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(共22张PPT)
《高中英语》 (上外版)
必修 第二册
Period 1 Getting Started & Reading A
Period 2 Reading A & Vocabulary Focus Period 3 Grammar in Use
Period 4 Moving Forward: Writing
Period 5 Listening & Moving Forward: Speaking
Period 6 Viewing & Reading B
Period 7 Reading B & Critical Thinking
Period 4 Moving Forward: Writing
——王芳
上海市光明中学
Period No. Objectives
Activities
1
2
3
4 1. To get the hang of how to write in topical order; 2. To introduce dining in China in topical order in 70-90 words; 3. To use proper title, subtitles, images and format in writing to deliver information and express ideas.
1. Writing preparation
2. Writing task
3. After Writing evaluation
5
6
7
Unit Organisation
Dining Customs Around the World: Eating Utensils
There are three methods of eating in the world: with forks, with fingers and with chopsticks. Most people in Europe, Australia and North America eat with a knife and fork. Chopsticks are widely
used in East Asia. Fingers are the most widespread eating tool, commonly practised in India, Sri Lanka, Indonesia, the Middle East and much of Africa. Globally, there are fewer fork-feeders than the other two groups of eaters.
Sample 1
Dining Customs Around the World: Eating Utensils
Most people in Europe, Australia and North America eat with a knife and fork. Chopsticks are widely used in East Asia. There are three methods of eating in the world: with forks, with fingers and with chopsticks. Fingers are the most widespread eating tool,
commonly practised in India, Sri Lanka, Indonesia, the Middle East and much of Africa. Globally, there are fewer fork-feeders than the other two groups of eaters.
Sample 2
Dining Customs Around the World: Eating Utensils
Most people in Europe, Australia and North America eat with a knife and fork.
Chopsticks are widely used in East Asia. There are three methods of eating in the world: with forks, with fingers and with chopsticks.Fingers are the most widespread eating
tool, commonly practised in India, Sri Lanka, Indonesia, the Middle East and much of Africa. Globally, there are fewer fork-feeders than the other two groups of eaters.
Dining Customs Around the World: Eating Utensils
There are three methods of eating in the world: with forks, with fingers and with
chopsticks. Most people in Europe, Australia and North America eat with a knife and fork. Chopsticks are widely used in East Asia. Fingers are the most widespread eating tool, commonly practised in India, Sri Lanka, Indonesia, the Middle East and much of Africa. Globally, there are fewer fork-feeders than the other two groups of eaters.
Samples
Sample 2
Sample 1
Dining Customs Around the World: Eating Utensils
e three methods of eating in the world: with forks, with fingers and with ch psticks. Most people in Europe, Australia and North America eat with a knife and fork. Chopsticks are widely used in East Asia. Fingers are the most
d eating tool, commonly practised in India, Sri Lanka Indonesia, the Middle East and much of Africa. Globally, there are fewer fo the other two groups of eaters.
A sample writing in topical order
sub-topic 3: fingers
sub-topic 1: forks
sub-topic 2:
chopsticks
sub-topics
topic
How to write in topical order
Sub-topic 3
Sub-topic 1
Sub-topic 2
...
Topic
Structure
What dining culture shock will
Westerners most probably
experience in China
Brainstorming
Task: Contributing to a brochure
Which topic is the culture shock you mentioned related to
How to introduce this topic to Westerners
What sub-topics can the topic be divided into
How to describe each sub-topic briefly
What possible explanations can you give for the culture shock you mentioned
Step 1: Choosing a topic
Comparison
seating in china and in the west
In China (Contrast) In the West (Contrast)
Step 2: Enriching the Content (e.g., Seating)
C
“Seat of honor”
A
B
D
E
hostess
hostess
host
host
Comparison Expressions： Contrast VS VS
Expressions: Cause Expressions:
Step 2: Enriching the Content (e.g., Seating)
“seat of honor”
hostess
host
hostess
host
Upon receiving the invitation, the presents we are going to prepare vary from region to region. In China people are used to sending fruits as gifts to the friends while people in America prefer to send flowers.
When Americans arrive at the door of a friend’s house, unlike Chinese people, who tend to shake hands, they kiss each other on the cheek.
Expressions for Contrast
while, unlike, whereas, but, however, in contrast
Step 3: Using proper cohesive devices
Dining Customs Around the World: Eating Utensils
I'd like to illustrate eating utensils from three aspects: forks, fingers and chopsticks. Most people in Europe, Australia and North America eat with a knife and fork.
Chopsticks are widely used in East Asia. Fingers are the most widespread eating tool, commonly practised in India, Sri Lanka, Indonesia, the Middle East and much of
Africa. Globally, there are fewer fork-feeders than the other two groups of eaters.
Sentence Patterns for Illustrating Topics
I'd like to illustrate the topic … from several aspects: … The topic consists of several sub-topics: …
The topic covers several aspects, and they are …
The topic can be divided into several parts /sections / categories, which are …
Step 3: Using proper cohesive devices
Choose one topic form the Table of Contents. Write an article in 90 words or less. Your article should include:
( 1) general information about the topic;
(2) examples ofpossible culture shock foreigners any experience;
(3) cross-cultural comparison and possible explanations of the cultural differences.
Step 4: Drafting
Checklist
Do I organise ideas and write in topical order
Do I provide examples of possibel culture shock
Do I make cross-cultural comparison and give explanations of the cultural differences
Do I use proper cohesive devices
Do I use correct grammar and spelling
Step 5: Checking and revising
Brochure elements
Subtitle
Subtitle
Format
Image
Image
Title
Title
1. Search for more relevant information online.
Websites for reference：
ohttps://www./dining_etiquette/table manners.html
@https://www./essential/chinese- etiquette/table-manners/
Assignments
2. Individual task:
to revise or rewrite the draft based on peer suggestions.
3. Group task:
to collect students’ articles and arrange them in the form of a brochure by using proper titles, subtitles, icons, images, charts and format.
Assignments
Thank you!《高中英语（上外版）》必修第二册 Unit 3 Food
课时：第 4 课时 课题：Introducing Dining in China to Foreign Students
课型：Moving Forward: Writing 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 4 课时，核心目标为引导学生围绕“ 中国饮食文化 ”这一 话题，按照主题顺序展开写作，选择恰当的衔接表达，完成一篇 70-90 词的语段， 并借助标题、图像、版式等传递信息，表达意义。
2. 设计思路
基于教材与学情特点，本节写作课的设计主线为：教授策略——酝酿内容— —充实内容——教授语言——当堂写作——同伴互助——润色支招。
课上，首先提供两个有着相同主题的语段,让学生判断优劣，通过对优秀语 段的阅读，尝试总结概括出“按主题顺序 ”展开写作的写作策略：依据词语的上 下义关系进行分类，形成副标题，然后按照副标题顺序呈现写作内容。
接着，“头脑风暴 ”。启发学生从之前 Reading A 所读到的一个美国人在法国 所遭遇的饮食文化冲击，联想西方人在中国可能遇到何种文化冲击。然后，提供 一份有关于《中国饮食文化》小册子上的目录，让学生将之前所想到的文化冲击 的例子按《目录》上的主题进行归类。之后，再一次“头脑风暴 ”，运用之前所 学的“按主题顺序 ”展开写作的写作策略，选择《目录》上的一个主题准备介绍。
接下来，为了引导学生进一步掌握充实写作内容的方法，以“座位安排 ”为 例，进行图片归类：引导学生通过比较和对比的方式，辨别文化差异，进而理清 思路，充实写作内容。这之后，学生自行运用这种方法对之前准备的介绍进行内 容上的充实。
而语言技能的教授，则是通过给出示范文本，让学生从中找出表达“对比 ” 关系的语言和“主题句 ”的句型，并且尝试罗列更多句型，体验主动学习的过程。 在学生们对写作的内容和语言上都有了充分的准备，在阅读了写作要求和评价量 表后，当堂写作初稿。
写完后，参照评价量表，开展组内互评，体验互助学习的乐趣。最后，让学 生仔细观察之前的《目录》，自行找出制作小册子时的“润色妙招 ”，进而能在 课后完成作业:登录推荐网站，搜集更多的相关信息，制作小册子，借助标题、 图像、版式等传递信息，表达意义。
3. 重点难点
学生通过比较和对比的方式，辨别文化差异，进而理清思路，充实写作内容。
1
Teaching Plan
Teaching Objectives:
By the end of the lesson, the students are expected to:
1. get the hang of how to write in topical order;
2. introduce dining in China in topical order in 70-90 words;
3. use proper title, subtitles, images and format in writing to deliver information and express ideas.
Procedures:
I. Introducing the Writing Strategy (Strategy preparation)
*Teacher: Show two sample passages and guide students to judge which is better and learn how to write in topical order. *Students: Read two sample passages, decide which is better and give reasons. Read Sample 1 to identify the topic and subtopics and learn how to write in topical order. Purpose: To learn how to write in topical order.
Guided questions:
1. (Read two samples) Here are two samples on the same topic. Which one is better Why
2. (Read Sample 1) Can you identify the topic and subtopics What are they This is a sample of how to write in topical order. Can you identify its structure
II. Brainstorming and Choosing a Topic (Topic and content preparation)
*Teacher: Guide students to brainstorm the food-related culture shock Westerners may experience in China. Show the Table of Contents, and lead them to classify the culture shock and brainstorm the ideas of relevant topics. *Students: Brainstorm the food-related culture shock Westerners may experience in China. Read the Table of Contents, classify the culture shock and brainstorm the ideas of relevant topics. Purpose: To brainstorm on the broad topic and narrow down to a smaller topic to write.
Guided questions:
1. In Reading A, we learned about the culture shock an American experienced in France. What food-related culture shock will Westerners experience in China
2. Here’s the Table of Contents in the brochure “Foods and Dining Customs” . As we can see, there are eight topics listed. Which topic is the culture shock you
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mentioned related to How to introduce this topic to Westerners What sub-topics can the topic be divided into How to describe each sub-topic briefly Can you provide possible explanations for the culture shock you mentioned
III. Enriching the Content (Structure and content preparation)
*Teacher: Guide students to make cross-cultural comparison by showing them some images about seating and table arrangement. Lead students to add content to the previous introduction by making cross-cultural comparison. *Students: Classify the images about seating into the bubbles and fill in the table. Make cross-cultural comparison to show culture shock and provide possible explanations so as to add content to the previous introduction. Purpose: To develop the skill of logically organizing the content in writing through collaborative preparation.
Guided questions:
1. (Look at the images) Seating varies from region to region. Here are some pictures about seating. Some are practised both in China and the West but some are only practised either in China or in the West. Can you classify them in the bubbles
2. (Look at the table) By making a comparison and contrast, we are clear about the culture shock in seating. Can you tell me what that is Can you give us some possible explanations of these cultural differences
3. Would you please make some cross-cultural comparison and add content to the previous introduction
IV. Using Proper Cohesive Devices (Language preparation)
*Teacher: Show two sample passages to highlight some useful expressions for contrasting and some sentence patterns for illustrating topics. Get students to add more to the list. *Students: Read two sample passages to identify some useful expressions for contrasting and some sentence patterns for illustrating topics. List more. Purpose: To learn some useful cohesive devices to be used in the upcoming writing task.
Guided questions:
1. (Read the sample) As for the language, I’d like to remind you that since we make a comparison to categorize the differences, it’s advisable to use some expressions for contrasting. Read the passage and look for such expressions. What are they Can you list more
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2. (Read the sample) To start you writing you need to illustrate the topic in a sentence or two. Read the passage for some useful sentence patterns. Can you list more
V. Drafting and Doing Peer Check (1st writing and revising)
*Teacher: Show the writing task and the checklist. Ask students to do peer check after writing. *Students: Draft after reading the requirements of the writing task and the checklist. Do peer check with reference to the checklist after writing. Purpose: To write on the topic and to improve one s’ writing by following peer models and gainingfrom peer feedback.
Guided questions:
1. The brochure “Foods and Dining Customs” aims to help foreign students know more about dining in China. Would you please choose one topic to write according to the requirements Use the checklist before and after writing.
2. Would you please share your draft in your groups and give your comments and suggestions with reference to the checklist
VI. Polishing
*Teacher: Lead students to learn about the function of titles, subtitles, images and format in writing. *Students: Read the Table of Contents to learn about the function of titles, subtitles, images and format in writing. Purpose: To learn about delivering information and expressing ideas in writing by using proper titles, subtitles, images and format.
Guided questions:
1. In the Table of Contents, which element catches your eyes most What does it indicate What information do you get from the format What’s the function of titles and subtitles
2.What do we need to make a brochure eye-catching and informative
VII. Assignments
1. Search for more relevant information online.
2. Individual task: to revise or rewrite the draft based on peer suggestions.
3. Group task: to collect students ’ articles and arrange them in the form of a brochure by using proper titles, subtitles, icons, images, charts and format.
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