Unit 1 Food for Thought Understanding ideas 說(shuō)課課件-2023-2024學(xué)年高一英語(yǔ)外研版（2019）必修第二冊(cè)

INTERPRETATIONOFACLASSICUnit1Foodforthought

UnderstandingideasAChildofTwoCuisinesFLTPRBook2AnalysisoftheStudents3TeachingObjectives4KeyandDifficultPoints5TeachingApproachesand&Aids6TeachingProcedures7BlackboardDesign8AnalysisofTeachingMaterials2

Theoreticalbasis1Contents

教學(xué)準(zhǔn)備1.TheoreticalbasisEnglishCurriculumStandards,releasedin2017,revisedin2020Cultural

awarenessThinking

qualityLearning

abilityLanguage

competence2.AnalysisoftheTeachingMaterialsUnitThemeFoodrorthoughtThematicContextHumanandNatureThemeoftheLearningActivitiesAChildoftheTwocuisines文本分析主題意義語(yǔ)篇類(lèi)型文體結(jié)構(gòu)語(yǔ)言修辭

作者意圖WhyhowWhatThefocusofthistextisonitsprofoundculturalintensions.Thevalueofthistextisthatstudentsenhancecross-culturalawarenessandunderstandthefoodculturefromacross-culturalperspective.★Part1(1):Mybirthbackground.★Part2(2-5):Thefamily'sopinionsondifferentfoods.★Part3(6):Feelingathomewithfoodfromboth

cultures.Thematiccontext:

humanandsociety

Topic:

foodandcultureType:narrative

Content:basedonthethemeof“food”,thistextintroducesthestoryofaChinese-Britishcross-culturalfamily’sattitudestowardsfood.2.AnalysisoftheTeachingMaterials3.AnalysisoftheStudentsTargetstudents:thefirstyearstudentsKWLSwhat

they

knowThey

grasp

some

wordsandexpressionsaboutfoods.They

have

accumulated

some

basic

reading

strategies.what

they

lackwhat

they

want

to

knowThey

show

great

interestin

cross-culturaldiet.what

they

still

need

to

learnThey

needtofostertheir

logical

and

critical

thinking

for

a

life-long

learning.They

lack

skills

in

integrated

analysis

of

a

text.Theyhavedifficultyincomprehending

long

passages.

4.TeachingObjectivesTeachingObjectives01020304identifythegeneralideaofthetextbyskimming,andaccuratelyexplainthemeaningofthetitle;analyzeeachfamilymember’sopinionsondifferentfoodandsupportingdetailsbyscanning;applythelearnedknowledgeinto

judgingandexpressingopinions;formcorrectattitudetothefoodculturefromacross-culturalperspective.4.TeachingObjectivesanalyzeeachfamilymember’sopinionsondifferentfoodandsupportingdetailsbyscanning;formcorrectattitudetothefoodculturefromacross-culturalperspective.identifythegeneralideaofthetextbyskimming,andaccuratelyexplainthemeaningofthetitle;0203applythelearnedknowledgeintojudgingandexpressingopinions;0401learningandunderstandingapplyingandpracticingtransferringandcreatingKey

PointsDifficult

Points5.Key&DifficultPoints6.TeachingApproach&Aids&ModelApproachTask-basedlanguageTeachingSituationallanguageTeachingCommunicativelaguageteachingStinkytofuAidsPPTBlackboardModel:

PWPModelLead-in7.TeachingProcedures應(yīng)用實(shí)踐學(xué)習(xí)理解感知與注意獲取與梳理想象與創(chuàng)造Activity8Roleplay3.While-reading18’2.Pre-reading4’1.Leadin3’概括與整合CompleteachecklistRewrite&writeStep1

LeadinStep2

PredictionStep

3

FastreadingStep

4

CarefulreadingStep5

Post-readingStep6

SummaryStep7

Homework2mins2mins3mins15mins12mins3mins2minsI.Leadin（Activity1）Watchthevideoandanswerthequestions.LeadinPurposes1.To

introducethetopic2.Toactivatetheexistingandbackgroundknowledgeoffoods.Q1:Whatkindoffoodisintroduceinthevideo?Q2:Doyoulikethefood?學(xué)習(xí)理解類(lèi)II.Pre-reading（Activity2）Activity2PredictionQ:Ifafamilyhasfamilymembersfromdifferentcountries,whatwilltheirattitudetowardstinkytofu?

Purpose1.Topresent

themain

problemtobeexplored2.To

formreadingexpectations.Pre-reading

III.Fast-reading（Activity3）Activity3Choosethemainidea.Fast-readingPurposes1.To

trainSs’readingskillinskimmingtogetthegeneralinformation2.Tounderstandthearticleasawhole,pavingthewayforin-depthanalysis.While-readingIV.While-reading（Activity4-Activity6）Activity4Readparagraph1carefullyandfinishthefamilymap.PurposesTogetbackgroundinformationandprepareforthecarefulreading.While-readingIV.While-reading（Activity4-Activity6）Activity4Readparagraph2-5tofindoutthefamily'sopinionsondifferentfoods.Purposes

1.TohelpSsintegratedetailedinformationintoavisualform,deepeningtheirunderstandingofthetextwhileimprovingtheirlogicalthinking.2.To

helpstudentsanalyzethecharacter’sattitudestowardsdifferentfood.

V.Post-reading（Activity7-Activity8）Activity7Finishthemindmap.Post-reading

Purposes1.TohelpSsinputvocabularyandexpressionsaboutfoodandattitude.2.Toprovidescaffoldingforlanguageoutputandhomework.V.Post-reading（Activity7-Activity8）Activity8Discussingroupandshareyouropinion.Post-reading

Purp