资源简介

(共27张PPT)
人教版(2019）
选择性必修第二册 Unit 3 Food and Culture
Reading and Thinking: culture and cuisine
English(Selective Compulsory Ⅱ) PEP Unit 3 Reading text
Contents
01
Teaching background
02
Learning objectives
03
Key and difficult Points
04
Teaching and learning methods
05
Teaching aids
06
Teaching procedures
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08
Blackboard design
Reflections
Theoretical basis
1. English Curriculum Standard
Teaching
background
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Teaching
background
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Theoretical basis
2. Whole-unit Overall Teaching under the “Big Ideas” framework
大概念：食物是文化的载体和镜像，它深刻塑造并反映着个人的身份认同、群体的社会规范以及跨文化沟通与理解的方式。
Theoretical basis
Teaching
background
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3. AI-asissted Integration of Teaching，Learning and Evaluation
AI 贯穿整个课堂始终。
1、助力教师学情分析，精准设计教学目标，实现 “学—教“一致。
2、助力学生开展学习活动，精准评价活动效果，实现“评—学”一致。
3、助力实施及时性、个性化评价反馈，精准检测教学成效，实现 “评—教” 一致。
The analysis of the teaching material
Teaching
background
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What:
Human and Society (Food and culture)
Why:
Food serves as both a carrier and a mirror of culture
How:
Expository Essay written in chronological and spatial order
Teaching
background
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The analysis of the teaching material
饮食反应地域物产与生活方式
饮食承载人际关系与价值观
文化与饮食相辅相成
食物是文化的载体与镜像：
中国人重视友情、家庭、适应自然等文化特质
显性
隐形
The analysis of students via AI
Teaching
background
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KWLS
what they have known
1.能够理解文本的表层信息
2.初步了解中国菜系的地域差异并列举部分代表性菜品
what they want to know
1.食物与文化之间的内在联系
2.在跨文化交际中，如何面对文化冲击
AI is used to analyze the uploaded data from students’ tablets and identify students’ Zone of Proximal Development.
The analysis of students
Teaching
background
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Cognition：
Struggle with reading between or beyond the lines
Lack a deeper insight into the inner link between food and culture
Lack confidence to express themselves boldly and critically
The analysis of students
Teaching
background
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Metacognition:
Before reading, students may not set goals and choose reading strategies
During reading, they find it difficult to detect comprehension obstacles and adjust their reading strategies
After reading, they lack review and reflection
The analysis of students
Teaching
background
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Learning style：
Rely on teachers’ guidance
Show weakness in abstract and innovative thinking
Struggle to transfer what they have learned
Learning objectives
Learning
objectives
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学习理解
应用实践
迁移创新
get the main idea of the passage by skimming;
sort out the relevant information by scanning;
explore the use of logical cohesion “cause-and-effect” ;
design a local menu for foreigners.
Key & Difficult points
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01
Key and Difficult
Points
教学重点：
食物与文化的内在联系的理解；
因果逻辑的识别及运用。
教学难点：
对“食物-文化”关系的恰当表达。
Teaching & Learning methods
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Teaching&
Learning
Methods
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01
&
Task-Based Language Teaching
Top-Down Approach
Cooperative Learning Method
Project-Based Learning Method
Teaching aids
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Teaching
aids
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Textbook,
Blackboard,
Chalk,
Tablets and Seewo with Internet Access,
Chart and pictures
01
Step 1 Warming up (激活已知，激发兴趣)
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Teaching
procedures
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设计意图
结合多模态，激活学生“最近发展区”
培养学生团队协作意识与沟通能力。
Q1: “Have you ever tried Guoqiao Rice Noodles ”
Q2: “How is it like ”
Q3: “Do you know the story behind it ”
Step 2 Text-based (建构知识，理解语篇)
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Teaching
procedures
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Task1: First Impression Reading
Skimming and Scanning
Jigsaw reading
Mark with dishes on the map and add keywords
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设计意图
1.可视化文本结构
2.强化因果逻辑
3.合作探究
Step 3 Into the text (转化能力，深入语篇)
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Teaching
procedures
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Task 2：Closer Reading
01
设计意图 (结构化思维）
以“因果逻辑链” 为核心抓手，引导学生从 “碎片化关联”走向 “系统性逻辑”
Search for other "cause and effect chains"
Draw the "cause and effect chains" in the form of Flow Chart on the tablets.
Step 3 Into the text (转化能力，深入语篇)
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Teaching
procedures
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Task 3: In-Depth Reading
01
Paraphrase the sentence：
“Culture and cuisine go hand in hand”
Q1: Against the backdrop of globalization, what opportunities and challenges does traditional food culture face
Q2: How can we preserve its cultural identity
设计意图：
1.实现“文本观点的现实迁移”，培养审辩思维
2.培养学生关键能力。
Step 4 Beyond the text (PBL)形成素养，超越语篇
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Teaching
procedures
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Design a local menu for foreigners in groups, explaining cultural stories, related table manners, and potential misunderstandings.
01
设计意图 (learn by doing）
转化输入的知识为 “可落地、有价值的实践成果（菜单）”
灵活运用所学知识解决 “跨文化沟通” 的实际问题
推动知识的主动建构与内化，从“知识接收者” 转变为 “知识传播者”
Self-evaluation after class
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KWLS
what they learned
1.掌握说明文的结构
2.运用“因果链”加强语篇理解
3.为外国友人设计一份菜单并阐述
what they still want to know
1.除因果逻辑外，还有哪些逻辑关系可
用于分析文化现象？
2.全球化背景下，如何平衡传统饮食的保护与创新的发展？
01
Teaching
procedures
Homework Assignment
The compulsory one: finish continuation writing
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Teaching
procedures
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01
设计意图:
教考衔接
“One evening, we arrived in a small village in Yunnan. We were tired and hungry, and the only restaurant in sight was a small family-run place with no menu in English. The owner, an elderly woman, saw our confusion and simply smiled. She gestured for us to sit down and disappeared into the kitchen.”
Paragraph 1:
The grandmother's grandson explained to us in slightly awkward English, "This is...“
Paragraph 2:
When we said goodbye reluctantly, our hearts were filled with warmth and gratitude.
Homework Assignment
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Teaching
procedures
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The optional one: Complete the personalized assignments suggested by AI
设计意图:
AI 推送实现精准分层教学
作业一：基础巩固型
选择一道你家乡的代表性菜肴，制作一张英文图文介绍卡
内容包括：菜品名称与图片、主要食材、背后的文化故事或历史渊源、 一句推荐语
作业二：拓展表达型
录制一段1–2分钟的英文短视频，介绍一道中国菜及其背后的文化内涵
内容需包括：菜品的由来或故事、 相关的餐桌礼仪、可能引发的文化误解及如何避免
作业三：思辨探究型
撰写一篇300词左右的英文作文，探讨以下问题之一：全球化如何影响中国传统饮食文化的传承与变化？以一道“西化中餐”（如美式中餐“左宗棠鸡”）为例，分析其在跨文化传播中的得与失。
Blackboard design
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Blackboard
design
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Highlights
One highlight is the integration of teaching evaluation assisted by generative artificial intelligence (GAI). In addition, the activities are objective-oriented and based on Bloom’s Taxonomy.
Improvements
Due to time limits, no other logical relationships have been expanded on for supplementation.
Reflections
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Reflections
Thank you for your attention!

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