高中英语外研版 (2019)必修 第二册Unit 1 Food for thought教案

这是一份高中英语外研版 (2019)必修 第二册Unit 1 Food for thought教案，共6页。


本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。
在Starting ut部分安排了两个活动：1、呈现一段与饮食主题相关的视频。该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。2、要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
在Understanding ideas部分，本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。
1.Let students knw the representative fd f China, have a preliminary understanding f the differences between Chinese and English fd, their representative fd and their English expressins, activate the existing language and backgrund knwledge, enhance crss-cultural awareness, deepen the understanding f unit tpics, and generate interest in the tpic;
2.Students can get the general idea f the text by skimming, and accurately understand and explain the meaning f the title;
3.Thrugh intensive reading, students can quickly find ut the sentences that express the characters' views n fd in the text and srt ut the details；
4.Students can simply describe and evaluate different kinds f fd and different cuntries in English based n their existing life experience.
Imprtance:
1.Guide students t learn abut representative Chinese fd thrugh vide materials;
2.Guide the students t cmplete the matching activities f fd and cuntry, and knw the representative fd f the wrld;
3.Guide the students t understand the main idea f the text thrugh independent reading and grup cperatin, and srt ut the structure f the text.
Difficulties:
1.Hw t guide students t simply describe and evaluate different fds, which can aruse their thinking n Chinese and freign fd cultures;
2.T guide students t pay attentin t the characters' emtinal attitudes twards different fds and t understand the fd culture frm a crss-cultural perspective.
1.Preview the cntents f this sectin in advance, using the textbk as a clue t understand the representative fd in Chinese and English fd culture;
2.Mark the new wrds in the textbk, understand the meaning in cntext, r cnsult the dictinary t understand the meaning.
Step 1 Lead-in
Teacher intrduces the theme f fd culture.
Step 2 Watching a vide
Starting ut—Learning the backgrund f the fd
Activity 1
Prvide theme-related backgrund knwledge fr Ss and raise their cultural awareness.T asks Ss t read the questins in Activity 1 and plays the vide. Ss watch the vide and list the different types f fd intrduced in the vide. Then answer questins:
Q1: What different types f fd are intrduced in the vide?
Q2: Have yu ever tried any f the fd in the vide? What did yu think f it?
Activity 2
Ss share their answers with the class.T cllects answers. T can play the vide again if necessary.
Then The teacher evaluates the students' answers and finally gives the crrect answers:
Q1:Beijing duck,dazhaxie and Sichuan ht pt.
Q2:Students’ wn answers.
Activity 3
1)Pair-wrk:Match the fd t the cuntries n the map and answer the questins.
①Have yu ever tried any f the fd in the pictures? Which wuld yu mst like t try?
②What fd frm ther cuntries have yu tried?
2)Students share their answers with the class.Then the teacher evaluates the students' answers.
Step 3 Pre-reading
Activity 4
Pair-wrk: Lk at the pictures n Page 2.
①Ss discuss and explain their chices.Then tick the fd Ss wuld like t try and see hw adventurus they are.
②T walks arund and intrduces the freign fd if necessary in rder t help Ss relate the unit theme t their daily life and raise their interests.
③Ss answer the questins, talking abut their knwledge f fd frm different cuntries. T evaluates their activities t help Ss activate their existing knwledge and get familiar with the tpic.
Step 4 Fast-reading
Activity 5
T shws the pictures n Page2-3 and asks Ss t read the title f the passage and share their understanding f it.
T asks Ss t skim the passage and see if their understanding is crrect.
Answer the questin: What’s the main idea f the passage?
T guide Ss t skim the text(first and last paragraph) and tell the main idea: My father is British and my mther is Chinese.Thanks t that,I’ve been able t enjy fd frm bth cuntries ever since I was a child.
Step 5 Careful-reading
Activity 6: Pair-wrk
T asks Ss t read the passage carefully and cmplete the table with infrmatin frm the passage.
T can guide Ss t read sme key wrds in the first clumn in the table, then find the places with the key wrds in the passage in rder t cmplete the table. Ss can discuss in pairs and cmplete the wrk by cperating with each ther.
Ss share their answers with the class. T shws the answers n the screen by PPT.
Ss read the passage again, then understand and underline the new wrds.T can teach these new wrds in several minutes.(pudding, snack,cuisine,spicy,ht pt,dare,marriage,wedding,srt,butcher, super,bacn,sausage,tast,butter,typical,rast,suffer,stinky,tfu,hrrible,gather,bite,cheese,smeday, pisn,lng tea,china)
Step 6 Discussin
Activity 7
T asks Ss t discuss the tw questins in grups and share their pinins. T ffers help if needed.
What des the authr mean by saying "ne mans meat is anther mans pisn"? D yu knw f any similar sayings in Chinese?
What fd frm ther regins in China r ther cuntries has made an impressin n yu? Why?
Ss discuss the questins in grups and share their pinins in class.
T help Ss further explre the tpic and the unit theme and imprve Ss’ critical thinking and prblem-slving ability.
Activity 8
Learning language pints:
But there are still sme dishes that Dad dare nt try even after many years f marriage t my mther.
sme dishes that Dad dare nt try =Dad des nt have enugh curage t try sme f the Chinese dishes.
dare在此句中是一个情态动词,没有人称和数的变化,dare nt表示“不敢”
dare作情态动词主要用于否定句和疑问句,形式分别是 dare nt( daren't)和 Dare I/yu/he…?等,后面跟动词原形。在肯定句中,通常只用于 I dare say这一习惯用语,表示“我想;我敢说”。
dare作为实义动词,意为“敢,敢于”,在人称数和时态等形式变化上与其他实义动词相同。比如在此句中,dare也可以改为实义动词的用法,即There are still sme dishes Dad des nt dare t try.
2. Even tday, he still des nt easily take t eating things like chicken feet
Paraphrase: Even tday, he still cannt get used t eating things like chicken feet.
take t ding sth是固定搭配,意为 t start ding smething regularly r as a habit。例如:Tm has taken t ging jgging every mrning.(Tm习惯于每天早晨慢跑锻炼。)另一常见搭配为 take t sb/sth,意为 t start t like smene r smething。
3.He must have thught I was jking.
Paraphrase: I'm sure that he thught I was jking此处情态动词must与完成式连用,表示对过去发生的动作或状态的肯定推测。
4.Dad can ck a super“ full English breakfast”f bacn,eggs,beans,sausages and tast with butter…
英式早餐: A full English breakfast is a breakfast meal that typically includes bacn,eggs,ther cked fds and a beverage such as cffee r tea. It usually shrtened t “full English”.
5.But just when I thught I culd deal with all Chinese fd, I came acrss stinky tfu,a hrrible grey thing that lked and smelt like a burnt sprts she.
cme acrss: t meet, find r discver smene r smething by chance.
eg : I came acrss my uncle in the gym.
6.Peple say that ne man's meat is anther man's pisn, but I feel at hme with fd frm bth my cultures.
Paraphrase: Peple say that smething that ne persn likes may nt be liked by smene else. Chinese peple and Britns may have different fd preferences, but I enjy fd frm bth cultures.
feel at hme with sth是固定搭配,意为 t feel happy r cnfident abut ding r using smething
例如: Practise using the vide until yu feel quite at hme with it.(练习一下怎么用这台录像机,直到熟练为止。)
7.T me, there's nthing better than a crss-cultural afternn tea f English biscuits and acup f Chinese lng tea in a fine china cup!
Paraphrase: T me, an afternn tea invlving tw different cultures is the best! It cnsists f English biscuits and a cup f Chinese lng tea in a beautiful and delicate china cup.
T explains: Afternn tea was intrduced in Britain in the early 19th century. It is a light meal t stem the hunger befre an evening meal.Typically eaten between 3: 30 pm and 5 pm, it's usually cmpsed f sandwiches (usually cut delicately int fingers), scnes, sweet pastries, cakes and a pt f tea.
Step 8 Hmewrk
Read the passage again and understand the fd culture frm a crss-cultural perspective.
Remember the new wrds and learn the usages f them.
通过本节内容学习，学生能否理解与饮食有关的文章内容，听懂并谈论与饮食有关的话题；
通过本节内容学习，学生能否了解中外饮食文化的异同，丰富对饮食文化的认知；
通过本节内容学习，学生能否通过了解各国饮食文化而增强英语学习的兴趣。