高中英语上外版（2020）必修 第二册Unit 3 Food教案

这是一份高中英语上外版（2020）必修 第二册Unit 3 Food教案，共14页。

上外版2020年高中英语必修二
Unit 3 FOOD
Period 6 Reading B 教学设计
课题
What food tells us about culture?
单元
Unit 3
学科
English
年级
Senior Grade 1
教材
分析
Reading B is an expository essay on the relationship of foods and culture. The author holds that foods and culture are closely connected in more than one way, and people could be informed of other cultures by trying dishes of different countries and communities.
教学目标与核心素养
1. Knowledge objectives: foods and culture are closely connected in many ways;
understanding the concept of culture identity (cultural ID);
2. Skill objectives: close reading and summary writing;
writing by exemplification;
3. Emotional objectives: love of traditional foods; respect for traditional dining customs and our culture heritage;
4. Thinking quality objectives: categorizing information

重点
the usage of “more than”; summary writing;
难点
1. understanding the following sentence:
There is more of a connection between food and culture than you may think.
2. What is cultural identity?

教学过程
教学环节
教师活动
学生活动
设计意图
导入
1. presenting words and expressions of Reading B;
2. elements of culture identity: foods, costumes, and architectures, ...


1. listening to words and expressions;
2. recognizing the pictures presented and the related culture;


1. warming up with words and expressions;
2. introducing the concept of culture ID
讲授新课

















PPT 6: Paragraph One
List the new words and phrases and the Chinese equivalents;


PPT 7, “Reading of Paragraph One”
Teachers shall first invite students to give their own summaries before presenting the reference one.

1. Summarize the first paragraph in one sentence.

There are many connections between foods and culture.





2. How to translate the following sentence?
“There is more of a connection between food and culture than you may think.”
食物与文化关联之密切，是你无法想象的。






PPT 8-9, “Group Work”
PPT 8,
3. Question: How does the following sentence come into being?

Girl 1: Can we separate the sentence into several parts?
Boy 1: Good idea. “There is a connection between food and culture.”
Boy 2: “You may think of the connection.”
Boy 3: What about “more ... than”?
Smiling face: more than a connection you may think of!

PPT 9,
Let’s fix them parts up.
Boy 1: There is more than a connection of which you may think between foods and culture.
Girl 1: What about “of which”?
Smiling face: “of” 前置 ; more than分离，than取代which;
“There is more of a connection between food and culture than you may think.”



PPT 10: Question Time
4. Note the different usages of “more than” in the following sentences.
(1) more than: 表示“数量”概念, “多于; 超过”
We need more than three people.

(2) more than: 表示“程度”概念, “超过,胜过,不止,不仅,更加,非常”
He is more than a father.
I have eaten more than enough.

(3) more... than: more than分离，后接有can/may的从句，常表达否定含义。
There is more of a connection between food and culture than you may think. “more...than you may think.” “......是你难以想象的”



PPT 11, Link to NCEEE 2018
1. While running regularly can't make you live forever, the review says it will be ______ effective at lengthening life _____ walking, cycling and swimming.
A. rather ... than √B. more ... than C. instead ...of D. the same...as

2. She is cooking up a storm in her latest role － showing families how to prepare delicious and ______ meals on a tight budget.
A. colorful B. appealing C. delicate D. Nutritious




PPT 12, Reading of Paragraph 2-1


PPT 13-14, “Group Discussion”
5. Summarize Paragraph 2-1 in one sentence.

Summary 1: Individually we are closely connected with food of our culture.

Comments: Summary 1 is a paraphrase of sentence one, which does not include the main message.

Summary 2: Foods help us remember things in the past.

Comments: Summary 2 is incomplete leaving out some important message.

Reference summary: We are closely connected with foods of our culture because foods are nostalgic and comforting.

Comments:
(1) “closely connected with” summarizing Sentence One;
(2) “nostalgic” summarizing Sentence Two ;
(3)“comforting” summarizing Sentence Three ;




PPT 12, Reading of Paragraph 2-2




PPT 16, Question Time
6. Summarize paragraph 2-2 in one sentence.
I remember mum's soup whenever I feel tired or stressed.

7. Summarize the whole paragraph (Para. 2) in one sentence.
We are closely connected with foods of our culture because foods are nostalgic and soothing, like my mum's soup always brings me comfort when I am stressed.


PPT 17, Reading of Paragraph Three


PPT 18, Question Time
8. Summarize paragraph 3 in one sentence.
Food is part of one's cultural identity.

9. What is culture identity?
Culture identity refers to the identity or feeling of belonging to a particular culture. (from 知乎https://www.zhihu.com/question/41685275/answer/892565580)




PPT 19, Group Discussion:

Boy 1: Why do we say food is part of one's cultural identity?

Girl: Family recipes that are passed down from generation to generation represent eating traditions. We observe these traditions because we belong to the culture.

Boy 2: Immigrants cook their traditional food as a way of preserving their culture.

Smiling Face: So food is one element of cultural identity.


PPT 20, Reading of Paragraph Four


PPT 21, Question Time
10. Summarize the fourth paragraph in one sentence.
Foods are distinctive records displaying a country's history, lifestyle, values and beliefs, of which Chinese cuisine is a good example.

(The summary is mainly a paraphrase of the topic sentence of paragraph 4.)

PPT 22-23: Dialogue Time

Boy 1: What are the flavors of traditional Chinese food?

Boy 2: Traditional Chinese food has a balanced flavor. For example, when my mum cooks braised pork, she would add salt, sugar, pepper, soy sauce, and varieties of spices, all of which create a delicious course.

Boy 3: What is the vital trait of traditional Chinese culture?

Girl: Harmony.

Boy 3: Can we find the element of harmony in traditional Chinese food?

Girl: Sure. The belief is rooted in traditional Chinese cuisine that foods are in nature mutually generated and restricted (食物相生相克). When we cook stewed mutton, we often put radish in because mutton and radish are in harmony with each other.




PPT 24: Group Discussion

Boy 1: How to translate “Food not only needs to be nutritious, but also needs to look appealing and colorful” into Chinese?

Boy 2: 食物既要有营养，还要色香味俱全。

Girl: “looking appealing and colorful” doesn't mean “色香味” in Chinese, I think.
Smiling Face: 食物不仅要有营养，还要赏心悦目。


PPT 25, Reading of Paragraph Five


PPT 26,
11. Summarize the fifth paragraph in one sentence.
Diversity is the trait of American food, illustrating the country's history of immigration.




PPT 27: Reading of Paragraph Six


PPT 28, Question Time
12. Summarize the sixth paragraph in one sentence.

Globalization makes us easier to reach foods of different countries and regions, and we would have more knowledge of other cultures by trying their dishes.

PPT 29-30, “Pair Work”

A Verb or A Noun?

The usage of “access” and “embrace”, both as a verb and a noun.








PPT 31, Link to NCEEE 2019
Fill in the blanks with the best choice.

1. The keyboard could offer a strong layer of security by analyzing things like the force of a user's typing and the time between key presses. These patterns are ________ to each person.
A. special B. particular
C. only √D. unique

2. Thus, the keyboard can determine people's identities, and by extension, whether they should be given _______ to the computer it's connected－regardless of whether someone gets the password right.
A. order B. open
√C. access D. permission
give access to sth. 准许进入


PPT 32-34, “Comprehension Plus ”
Answer the questions.

PPT 32,
1. What does the author say about Chinese cuisine and Chinese culture? Do you agree with him? Why?
Boy: The author believes that harmony is the vital trait of Chinese culture and traditional Chinese food has a balanced flavor. I cannot agree with him more.


Girl: The belief is deeply rooted in traditional Chinese cuisine that foods are in nature mutually generated and restricted. When we cook stewed mutton, we often put radish in because mutton and radish are in harmony with each other.

PPT 33,
2. According to the author, what can food tell us about culture? Complete the table.


PPT 34,
3. The author illustrates the connection between food and culture with examples. Can you give more examples to explain the connection? What is your personal connection to food?

On Mid-Autumn festival, Chinese eat moon cakes. Moon cakes dates back 1400 years to Tang Dynasty. Over years, moon cakes become popular. Moon cakes are round cakes with varieties of nuts or meat. The round shape implies reunion and happiness, which are the key traits of Chinese culture.
My mum used to make moon cakes herself. She would put honey and nuts in the moon cakes. A bite of the moon cake would leave fragrant and sweet flavor on my tongue, which is an ever-lasting memory of mum and home.


PPT 35, Summary of Reading B (First version):
1. There are many connections between foods and culture.
2. We are closely connected with foods of our culture because foods are nostalgic and soothing, like my mum's soup always brings me comfort when I am stressed.
3. Food is part of cultural identity.
4. Foods are distinctive records displaying a country's history, lifestyle, values and beliefs, of which Chinese cuisine is a good example.
5. Diversity is the trait of American food, illustrating the country's history of immigration.
6. Globalization makes us easier to access foods of different countries and regions, and we would have more knowledge of other cultures by trying their dishes.

PPT 36, Summary of Reading B (Revised Version)

Foods and culture are closely connected. Foods are nostalgic and soothing, like my mum's soup always brings me comfort when I am stressed. Food is part of cultural identity. For example, Chinese cuisine favors a balanced flavor which is essentially a reflection of harmony － the vital trait of the nation. While diversity is the trait of American food, which illustrates the country's history of immigration. Globalization makes us easier to access foods of different countries and regions and, we would have more knowledge of other cultures through their foods. (90 words)



PPT 37, Summary
√ Foods and culture are closely connected.
√ Food is part of cultural identity.
√ The usage of “more than” and “more... than ...”
√ Harmony as the one of the key traits of Chines culture;
√ A diversity of foods as the key trait of American culture;
√ Food as a portal into culture;





PPT 38, Homework:

Think over the questions below.

How is Chinese food different from American fast food?

(1) Reading;
(2) Question Time
(3)Group Work
(4) Link to NCEEE;
(5)Group Discussion;
(6)Dialogue Time
(7) Pair Work
(8)Comprehension
Plus
(9) Translation
All these activities can be carried out individually, in pair work or group work.




Students shall first understand the lines of text with the help of the vocabulary table;











Students may brain-
storm out many ideas, which need structuring to form a one-sentence summary.





Students may quickly find out the problem of translating “more ... than ...”.

Students may be perplexed by the reference answer of Chinese translation.






Students shall follow the questions step by step to the end, and find out the true answer!

Students may find out when “more than” is separated, and “than” is followed by model verbs like “may / can”, the “than” clause usually expresses negative meaning.











Students shall take notes here.




















Students shall be able to distinguish the four choices and make the right pick.

Some student may tend to choose D. The problem with D is that if you want to express “相同的效果”, we use “as effective as ...”


















Students here are welcomed to present their versions of summary for comments.

For each summary, students may point out “what is accepted” and “what is unaccepted”.

























Students shall notice that this part is a personal experience of food’s soothing power. So summary should focus on the personal story.
































Students may have a discussion here on the concept of “culture ID” or “cultural ID”.
They may refer to books, magazines or resources online.








Students are allowed to refer to dictionaries, textbook or any other references.

Discussions are invited here. Interactions between teachers and students are encouraged, too.


























Students are welcomed to make comments on the reference summary.








Here, students shall practise speaking on topic of foods and culture using the vocabulary of Reading B.

Students shall learn to support their points with examples.




















Students shall note the translating faults here which often occur in their daily translation practice.




















Again, students may have a discussion on the reference summary and make their own comments.



























Students may find more words like “access” and “embrace” (both a verb and a noun).










Students may find the theme sentence is hard to understand, which becomes an interrupter to the right choice.




















Here, students shall have discussion first, and then may answer the question in groups, in pairs or individually.













































































Students may analyze the cohesive devices applied in the reference summary.















Students shall follow the points in “summary” here and ask teacher for help if there are any questions they do not understand.






























Summarizing exercises check both understanding and thinking; summarizing the paragraph in one sentence is a challenge to student in picking out what to remain and what to be left out;
















Question 3 of PPT 8-9 is designed for students to understand the Chinese translation of “你无法想象” of “more ... than you may think”.
















The usage of “more than” is elaborated here for its importance as a frequent test point in varieties of exams.













Link to NCEEE is designed to emphasize the importance of particular words and expression, like in here “nutritious” and “more ... than ...”


















“Group Discussion” on summary writing is for students to discover the basic rules in summary writing.











































Question 7 is a joining-up of two sub-summaries into one summary.


















Question 9 is hard to answer, and it is the core question of Reading B.
Actually, in my opinion, culture ID is a concept with an open and developing nature.





Group Discussion is designed for a deeper understanding of the concept Culture ID.










































Dialogue Time is designed for students to have more chances to practising speaking with vocabulary newly learned.
















































































“Pair Work” here is used to show the grammar of words (both a verb and a noun), which are actually a test point in exams.





Link to NCEEE 2019 is designed to emphasize some core words and expressions.



















comprehension Plus is designed as a review of the whole text, with Question 1 and 2 on some particular important and hard points of Reading B, and Question 3 on topical writing.

























































































Summary is designed for the convenience of reviewing what we have learnt today as well as for students to do checklist.


课堂小结
1. understanding by summarizing
2. elaborating on hard language points;
3. understanding the concept of Culture ID;
4. practising translating skills;
5. the usages of “more than”
6. practising speaking on the topic of foods and culture;
7. with Link to NCEEE, practising key words and expressions;
8. understanding harmony as a Chinese culture trait and diversity as an American culture trait;
1. learning to summarize paragraphs
2. learning to interpreting some words or phrases while reading;
3. learning to translate some sentences;
4. learning about culture ID;
5. learning to talk on foods and culture traits;
6. learning to write on foods and culture traits;
1. presenting vocabulary of Reading B;
2. teaching the usages of key vocabulary;
3. teaching reading by summarizing;
4. promoting students’ reading skills;
5. teaching some translation skills
6. teaching students to speak on the topic of foods and culture ID;
7. teaching students to write on topical order;
板书
Vocabulary:

a summary of the usages of “more than”: