高中英語 新外研 B2U 第六課時-Writing

1、 Book 2 Unit 1 Food for thought教案設計深圳實驗學校高中部 熊曼媛單元主題本單元的主題語境是“人與社會”，涉及的主題語境內(nèi)容是多元飲食文化和健康的飲食習慣。本單元從介紹不同國家的代表性食物開始，展現(xiàn)了豐富多彩的世界美食和世界各地的餐桌禮儀，豐富學生對飲食文化的認知，引導學生深入思考健康飲食和生活方式的關系，最終達成對多元飲食文化的理解和包容，并且反思和改進自己的飲食習慣。單元目標學生能夠圍繞本單元的主題語境內(nèi)容，基于單元提供的多模態(tài)語篇，綜合運用各種語言技能，讀懂語篇內(nèi)容；聽懂與點菜相關的對話，討論并加深對健康飲食的認識，使用新學語言描述食物的色、香、味等特征，恰

2、當使用情態(tài)動詞給他人提建議，能夠用英文寫簡單的菜譜并推薦一道美食，深化對單元主題意義的理解和挖掘；能夠運用單元所學語言談論中外飲食文化的異同，正確判斷文章中人物的觀點和態(tài)度，評判不同人的生活方式，反思和改進自己的飲食和生活習慣；通過運用各種學習策略，在自主、合作和探究式學習的過程中結合單元所提供的的反思性和評價性問題不斷監(jiān)控、評價、反思和調(diào)整自己的學習內(nèi)容和進程，提高自己理解和表達的能力，最重促進自身語言能力、文化意識、思維品質(zhì)和學習能力的綜合提升。Writing板塊教學設計（建議時長40分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Writing主題語境人與自我飲食習慣、生活習慣人與社會飲食文化內(nèi)

3、容分析本板塊從另一角度反映單元主題，語篇類型為食譜。閱讀語篇介紹了宮保雞丁這道傳統(tǒng)中國菜的歷史起源和制作方法，寫作部分引導學生學會寫菜譜，并根據(jù)菜譜判斷如何健康飲食。教學目標學生學會寫菜譜，在寫菜譜時加入對美食本身的介紹和推薦；學生能根據(jù)菜譜評價一道菜健康與否并給出建議；學生能夠聯(lián)系自身生活，更深入地了解飲食習慣與健康生活方式的聯(lián)系。教學重點掌握菜譜的寫作特點和手法；通過閱讀菜譜獲取有關健康生活方式的相關知識。教學難點引導學生思考如何介紹一道菜和菜譜的文體特點引導學生聯(lián)系自身實際，反思自己的飲食習慣。教學策略P-W-P模式、交際教學法、任務型教學法Teaching contentsProced

4、uresPurposes Teachers activityStudents activityActivity 1T asks Ss to give a free talk on the given topic;T helps Ss to review how to make food comments.Ss delivers a speech on his/her favorite Chinese dish;Ss review the words and phrases in the using language.To review the knowledge and lead in tod

5、ays topic.Activity 2T asks Ss to read the new expressions.Ss read the new words after T.To enlarge the vocabulary.Activity 31. T asks Ss to skim the passage.1. Ss read the passage and grasp the main idea of each part.To learn reading strategy-skimming.Activity 4T asks Ss to scan paragraph 1.Ss scan

6、the passage to get to know what aspects should be included in the introduction part.To learn reading strategy-scanning.Activity 5T asks Ss to skim the passage.Ss scan the passage to get to know the main idea.To learn reading strategy-skimming.Activity 6T asks Ss to follow the given pattern to write;

7、T provides sample writings for Ss reference.Ss write a brief introduction to their favorite dish.To practice writing.Activity 7T asks Ss to summarize the other two parts of a recipe;T tells Ss more words to express the ingredients and instructions.Ss learn how to write ingredients and instructionsTo

8、 build word bank.Activity 8T asks Ss to watch a video clip about a dish and write a recipe.Ss watch the video and practice writing.To practice writing.Activity 9T asks Ss to have a evaluation about their writing;T provides sample writing to Ss.Ss use the provided criteria to assess their writing.To develop Ss critical thinking ability.Activity 101T gives out two recipes for Ss to tell which one is healthier2. T asks Ss how to keep a balanced diet1. Ss can tell which dish is healthier2. Ss use the food pyramid and the given sentence