资源简介

Unit 1 Food matters
Extended reading 教案
教材分析：
教师围绕“美食”主题创设课堂情境，铺垫必要的主题语言和饮食文化背景知识，引导出本节课语篇主题。鼓励学生分析语篇内容和结构，信息间的关联，干重并理解语言所表达的意义和文化价值。 教师引导学生围绕语篇，展开描述、推理、判断等交流活动，完成对于三篇博客的摘要总结，逐步实现对语言知识和文化知识的内化，促进语言运用的自动化。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
采用情境教学法(Situational teaching method)，通过多媒体资源导入主题，通过观看视频，引导学生同步加深阅读活动与思考任务，落实学生价值观的培养。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及美食介绍的语言表达，习得涉及个人体验与经历的重点句式。
思维品质上，提高对于美食特色思考的全面性，有逻辑的梳理阅读语篇的主要结构，整理阅读材料全文及各部分的主要大意。
文化品格上，理解中国美食的重要性，提高对本国文化的认同感。
学习能力上，巩固摘要写作的方法和技巧，提高语言的精确性和多样性。
教学重点：
引导学生从语篇中提高对传统食物特点的理解。
教学难点：
引导学生使用合适的写作技巧描述中国食物。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T displays an AD of Sichuan hot pot. And Ss answer what it is and where it is from. Then T asks some questions for arousing their interests. 1. What is the most famous food in your hometown [Ss need to answer the question based on their personal experience] 2. Can you name over 5 famous dishes of the city you’re living in [leading in the city food] Alternatively, T plays a Changsha food map (or other city food map) to make common sense about local traditional food. 3. How can we introduce local food to people who haven’t been to the city [for leading in the type of passage and learning tasks.] 播放视频，进入学习状态。激发学生学习兴趣，激活已有的相关知识和经验。复习已知，提高语言表达能力。 8’ CW/GW
Step 2 Warm up for reading: Before reading the entries, let’s predict the main content of the food critic’s blog. T needs to guide Ss to analyse the title and subtitle for each entry. And make Ss to guess what kind of things will be read in these three blogs. 引导学生观察标题、副标题和图片，预测描述食物可能的方面。激活学生已知信息。 3’ CW
Step 3 Reading: The teacher has students skim the article to analyze the structure and summarize the main idea of each part. First, T can give some tips: Focus on the structure Catch the key info Rephrase or paraphrase the contents Then, if possible, T can show an example how to use the structure and key information to summarize a passage. [show the structure and explain key info] [ask some questions to guide Ss to think what should be included in the summary] [analyse the sample summary and highlight the structure and language expression] Next, Ss have 15 mins to complete the task. 训练学生概括文章中的主要观点和事实性信息，掌握语篇结构特点。 25’ CW/IW
Step 4 Reading: T Checks Ss’ answer and explains the structure and details for each summary by using the way below. If possible, during checking answers, T can play some related video to enrich the contents. 通过精读三篇博客文章，使学生了解三种中国美食的不同特点和作者的亲身经历；让学生学会整合文章信息，梳理文章中所描述的美食元素，包括历史渊源、在当地受欢迎的原因以及做法等。 10’ CW
Step 5 Summary: T leads Ss to conclude how to introduce food. The teacher has the students explore the writing skills used in each blog entry. Students are asked to think about the reasons why the writer bases his writing on his personal experiences when introducing the dishes. 指导学生探索三篇博客文章中的写作技巧。让学生讨论描述个人经历的原因，从而使学生了解写作中提高文本的可信度和说服力。 5’ CW/GW
Step 6 Discussion: Ss are divided into three groups based on where they are from. And each group concludes a food from their hometown. T can provide some tips and an example to help Ss think more. Then each group can pick a representative to make a speech about their hometown food and pick the food other students tell you’d like to try. 通过鼓励学生用英文介绍家乡的特色美食，加深学生对源远流长的中华美食文化的认识。 激发学生的民族自豪感，增强他们弘扬中国传统文化的使命感和责任感。 8’ GW
Step 9 Homework: 1. Read this article aloud. 2.Find out other perspectives to discuss environmental protection. 巩固新知，复习语篇。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出文章大意与主要结构。
学生通过本课时学习，能否加深对家乡美食的理解，并加强对中国传统文化的认同感。

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