Unit1FoodforthoughtUnderstandingideasAchildoftwocuisines教学设计高中英语

AChildofTwoCuisines

Backgroundinformation

Topic

Unit1Foodforthought

ReadingAchildoftwocuisines

LessonLength

40minutes

LessonType

Reading

TargetStudents

Senior1

Analysisofteachingmaterial

ThisisthefirstunitofNewStandardEnglishBook2(byFLTRP)Foodforthought.Thethematiccontextofthisunitis“ManandsocietyandManandself”.Achildoftwocuisinesisthereadingpartofthisunit.Thepartstressesunderstandingandexchangeofdifferentcultures.Itnarratesthedietarypreferenceofamixedracefamilyandthedifferentperspectivesofeachfamilymemberinthefaceofculturalshock.Itisanarrationinthefirstpersonnarrative,ofwhichgeneralcharactersarevividandspecific.Throughreading,studentsrealizethevarietyoffoodcultureandtolerateandunderstanddifferentfoodculture.

Analysisoftargetstudents

ThetargetstudentareSenior1studentswithalowerleveloflanguageproficiency.

Languageability

Studentshavelearnedthenewwordsinthistext,whichlaysfoundationforreadingprehension.

Studentsfeeldifficultinseizingkeyinformationinalongtext.

Thinkingcapacity

Studentscanobtainsuperficialinformationfromthematerial,buttheytendtojudgeonthesuperficialinformationwithoutfurthercontemplationandtheyarenotcapabletointakeandreorganizetheinformationbythemselves.Theyneedafurtherpushonthehabitofinquiry,organization,analysis,criticalthinkingandreflection.

Learningability

Asforreadingstrategy,mostofstudentscangraspmeaningofthepassagebymeansofskimmingandarebasicallycapableoffindingbasicinformationbyscanningwithteacher’sguidance.Buttheabilitytoanalyzethepassageshouldbefurtherdeveloped.

Mostofstudentstendtolearnfromboththereadymadematerialsandothervarioussourceslearningtools(e.g.Internet)tofacilitatetheirlearning.So,studentshavelearnedsomethingabouttheshockoffoodculture.Buttheycanseldomcontactmixedracefamilyinreallife.Accordingly,theyhavecuriosityaboutthistopic.

Culturalawareness

Studentshavesomebasicknowledgeaboutculturalvarietyandtheyhaverealizedthecorrectattitudetowarditthroughpoliticaleducationcourse.

Teachingobjectives

Bytheendoftheclass,studentswillbeableto:

Identifythemainideaandstructureofthetext(linguisticpetence)

Summarizethefactualinformationwiththehelpofmindmap;(linguisticpetence)Focus

Analyzethechangeoffamilymember’sattitudestowarddifferentfood;(linguisticpetence,thinkingcapacity,culturalawareness)FocusDifficulty

Explorethefactorofremendingfood(linguisticpetence,thinkingcapacity,learningability)

TeachingAids:puter,Textbook,PPTandBlackboard

TeachingStrategies

ZPD

ThemunicativeApproach

SituationalTeachingApproach

ActivitybasedApproachtoEnglishlearning

Teachingprocedures

Prereading

Step1Warmingup(3mins)prehension

TplaysavideoaboutfoodcultureshockandasksSstoobservetheforeignboy’sattitudetowardsChinesefood.

Whereisthefoodshowninthevideofrom?

What’stheforeignboy’sattitudetowardsthisfood?

[Purpose]BasedontheconceptofZPD,theactivityisdesignedtoactivateSs’backgroundknowledgeandarousetheirinterest,whichbelongstothelevelofprehensionaccordingtoActivitybasedApproachtoEnglishLearning.

Step2Prediction(2mins)prehension

TguidesSstopredictthemainideaofthetextaccordingtothetitleandwordcloud.(IW)

Whoisthechild?

Whyishe/sheachildoftwocuisines?

Whatarethetwocuisines?

[Purpose]ThisactivityaimsatraisingSs’readingexpectationandenhancetheirskillof“viewing”.

Whilereading

Step3ReadingPara.1(5mins)prehension

TasksSstoskimthefirstparagraphandanswerthequestionsinthelaststepandpredictthestrctureoffollowingcontent.(IW)

Whoisthechild?

Whyishe/sheachildoftwocuisines?

Whatarethetwocuisines?

[Purpose]ThisactivityhelpsSsidentifythemainideatextbyskimminganddeveloptheirreadingstrategiesthatmainideaoftenlocatesinthefirstparagraph.

Step4ReadingPara.26(10mins)prehension

TasksSsreadthefollowingparagraphsandpletethemindmapabout“our”family’sattitudechangetowardfoodandcausesofit.(IW)

[Purpose]ThisactivitytriestointegratepiecesofinformationinthetextandhelpsSsfindfamily’sattitudechangetowardfoodandcausesofit.Meanwhile,theactivityhelpsSsdeveloptheirreadingstrategiessuchusinferenceandanalysis.

Step5Read&Think&Share(8mins)Application

TasksSstodiscussthetwoquestionsingroupsandsharetheiropinions.(GW)

Whatdoestheauthormeanbysaying“oneman’smeatisanotherman’sposition”?

WhatkindoffoodfromotherregionsinChinaorothercountrieshasmadeanimpressiononyou?

[Purpose]ThisactivityhelpsSsfurtherexplorethetopicandtheunittheme.Meanwhile,Sscanapplywhattheyhavelearntinareallifecontext.Besides,thisactivityhelpsSsimprovecriticalthinkingandproblemsolvingability.

Postreading

Step6Roleplay

Tsetsarealscenario:YouaregoingtoattendaTVShow,whereeachfamilymemberneedtoremendadishofChinesefoodorBritishfoodandillustrateyourremendreasons,howwillyouremend?Then,TinvitesSstoshareinfrontofwholeclassandinviteotherclassmatestomakeamentaccordingtoassessment.

[Purpose]ThisactivityaimstohelpSsinternalizewhathasbeenlearntanddevelopSs’speakingskill.Meanwhile,Sscanrealizetheimportanceofcooperationwhentheyr