Unit 1 Food for thought Writing 教学设计-2022-2023学年高中英语外研版（2019）必修第二册

信息化教学设计模板 教学设计者信息 姓名 关淑敏 学科 英语 年级 高三 教材版本（页码） 外研版（P1） 单位 哈尔滨市双城区兆麟中学 教学设计 一、课题 Food for thought 二、教学目标: Teaching goal: 1.Introducing some language background of the food culture. 2.Showing some language points of the text. 3.Grasping the main ideas of the passage. 4.Grammar details(modal verbs) 三、教学环境： 多媒体教学环境 混合学习环境 智慧学习环境 其他 四、信息化教学应用设计思路：（突出：应用哪些技术，在那些教学环节如何应用这些技术，教学设计要说明预期效果，教学实录要说明真实效果） 设计思路: 在课堂教学的设计中，充分运用信息化技术，通过音频和视频等诸多材料来辅助教学，饮食文化在中西方的不同使学生对教材内容产生了浓厚的兴趣，多媒体的展示使内容更加丰富生动，学生更能积极思考，反思文化差异在饮食方面的反应，丰富学生的知识，开阔学生的视野。 四、教学过程： 教学环节 教师活动 学生活动 信息技术支持（资源、方法、手段等） StepI: stepII: stepIII: stepIV Homwork Teacher plays a video of the foreigners’ experience of being persuaded to try our local food. Then ask students to think the following questions: 1.Have you ever met foreigners? Do they like Chinese food? 2.Have you ever tried foreign food? 3.How do you feel compared to our Chinese food? T plays a picture of mixed boy and let Ss guess where he is from, then introduce them the background information of the boy. Teacher asks students to read the passage again and fill the chart with the information from the passage in page read the last sentence, and think and share: What does the author mean by saying “one man’s meat is another man’s poison” if you have the chance to meet foreigners, will you follow Chinese culture to persuade him try local food or respect the foreigner? Why? choose another aspect of cross-culture (body language, numbers, gift, time, festivals), present the differences between Chinese culture and foreign cultures. The students speak out the main ideas and answer the questions according to their understanding. Q1... Q2... Q3... Students introduce the background to the topic,during this period,they can form a group and work together. Chart filling procedure. Performance showing(the students come to the front and show their ideas and understanding. 利用视频创设情景，引出主题，激发学生兴趣，激活学生之前关于尝试新鲜食物的经历。 利用不同图片，激发学生阅读下文的兴趣。 扩展话题内容，进一步引起学生对不同文