Unit1FoodforthoughtUnderstandingideasAChildofTwoCuisines教学设计-高中英语

AChildofTwoCuisinesBook2Unit1FoodforthoughtStartingout&Understandingideas教学设计授课教师姓名王继华学科高中英语微课名称AChildofTwoCuisines学校四川省芦山中学学情分析高中生渴望学习知识和有趣的东西。他们有自己的观点和态度。他们不满足于从教科书中获得的有限知识。他们的抽象思维和认知能力有了很大的发展。我必须尽我所能帮助他们保持激情，培养成功的感觉并建立良好的价值观。内容分析本节课是新课标外研版必修二第一单元Book2Unit1FoodforthoughtStartingout&Understandingideas本板块语篇类型为个人故事，讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。教学目标1.学生能够通过略读获取课文大意，并准确理解和阐述标题的含义；2.学生能够通过精读，快速找出课文中表达人物对食物的观点的句子，梳理细节；3.学生能够了解中英饮食差异，增强跨文化意识，加深对单元主题的认识。4.通过阅读和语言知识的输入，及时运用所学知识进行输出，在活动中提高英文表达能力。教学重点1.引导学生通过自主阅读和小组合作理解课文大意，梳理文章结构。2.通过阅读和语言知识的输入，及时运用所学知识进行输出，在活动中提高英文表达能力。教学难点引导学生关注文中人物对不同食物的情感态度，并从跨文化的角度理解饮食文化。教学策略P–W–P阅读模式ProceduresTeacher’sactivityStudents’activityPurposesStep1.Prereading1.IntroducedifferentfoodinAcivity12.Matchthefoodtothecountriesonthemap.3.Whatfoodfromothercountrieshaveyoutried?4.What’syourfavouritefood?Sstalkabouttheirfavoritefood.HelpSsactivatetheirexistingknowledgeandgetfamiliarwiththetopic.Step2.WhilereadingTask1Readthepassagequicklyandanswerthesequestions.(Fastreading)1.What'sthemainideaofthepassage?2.Howdoyouunderstandthetitle“Achildoftwocuisines”?3.Matchthemainideaswitheachparagraph.1.Ssreadthepassageandchoosethemainidea.2.Sssharetheirunderstandingofthepassageinclass.TrainSs’readingskill.Task2GroupWork1.WhatChineseandBritishfoodarementionedinthepassage?2.Choosethecorrectsymbolsandpletethetablewithinformationfromthepassage.3.Whatspecificexpressionscantellyouabouttheirattitudes?1.Sspletethetablewithinformationfromthepassage.2.Sssharetheiranswersinclass.HelpSsreadforimportantdetailsofthepassageandanalysethecharacters’attitudestowardsdifferentfood.Task3GroupWorkTrytoretellthepassageandpletetheexercisesonyoursheet.Drawyourownmindmapandretellthestory.(Teachersgiveanexamplefirst.)1.SummaryThenarrator,amixedraceboy,enjoysboth__________and______________.UnlikehisBritishfather,who_______Chinesefoodbutstill____________certaindishes,theboyis_______toChinesedietchallengeshehaseacross.Hisadaptation,positivebehaviorsandattitudetowardsthe______________environmenthavebenefitedhim,sothatheisableto_________andblendaspectsofboth___________________________inanenjoyableway.2.TranslationUsefulexpressions:bemadefrombefamous/popularinhavesweetmemoriesofthankstotaketodoingsthsufferfromeacrossgatherone’scouragetodotake/haveabitebeamazedtofind...makeanimpressiononsb.beshockedat...Iwouldliketoremend...Itesfrom...Itisfamousfor...Itlooks/tastes/smells...Iremenditbecause...3.Whatdoesthesentence“oneman’smeatisanotherman’spoison”mean?CanyouuseEnglishtoexplainit?1.Retellthestory.2.Reviewsomeusefulexpressionstoprepareforfreetalk.1.Summary.2.Reviewsomeusefulexpressionstoprepareforfreetalk.Step3PostreadingStep3PostreadingGroupWork:FreeTalkRemendsomeChinesefood.Thenfind3mostpopularChinesedishesinclass.Tips:whatfoodyouwouldliketoremend.giveadescriptionofthefoodtellthereasonsToffershelpifneeded.Sstalkingroupsandsharetheiropinionsinclass.GetSstoapplywhattheyhavelearntinareallifecontext.Step4HomeworkWr