人教版 (2019)选择性必修 第二册Unit 3 Food and Culture教案及反思

这是一份人教版 (2019)选择性必修 第二册Unit 3 Food and Culture教案及反思，共12页。

主题语境：人与社会
主题群：历史、社会与文化
子主题：饮食与文化
语篇类型：事理说明文
文本分析：
[What]“Culture and cuisine”是一篇事理说明文，说明了饮食和人的性格特点及文化之间的关系。文章依次记叙了在美国吃中国食物、在中国的北京、山东、新疆、广东等地品尝了当地美食，并以每个地点为依托，通过作者和家人亲自品尝，描述了中国各地菜肴的味道和作者的感受。文中包含了丰富多样的中国美食和人文信息，以及作者的内心感受。
[Why]从外国旅行者的视角按时间顺序记叙了中国的美食，并阐述其中所反映的文化内涵、历史传统、地域特色等，引导学生理解和思考食物与地域、文化传统、当地人性格等的关系。
[Hw]该文是一篇事理说明文，其明线是通过在不同地点品尝到的中国美食为线索展开；暗线则是对中国美食进行介绍，使读者了解中国不同地方的风味美食。
课时目标
1.获取与梳理出作者描述的中国美食的特征等信息2.推理和论证作者对于中国美食和文化之间关系的认识及作者的写作目的。
3.评价作者的写作手法和文本特征
重点难点
重点：
1.了解不同地方中国美食的特点。
2.引导学生理解文字背后的隐含意义，准确把握信息之间的因果关系，提升阅读理解能力。
难点：
1.感受语篇衔接词在句与句之间，段与段之间的作用，并能正确使用。
2.推理和论证作者对中国美食和文化之间关系的认识。
教学准备
教师准备：中国八大菜系的相关信息。
学生准备：
1.预习本课词汇和课文内容。
2.通过多种渠道了解中国美食的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Get t knw dishes in the UK and France.
（1）British fd
2. Get t knw sme famus dishes in China.
3. Predictin Ask students t lk at the title and the pictures, and then predict what this article is abut?
Suggested answer:
It is abut different kinds f Chinese fd and the culture each fd represents.
【设计意图】在阅读前，首先认识和了解国内外的一些菜品，然后通过看文章标题和插图猜测文章内容，形成阅读期待，为后面的阅读奠定基础。
4.Questins fr thinking.
Befre students read，ask them t discuss these questins in grups.
·Hw many kinds f Chinese cuisine are there，and hw can these cuisines be described？
·What，if anything，d these cuisines tell yu abut the peple wh eat them？
·The first paragraph has a qute："Yu are what yu eat." In pairs，discuss what yu think this saying means. Then read the article t see if yu share the same ideas as the authr.
Suggested answers：
·There are at least eight different kinds f Chinese cuisine: Shandng (fresh and salty ) Sichuan (ht frm chillies and frm Sichuan peppercrns), Jiangsu(sft texture, a little sweet), Cantnese mild and slightly sweet), Fujian (umami taste, light ), Zhejiang (fresh flavurs, sft texture), Hunan (dry ht), and Anhui(fresh herbs, ily clurful). In additin, there are numerus cking styles that are assciated with ethnic minrities.
·The cuisines certainly say smething abut the kinds f ingredients available t the peple, and a lt abut the kinds f flavurs the peple prefer.
·The saying means that the kind f fd we eat tells smething abut ur persnality, character, and culture.
活动二：获取与梳理
1.Take ntes.
Read and cmplete the table belw with the infrmatin frm the article.
Suggested answers:
America
·Kind f Chinese fd Chinese fd changed t suit American tastes
·Typical dish: General Ts's chicken
·Peple r culture: Americans lve bld, simple flavurs, and are nt afraid t try new fds.
Beijing
·Kind f Chinese fd: Sichuan cuisine
·Typical dish: dishes with Sichuan peppercrns
·Peple r culture: Peple there ffered them gd friendship.
Shandng
·Kind f Chinese fd Shandng cuisine
·Typical dish: biled dumplings served with vinegar pancake rlls stuffed with sliced Chinese green nins
·Peple r culture: Family is imprtant t the peple there
Nrthwest China
·Kind f Chinese fd: Xinjiang and Inner Mnglian cuisine
·Typical dish: biled r rasted meat, such as lamb kebab
·Peple r culture: Peple there traditinally wander the pen range n hrses s their traditinal fds are what yu can ck ver an pen fire.
Suth China
·Kind f Chinese fd Guangdng cuisine
·Typical dish: dim sum
·Peple r culture: Thrugh fd, Chinese peple everywhere shw friendship and kindness.
Central China
·Kind f Chinese fd: Henan cuisine
·Typical dish: stewed ndles
·Peple r culture: Thrugh fd, Chinese peple everywhere shw friendship and kindness.
2. Answer the questins.
Ask students t read the article and find ut the answers t the fllwing questins.
·What des the dish general Ts's chicken tell abut Americans?
·What impressed the writer mst while in Beijing?
·What did the writer find is imprtant t peple in Shandng?
·Why did peple in Xinjiang enjy cking ver an pen fire?
·What des elegant dim sum mean?
·What des the fd lcal peple cnsume tell the writer?
Suggested answers:
·It tells peple that Americans lve bld, simple flavurs and are nt afraid t try new fds.
·The friendship ffered by peple.
·Family.
·They traditinally wandered the pen range n hrses.
·Small servings f fd in bamb steamers.
·It tells the writer what peple grw in their regin, what kinds f lives they lead, and what they like and d nt like.
3. Main idea f each paragraph
Ask students t read and find ut the main idea f each paragraph.
Suggested answers：
Para 1: Yu are what yu eat.
Para 2: Chinese fd in America has been changed t suit American tastes.
Para 3: My experience f authentic Chinese fd in Beijing.
Para 4: What I learnt abut Chinese fd culture in Shandng Prvince.
Para 5: Cuisines in Xinjiang.
Para 6: Cuisines in Suth China and central China.
Para 7: Culture and cuisine g hand in hand.
【设计意图】在阅读过程中，通过完成表格获取文本中提到的北京、山东、广东、新疆等地菜的种类等信息；通过阅读文章获取段落大意，加深学生对课文内容的理解，有助于学生从语篇中获得新知，感知和理解语篇中语言所表达的意义。
活动三：概括与整合
1.Share feelings f reading.
Ask students t share the feelings f reading by answering the fllwing questins
·What kind f cuisine d yu like best？Give yur reasns
·Hw d yu feel abut yur lcal cuisine？
2.Write a summary.
Ask students t write a summary f the article in less than 60 wrds.
Suggested answer：
What we eat represents ur persnality，character，and culture，and Chinese cuisine is a gd example（要点1）I travelled t many places in China with my family and tasted many different kinds f lcal fd（要点2）Everywhere，the fd was as varied as the peple. One thing is certain：Chinese peple shw friendship and kindness thrugh fd .（要点3）Culture and cuisine g hand in hand.（要点4）
【设计意图】本活动以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。概要写作有利于提高学生对课文结构和大意的理解。
Step Ⅱ 应用实践
活动四：描述与阐释
After reading the article，ask students t think abut the fllwing questins.
·Hw des this article develp？
·If yu write a article t describe the dish yu like hw will yu arrange yur article？
Suggested answers:
·By fllwing the rder f travelling time.
·Maybe I will intrduce the name, the taste, the Ingredients, the making prcess and s n.
【设计意图】通过讨论，促进学生对文章语篇结构的理解，更重要的是可以提高学生的语言表达能力。
活动五：分析与判断
1.G thrugh the sentences and make sure students understand their meanings.
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.
2. Ask students t wrk in grups f fur and match the causes t the effects.
Cause
① The flavur 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.
Suggested answers：
①C②A③B
【设计意图】通过阅读，让学生分析并匹配几件事情的起因与结果，有助于提高学生的阅读理解能力，培养学生的逻辑思维能力，从而加深学生对文本内容的理解，提高学生的思维品质，促进语言运用的自动化。
活动六：内化与运用
Ask students t read the article again and finish the clze.
Suggested answers:
①what② cming③ had been changed④ pleasure⑤ served⑥ varied⑦ kindness⑧ really
【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的语篇练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证
Ask students t wrk in grups and explre the fllwings.
·What is the purpse f the article？
·Hw des the authr make the article clear？
·D yu think" culture and cuisine g hand in hand"？
·Give yur reasns.
Suggested answers
·The authr aimed t describe the Chinese dishes in the eye f a freigner.
·The authr wrte the article by describing different Chinese dishes accrding t the places he travelled t.
·Persnally, culture and cuisine g hand in hand. Reasns are as fllws：
① Cuisine in certain place can tell us what the lcal peple like t eat, grw r dislike.
② The fd flavur they eat and the fd features they ck bth well demnstrate the persnalities, characters r culture f the lcal peple.
【设计意图】通过讨论作者的写作手法和写作目的，引发学生思考并讨论文化和美食是否相辅相成，给出理由，加深学生对文本的深层理解，实现主题意义的探究。
活动八：想象与创造
1.Discussin Imagine that it's true that peple's persnalities are clsely linked t the fds they eat. Ask students t discuss：
·What des eating the fllwing fds tell yu abut a persn？
Suggested answer：
Pssibly, peple wh like spicy fd lve excitement and new experiences. And peple wh like junk fd like t enjy life withut wrrying abut the future.
2. Writing
Ask students t write a shrt passage t intrduce their lcal fd and try t think abut the fd they eat and their persnalities.
【设计意图】让学生讨论人们所吃的食物和其性格特点的联系，然后写一段文字介绍自己家乡的风味食物并思考自己所吃的食物和自己性格特点的关系，引发学生对主题的思考。该活动可以把学生置于新的情境中，让学生分析问题和解决问题，以此达到学以致用的目的，实现深度学习，促进能力向素养的转化，实现学科育人。
板书设计
Place
Kind f
Chinese fd
Typical dish
Peple r
culture
America
Beijing
Shandng
Nrthwest
China
Suth
China
Central China
Accrding t the French authr Jean Anthelme Brillat-Savarin, ①________we eat can shw ur persnality, character, and culture. Chinese cuisine is a gd example. Prir t ②________(cme) t China, I nly experienced Chinese fd that③________(change) t suit American tastes. America's mst ppular Chinese dish is General Ts's chicken which tells us a lt abut Americans.
When I came t Beijing, a friend recmmended a Sichuan restaurant where we had the ④________(please) f experiencing an entirely new taste Sichuan peppercrns. What was even mre imprtant was the friendship ffered us. In Shandng, I liked biled dumplings⑤________(serve) with vinegar best. I bserved that family is imprtant t the peple there. In nrthern Xinjiang, I enjyed biled r rasted meat. Everywhere we went, we experienced wnderful lcal dishes. Althugh the fd was as⑥________(vary) as the peple, Chinese peple everywhere shw friendship and ⑦________(kind)thrugh fd. Frm my experiences, I knw that culture and cuisine g hand in hand, and if yu d nt experience ne, yu can never ⑧________（real） knw the ther.
spicy fd vegetarian fd junk fd seafd sweets chclate rice ndles nin garlic bacn ham sausage cabbage mushrm bean curb
Unit 3 Fd and Culture
Perid I Reading and Thinking
I.学习理解
活动一：感知与注意
1.Get t knw dishes in the UK and France
2.Get t knw sme famus dishes in China
3.Predictin
4.Questins fr thinking.
活动二：获取与梳理
1.Take rtes
2.Answer the questins
3.Main idea f each paragraph
活动三：概括与整合
1.Share feelings f reading.
2.Write a summary
Ⅱ.应用实践
活动四：描述与阐释
活动五：分析与判断
活动六：内化与运用
Ⅲ.迁移创新
活动七：推理与论证
活动八：想象与创造
1.Discussin
2.Writing