人教版 (2019)Unit 3 Food and Culture教案

这是一份人教版 (2019)Unit 3 Food and Culture教案，共6页。

= 1 \* ROMAN \* MERGEFORMAT I.整体设计思路
本节课包括即热身（Warming up）、读前活动（Pre-reading）、读中活动（While-reading）和读后活动（Pst-reading）。首先，围绕Fd and culture这一话题，通过视频、问题，小测试及头脑风暴的形式展开读前的热身活动，并用媒体图片展示，以激活学生对于这一话题的背景知识和兴趣，为“读”做好铺垫；然后，呈现本单元主题图：贵州黔东南苗族侗族自治州为庆祝年节在街巷里摆开的长桌宴。千余居民和游客围坐在近300米长的桌旁，共享当地的美食佳肴。该场景喜庆热闹，体现当地人热情好客的民族和传统的饮食习俗。并引出本单元的引言“Fd brings peple tgether n many different levels. It’s nurishment f the sul and bdy ;it’s truly lve.”引导学生理解和思考食物对人类的意义，它不仅为人们的身心健康提供养料，还在维系社会文化关系方面发挥着重要的作用。让学生在读前对本篇文章有所了解并通过课文标题和文中图片对课文内容进行预测；再然后，通过设计活动展开阅读教学活动，让学生通过略读、寻读、细读、研读四个环节，完成概括大意，填补文章，问题等阅读任务，了解文章的主旨和细节以及篇章结构等信息。使学生理解课文，了解英国文化，并培养学生的如skimming, scanning等阅读技能，形成良好的阅读策略；最后，在pst-reading这一环节，设计四个活动（Practice ,Summary, Rle Play和Writing）旨在导用，以用固读，让学生结合所学的课文，联系实际生活进行语言实践活动，并通过课外写作延伸阅读，提升学生的综合运用语言能力。
= 2 \* ROMAN \* MERGEFORMAT II. Analysis f Teaching Materials
本节课的教学内容为新教材人教版新课标高中英语选择性必修第二册第三单元（Unit 3 Fd and Culture）的阅读课文Culture and Cuisine。阅读部分围绕理解食物与文化的关系展开，从一个外国人的视角记述中国各地理典型菜肴，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、当地人性格的关系。根据教材特点，我将Warming-up 和reading进行整合，作为本单元的第一课时，作为阅读精读课, 重点是培养并提高学生的阅读能力。
= 3 \* ROMAN \* MERGEFORMAT III. Teaching Gals
知识目标：通过阅读，了解中国各地典型菜肴，并思考食物与地域、文化传统、当地人性格的关系。
能力目标：学生学会在阅读过程中梳理文章信息，分析文章结构。
情感目标：通过了解中国各地美食，思考饮食与文化的关系。
= 4 \* ROMAN \* MERGEFORMAT IV. Teaching imprtant pints
教学重点：引导学生研读语篇、梳理信息、挖掘主题，了解探讨中国菜肴所蕴含的文化内涵和所体现的地域特点、历史传统等，并结合自身知识和体验，思考饮食与文化、饮食与人们性格之间的联系。
= 5 \* ROMAN \* MERGEFORMAT V. Teaching difficult pints
教学难点：引导学生借助文本中的语篇衔接词，或通过理解文字背后的隐含意义，准确把握信息之间的因果，提升阅读理解能力。
= 6 \* ROMAN \* MERGEFORMAT VI. Teaching methds
Skimming and scanning methds t make the students get a gd understanding f the text.
Discussin methds t make the students understand what they’ve learned in class.
Pair wrk f grup t get every student t take part in the teaching and learning activities.
Cmpetitin and rle-play methd t aruse the students interest.
= 7 \* ROMAN \* MERGEFORMAT VII. Teaching prcedure
Step 1 Warming up
Task 1: Greeting .
Task 2: Ask students “Hw much d yu knw frm the vide?”and then ,the teacher shw the pictures f the fd. Talk abut the pictures with the students.
Step 2:Pre- reading
Task 1 Pair wrk
What is the title f the text? (Culture and Cuisine.)
What can yu see frm the pictures in the text? (Fd.)
What d yu think the wrd "cuisine" in the title means? (Fd cked in a certain way.)
What kinds f fd are they? (Chinese fd.)
What d yu think the text is abut? (Maybe it is abut different kinds f Chinese fd and the culture each fd represents.)
Task 2 Grup wrk
1. Hw many kinds f Chinese cuisine are there, and hw can these cuisines be described?
2. What, if anything, d these cuisines tell yu abut the peple wh eat them?
(There are at least eight different kinds f Chinese cuisines: Anhui, Cantnese, Sichuan, Shandng, Fujian, Jiangsu, Hunan, and Zhejiang. In additin, there are many ther lcal cuisines that are famus, such as Beijing Cuisine, Hubei Cuisine, Jiangxi Cuisine, and Shanghai Cuisine. It is believed that different cuisines reflect different persnalities f peple wh eat them. Fr example, it is said that peple wh like spicy fd are prbably adventurus and rash.)
3.Have yu ever heard f the saying "Yu are what yu eat."?
Hw d yu understand this saying?
Step 3:While- reading
Task 1 Skimming
Nw please read the article t see if yu share the same ideas as the authr. While yu are reading, think abut the fllwing questins:
Hw des the writer understand the saying "Yu are what yu eat."? (The writer thinks that the fd we eat actually reflects ur persnality, character, and culture.)
Which is the tpic paragraph? (The last paragraph.)
Which is the tpic sentence? (What we can say, hwever, is that culture and cuisine g hand in hand, and if yu d nt experience ne, yu can never really knw the ther.)
Task 2 :Scanning
In what way des the writer shw us that culture and cuisine g hand in hand? (By sharing his different experiences with Chinese cuisine.)
Task 3 :Grup wrk
1.What places are mentined where the writer experienced Chinese fd? (America, Beijing, Shandng, Nrthwest China, Suth China, Central China.)
Match main ideas with paragraphs.
Para5A.Famus fd in Xinjiang.
Para4 B.Famus fd in Shandng.
Para6 C.Experience f fd in Suth China.
Para7 D.Culture and cuisine g hand in hand.
Para2 E.Experience f Chinese dish in America.
Para3 F.Experience f Sichuan fd in Beijing.
Para1 G.What we eat can represent ur persnality,character and culture.
D peple living in different places share the same culture r different cultures? (Peple living in different places share different cultures.)
D peple living in different places eat the same fd r different kinds f fd? (Peple living in different places eat different kinds f fd.)
教师总结如下：
Peple living in different places share different cultures. As a result, they have different kinds f fd. That is, "Peple living in different places eat different kinds f fd because they share different lcal cultures." Or we can say, "Peple living in different places share different lcal cultures, s they have different kinds f fd."
Step 4:Pst- reading
1.Why des the writer mentin the French authr Jean Anthelme Brillat-Savarin in the first paragraph? (T intrduce a famus saying abut fd and persnality: Yu are what yu eat.)
2.What des the writer think f the Chinese fd in America? (Chinese fd in America is nt authentic because it has been changed t suit American tastes.)
3.What is the writer's purpse in writing this passage? (T share with readers his viewpint: Culture and cuisine g hand in hand.)
4.Hw is the passage develped?
Step 5 Discussin
1. 教师活动：分组讨论活动5，教师可作如下引导：
What is the writer's pinin abut culture and cuisine? (They g hand in hand.)
What is the writer's reasn? (In America, Chinese fd has been changed t suit American tastes, and it tells us much abut the character f Americans. In China, peple in different places have different kinds f traditinal fd, which reflect different traditinal cultures. As a result, the writer thinks that culture and cuisine g hand in hand, and if yu d nt experience ne, yu can never really knw the ther. )
D yu agree with the writer? What is yur wn pinin? With the impact f glbalisatin, d yu think fd can still reflect different cultures?
学生活动：学生针对教师的问题进行讨论，并在全班分享自己的观点。
Step 6 :Summary
总结课上所学，理解文化与饮食的关系。
作业布置：介绍一种自己了解的饮食文化。
Step 7: Hmewrk
1.What is the authr’s pinin abut culture and cuisine? D yu agree with the authr? What is yur pinin? With the impact f glbalizatin, d yu think fd can still reflect different cultures?
2.Recmmend sme typical Chinese fd t yur freign friend.
3.Write dwn a small essay after class.Place
Kind f Chinese Fd
Typical dish
Peple r culture
America
had been changed t suit American tastes
General Ts's chicken
Americans lve bld, simple flavurs and are nt afraid t try new fds.
Beijing
authentic Chinese fd
Sichuan pepper-crns
friendly
Shandng
a favurite traditinal dish f the peple in Nrth China, and the
mst famus fd in Shandng
biled dumplings
served with vinegar and pancake rlls stuffed with sliced Chinese green nins.
family is imprtant t
the peple there
Nrthwest China
what yu can ck ver an pen fire
lamb kebab
traditinally wandered the pen range n hrses
Suth China
lcal dishes
elegant dim sum
friendly and kind
Central China
lcal dishes
exceptinal stewed
ndles
friendly and kind