资源简介

A Child of Two Cuisines
Background information
Topic Unit 1 Food for thought Reading-A child of two cuisines
Lesson Length 40 minutes
Lesson Type Reading
Target Students Senior 1
Analysis of teaching material
This is the first unit of New Standard English Book 2 (by FLTRP) ---Food for thought. The thematic context of this unit is “Man and society and Man and self”. A child of two cuisines is the reading part of this unit. The part stresses understanding and exchange of different cultures. It narrates the dietary preference of a mixed race family and the different perspectives of each family member in the face of cultural shock. It is a narration in the first person narrative, of which general characters are vivid and specific. Through reading, students realize the variety of food culture and tolerate and understand different food culture.
Analysis of target students
The target student are Senior 1 students with a lower level of language proficiency.
Language ability
Students have learned the new words in this text, which lays foundation for reading comprehension.
Students feel difficult in seizing key information in a long text.
Thinking capacity
Students can obtain superficial information from the material, but they tend to judge on the superficial information without further contemplation and they are not capable to intake and reorganize the information by themselves. They need a further push on the habit of inquiry, organization, analysis, critical thinking and reflection.
Learning ability
As for reading strategy, most of students can grasp meaning of the passage by means of skimming and are basically capable of finding basic information by scanning with teacher’s guidance. But the ability to analyze the passage should be further developed.
Most of students tend to learn from both the ready-made materials and other various sources learning tools (e.g. Internet) to facilitate their learning. So, students have learned something about the shock of food culture. But they can seldom contact mixed race family in real life. Accordingly, they have curiosity about this topic.
Cultural awareness
Students have some basic knowledge about cultural variety and they have realized the correct attitude toward it through political education course.
Teaching objectives
By the end of the class, students will be able to:
Identify the main idea and structure of the text (linguistic competence)
Summarize the factual information with the help of mind map; (linguistic competence) Focus
Analyze the change of family member’s attitudes toward different food; (linguistic competence, thinking capacity, cultural awareness) Focus Difficulty
Explore the factor of recommending food (linguistic competence, thinking capacity, learning ability)
Teaching Aids: Computer, Textbook, PPT and Blackboard
Teaching Strategies
ZPD
The Communicative Approach
Situational Teaching Approach
Activity-based Approach to English learning
Teaching procedures
Pre-reading
Step 1 Warming up (3mins) Comprehension
T plays a video about food culture shock and asks Ss to observe the foreign boy’s attitude towards Chinese food.
Where is the food shown in the video from
What’s the foreign boy’s attitude towards this food
[Purpose]Based on the concept of ZPD, the activity is designed to activate Ss’ background knowledge and arouse their interest, which belongs to the level of comprehension according to Activity-based Approach to English Learning.
Step 2 Prediction (2mins) Comprehension
T guides Ss to predict the main idea of the text according to the title and word cloud. (IW)
Who is the child
Why is he/she a child of two cuisines
What are the two cuisines
[Purpose]This activity aims at raising Ss’ reading expectation and enhance their skill of “viewing”.
While-reading
Step 3 Reading Para.1 (5mins) Comprehension
T asks Ss to skim the first paragraph and answer the questions in the last step and predict the strcture of following content. (IW)
Who is the child
Why is he/she a child of two cuisines
What are the two cuisines
[Purpose]This activity helps Ss identify the main idea text by skimming and develop their reading strategies that main idea often locates in the first paragraph.
Step 4 Reading Para. 2-6 (10 mins) Comprehension
T asks Ss read the following paragraphs and complete the mind map about “our” family’s attitude change toward food and causes of it. (IW)
[Purpose]This activity tries to integrate pieces of information in the text and helps Ss find family’s attitude change toward food and causes of it. Meanwhile, the activity helps Ss develop their reading strategies such us inference and analysis.
Step 5 Read & Think & Share (8 mins) Application
T asks Ss to discuss the two questions in groups and share their opinions. (GW)
What does the author mean by saying “one man’s meat is another man’s position”
What kind of food from other regions in China or other countries has made an impression on you
[Purpose]This activity helps Ss further explore the topic and the unit theme. Meanwhile, Ss can apply what they have learnt in a real-life context. Besides, this activity helps Ss improve critical thinking and problem-solving ability.
Post-reading
Step 6 Role play
T sets a real scenario: You are going to attend a TV Show, where each family member need to recommend a dish of Chinese food or British food and illustrate your recommend reasons, how will you recommend Then, T invites Ss to share in front of whole class and invite other classmates to make a comment according to assessment.
[Purpose]This activity aims to help Ss internalize what has been learnt and develop Ss’ speaking skill. Meanwhile, Ss can realize the importance of cooperation when they role play.
Homework (2mins) Creation
Based on the scenario in the last step, groups should make a poster to recommend Chinese/British food after the TV Show. In the poster, Ss should give the details of food and recommend reasons.

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