Unit+3+Food+and+Culture+Reading+and+Thinking+教學(xué)設(shè)計(jì) 高中英語(yǔ)人教版（2019）選擇性必修第二冊(cè)

TeachingDesignThemeUnit3FoodAndCulturePeriod1Readingand

ThinkingTextbookEnglish(SelectiveCompulsoryII)PEPText

CultureAndCuisine（一）AnalysisofTeachingMaterial:It’sadescriptiveexpositorytext.Thistextexploresthelinkbetweenfoodandculturefromaforeigner'sperspective,recordingsomeauthenticChinesefoodandillustratingtheculturalmeaning

from

geographyfeaturesandhistorictraditionthatthefoodreflects.Itisaimedtoleadstudentstounderstandandthinkabouttheconnectionbetweenfoodandculture.Besides,itteachespeopletolovelifeandenjoyfood,andguidestounderstandtheprofoundChinesefoodculture,strengthenourculturalself-confidence.（二）AnalysisofLearners:ForstudentsinGrade

2in

seniorhighschool,theyareinterestedinthistopic,buttheyjusthaveabasicunderstandingabouttheconnectionbetweenfoodandculture.It’sdifficultforthemtoinfertheimpliedmeaningbehindthelinesandtheylackadeepinsightintothistopic.（三）Teachingobjectives:1.Studentsshouldbeabletounderstandthecausalrelationshipbetweenfoodandpersonalitybygettingandsortingoutthedetailedinformationaboutcultureandcuisinewhenreading;2.Students

shouldbeabletostrengthen

their

culturalconfidencethroughunderstandingtheculturalconnotation,regionalcharacteristicsandhistoricaltraditionofChinesecuisine;3.Studentsshouldbeabletoimproveinformationintegrationandscreeningcapabilitiesthroughreadingexercise;4.StudentsshouldbeabletointroduceChinesefoodinEnglish

and

understandtheconnectionbetweenfoodandcuisine.5.

MaketheSsto

thinkabouthowindividualscanpromoteChinesecultureand

cultivate

culturalself-confidence.（四）Keyanddifficultpoints:Keypoints：1.

Help

the

studentsgetthedetailsofthepassage;2.Leadthestudentstounderstandandthinkfurtherabouttheconnectionbetweenfoodandculture;3.Havethestudentsunderstandthestructureandthewritingstyleofthepassagewell；Difficultpoints:

1.

Let

the

studentsexpresstheiropinionsondifferentkindsoffoodandtypicaldishesindifferentplaces

in

China;2.

Guide

the

studentstousethenewknowledgeintheirdailylife

andenabletheSsto

trytointroduceChinesefoodinEnglish;3.

Make

the

studentsthinkabouthowindividualscanpromoteChinesecultureand

cultivate

culturalself-confidence.（五）Teachingmethods：Cooperative

learning,task-basedreading,

fastreading,detailedreading（六）TeachingAids:

Multimedia,

PPT,textbook,blackboard（七）TeachingProcedure：Step1GreetingsStep2Warm-upandLead-in1.

Enjoysomepicturesofsomedishes.Q:WhatareyourfavoriteChinesedishes?2.

HowmanykindsofChinesecuisinesarethereinChina?Howcanthesecuisinesbedescribed?3.

Whyaretheresomanycuisines?Purpose:

Guidestudentstothinkabouttheimpactof

preferences

onfood;stimulatestudents'enthusiasmforlearning,

importthetopicandoffercertainbackgroundinformationabouttherelationshipbetweenfoodandcultureandprepareforreading.Step3Reading(一）Fastreading1.Matchthemainideawitheachparagraph.2.Thispassageisorganizedbytheorderof_____and_____.Purpose:

Trainstudents'abilitytointegrateinformation,andletstudentshaveapreliminarygraspofthestructureandgeneralcontentofthearticle.（二）DetailedreadingPara.1

Mainidea:Youarewhatyoueat.1.Whydoestheauthorcite

“Youarewhatyoueat”

inPara1?A.Tointroducethethemeofthearticle.B.Topersuadepeopletoeathealthyfood.C.Toshowtheimpactoffoodonhealth.D.Toproveculturehaslittletodowithcuisine.2.Thefirstparagraphhasaquote:“Youarewhatyoueat.”Howdoesthewriterunderstandit?Whataboutyouropinions?Para.2

Mainidea:ExperienceofChinesedishesinAmerica.3.WhatdoestheauthorthinkofGeneralTso'schickentastedinAmerica?A.Itisdelicious.

B.Itisnotauthentic.C.Itistoospicy.

D.ItshowsChineseculture.PlaceKindofChinesefoodTypicaldishPeopleorcultureAmerica

Para.3

Mainidea:ExperienceofSichuanfoodinBeijing.4.HowtoorderfoodwhentheauthorcametoBeijingforthefirsttime？A.Orderedfoodbyscanningacodeonphone

B.Nearbycustomershelpedthem

C.Thechefchosetheirbestfoodwithoutasking

D.Lookedthemenu.PlaceKindofChinesefoodTypicaldishPeopleorcultureBeijing

Para.4

Mainidea:FamousfoodinShandong.5.WhatisthemostfamousfoodinShandong?A.Boileddumplings.

B.Roastedmeat.C.Stewednoodles.

D.Pancakerolls.PlaceKindofChinesefoodTypicaldishPeopleorcultureShandongPara.5

Mainidea:FamousfoodinXinjiang.6.WhydopeopleinXinjiangprefertheirfoodtobecookedoveranopenfire?A.Becausetheyliketheflavourofboiledorroastedmeat.B.Becausetheytraditionallywanderedtheopenrangeonhorses.C.Becausethatwayofcookingcanbringthepeopletogether.D.Becausethatwayofcookingcanshowtheircharacter.PlaceKindofChinesefoodTypicaldishPeopleorcultureNorthwestChinaPara.6

Mainidea:

FoodinSouthandcentralChina.7.FromthefirstvisittoSouthChina,thewriterfoundtheChinese____.A.boldandvigorous

B.thoughtfulandaccommodatingC.friendlyandkind

D.faithfulandelegantPlaceKindofChinesefoodTypicaldishPeopleorculture

SouthChinaCentralChinaPara.7

Mainidea:

Cultureandcuisinegohandinhand.8.Whatistheauthor'sopinionaboutcultureandcuisine?A.Cuisinehasnothingtodowithculture.B.Thefoodsapersoneatscanreflecthisstatus(地位)vividly.C.Cultureandcuisinearecloselyrelatedtoeachother.D.Cuisineonlyshowswhatpeoplegroworraiseintheirregion(地區(qū)).9.Whatcanthefoodlocalpeopleconsumetellus?Purpose:

Enablethestudentstounderstandthewholepassageandknowabouttheconnectionbetweenfoodandcultureorpeople’scharacters;trainstudents'abilitytofilterinformationandextracteffectiveinformationandimprovetheirreadingabilities.（三）Post-reading1.What’sthemainideaofthepassage?A.Youarewhatyoueat.B.MostfamousfoodsinChina.C.MyexperiencesoffoodandcultureinChina.2.Whatisthetexttype?A.narrative

B.expositorywritingC.argumentativeessay

D.practicalwriting

3.Howmanypartscanthepassagebedividedinto?Purpose:

HelptheSstogetthemainideaandstructureofthepassageandreviewwhattheylearntinthisperiodandconsolidateit;traintheSs’

summarizingandanalyticabilities.Step4

ThinkingandDiscussing

Doyouthink“cultureandcuisinegohandinhand”?