高中人教版 (2019)Unit 3 Food and Culture教学设计

这是一份高中人教版 (2019)Unit 3 Food and Culture教学设计，共6页。

本篇文章是从国外视角探索美食与文化之间的联系。作者通过记录一些代表性的中国美食并解释文化、地域特征和历史传统对这些美食所产生的影响。主要是为了引导学生思考并理解美食与文化的联系。在教学过程中，教师应该帮助学生理清文章结构，探索作者对中国美食与文化的情感体验。
教学目标
In this class, the students will be able t:
srt ut the infrmatin and dig ut the tpic;
understand the cultural cnntatin, reginal characteristics and histrical traditin f Chinese cuisine;
understand and explre the relatinship between fd and peple's persnality;
use the chesive wrds in the text t retell the passage.
三，教学重难点
1. T enable the students t understand the structure and the writing style f the passage well.
2. T lead the students t understand and think further abut the cnnectin between fd and gegraphy and lcal character traits.
3. T use the chesive wrds in the text t retell the passage.
四，教学过程
Step1: Lead-in
The teacher shws sme pictures abut Chinese cuisine and encurages students t talk abut them.
Q1:Hw many kinds f Chinese cuisine?
Q2:Hw can these cuisines be described?
Q3:What, if anything, d these cuisines tell yu abut the peple wh eat them?
( Aims: t mtivate the students’ related knwledge and elicit the tpic fr the preparatin f the fllwing reading.)
Step2: Predictin
Befre reading, students will be asked t fcus n the title and the picture f the passage. Then, they need t make predictins abut this passage.
Q1: What cntent will this passage talk abut?
Q2: Which infrmatin wuld yu like t get?
keys: It is abut varius culture and cuisine abut a place r sme cuntries.
( Aims: t train students’ ability t predict the cntent by cncentrating n the title and sme pictures; t activate the interest in the fllwing reading.)
Step3: While-reading
Activity 1. Read fr the main idea and structure
The students skim the passage quickly, match the main idea f each paragraph and draw the structure f the text.
Activity 2. Read fr the detailed infrmatin
The teacher guides students t use the infrmatin frm the text t cmplete the table.
Activity 2. Read fr thinking
Students read the passage again and answer the fllwing questins.
Q1. Hw des the authr understand the qute
The authr thinks that the fd we eat usually reflects ur persnality, character, and culture
Q2. What des the dish General Ts’s chicken tell abut Americans?
It tells peple that Americans lve bld, simple flavrs and are nt afraid t try new fds. That is t say, Americans are adventurus and brave.
Q3.What impressed the writer mst while in Beijing?
The friendship ffered by peple.
Q4. Hw d yu like the characters f peple in Beijing frm the authr’s experience?
They are friendly and amicable (友善的).
Q5. What is imprtant t peple in Shandng accrding t the writer?
Accrding t the writer, family is imprtant t peple in Shandng.
Q6. What d yu knw abut the persnality f peple in Nrth China?
Peple in Nrth China attach imprtance t their family, s they are a family-centered persn.
Q7. Why did peple in nrthwest China enjy cking ver an pen fire?
Because they traditinally wandered the pen range n hrses.
Q8. What d we knw abut peple in nrthern Xinjiang accrding t their fd?
They are bld, rash and frank
Q9.What des elegant dim sum mean?
Small servings f fd in bamb steamers.
Q10. What is the persnality f peple in suth China?
Peple in suth China are careful and cnsiderate.
Q11. What des the fd lcal peple cnsume tell the writer?
It tells us what peple grw in their regin and what kinds f lives they lead, what they like r dislike.
Activity 4. Summary
Trace the authr’s travels again and understand the qute “yu are what yu eat”.
Activity 5. Understand causes and effects
Learning tips are shwn. Then, the teacher leads the students t understand causes and effects frm each paragraph. The students match the causes t the effects.
Cause
1.The flavr preferences f Americans ften differ frm thse f the Chinese
2.We had n idea hw t rder fd.
3.These grups traditinally wandered the pen range n hrses.
Effect
A:The chef just began filling ur table with the best fd we had ever eaten.
B:Their traditinal fds are what yu can ck ver an pen fire.
C: Chinese fd in America is changed t suit American tastes.
keys：1. C 2. A 3.B
Learning tip
( Aims: t train students’ summary skills and enable them t understand the structure f this passage well by faster reading; t guide them understand the language features f the text.)
Step 4: Deeper thinking
Q1: D yu think “Culture and cuisine g hand in hand? Give yur reasns.
Keys: Persnally, culture and cuisine g hand in hand. Reasns are as fllws: Cuisine in certain place can tell us what the lcal peple like t eat, grw r dislike. The fd flavrs they eat the fd features they ck als well demnstrate the persnality, characters r culture f the lcal peple.
( Aims: t bst the critical thinking f students thrugh discussin .)
Step 5: Hmewrk
Write a summary abut ne f the authr’s experiences based n the table.
2. Try t describe a fd that impressed yu.
Place
Kind f Chinese fd
Typical dish
Peple r culture
America
Beijing
Shandng
Nrthwest China
Suth China
Central China
Understand cause and effect
Smetimes tw ideas are related t each ther by cause and effect. That is, ne thing causes smething else t happen. Cause-and-effect relatinships can be direct. Fr example, “ It was raining, s I tk my umbrella. Hwever, sme cause-and-effect relatinships are nt direct, and sme may als have mre than ne cause r effect.
Tips: Hw t identify cause and effect
Lk fr signal wrds, such as therefre/ as a result/ because/ s/ due t...
Find them thrugh a lgical cnnectin.