Unit1FoodforthoughtUnderstandingideasAChildofTwoCuisines教學設計-高中英語

AChildofTwoCuisinesBook2Unit1FoodforthoughtStartingout&Understandingideas教學設計授課教師姓名王繼華學科高中英語微課名稱AChildofTwoCuisines學校四川省蘆山中學學情分析高中生渴望學習知識和有趣的東西。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。內容分析本節(jié)課是新課標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慣的碰撞與融合中發(fā)生的一些有趣的故事。教學目標1.學生能夠通過略讀獲取課文大意，并準確理解和闡述標題的含義；2.學生能夠通過精讀，快速找出課文中表達人物對食物的觀點的句子，梳理細節(jié)；3.學生能夠了解中英飲食差異，增強跨文化意識，加深對單元主題的認識。4.通過閱讀和語言知識的輸入，及時運用所學知識進行輸出，在活動中提高英文表達能力。教學重點1.引導學生通過自主閱讀和小組合作理解課文大意，梳理文章結構。2.通過閱讀和語言知識的輸入，及時運用所學知識進行輸出，在活動中提高英文表達能力。教學難點引導學生關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