Unit1FoodforthoughtUnderstandingideasAChildofTwoCuisines教學(xué)設(shè)計-高中英語

AChildofTwoCuisinesBook2Unit1FoodforthoughtStartingout&Understandingideas教學(xué)設(shè)計授課教師姓名王繼華學(xué)科高中英語微課名稱AChildofTwoCuisines學(xué)校四川省蘆山中學(xué)學(xué)情分析高中生渴望學(xué)習(xí)知識和有趣的東西。他們有自己的觀點和態(tài)度。他們不滿足于從教科書中獲得的有限知識。他們的抽象思維和認(rèn)知能力有了很大的發(fā)展。我必須盡我所能幫助他們保持激情，培養(yǎng)成功的感覺并建立良好的價值觀。內(nèi)容分析本節(jié)課是新課標(biāo)外研版必修二第一單元Book2Unit1FoodforthoughtStartingout&Understandingideas本板塊語篇類型為個人故事，講述了一個中英跨國家庭的飲食故事。課文以跨國家庭中孩子的口吻介紹了中英兩國的代表性食物，以及一家人在飲食習(xí)慣的碰撞與融合中發(fā)生的一些有趣的故事。教學(xué)目標(biāo)1.學(xué)生能夠通過略讀獲取課文大意，并準(zhǔn)確理解和闡述標(biāo)題的含義；2.學(xué)生能夠通過精讀，快速找出課文中表達(dá)人物對食物的觀點的句子，梳理細(xì)節(jié)；3.學(xué)生能夠了解中英飲食差異，增強(qiáng)跨文化意識，加深對單元主題的認(rèn)識。4.通過閱讀和語言知識的輸入，及時運(yùn)用所學(xué)知識進(jìn)行輸出，在活動中提高英文表達(dá)能力。教學(xué)重點1.引導(dǎo)學(xué)生通過自主閱讀和小組合作理解課文大意，梳理文章結(jié)構(gòu)。2.通過閱讀和語言知識的輸入，及時運(yùn)用所學(xué)知識進(jìn)行輸出，在活動中提高英文表達(dá)能力。教學(xué)難點引導(dǎo)學(xué)生關(guān)注文中人物對不同食物的情感態(tài)度，并從跨文化的角度理解飲食文化。教學(xué)策略P–W–P閱讀模式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