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Teaching Plan
Topic: XB2 Unit3 Culture and Cuisine Unit 3 Reading and Thinking Grade: Senior 2
Teaching Objectives After learning this lesson,students are expected to 1.Language ability:able to understand the expression of a variety of foods by sorting out the detailed information about the diets of different regions in the article,clarify the author's experience of eating and perceiving culture in different regions,and recommend Chinese cuisine to foreign friends with the knowledge learned. 2.Learning ability:Based on the understanding of the article,I can grasp the main ideas and viewpoints conveyed by the article,extract the main information of the text,summarize the general idea of the paragraphs,sort out the structure of the text,and improve the ability of independent analysis of the article through strategies such as skimming,searching,sorting and induction. 3.Cultural awareness:Have a deep understanding of Chinese food culture, enhance self-confidence in food culture,protect and spread Chinese food culture,assume the responsibility of building a bridge between Chinese and foreign cultural exchanges,and strive to build a community of food culture and a community of human cultural destiny. 4.Quality of thinking:Develop the thinking ability of application,analysis, evaluation and innovation.To perceive,understand and interpret the relationship between cuisine and culture.
Important &Difficult Points: Important Points:Guide the students to read the main ideas of the passage by combining the reading skills of skimming and intensive reading,and sort out the structure of the passage on this basis,obtain and sort out the information abou the food experienced and understood by the author in different regions of China, as well as the author's feelings. Difficult Points:Guide students to understand and explore the cultural connotation of Chinese cuisine and the regional characteristics and historical traditions embodied in it,and combine their own knowledge and experience to correctly understand the relationship between food and culture and strengthen cultural self-confidence.
Teaching Method By showing the videos of the eight major cuisines,the background knowledge of diet and cuisine and related topic language are activated to expand students' knowledge and supplement their understanding of the eight major cuisines of China;Through intensive reading,I can deeply understand the author's experience and the cultural experience reflected in the diet of different places, and understand the relationship between diet and culture,region,and local character.Through the design of food promotion draft writing and presentation, they reflected their thinking on Chinese diet and culture,starting from the integrated and diversified diet culture,in order to promote Chinese food culture, deepen the concept of Chinese national community,tangible and effective cast the sense of Chinese national community,and promote all ethnic groups to move towards socialist modernization.
Teaching Procedures
Steps Activities Justification
Lead in Guessing game: T asks Ss to guess the typical food of China's eight cuisines.Ss guess the names of these cuisines. The introduction session stimulates students'interest in learning through puzzles
Pre- Reading Enjoy a video about famous food in China. T asks Ss to answer how many kinds of cuisines in China What are they Ss give answers. Activate background knowledge about food and cuisine and relevant topic language through videos showing eight cuisines. Broaden students' knowledge and supplement their knowledge of the eight major Chinese cuisines.
While listening Activity 1:Skimming Read for structure T asks Ss to skim the text and finish the structure chart of the text according to the tips. Ss read the text again,identify the structure and writing style. Activity 2:Scanning Read for details T guides Ss to sort out the information about the Chinese cuisines mentioned with a mind map,diagram and analyze the information in the passage through key words,sentences and understand the link between food and culture. Ss finish this task and share the information with the help of the sentence patterns by groups and then present it to the whole class. Through Skimming, students have a preliminary understanding of the text,and can extract the main information and main ideas from the text,as well as the main writing order of the article Through intensive reading,analyze the key words of the article,obtain detailed information,and guide the students to write in the order of time and space.
Post- listening Activity 3:Writing &Introduction T asks Ss to write an introduction of Chinese cuisine in Hebei and lets a representative of each group have a show time after group work. Ss present an introduction of a Tibetan cuisine in his/her hometown and a typical dish in Hebei to the world. This not only helps students to deepen their understanding of the content of the text,but also tests whether they grasp the key information of the text. Consolidate students'vocabulary understanding and use,exercise their thinking ability and language expression ability,and enhance cultural awareness.
Summary T makes a conclusion on the culture and cuisine. Guide students to understand the author's point of view,pay attention to and understand the connotation of the sentence "culture and cuisine go hand in hand"
Assignment Revise and polish the poster about the culture and cuisine by groups The homework is to consolidate what they have learned.
Blackboard Design Unit3 Culture and Cuisine Places Topic Typical dish conclusion People or culture
Teaching Reflection 本板块围绕“理解食物与文化的关系”(Understand the link between food and culture)展开， 从一个外国人的视角记述中国各地典型菜肴，并阐述其中所反映的文化内涵、历史传统、 地域特色等，引导学生理解和思考食物与地域、文化传统、当地人性格等的关系。引导 学生研读语篇，梳理信息，挖掘主题，了解和探讨中国菜肴所蕴含的文化内涵和所体现 的地域特点、历史传统等，并结合自身知识和体验，思考饮食与文化、饮食与人们性格 之间的联系；引导学生借助文本中的语篇衔接词，或通过理解文字背后的隐含意义，准确 把握信息之间的因果关系，提升阅读理解能力。

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