资源简介

阅读课Culture and Cuisine教学设计
一、基本信息
教材版本 人教版高中英语选择性必修第二册
单元主题 Unit 3 Food and Culture
教学课时 Reading and Thinking (45min)
授课教师
授课班级 高二（1）班 30人
二、理论基础
《普通高中英语课程标准（2017版）》中提出英语学习活动观，要求教学中应以语篇为依托，通过学习理解、应用实践、迁移创新等学习探究活动，帮助学生学习语言知识，发展语言技能。在本课中，教学活动从学习理解类层层递进，逐步过渡到应用实践和迁移创新类活动。在学习理解类活动中，学生需要整合作者品尝美食的经历及其背后反映出的文化内涵。随后，学生分析语篇中三个重要概念，即食物、地域和文化之间的因果关系。最后，过渡到迁移创新活动，学生在小组讨论中分享自己家乡的美食及其背后体现出的文化内涵。
三、文本分析
本单元属于“人与社会”主题语境下的“饮食与文化”主题群。本单元由两段对话、四篇说明文和一个视频组成，探讨了饮食与文化、饮食与生活、饮食与健康的关系，旨在帮助学生领略中国饮食文化的丰富多彩，坚定文化自信；同时也引导学生养成健康的饮食习惯。 本节课为阅读课，是本单元的第一课时。 What: 作者作为一名美国游客，讲述了自己在美国和中国各地品尝美食的经历以及对食物背后所体现出的地域文化的思考。具体经历包括在美国吃到改良版的左宗棠鸡，意识到美国人喜爱浓烈、简单的口味；通过在北京品尝到的四川美食体会到中国人民的热情好客；从山东的饺子宴体会到中国人对于家庭的重视；品尝新疆的烤肉体会到大草原上的游牧民族的生活方式和其豪放的性格特点；最后在广东和河南分别品尝到了精致的广式点心和香喷喷的河南烩面。 How：本课语篇为说明文，以第一人称叙述，按照时间顺序和空间线索叙述了作者在美国和中国各地品尝美食的经历。全文可分为三个部分：第一部分（第1段）作者引用法国作家Jean 的名言“Tell me what you eat, and I will tell you what you are”，初步引发学生对于食物和文化关系的思考。第二部分（第2-6段）作者依次记述了在美国吃中国食物、在中国的北京、山东、新疆、广东和河南品尝了当地美食，并且分享了自己对于食物、性格与文化之间关系的思考。第三部分（第7段）作者总结食物与文化之间是相互影响的关系。第二部分是该语篇的主体部分，作者运用了表示时间顺序的词实现语篇衔接，如prior to, later, soon, then等。同时在介绍美食的过程中，运用了有关烹饪的词汇，如sauce, flavoured with, sliced, stew等。 Why：本课语篇通过介绍中国各地的特色美食，启发学生思考食物与地域文化的关系，提升学生对于中华美食的自豪感，鼓励学生用英语介绍并传播中华美食。
学情分析
本班学生为北京城区某高中高二年级学生，班级共有30名学生，其中女生12名，男生18名。该班整体外向、开朗、思维活跃。 已有基础： 学生对于比较有名的中国各地美食的名称和做法有一定的了解，可以用中文进行简单的介绍。 存在问题： 1.学生缺乏关于美食特点和做法的英语描述性词汇。 2.学生对于美食和地域文化关系的思考缺乏深度。 预设措施： 1.教师补充美食相关的词汇。 2.教师通过列表格（地域、美食、文化内涵）引导学生思考美食与地域文化的关系。
五、教学目标
By the end of the class, the students will be able to: 1.Activate the prior knowledge about food and culture based on the video and pictures.(感知与注意) 2.Locate and comb through the places, food experience, and regional culture in the text. (获取与梳理) 2.Identify the cause-and-effect relationship between places, food and culture.(分析与判断) 3.Work in groups to share one typical food of their hometown and its cultural connotation.(内化与运用)
六、教学重难点
How to lead Ss to realize the connections between food and culture.
七、教学资源
PPT、黑板、学案
八、教学过程
Teaching stage Teaching＆learning activity Teaching evaluation
Lead-in
Step 1 3’ IW CW T asks Ss to answer the two questions after watching a video: 1.What kinds of food are shown in this video 2.Which documentary is this video from？ (Answers: rice rolls, spicy wontons, roast suckling pig...; A bite of China ) T: The director of the documentary is preparing to produce an English version of the program to spread Chinese food culture to the world, can you introduce one typical food of your hometown in English Students can watch the video attentively and list some kinds of food that have been mentioned in the video.
Teaching intention:Use a video to introduce the topic and stimulate Ss’ learning interest.
Pre-reading
Step 2 3’ CW T introduces the title “Culture and Cuisine” and asks Ss what cuisine refers to. T explains the meaning of cuisine with examples. eg:Sichuan cuisine is famous for its spicy food while Guangdong cuisine is well-known for its light flavor. Ss can interpret cuisine as a style of cooking.
Step 3 6’ GW CW T shows five pictures about five typical foods (which are mentioned in the passage) and asks Ss to have a group discussion about their names and the places they represent.Then, T asks some Ss to share ideas and write down some keywords on the blackboard. Ss can identify the typical food of each province and introduce them briefly in English.
Teaching intention:Activate Ss’ prior knowledge about regional cuisine and explain some new words in the text in advance.
While-reading
Step 4 3’ IW CW T leads the whole class to read the first paragraph and asks Ss whether they agree with the saying (You are what you eat) or not and why. Ss can share their opinions with reasons.
Step 5 5’ IW CW T shows the topic sentence in paragraph 2 and asks Ss the meaning of “a case in point”. Then, T asks Ss to predict what might be discussed in the following paragraphs to support the author’s opinion. (Possible answers: How many places are mentioned What kinds of food do people eat What is the connection between food and culture ) Ss can raise questions based on the topic sentence.
Step 6 10’ IW GW T asks Ss to read para 2-6 and show a table that includes place, typical food, and culture. Then, T invites several Ss to share their answers to fill in the table. Finally, T asks Ss to think about why the author ate Sichuan food in Beijing instead of Beijing food. (Possible answer: Beijing has the advantage of receiving different cultures.) Ss can locate the factual information from the passage.
Step 7 3’ CW T shows a picture of Henan stewed noodles and asks Ss to share their ideas about the culture revealed by it. (Possible answers:Since stew means boiling different kinds of food together, Henan as the central part of China, has the advantage of receiving different cultures and bringing them together. ) Ss have ideas of the connection between Henan stewed noodles and Henan culture.
Step 8 3’ CW After filling in the table, T asks two questions: 1.Do people living in different places share the same culture or different culture 2.Do people living in different places eat the same food or different food (Possible answers: People live in different places, so they share different cultures. They share different cultures, and as a result, they have different kinds of food.) T uses a diagram to lead Ss to pay attention to the cause-effect relationship between the three concepts, namely, food, place, and culture.Then, T asks Ss to think about some signal words that can show the cause-effect relationship. Ss can answer the two questions based on the table and identify the cause-effect relationship between the three concepts.
Teaching intention:To cultivate Ss’ ability to locate specific information; To introduce the relationships between cause and effect to improve Ss’ logical ability; To lead Ss to think about the connection between food and culture.
Post-reading
Step 8 6’ GW CW T asks Ss to have a group discussion: Can you share one typical food in your city Tell us how the dish is made, and what cultural facts about the city can we learn from the dish Then, T invites some Ss to share their ideas. Ss can share their ideas of the connections between food and culture in the group and the whole class.
Step 9 3’ CW T puts the first paragraph and the last paragraph together to help Ss realize the kind of food local people consume can also reflect their agriculture, lifestyle and preferences. T asks Ss to read the saying of Giada De Laurentiis as a summary.
Teaching intention:To guide Ss to go beyond the passage and connect with real life.
九、作业设计
Please make a short video to introduce the typical food of your hometown. Requirements: 1.The video needs to be recorded in English. 2.The video lasts from one minute to three minutes. 3.The content should include the regional culture and personal character reflected by the food.
十、板书设计
备注
Ss:Students T:Teacher IW:Individual work GW:Group work CW:Class work

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