2020-2021学年Unit 3 Food教学设计

这是一份2020-2021学年Unit 3 Food教学设计，共10页。

Perid 4 Listening & Viewing教学设计
课题
Listening and Viewing
单元
Unit 3
学科
English
年级
Senir Grade 1
教材
分析
Listening is designed fr students t practise listening skills with cntent n fds and dining custms arund the wrld;
Viewing is fr students t explre int the relatinship between fds and culture.
教学目标与核心素养
1. Knwledge bjectives: fd and culture are clsely cnnected;
the cncept f synnym grup;
Skill bjectives: listening skills like catching the details;
viewing strategies like recgnizing examples;
3. Emtinal bjectives: lve f traditinal fds;
preserving ne’s traditinal culture;
4. Thinking quality bjectives: illustrate yur pints by giving examples;
What is the relatinship between fd and culture?
重点
Listening t a pdcast f “Dining Custms Arund the Wrld”;
Watching ne vide clip presenting the relatinship between fd and culture;
难点
catching up with the speaker f the vide clip; taking ntes in shrthand;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1. listening t the wrds and expressins f Perid 4;
2. intrducing the cncept f synnym grup and synnym dminant;
1. listening and mark ut the wrds and expressins yu hear;
2. learning abut the synnyms f “cnnect” and “cnnectin”;

1. clearing the vcabulary blck;
2. Synnym grup is t prepare fr the vide task;
讲授新课
PPT 4, “Pre-Listening”:
Are there any dining custms in yur family?
1. the senir always the first t serve
2. vegetables fr each meal;
3. always prridge fr dinner;
4. n tapping n bwls r plates with spns r chpsticks while serving;
5. kids helping cleaning the plates and dishes;
PPT 5, “Let’s listen”:
II. Listen and find ut: hw many cuntries are mentined? What are they?
There are five cuntries. They are Indian, Italy, China, American, and Japan.
PPT 6, Listen again.
III. Listen again and cmplete the table with the infrmatin yu hear.
1. Suthern China; flip ver
2. Japan; tip;
leave; standing upright;
Indian; right;
Italy; fr breakfast r befre nn;
PPT 7, Listen fr the third time.
IV. Why are these custms bserved in these cuntries? Listen again and find ut.
It is cnsidered t bring bad luck.
It is cnsidered an insult fr Japanese.
It is assciated with funerals.
Left hand is used fr bathrm functins and cnsidered unclean.
It may upset the stmach if serving after dinner.
PPT 8-11, “Dialgue Time”
V. G thrugh the dining custms yu have listed in Activity I. Discuss the reasns why yu fllw them.
Here, teachers may invite students t speak ut their wn family dining custms.
Why is the senir the first t eat in yur family?
Because it is a traditin in China that the senir serves the first, like the saying ges “respecting the ld and attending the yung.”

Why d kids help clean the dishes and plates in yur family?
I lve t help mum d the washing after meals. I feel great t help. Mum says, “helping washing is lving the family”. I lve my family.
Why n tapping n bwls r plates while serving?
It is implite t make nises while eating. It is rude t tap n bwls r plates while serving.
Why always vegetables fr each meal?
Vegetables are part f a healthy diet. They cntain varius vitamins, minerals and fibers that help the bdy functin.
PPT 12-15, “Pre-Vide Time”
I. Lk at the wrds in the bubbles. D yu knw the meanings f them? Read the sentences and analyse hw sme f the wrds are used.
1. Yu prbably assciate sme f yur favurite fds with family
memries.

assciate sth. with sth. 把和联系起来
2. Fd prvides imprtant assciatins with / cnnectins t ur
family r ur natins..

prvide assciatins with / cnnectins t sth. 使人联想起
assciate sth. with sth. =
prvide assciatins with / cnnectins t sth.
assciatin: a mental cnnectin between things;
3. Fd prvides an imprtatn link t ur cultural heritage.

prvide links t sth. 把和联系起来
prvide assciatins with sth. (cnnectins t sth. / links t sth. )
使人联想起
4. Fd can be a bridge that helps immigrants find their place in a new sciety.

a bridge: smething intended t cnnect tw seemingly incmpatible things 沟通的渠道/桥梁;
5. Cking a typical natinal meal is an imprtant experience in maintaining cnnectins t ne's cultural heritage.
maintain cnnectins t sth.
与保持联系；保留
PPT 16-17, “pair wrk”
Hw t express “联系，连接” in English?
1. assciate A with B
2. cnnect A t B
3. link A with / t B
4. prvide links t sth.
5. prvide assciatins with /
cnnectins t sth.
6. bridge culture difference / a bridge ver ...
PPT 18-20, “Vide Time”
PPT 18,
Watch the vide. It cnveys several key messages abut fd (A-C). Put them in the rder as they are presented.
Fd may carry childhd memries.
C. Fd is imprtant and meaningful t humans in terms f nutritin.
Fd reminds us f ur cultural rts.
PPT 19，
III. Watch again and write dwn the examples the speaker uses t illustrate her pints. Add examples frm yur experiences t illustrate these pints.
Pint 1: Fd may carry childhd
memries.
Example 1: grandma's shrt cakes at the end f each hliday meal;
Example 2: dad's chclate chick pancakes n Saturday mrning;
Yur example: mum's meat pies n Sundays;
Pint 2: Fd prvide an imprtant link t ur cultural heritage.
Example: an Italian grandma teaching her grandchildren wh have never been t Italy hw t ck an authentic Italian meal;
Yur example: eating dumplings n Christmas Eve;
PPT 21-25, “Grup Wrk”
IV. Viewing Strategies: Recgnizing Examples
PPT 21,
Culturally speaking, fd is very imprtant. Can yu give us an example?
PPT 22,
Fr many Chinese, sup dumplings, as traditinal Chinese fd, are their favrite n New Year's Eve.
PPT 23,
Sushi is traditinal Japanese fd. It is always served with all kinds f sauces，like tmat sauce r salad sauce.
PPT 24,
Pizzas is traditinal Italian fd. It is usually served with crisps and sft drinks.
PPT 25,
Culturally speaking, fd prvides cnnectins t ur family and natin. Fd prvides an imprtant link t ur culture heritage.
PPT 26-28, “Culture Link”
Eating Utensils arund the wrld
1. Africans eat with fingers.
2. Peple in the middle east eat with
fingers.
3. Indians eat with fingers.
4. Mst peple in Eurpe, Australia, and Nrth America eat with a knife and a frk.
5. Peple in East Asia use chpsticks.
PPT 29, Summary:
√ Listening: Dining Custms Arund the Wrld
√√ Examples f particular dining custms arund the wrld

√ Pre-Vide Time: Synnym Grup
√√ cnnect, link, assciate, bridge,
(v.)
√ Vide Time: The cnnectin between fd and culture
√√ Viewing Strategy: Recgnizing Examples
√ Culture Link: Eating Utensils Arund the Wrld
√√ eating with frks, with finger and with chpsticks
PPT 30, Hmewrk,
Research n the fllwing tpic:
Are there any special dining custms
in China? List them in a table.


(1) Let’s listen;
(2) Dialgue Time;
(3) Pre-Vide Time
(4) Pair Wrk
(5) Vide Time
(6) Grup Wrk
(7) Culture Link
(8) Summary
All these activities in perid 4 fcuses n students’ listening, speaking and predicting skills, as well as critical thinking.
Students may list ut their wn family dining custms here, sme f which they may carry ver their life, and a call fr explratin int the reasns behind.

PPT 5,
Task II is a bit easy fr students.
Students may listen t the material twice; fr the first time, recgnize the cuntries; fr the secnd time, check up the answers;

PPT 6,
Befre listening, students shall have a quick lk-thrugh f the blanks t be filled up, catching up infrmatin befre r after the key wrds like “fish; waiters; chpsticks, ...”.
Task III is a bit hard fr students.
PPT 7,
Students shall make their effrts t cpy dwn the sentence they hear.
Students are allwed t ask fr help n sme particular sunds which are hard t recgnize.
PPT 8,
Students are welcmed t talk abut dining custms in their families and the pssible reasns.
Different answers may ccur accmpanied by different questins.
Here students shall ntice the synnym grup f “cnnect, cnnectin”.
Student shall recgnize first, the synnym dminant － “cnnect, cnnectin”, and the ther wrds that express the same meaning but farther away frm the synnym dminant semantically; secndly the different cllcatin f prepsitins shall be nticed here.
“Bridge” here shall be paid special attentin t due t its metaphrical meaning.

Here students are mbilized t speak using the phrases listed n PPT 16-17;
In “Vide Time”, Students may find Task II easier.
Students may find Task III a bit harder in recgnizing examples.
The pictures may help students identify the answers.
PPT 21-25,
Students shall discuss in grups the traditinal fds f different cultures and their link t culture heritage.

Students are well infrmed f eating utensils arund the wrld.
Students can get a cnclusin that there are three eating utensils in the wrld, fingers, frks and chpsticks.
In “Summary”,
Students shall review what we have learnt tday, especially
thinking ver dining custms mentined in this perid;
thinking ver the synnym grup f “cnnect and cnnectin”;
(3) practising listening skills;
(4) taking ntes in shrthand;
(5) practising viewing strategies and recgnizing examples;
(6) discussing n the tpic f fd, dining custms and culture;
Task I f PPT 4 is actually a warming-up fr students t get invlved in the fllwing exercises; and a call fr respect and thinking ver traditinal dining custms;
“Let’s listen” is designed fr students t practising their listening skills.
Task II is first-level practice －sunds recgnitin.
Task III is designed fr students t catch up detailed infrmatin in listening, which is a bit hard;
Lcate the key wrds befre r after which the required infrmatin may appear, and grasp the wrds and phrases befre they flash away.
Task IV is designed as an extensin practice fcusing n whle-sentence answers, which may be a challenge n students’ shrt term memry.
Task V f PPT 8 is designed as an extensin task f the pdcast “Dining Custms Arund the Wrld”.
Dialgue Time is particularly designed fr students t practising speaking.
“Pre-Vide Time” is designed as a
preparatin fr the fllwing vide task.

The purpse f “pair wrk” f PPT 16-17 is fr students t practise speaking.
Task III f “Vide Time” is designed t practise students’ watching, listening, and memrizing skills in presenting examples.
Task IV f “Grup Wrk” is designed t practising students’ speaking.
Based n the pictures given, students shall make a discussin n fds and their cnnectin t culture.
“Culture Link” is designed fr students t learn mre abut dining custms arund the wrld.
Summary is designed fr the cnvenience f reviewing what we have learnt tday as well as fr students t d checklist.
课堂小结
listening t the new wrds and
expressins;
intrducing the cncept f synnym grup and synnym dminant;
starting the tpic frm students’ persnal experiences;
guiding students t cmplete the
listening Tasks II-IV;
guiding students t have discussin
n family dining custms;
learning abut the synnym grup
and the synnym dminant f “cnnect and cnnectin”; leaning abut hw t express “把和联系起来”in different ways;
guiding students t take ntes and
cmplete Task II and III f Vide Time;
elabrating n the tpic f “Viewing Strategies: Recgnizing Example” by grup wrk in students;
Culture Link n eating utensils
arund the wrld;
1. learning abut fds and dining custms frm persnal experiences;
2. learning abut synnym grup and synnym dminant;
3. learning t use sme listening strategies t carry ut the listening task;
4. learning abut expressing “把和联系起来”in different ways;
5. learning abut viewing strategies- recgnizing examples;
6. talking n the tpic f fds, dining custms and culture;
7. learning mre abut eating utensils arund the wrld;
1. deepening students’ knwledge f synnyms by intrducing the cncepts f synnym grup and synnym dminant;
2. prmting students’ listening skills;
3. training students’ viewing strategies;
4. practising students’ speaking skills n tpic f fds and dining custms;
5. prmting lve f traditinal fds and culture;
6. facilitating critical thinking －recgnizing examples used t illustrate pints;
板书
New wrds and phrases: