外研版高中英语新教材-Food-for-thought-reading-A-Child-教学设计

TopicReading:AChildofTwoCuisinesLearningObjectivesLanguageabilityObjectives:1.Beabletoretellthecontentofpassagerelatedtodiet.2.BeabletorecommendtraditionalChinesefoodusingappropriatewords.CultureawarenessObjectives:1.BeabletoappreciatethesimilaritiesanddifferencesofChineseandforeignfoodculture,enrichthecognitionoffoodculture.2.Beabletorespectculturaldiversityanddevelopcross-cultureabilities.ThinkingqualityObjectives:1.Beabletocorrectlyjudgecorrectlytheviewpointsandattitudesofthecharactersinthepassage.2.Beabletotransferknowledgeandthinkingabilitybyexploringthepassagedeeply.LearningabilityObjectives:1.BeabletostimulateinterestinEnglishlearningbyunderstandingthefoodcultureofdifferentcountries.2.Beabletostudyindependentlyandingroupcooperation.LearningImportance1.Beabletogetthegeneralideaofthetextbyskimming,understandandelaborateaccurately..thepassage2.Beabletofindoutthesentencesinthepassagethatexpressthecharacters'viewsonfoodandexpresstheirviewsandattitudesinEnglish.Mastertheusefulinter-languagesandsentencestructurestoexpressone’sideas.DifficultyLearningBeabletouseappropriate,accurateandidiomaticlanguagetoexpressyourviewsandrecommendChinesecuisine.TeachingProceduresStep1:Leadingin(1)EnjoyashortvideoofABiteofChina.Questions:What’sthenameoftheprogram?What’sthetypeoftheprogram?WhatistheTVprogramabout?(2)ShowthefoodmapofChinesefoodandforeignfood.Question:What’sthefamousfoodintheChinesefoodmap?Wheredothevariousoffoodcomefrom?Haveyouevertried?Canyouimageyouliveinoftwocuisines?（设计意图：学生通过观看《舌尖上的中国》英文宣传片，激发了对食物英文表述的学习兴趣。接下来，向学生呈现中国特色食物分布图以及世界特色食物分布图。特色食物的介绍以的形式呈现。通过地图中地点、名称、图片的输入进行单词的学习，并为本文课文阅读学习做好语言铺垫。通过课本图示的主题图片，“火锅”“英式早餐”的对比，让学生猜测本文将要学Step2:presentationActivity1:Dividethepassageintofourpartsandmatchthemainideawitheachparagraph.(3’)Part1(para1)Part2(para2)Part3(para3-5)A.IfeelathomewithfoodfromBritainandChina.B.Myfamilybackground.C.Influencedbymymother,myfatherloveshotpot,buthestillshockedatChinesefoodPart4(para6)Activity2:D.Differentattitudetowardsfoodofmyfamily.Gothroughthepassagequicklyandanswerthequestion.(3’)Whatisthemainideaofthepassage?(Page4,Activity3)HowthefamilystayshealthybyeatingChinesefood.WhatthefamilyhasdonetopromoteChinesefood.HowthefamilycooksbothChineseandEnglishfood.Howthefamilycombinesfoodfromtwocountries.Activity3:ReadPart1carefullyandfillintheblanks.(3’)_______________inEnglandwitha______________fatheranda______________mother,I'veenjoyedfoodfrombothcountries__________________________Iwasableto___________aknifeandforkandchopsticks!Activity4:Readpart2carefullyanddefinethesentencestrue(T)orfalse(F).(4’)1.MumcomesfromSichuan,andoftencooksspicydishes.ButmyDaddislikehotpot.2.MyDadwassurprisedbywhathesawonthetablewhenhefirstvisitedmymother'sparentsinChina.3.Nowadays,myDadtakestoeatingthingslikechickenfeetActivity5:Choosethecorrectsymbolsandcompletethetable.(10’)Activity6:ReadPart4andanswerthesequestions.(5’)Whatdoestheauthormeanbysaying“oneman'smeatisanotherman'spoison”?______________________________________________________________DoyouknowofanysimilarsayingsinChinese?设计意图：活动一、二通过匹配题的形式帮助同学们快读获取每一部分的大意，进而选出全文的主旨大意、理解文本。活动进行文本精读。对全文文本分成四个部分进行精读。设置不练学生的阅读能力，穿插进行paraphrase理解词义，通过retell的形式帮助学生提高概括要点的能力，提升口语能力，同时也练习了口头作文，实现由语言输入到语言输出的过程。)Step3:After-reading(12’)BlueCheeseisatypeofcheesewithbluelinesinit,popularinEuropeandwell-knownforitsstrongtaste.Itisidentifiedbyaspecialsmellandtheflavourofittendstobesharpandsalty.Ithinkittastesbestwhenservedwithpearsandfruitbread.Itisreallyyummy!ShowtimeSupposeyouarethedirectorofTheBiteofChina(舌尖上的中国).PleaserecommendafoodofChina.(appearance,smell,taste,opinion，feelings，history...)设计意图：深化学生对“oneman'smeatisanotherman'spoison”，由课文中作者并不喜欢的蓝纹乳酪”。以思维导图的形式，让同学们尝试着总结如何介绍一种美食。进而进行小组活动，假设学生是《舌尖上的中国》的导演，让学生推荐一种中华美食。在学生展示环节，以《舌尖上的中国》的背景乐营造轻松的氛围。增强学生的语言输出能力以及合作意识，能够在深入理解文本的同时联系自身实际，实现知识和思维能力的迁移。激发学生的文化传承意识和跨文化交StepConclusionCultureisnotonlynational,butalsointernational.Weshouldrespectdifferentculture.（设计意图：在阅读活动和小组活动展示后，自然过渡到本课的文化意识目标，能够Step5:HomeworkWriteashortpassageaboutyourunderstandingof“oneman'smeatisanotherman'spoison”.Youmightchoosetodiscussitfromacross-culturalperspectiveifpossible.（设计意图：将输出转换为文字，作为课后作业，题目要求尽可能从跨文化的角度来考虑对文本中“oneman’smeatisanotherman’spoison”,思：Whatdoestheauthormeanbysaying“oneman'smeatisanotherman'spoison”?______________________________________________________________DoyouknowofanysimilarsayingsinChinese?设计意图：活动一、二通过匹配题的形式帮助同学们快读获取每一部分的大意，进而选出全文的主旨大意、理解文本。活动进行文本精读。对全文文本分成四个部分进行精读。设置不练学生的阅读能力，穿插进行paraphrase理解词义，通过retell的形式帮助学生提高概括要点的能力，提升口语能力，同时也练习了口头作文，实现由语言输入到语言输出的过程。)Step3:After-reading(12’)BlueCheeseisatypeofcheesewithbluelinesinit,popularinEuropeandwell-knownforitsstrongtaste.Itisidentifiedbyaspecialsmellandtheflavourofittendstobesharpandsalty.Ithinkittastesbestwhenservedwithpearsandfruitbread.Itisreallyyummy!ShowtimeSupposeyouarethedirectorofTheBiteofChina(舌尖上的中国).PleaserecommendafoodofChina.(appearance,smell,taste,opinion，feelings，history...)设计意图：深化学生对“oneman'smeatisanotherman'spoison”，由课文中作者并不喜欢的蓝纹乳酪”。以思维导图的形式，让同学们尝试着总结如何介绍一种美食。进而进行小组活动，假设学生是《舌尖上的中国》的导演，让学生推荐一种中华美食。在学生展示环节，以《舌尖上的中国》的背景乐营造轻松的氛围。增强学生的语言输出能力以及合作意识，能够在深入理解文本的同时联系自身实际，实现知识和思维能力的迁移。激发学生的文化传承意识和跨文化交StepConclusionCultureisnotonlynational,butalsointernational.Weshouldrespectdifferentculture.（设计意图：在阅读活动和小组活动展示后，自然过渡到本课的文化意识目标，能够Step5:HomeworkWriteashortpassageaboutyourunderstandingof“oneman'smeatisanotherman'spoison”.Youmightchoosetodiscussitfromacross-culturalperspectiveifpossible.（设计意图：将输出转换为文字，作为课后作业，题目要求尽可能从跨文化的角度来考虑对文本中“oneman’smeatisanotherman’spoison”,思：Whatdoestheauthormeanbysaying“oneman'smeatisanotherman'spoison”?______________________________________________________________DoyouknowofanysimilarsayingsinChinese?设计意图：活动一、二通过匹配题的形式帮助同学们快读获取每一部分的大意，进而选出全文的主旨大意、理解文本。活动进行文本精读。对全文文本分成四个部分进行精读。设置不练学生的阅读能力，穿插进行paraphrase理解词义，通过retell的形式帮助学生提高概括要点的能力，提升口语能力，同时也练习了口头作文，实现由语言输入到语言输出的过程。)Step3:After-reading(12’)BlueCheeseisatypeofcheesewithbluelinesinit,popularinEuropeandwell-knownforitsstrongtaste.Itisidentifiedbyaspecialsmellandtheflavourofittendstobesharpandsalty.Ithinkittastesbestwhenservedwithpearsandfruitbread.Itisreallyyummy!ShowtimeSupposeyouarethe