还剩2页未读,继续阅读
文本内容:
Teaching DesignThemeUnit3Food AndCulture Period1Reading andThinkingTextbook English(Selective CompulsoryII)PEP TextCulture AndCuisine
(一)Analysis ofTeaching Material:Its adescriptive expositorytext.This textexplores thelink between food and culture froma foreignersperspective,recording someauthenticChinesefood andillustratingthecultural meaningfromgeographyfeatures andhistorictraditionthat thefoodreflects.Itis aimedtolead students to understand and think about the connection between food and culture.Besides,it teachespeople tolove lifeand enjoyfood,and guidesto understand the profoundChinese foodculture,strengthen ourcultural self-confidence.
(二)Analysis ofLearners:For studentsin Grade2in seniorhigh school,they areinterested in this topic,but theyjust havea basicunderstanding about theconnection betweenfood andculture.Ifs difficultfor themto inferthe impliedmeaning behindthe linesand theylack adeep insightinto thistopic.
(三)Teaching objectives:
1.Students shouldbe ableto understand the causalrelationship betweenfood andpersonality bygetting andsorting outthe detailedinformation about culture and cuisinewhen reading;
2.Students shouldbe ableto strengthentheir culturalconfidence throughunderstanding thecultural connotation,regional characteristicsandhistorical traditionof Chinesecuisine;
3.Students shouldbe ableto improveinformation integrationand screeningcapabilities throughreading exercise;
4.Students shouldbe ableto introduceChinese foodin Englishand understandtheconnection betweenfood and cuisine.
5.Make the Ss to thinkabout how individuals can promote Chinese culture and cultivate cultural self-confidence.
(四)Key anddifficult points:Key points
1.Help thestudents get the detailsof the passage;
2.Lead thestudents tounderstandandthink furtherabout theconnection betweenfood andculture;
3.Have thestudents understandthe structureandthewriting styleof thepassage well;Difficult points:
1.Let thestudents expresstheir opinionson differentkinds of foodandtypical dishesin differentplaces in China;
2.Guide thestudents touse thenew knowledgein theirdaily lifeand enabletheSs to tryto introduceChinese foodin English;
3.Make thestudents thinkabouthowindividualscanpromoteChinese culture andcultivateculturalself-confidence.
(五)Teaching methodsCooperativelearning,task-based reading,fast reading,detailed reading
(六)Teaching AidsMultimedia,PPT,textbook,blackboard
(七)Teaching ProcedureStep!GreetingsStep2Warm-up andLead-in
1.Enjoy somepictures ofsome dishes.Q:What areyour favoriteChinese dishes
2.How manykinds of Chinese cuisinesare therein ChinaHow canthese cuisinesbe described
3.Why arethere somany cuisinesPurpose:Guide studentsto thinkabout the impact ofpreferences onfood;stimulate studentsenthusiasm forlearning,import thetopic andoffercertain backgroundinformationaboutthe relationshipbetweenfoodandcultureand preparefor reading.Step3Reading
(一)Fast reading
1.Match themain ideawith eachparagraph.
2.This passageis organizedby theorder ofand.Purpose:Train students*ability tointegrate information,and letstudents havea preliminarygrasp of the structureand generalcontent of thearticle.
(二)Detailed readingPara.1Main idea:You arewhat youeat.I.Why doesthe authorcite“You arewhat youeat”in Para1A.To introducethe themeof thearticle.B.To persuadepeople toeat healthyfood.C.To showthe impactof foodon health.D.To proveculture haslittle todo withcuisine.
2.The firstparagraph hasa quote:You arewhat youeat.How doesthe writerunderstand itWhat aboutyour opinionsPara.2Main idea:Experience of Chinese dishesin America.
3.What doesthe authorthink ofGeneral Tsoschicken tastedin AmericaA.It isdelicious.B.It isnot authentic.C.It istoo spicy.D.It showsChineseculture.Place Kindof Chinesefood Typicaldish Peopleor cultureAmericaPara.3Main idea:Experience ofSichuan foodin Beijing.
4.How toorder foodwhen theauthor cameto Beijingfor thefirst timeA.Ordered foodby scanninga codeon phoneB.Nearby customershelped themC.The chefchose theirbest foodwithout askingD.Looked themenu.Place Kindof Chinesefood Typicaldish Peopleor cultureBeijingPara.4Main idea:Famous foodin Shandong.
5.What isthe mostfamous foodin ShandongA.Boiled dumplings.B.Roasted meat.C.Stewed noodles.D.Pancake rolls.Place Kindof Chinesefood Typicaldish Peopleor cultureShandongPara.5Main idea:Famous foodin Xinjiang.
6.Why dopeople inXinjiang prefertheir foodto becooked overan openfireA.Because theylike theflavour ofboiled orroasted meat.
7.Because theytraditionally wanderedthe openrange onhorses.C.Because thatway ofcooking canbring thepeople together.D.Because thatway ofcooking canshow theircharacter.Place KindofChinesefood Typicaldish Peopleor cultureNorthwestChinaPara.6Main idea:Food inSouth andcentral China.
7.From thefirst visitto SouthChina,the writerfound theChineseA.bold andvigorous B.thoughtful andaccommodatingC.friendly andkind D.faithful andelegantPlace KindofChinesefood Typicaldish Peopleor cultureSouthChinaCentral ChinaPara.7Main idea:Culture andcuisine gohand inhand.
8.What isthe authorsopinion aboutcultureandcuisineA.Cuisine hasnothing todo withculture.B.The foodsa personeats canreflect hisstatus(地位)vividly.C.Culture andcuisine areclosely relatedto eachother.D.Cuisine onlyshows whatpeople growor raisein theirregion(土也区).
9.What canthe foodlocal peopleconsume tellusPurpose:Enable thestudentstounderstandthewhole passage and knowabouttheconnectionbetweenfoodandculture orpeople scharacters;train students1ability tofilter informationand extracteffective informationand improvetheir readingabilities.
(三)Post-reading
1.Whafs themain ideaof thepassageA.You arewhat youeat.B.Most famousfoods inChina.C.My experiencesoffoodandcultureinChina.
2.What isthe texttypeA.narrative B.expository writingC.argumentative essayD.practical writing
3.How manyparts canthepassagebe dividedintoPurpose:Help theSstogetthemain ideaand structureofthepassageandreview what they learntinthisperiod andconsolidate it;train theSssummarizing andanalytic abilities.Step4Thinking andDiscussingDo youthink“cultureandcuisine gohand inhand Withtheimpactof globalization,do youthink foodcan stillreflect differentculturesGive yourreasons.Purpose:Trigger studentstothinkdeeply aboutthe themeofthetext,so asto connectwith thecurrent culturalself-confidence,and cultivatetheirrelevant culturalawareness.Step5Summary andHomework假设你的美国朋友Mike对你的家乡美食非常感兴趣,请你回信介绍一下几道极具特色的赣南菜、当地人的饮食文化习惯并邀请他亲自来你的家乡做客词数80字左右Purpose:Train thestudents5ability toanalyze aproblem andsolve it,to relatewhattheylearnt totheir ownlife.Blackboard DesignUnit3Food andCultureReading andThinkingPart1Para.1:IntroductionPart2Para.2-6:My experienceswith Chinesefood.Part3Para.7:ConclusionYou arewhat youeat.Culture andcuisine gohand inhand.。