Unit1FoodforthoughtUnderstandingideasAchildoftwocuisines教学设计高中英语

A Childof TwoCuisinesBackground informationUnit1Food forthought ReadingATopicchild of two cuisinesLesson Length40minutesLesson TypeReadingTarget StudentsSenior1Analysis ofteaching materialThisis the first unitof NewStandard EnglishBook2by FLTRPFood forthought.The thematiccontextof thisunit is“Man andsociety andMan andself\A child of九％cuisines isthe readingpart ofthisunit.The partstresses understandingand exchange of differentcultures.It narratesthe dietarypreferenceof amixed race family and the differentperspectives ofeach family member in the faceof culturalshock.I isa narrationin thefirst personnarrative,of whichgeneral charactersare vividand specific.Throughreading,students realize the varietyof food culture andtolerate andunderstand different food culture.Analysis oftarget studentsThetarget studentare Senior1students witha lowerlevel oflanguage proficiency.Language abilitya.Students havelearned thenew wordsin thistext,which laysfoundation forreading prehension.b.Students feeldifficult inseizing keyinformation in a longtext.Thinking capacityStudentscan obtainsuperficial informationfrom thematerial,but theytend tojudge on thesuperficial informationwithout furthercontemplation andthey arenot capableto intakeandreorganize theinformation bythemselves.They needa furtherpush onthe habitof inquiry,organization,analysis,critical thinkingand reflection.Learning abilitya.As forreading strategy,most ofstudents cangrasp meaningof thepassage bymeans ofskimming and arebasically capableof findingbasic informationby scanningwith teachersguidance.But theability toanalyze thepassage shouldbe furtherdeveloped.b.Most ofstudents tendto learnfrom boththe readymadematerials andother varioussourceslearning toolse.g.Internet tofacilitate theirlearning.So,students havelearned somethingaboutthe shockof foodculture.But theycan seldomcontact mixedracefamilyin real life.Accordingly,they havecuriosity aboutthis topic.Cultural awarenessStudentshave somebasic knowledgeabout culturalvariety andthey haverealized thecorrectattitude towardit throughpolitical educationcourse.Teaching objectivesBythe endof theclass,students willbe ableto:1Identify the main ideaand structureof the text linguistic petence2Summarize thefactual informationwith thehelp ofmind map;linguistic petenceFocus3Analyze thechangeoffamily membersattitudes towarddifferentfood;linguistic petence,thinking capacity,cultural awarenessFocus Difficulty4Explore thefactor ofremending foodlinguisticpetence,thinking capacity,learning abilityTeachingAids:puter,Textbook,PPT andBlackboardTeaching Strategies

1.ZPD

2.The municativeApproach

3.Situational TeachingApproach

4.Activitybased Approachto EnglishlearningTeaching proceduresPrereadingStep1Warming up3mins prehensionTplays avideo aboutfoodcultureshock andasks Ss to observethe foreign boys attitude towards Chinesefood.1Where isthe foodshown in the videofrom2Whafs theforeignboysattitudetowardsthis food[Purpose]Based onthe conceptof ZPD,the activityis designedto activateSs backgroundknowledge andarousetheir interest,which belongsto thelevel ofprehension according to ActivitybasedApproach toEnglishLearning.Step2Prediction2mins prehensionTguides Ssto predict themain idea ofthetextaccordingtothe titleand wordcloud.IW1Who isthe child2Why ishe/she achildoftwo cuisines3What arethe twocuisines[Purpose]This activityaims atraising Ssreading expectationand enhancetheir skillof“viewing”.WhileleadingStep3Reading Para.15mins prehensionT asks Ssto skimthefirst paragraph andanswer thequestions inthe laststep andpredictthestrcture offollowingcontent.IW1Who isthe child2Why ishe/she achildoftwocuisines3What arcthe twocuisines[Purpose]This activityhelps Ssidentify themain ideatext byskimminganddevelop theirreadingstrategies thatmainideaoften locatesinthefirstparagraph.Step4Reading Para.2610mins prehensionTasks Ssread thefollowing paragraphsand pletethe mindmap about“our”familys attitudechangeMoms Dadsreasons•reasonsopinions opinionsreasons•“my”“my”reasonsopinions BritishChinese谩opinions Jfoodfoodtoward food and causes of it.IW[Purpose]This activitytries tointegrate piecesof informationinthetext andhelps Ssfind familysattitudechange towardfood andcausesofit.Meanwhile,the activityhelps Ssdevelop theirreading strategiessuchus inferenceand analysis.

2.•••Ive enjoyedfoodfromStep5ReadThinkShare8mins Applicationbothcountries.TasksSstodiscuss thetwo questionsin groupsand sharetheir opinions.GW1What doesthe authormean bysaying onemans meatis anothermans position”2What kindof foodfrom otherregions inChina orother countrieshas madean impressionon you[Purpose]This activityhelps Ssfurther explorethe topicandtheunit theme.Meanwhile,Ss canapplywhat theyhave learntinareallifecontext.Besides,this activityhelps Ssimprove criticalthinking andproblemsolvingability.PostreadingStep6Role playTsets areal scenario:You aregoing toattend aTV Show,where eachfamilymemberneed toremend adishof Chinesefood orBritish foodand illustrateyour remend reasons,how willyou remendThen,Tinvites Ssto sharein frontof wholeclass andinvite otherclassmates tomake ament accordingtoassessment.[Purpose]This activityaims tohelp Ssinternalize whathas beenlearnt anddevelop Ssspeaking skill.Meanwhile,Ss canrealizetheimportance ofcooperation whenthey roleplay.Homework2mins CreationBasedonthescenario inthe laststep,groups shouldmake aposter toremend Chinese/British foodafterthe TVShow.In theposter,Ss shouldgive thedetails offoodandremendreasons.Blackboard designTeachingReflectionFinish itimmediately afterclass.。