新版译林高中英语课件教案练习2020-2021学年牛津译林版（2020）高中英语选择性必修第一册 Unit1 Extended reading 教案

PAGE第2页共4页Book1Unit1FoodmattersExtendedreadingEatinginChina一、教学目标Bytheendofthissection,studentswillbeableto:1.locateanddescribesomespecificinformationrelatedtothethreetraditionalChinesefoodsmentionedintheblogentries;2.summarizethethreetraditionalChinesefoodsbasedontheirpopularity,featuresandhistory;3.discusstheauthor’sattitudetowardstraditionalChinesefoodsandhispurposeofwritingtheblogentries;4.introduceoneoftheirlocalpopulardishesinEnglishtoaforeigntraveller.二、教学重难点1.Topromoteunderstandingofdifferentfeaturesoftraditionalfoods;2.TouseappropriatewritingskillstodescribetraditionalChinesedishes.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep1TheteacherhasstudentsbrainstorminformationrelatedtotraditionalChinesefoods.1.DoyouhaveanyideasoftraditionalChinesefoods?Canyoutalkaboutthemintermsofwaysofcooking,styles,flavoursandtypesofcourses.2.WhatarethethreeessentialfactorsbywhichChinesedishesarejudged?3.CanyounamesomeofyourfavouriteChinesedishesinEnglish?通过头脑风暴活动，激发学生的学习兴趣，导入话题；引导学生通过烹饪方式、口味和菜肴类别谈论传统中国美食，并联系自身经历，为理解三篇博客文章做好知识铺垫。5’IndividualWorkReadingStep2Theteacherhasstudentsskimthearticletoanalyzethestructureandsummarizethemainideaofeachpartbyfillingintheblanksinatable.Skimthethreeblogsandthenfinishthefollowingtable.7March,SichuanhotpotPersonalexperienceHistoryReasonsforhisfavour12August,NanjingsaltedduckPersonalexperienceWaystomakeasaltedduckHistory8December,CantonesedimsumHistoryWaystheCantonesehavetheirbreakfastDishes训练学生概括文章中的主要观点和事实性信息，掌握语篇结构特点。5’IndividualWorkStep31.Theteacherhasstudentsreadthefirstblogentryandanswertherelevantquestions.(1)WhatistheflavourofSichuanhotpots?Whateffectsdidtheflavourhaveonthewriter’ssociallife?(2)WhydoesSichuanhotpotsuitthelocalpeoplebest?(3)WhendidSichuanhotpotsoriginatefrom?(4)WhatdoesthewriterlovethemostaboutSichuanhotpots?2.TheteacherhasthestudentsreadthefirstparagraphofthesecondblogentryandlistthefeaturesofNanjingsaltedduckfromthreeaspects:appearance,timetoprepareandprocess.3.TheteacherhasthestudentsreadthesecondparagraphandlistthereasonsforthepopularityofNanjingsaltedduck.4.Theteacherasksthestudentstoreadthethirdblogentryandcompletethemissinginformationinthetable.通过精读三篇博客文章，使学生了解三种中国美食的不同特点和作者的亲身经历；让学生学会整合文章信息，梳理文章中所描述的美食元素，包括历史渊源、在当地受欢迎的原因以及做法等。18’PairWorkGroupWorkAppreciationStep41.Theteacherhasthestudentsexplorethewritingskillsusedineachblogentry.Studentsareaskedtothinkaboutthereasonswhythewriterbaseshiswritingonhispersonalexperienceswhenintroducingthedishes.Whydoesthewriterbasehiswritingonhispersonalexperienceswhenintroducingthetraditionalfoods?2.Theteacherhasthestudentssearchforadjectivesusedbytheauthorwhenitcomestothedescriptionofthefoodsandtrytoexplaintheeffectsthatthoseadjectivescreate.指导学生探索三篇博客