【教案】Unit 3 Reading and Thinking 教学设计人教版（2019）选择性必修第二册.docx

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1、O2U3 Food and Culture 读思课教学设计（一）教学分析1、教学内容分析 本课教学内容选自2020最新人教版高中英语选择性必修第二册第三单元Food and Culture的Reading and Thinking版块的阅读语篇Culture and Cuisine。主题语境为饮食与文化，围绕理解食物与文化的关系，作者从外国人的视角记叙中国各地典型菜肴及其特点，并感受其中所反映的文化内涵、历史传统、地域特色等，引导学生思考食物与地域、文化传统、当地人性格等的关系。与此同时，引导学生辩证地看待食物与文化的关系，并展开探索全球化进程对食物文化的影响，了解博大精深的中国饮食文化，增强

2、饮食文化意识，坚定文化自信，传播中国饮食文化，并努力构建全球饮食文化共同体。就文章结构来看，本文结构清晰，段落之间衔接紧密自然，首段为导入部分，中间二至六段根据时间与空间顺序依次描述了作者品尝各地美食的经历，最后一段对全文进行总结，并进一步阐释了饮食与文化之间的关系。2、学情分析 本节课的教学对象为高二年级学生，有一定的英语基础，在理解文章上没有比较大的困难，但语法知识相对较为不足，在口语方面，对于用英语进行食物介绍仍存在问题，批判性思维能力也比较欠缺。因此，教师需要引导学生，完成对相关语法知识的应用，训练他们的口语能力，对文章内容与观点的分析、评价与创新能力，从而锻炼他们的批判性思维能力，进

3、而达到情感渗透。3、学习目标1. 语言能力 学生能够通过梳理文章关于各地饮食的细节信息，了解各种食物的表达；通过对文章表示时间与举例的词的学习，将其运用到自己的写作中；学习并应用文章中有关非谓语、一般过去时与过去完成时的语法知识点。2. 思维品质 学生能在教师的引导下发展应用、分析、评价与创新的批判性思维能力。3. 文化意识 学生能够正确看待食物与文化之间的关系，客观分析全球化进程对饮食文化的影响。深入了解中国饮食文化，增强饮食文化自信，传播中国饮食文化，并努力构建饮食文化命运共同体。4. 学习能力 学生能够基于对文章的理解，把握文章所传达的主旨与观点，提高自主分析文章的能力。4、教学重难点1

4、.学生能够结合略读与精读的阅读技巧，在梳理清文章整体脉络的基础上，深入挖掘文章的细节信息与深层内涵。（重点）2.学生能够掌握并应用本节课的语言知识点，包括一些词汇表达与语法知识。（重点）3.学生能正确理解食物与文化的关系，坚定文化自信。（难点）4.学生能够通过本节课的学习发展分析、评价与创新的批判性思维能力。（重难点）（二）教学思路 本节课以饮食与文化为主题，依据学生现有的综合语言能力与语言发展需求，并以培养学生的阅读技能与批判性思维能力为目标，设计了读思课。总共分为六个阶段，第一阶段为创设情境，通过视频及相关问题激发学生的兴趣，为学习文章内容做好铺垫；第二阶段为对文章的浅层理解，共分为三个活

5、动，首先让学生通过标题预测文章的内容，再通过略读的方式解构文章结构，最后通过填写表格的形式，以时间与空间顺序梳理文章的关键信息；第三阶段为对文章的深层分析，共分为两个活动，首先依旧让他们以填写表格的形式分析概括每段的主旨句与对应的饮食文化，再精读每段，以问答的形式分析每段内容；第四阶段为评价作者的观点，主要发展学生评价与创新的批判性思维能力，让学生提出对文化与饮食是否紧密关联的见解，并以类似于辩论的形式反驳对方的观点；第五阶段重点为学习文章的语言点，分为两个活动，首先让学生学习两个语法点，并进行相关练习，再让他们找出文中表示时间与举例的词，并以复述的形式锻炼他们的口语以及应用能力；最后一个阶段

6、重点为升华文章的主旨，教师让学生思考如何保护我国的饮食文化，最后进行总结并布置作业。（三）教学过程步骤一：创设情境，导读预测（5分钟） Teacher shows a video about food, and then asks students about their favorite food and its corresponding culture.【教学问题】Q1: Whats the video about?Q2: Whats your favorite food? And do you know its cultural connotation?【课堂实录】T: Good mo

7、rning, class. How are you today?Ss: Fine, thank you.T: Today were going to learn a new article. First, lets watch a video together.(Students and teacher watch a video together.) T: So, whats the video about?Ss: Food.T: Yes, its about food. Whats your favorite food? And do you know its cultural conno

8、tation?S: My favorite food is chocolate, but I dont know much about its culture.T: Thats OK. And I will tell you something about chocolate. On festivals and romantic days, people always use chocolate to convey their sweet feelings and good wishes for family, friendship and love. How about other stud

9、ents?S: I like eating noodles best, and I know it has the meaning of longevity on birthday.T: Excellent! It seems that you all know something about food and its culture, but how about their relationships? Todays lesson will give you the answer.【设计说明】 首先通过一个视频激发学生兴趣，再通过提问的方式引入饮食与文化两个概念，为导入课文的主题，即探讨饮食

10、与文化的关系做了很好的铺垫。步骤二：预测与略读文章，抓关键信息，解构文章结构（10分钟）活动1：根据标题预测文章内容Teacher asks the students to predict what the text will talk about according to the title.【教学问题】Q1: Can you predict what the text will talk about according to the title?【课堂实录】T: Can you predict what the text will talk about according to the t

11、itle?S: Maybe itll talk about different cuisines and their reflected cultures.T: Good guess.S: Maybe its about the relationship between culture and cuisine.T: Yes, your guess is correct.【设计说明】让学生根据标题预测文章内容，锻炼他们的预测技能，也为讲解正文内容做铺垫。活动2：略读全文，解构文章结构Teacher lets the students to skim the whole text and divi

12、ded it into several parts.【教学问题】Q1: How many parts can the text be divided into?Q2: What is each part about?【课堂实录】T: How many parts can the text be divided into? And what is each part about? Please skim the whole text and find the answers.S: It can be divided into three parts. The first part is para

13、graph1, which is an introduction. The second part is from paragraph2-5, which talks about the authors experience with Chinese cuisines in different places. And the third part is the last paragraph, which is a conclusion.T: Wow, excellent! Thank you.【设计说明】让学生通过略读来理清文章结构，既锻炼了他们的略读技能，也使他们对文章的脉络有了清晰的认知。

14、活动3：填写表格，抓关键信息Teacher lets students to skim the whole passage and find out different places the author had been and corresponding local food, and their descriptions in chronological and spatial order.Table settings are as follows.PlacesCuisinesDescriptionsAmericaGeneral Tsos Chickenconsists of fried

15、 chicken covered in a sweet sauce, flavored with hot red peppers.BeijingSichuan Peppercornswonderful and differentShandongBoiled dumplings, pancake rollsserved with vinegar/stuffed with sliced Chinese green onionsNorthern Xinjianglamb kebabsusually boiled or roasted meatSouth ChinaGuangdongs dim-sum

16、elegantCentral ChinaStewed noodlesexceptional 【课堂实录】Students fill the sheet and teacher provides correct answer.【设计说明】让学生以略读的方式以时间和空间顺序找出文中相关信息，锻炼他们提取关键信息的技能。步骤三：分析与精读文章（30分钟）活动1：找主旨句，分析文化Teacher lets students to read the text carefully, find each paragraphs topic sentence and the culture each cuisi

17、ne reflects. Fill the sheet.Table settings are as follows.Topic sentenceculturePara.1However, Brillat-Savarin was actually referring to our personality, character and culture.Para.2it does tell us a lot about Americans.General Tsos chickenAmericans love bold, simple flavors. Theyre not afraid to try

18、 new foods.Para.3Later, I had a chance to experience authentic Chinese food by coming to China.Sichuan peppercorns/Boiled dumplings, pancake rollsFriendship/Family is importantPara.4Then we moved to northern Xinjiang.Lamb kebabsTraditionally wander the open range on horsesPara.5Our travels then took

19、 us to South China, and then on to central China.Dim-sum/Stewed noodlesPeople everywhere show friendship and kindnessPara.6culture and cuisine go hand in hand, and if you do not experience one, you can never really know the other.【课堂实录】Students fill the sheet and the teacher provides correct answer.

20、【设计说明】让学生通过精读的方式分析每段主旨句与所提及的文化，锻炼他们理解的能力，并让他们将食物与文化联系起来。活动2：逐次分析每段Teacher lets the students to understand and analyze each paragraph in the way of answering questions.【教学问题】Para.1Q1: Whats your understanding of the saying? Q2: Whats the authors purpose of quoting the saying?Q3: Whats the authors pur

21、pose of showing other opinions before revealing the true intention of Jean Athelme? Para.3Q4: How is friendship reflected in the authors experience in Beijing?Para.4 Q5: Is there a “cause and effect” relationship between the sentence before “as a result” and the sentence after it in para.4? If yes,

22、can you analyze it? If no, can you improve it?Para.6 Q6: Whats the function of the rhetorical questions in the last paragraph?【课堂实录】T: Now please read para.1 and tell me your understanding of the saying.S: I think it means that we can tell ones personality, character and culture by knowing about wha

23、t one eats.T: So whats the author purpose of quoting this saying? Whats its effect?S: Maybe the author uses it to introduce the texts topic, and it can provide evidence for the authors views and opinions.T: And whats the authors purpose of showing other opinions before revealing the true intention o

24、f Jean Athelme?S: He wants to make a comparison of the two kinds of opinions so as to highlight the true intention and make the theme more prominent.T: Now lets turn to para.3. How is friendship reflected in the authors experience in Beijing?S: The author didnt know how to order in the restaurant, b

25、ut the chef offered to help us, providing them best food.T: Now I introduce a concept called “cause and effect” to you. Sometimes two ideas are related to each other by cause and effect. That is, one thing causes something else to happen. Cause-and-effect relationships can be direct. For example, It

26、 was raining, so I took my umbrella. However, some cause-and-effect relationships are not direct, and some may also have more than one cause or effect. Is there a “cause and effect” relationship between the sentence before “as a result” and the sentence after it in para.4? If yes, can you analyze it

27、? If no, how can you improve it?S: I think there is a “cause and effect” relationship, and its an indirect link, because that they often wandered the open ranges on horses reflects that they feed on livestock, so that their food are often boiled or roasted meat.T: Now lets come to the last paragraph

28、. Whats the function of the rhetorical questions here?S: It can attract readers attention, inspire them to think, strengthen the ideas the author wants to express, and lead to the following sentence.【设计说明】按照段落逐次分析文章的细节，以问答的方式培养学生在识记、理解、应用、分析四个层面的思维能力。步骤四：评价作者观点，进行批判性思考（10分钟）Teacher asks students vie

29、ws on “culture and cuisine go hand in hand”.Student A: Say a sentence about his/her view on whether culture and cuisine go hand in hand. Student B: Put a view contrary to student As beginning with “but”.Student A: Put a view contrary to student Bs beginning with “but”.Student B 【课堂实录】T: Now I want y

30、ou to share your views on whether culture and cuisine go hand in hand in pairs. In one pair, student A should first put forward her argument about it, and student B put a counter argument to student As, and then student A put another counter argument to Bs, and so on. Please begin your sentence with

31、 “but”. The time limit is 10 minutes.Student A: I think culture and cuisine go hand in hand, because local food generally reflects local custom, which iss also part of the culture.Student B: But with the globalization, different cuisines spread to many different places, so cuisine cant reflect local

32、 culture very correctly.Student A: But it does reflect the local culture whether its correct or not.Student B: But if the culture it reflects is incorrect, its meaningless that people cannot correctly understand the cuisines background and reflected customs.【设计说明】以类似于辩论的方式让学生发表对饮食和文化是否紧密相关的看法，有助于培养学

33、生再评价与创新层面的批判性思维技能。步骤五：分析文章语言点并应用（25分钟）活动1：分析语法点，做相关练习Teacher analyzes the two main grammatical points in the text, non-predicate, simple past tense and past perfect tense. Find the examples in the text and explain.For non-predicate, teacher lets students to make their own sentences. For simple past

34、tense and past perfect tense, teacher lets students to do exercises.The exercise settings are as follows.Please fill in the blank with the correct tense.1.The chef had set up a farm-to-table restaurant before his new cookbook was published. A new farm-to-table restaurant had been set up by the chef

35、before his new cookbook was published.2.They had finished their dinner by the time Sam joined them.Their dinner had been finished by the time Sam joined them.【课堂实录】T: Now Ill analyze the two main grammatical points to you. Please read this sentence in para.3. Tired, hungry, and not knowing a word of

36、 Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten. The main clause is from “we had no idea how to order” to the end, so whats the part before the main clause?S: Its non-predicate.T: Yes, quite good. Its called non-predicate. Can you

37、find more examples in the text?S: It has become a favorite traditional dish of the people in North China, where making dumplings has always been a family affair with everyonefrom the youngest to the oldest joining in to help.T: So where is the non-predicate?S: With everyonefrom the youngest to the o

38、ldest joining in to help.T: Yes. Now please make your own sentences using this structure.(Students write their own sentences and share.)T: Now let me explain another point to you, that is, the difference between simple past tense and past perfect tense. Read this sentence from text: Tired, hungry, a

39、nd not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten. When an action occurs before a past action, it uses past perfect sense. In this sentence, the fact that we had ever eaten the food here was happened before th

40、e chef filled our table with the best food, so it uses past perfect tense. Now please fill in the blanks with the two tenses appropriately.(Students do the exercises and then teacher shows the correct answers.)【设计说明】老师首先向学生讲解这两个语法点，在他们理解的基础上让他们自己造句或做相关练习，有利于培养他们应用的能力。活动2：找出时间词与举例词，复述文章Teacher lets s

41、tudents to find the words expressing time and giving examples, and let them to use these words to retell the general content of the text.【课堂实录】T: Now please find words or phrases that can indicate time and give examples in the text.S: Prior to, later, then. For example, such as.T: Excellent. Now wor

42、k in pairs. Retell the general content of the text by using these words.(Students do the retelling work in pairs.)【设计说明】让学生找出文中有关时间表达与举例的词，并让他们用这些词复述，有利于提高他们梳理文章脉络与应用的能力，以及口语表达能力。步骤六: 升华主旨，增强文化自信（10分钟）Teacher asks students to share their ideas on how to protect our cuisines cultural characteristics.

43、【教学问题】Q1: How can we protect our cuisines cultural characteristics?【课堂实录】T: How can we protect our cuisines cultural characteristics?S: I think everyone should have a deeper insight of traditional Chinese food culture, so we wont forget it with time and can introduce it to foreigners.T: Your idea is

44、 quite good. Yes, to protect our cuisines cultural characteristics, we should first raise our food cultural awareness and build up our cultural confidence, and then we can spread our profound Chinese food culture to the world and build a community of shared future of it.OK. Thats the end of todays c

45、lass. Hopefully you can all learn about different Chinese cuisines, have a deeper understanding of the relationship between culture and cuisine, and finally have an awareness of protecting our cuisines cultural characteristics through this class. And here is a homework for you. Please write a compos

46、ition describing your hometowns cuisines and their reflected culture using what youve learned today. The word limit is 100-150 words. Thats all for today, see you next time.【设计说明】升华全文主旨，让学生思考如何保持我们的饮食文化特性，有利于他们开拓思维，培养他们的文化意识，只有通过了解并提高意识，增强文化自信，才能保护并传播中国饮食文化，努力构建人类文化命运共同体。作业要求学生运用所学知识写一篇关于自己家乡饮食和文化的作

47、文，有利于提升他们的应用与写作能力。（四）教学反思本课的设计以探索饮食与文化的关系为主题，以发展学生的阅读能力、批判性思维能力为主要目标展开，教学内容具有活动多样、层层递进、目标明确等优点，但也存在以下缺点需要改进。首先，教学内容整体上比较模式化，以填表格、回答问题、做练习等传统方式展开，除了开头的视频与第四阶段类似于辩论的活动外，都不够创新，比较枯燥，容易引起学生的倦怠。为了改进，教师可以采取图文结合的方式，比如在第二步让学生梳理关键信息时，可以采取画地图的方式。其次，在各个活动的衔接方面没有做到充分的设计，比如第五步分析语法点到最后一步升华文章主旨，教师没有充分思考要如何衔接，如果就直接转

48、换会比较生硬。而第二步骤中的通过标题预测文章内容一步可以省略，因为在上一步的最后一句教师已经表明这篇文章将会解答饮食与文化的关系。第三，在第三部分设置的问题比较多，实际时间可能与预期时间不符，且老师只考虑了正确回答，没有考虑学生可能的错误或不完整的答案，在真正上课时可能无法妥善地处理。并且全程都是老师向学生提问，并未鼓励学生提出自己的问题与思考。最后，板书设计基本上只体现了文章的结构，而其他部分未能涉及。并且在分析文章语言点的方面，只涉及了语法知识，表达时间与举例的词汇，而重点的词汇并未进行讲解。附录：板书Culture and cuisine go hand in hand教学文本Culture And CuisineThe French author Jean Anthelm