内容正文:
Book 2 Unit 1 Food for Thought Understanding ideas教学设计
[题目]A Child of Two Cuisines
[理论依据]
《普通高中英语课程标准》将英语核心素养凝练为语言能力、文化品格、思维品质和学习能力。英语学科核心素养中提出:学生应以主题意义探究为目的,以语篇为载体,在理解和表达的语言实践活动中,融合知识学习和技能发展,通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动,构建结构化知识,在分析问题和解决问题的过程中发展思维品质,形成文化理解,塑造学生正确的人生观和价值观,促进英语学科核心素养的形成和发展。
[学情分析]
学生经过第一课时,对主题词汇的学习后,对话题更加熟悉。学生已具备在阅读中获取细节信息的能力。但对阅读材料进行整合,概念化,分析文本结构,内化并运用这些结构,对主题意义的进一步探究,做出合理的评判,这些对学生的思维品质和语言能力有较高的要求,因此需要借助多种阅读策略达到深化思维和强化能力两个目标。
[教学内容]
1.以视频和图片的形式呈现中英美食;
2.通过文本分析了解世界饮食文化。
[教材(内容)分析及设计思想]
本单元的主题语境是“人与社会”,涉及的主题语境内容是多元饮食文化和健康的饮食习惯。本单元从介绍不同国家的代表性食物开始,展现了丰富多彩的世界美食和世界各地的餐桌礼仪,丰富学生
2对饮食文化的认知,引导学生深入思考健康饮食和生活方式的关系,最终达成对多元饮食文化的理解和包容,并且反思和改进自己的饮食习惯。
[教学目标]
Learning ability
Sort out and introduce the information about food and culture through a mind map
Language ability
Know some words and phrases related to different food of different culture through the theme-based reading
Thinking quality
Summarize information; Explore the theme
Cultural awareness
Keep an open mind towards cross-culture differences
[教学重难点]
1.Though theme-based reading students can acquire information about food and culture
2.Though a mind map students can sort out and introduce the information about food and culture
3.Though the thought-inspired questions students can keep an open mind towards cross-culture differences
资源与工具:Multiple media and Blackboard
预设过程:
Stage
Activity
Intention
Improvement
Greeting
Lead-in
1. Greet each other freely
2. Greet in Chinese way--What did you have for lunch?
What did I have for lunch?
创设情景,引出主题,激发学生兴趣,初步感知中外文化的不同。
language competence
thinking quality
Read for main idea
Read the passage quickly and figure out the main idea..
快读文章,掌握文章大意
learning ability language competence
Read between lines
Read the passage again and answer the questions:
1.What is my Dad’s opinion on hot pot and animal parts?
2.What is my Mum’s opinion on British food ?
3.What is the butcher’s reaction ?
4.What’s my reaction when eating stinky tofu ?
5.What is my opinion