feeling everything better than
yur hme cuntry;
Lws: feeling frustrated due t all the
differences;
feeling verwhelmed due t all the differences;
They are yur feelings, yur emtins.
PPT 22, “Questin Time”
Using parallelism t shw cntrasting ideas.
“Yu may experience..., where ...; Yu may als experience..., where ...”.
Parallelism is an imprtant rhetric device in English writing shwing cntrasting ideas, which may serve as a cue fr text understanding.
PPT 23,
-ed /-ing frm and the respective meaning
v+ing 使人; v+ed 是的(状态)
frustrate v.
- frustrating adj. -frustrated adj.
Overwhelm v.
-verwhelming adj.
- be verwhelmed by ...

PPT 24, “Link t CEEPS”
“It's phenmenal (phenmenn),” said Simn. “We have this ability t understand ther peple s remarkably that their victries literally becme urs.”
phenmenal adj. 非凡的;了不起的
6. Once the revenues frm early adpters' purchases are safely in their hands, they can cut the price and shift t the next marketing C : selling the prduct t everyne else. This is why the cst f the riginal iPhne drpped abut US $200 nly 8 mnths after its release.
A. perid B. strategy
C. phase D. plan
PPT 25, “Reading f para. 5”
Vcabulary:
25. encunter v. 偶遇
26. tend v. 倾向, 趋于
tend t d sth.往往会...
27. utensil n. (家庭)用具
28. appetite n. 食欲;胃口
29. grab v. 拿, 喝; 抓住
PPT 26-27, “Questin Time”
PPT 26
11. Summarize para. 5 in ne sentence.
I experienced sme interesting fd-cnnected culture differences during my stay in France.
Tpic Sentence f para. 5:
I encuntered a few fun, fd-related cultural differences while in France.
Summary f para. 5 is a paraphrase f the tpic sentence (TP) f para. 5.
PPT 27,
Why Tpic Sentence?
A tpic sentence is a sentence, usually at the beginning f a paragraph, which states r suggests the main idea (r tpic) f a paragraph.
Fr example,
Tpic Sentence f para. 5:
I encuntered a few fun, fd-related cultural differences while in France.
PPT 28, “Link t CEEPS”
7. It's undeniable: Being amng the first t try ut a new piece f technlgy is cl. There's the thrill f ding what has never been dne befre Peple _tend_ t underestimate the csts f their temprary clness, which they pay in mre ways than ne.
A. want B. tend C. prepare D. happen
tend t d sth. 往往会
PPT 29, “First Versin f Summary f Reading A”
I attended a traditinal French dinner party t celebrate the New Year, at which everything was like I expected befre until the end f the party.“King cake” has its special way f serving, and I was shcked by the get-under-the-table traditin.
Althugh I did sme preparatin wrk befre I left fr France, cnstantly I have been stricken by culture shck brught by the French fd traditins.
Culture shck is an experience f highs and lws - in the highs f which yu eagerly welcme everything new, and in the lws yu find all the unfamiliar things upsetting and unbearable.
I experienced sme interesting fd-cnnected culture differences during my stay in France. (110 wrds)
PPT 30, “Revised Versin f Summary f Reading A”
I attended a traditinal French New Year dinner party. At the end f the party, I was shcked by the getting-under-the-table traditin f “king cake”. Althugh I was prepared smehw befre I left fr France, cnstantly I have been stricken by culture shck brught by the French fd traditins. Culture shck is an experience f highs and lws - in the highs f which yu eagerly welcme everything new, and in the lws yu find all the unfamiliar things upsetting and unbearable. And I did experience sme fd-cnnected culture differences during my stay in France. (98 wrds)
PPT 31-32, “Speaking”
1. Explain what is culture shck accrding t the blg diary.
Using the mind map as cues f speaking.
Culture shck: highs -
lws -
What fd des there tend t be in a traditinal French celebratin dinner party?
Using the mind map as cues f speaking.
a lavish banquet
PPT 33, Summary f Perid One:
What have we learnt tday?
sme fd-related culture differences between the French and Americans;
Culture shck is an experience with highs and lws.
A tpic sentence helps yu grasp the main idea f the paragraph.
expressing “a lavish banquet / a grand feast” with wrds like “multiple, a variety f, bttles f, slices f,” etc.
PPT 34, “Hmewrk”:3
List ut as many as pssible “v+ed; v+ing” frms that can be used as adjectives.
Fr example,
frustrate frustrating adj.
frustrated adj.
verwhelm verwhelming adj.
Pre-Reading
Questins
Reading
Questin Time;
(4) Link t CEEPS 2019
(5) Speaking
All these activities can be carried ut individually, in pair wrk r grup wrk.
Students may have their wn answers t the pre-reading questin.
Summarizing para. 1 is nt s easy a task due t the limit f ne sentence.
Students shuld edit their summary again and again t ensure that all the imprtant message is included while all the unnecessary details are left ut.
Students shall take ntes dwn here, especially, the different ways t express “great amunt and diversities”
Students shall speak ut the varieties f fds and drinks referring t the text, with the last blank fr students t add up.
Students shall take ntes dwn carefully here, building up vcabulary f nun verbalizatin.
Students may write different versins f summary.
Discussin is welcmed t see whse summary wins ut.
Students shall ntice that we have learned the phrase “it turned ut that ...” in unit 1, where the phrase is used t indicate explanatin.
Here, the phrase is used t indicate results.
Students may find Questin 7 harder due t the cntent cmplexity f paragraph 3.
Discussins are invited here t reslve prblems ppped up by different versins f summary.
Students shall find Questin 8 easier t answer.
Students may find Questin 9 unexpected here. Hwever, verb tense is always a test pint which is wrth ur regard.
Here, students may find all the fur sentences a bit difficult t understand.
The test pints are tw wrds - “fcus” and “prepare”, which are the vcabulary f para. 3.
Students may find summary f para. 4 the easiest.
Students are asked t speak ut what are the highs and what are the lws.
Students may refer t the text and find ut the answer.
Students are required t take ntes here.
Students may be asked t cin the structure and write lines t shw cntrasting ideas.
Students are asked t speak ut the -ed /-ing frms f “frustrate” and “verwhelm”.
Students shall ntice that “frustrating, frustrated, and verwhelming” are cmmn adjectives, while “be verwhelmed ” is uses as a passive meaning.
Students are required t fill in the blanks with the prper frm f “phenmenn” in Questin 5.
Students shall be able t tell the difference between the fur chices and pick ut “phase” as the right ne.
Students may find summary f para. 5 the easiest f all the summary writing tasks f Reading A.
Students may find ut that the reference summary is a paraphrase f TP f para. 5.
Students shuld understand the imprtant functins f tpic sentence t a paragraph.
Students may find Questin 7 a bit difficult and be hesitant between “happen t d” and “tend t d”.
The brader cntext indicates that the actin f “underestimate” is nt accidental but a cnstant psychlgy which requires the phrase “tend t d sth.” (往往会).
Students can find ut that the first versin f summary is a gather-tgether f all the sub-summaries f each paragraphs.
Students may find the revised versin f summary mre cherent.
Students may use the mind map as cues fr their speaking task.
Students may use the mind map as cues fr their speaking task.
Students may think ver each item f the summary and see if there are any puzzling pints t them. This is the last time f Perid One fr questins and answers.
The pre-reading questin is designed t fcus n the tpic f the text;
2. Summarizing checks whether students understand the text, and helps students t express themselves using relevant vcabulary.
3. Mind map tasks are designed t review and d speaking.
4. Link t
CEEPS 2019
is designed t cnnect what we learn with the CEEPS test pints;
5. Speaking
tasks are designed fr students t practising speaking with the help f mind map.
Questin 2 is designed fr students t build up fd-related vcabulary.
The mind map is designed fr students t categrize fds and utensils.
The lng sentence and unfamiliar vcabulary arund may increase the difficulty f the vcabulary test pints, which is designed n purpse t strengthen students’ patience.
The mind map task here is designed fr students t get a deeper understanding f the “highs and lws”, which are the mst imprtant and difficult part f Reading A.
Parallel structure may be an imprtant test pint, which may appear in the kind f test like filling the blanks with the apprpriate sentence s that the passage becmes a cherent ne.
Questin 5 and 6 are designed t practise vcabulary.
The difficulty level is abve average due t the lng sentence and the unfamiliar vcabulary, which are a real challenge t students.
The cncept TP is intrduced here fr the later tasks cncerning students’ understanding f the text frm a cntextual level.
The prcess f summary revising is designed fr students t raise the awareness f “editing”, which is a must f English writing.
During the prcess f revisin, sentence cherence is a very imprtant element that may glue the text tgether and make sense.
Speaking Task is designed fr students t practise their utput skills.
A table summary is designed here fr students t grup relevant infrmatin which may fall int different categries.
课堂小结
1. Reading by summarizing
2. presenting the tpic f culture shck;
3. explaining what is culture shck;
4. giving examples f fd-related culture shck;
5. presenting fd-related vcabulary;
6. intrducing the cncept f tpic sentence;
7. using mind maps t d speaking and reviewing;
1. learning t summarize each paragraph by ne sentence;
2. learning t recgnize the tpic f culture shck;
3. learning t recgnize the highs and lws f culture shck;
4. using cntext t chse the crrect wrds r expressins;
5. learning abut TP;
6. learning t categrize things;
7. learning t use mind maps;
1. presenting vcabulary f Reading A;
2. prmting students’ reading skills using cntext;
3. teaching reading by summarizing;
4. teaching students t grup and categrize infrmatin;
5. teaching abut chesive devices in writing;
6. teaching students t use mind maps as cues t speak;
板书
New wrds and phrases:
shck n. & v. 震惊
culture shck 文化冲击
hst n. 主人
multiple adj. 多种多样的
variety n.
champagne n. 香槟酒
slice n. & v. 面包片
serving n. 一份食物
fcus n. & v. 集中；聚焦
facility n. 地点，场所
strategy n. 策略
phenmenn n. 现象
graph n. 图
hneymn n. 蜜月
phase n. 阶段，时期
frustrating adj. 令人沮丧的
verwhelming adj. 令人无法承受的
encunter v 偶遇