Unit 3 Food and Culture Reading and Thinking 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第二册

教学设计 课程基本信息 学科 英语 年级 高二 学期 秋季 课题 Unit 3 Food and Culture（Opening Page & Reading and Thinking） 教科书 书 名：普通高中教科书 英语 选择性必修 第二册 出版社：人民教育出版社 教学目标 1. 通过阅读，学生能够了解中国典型菜肴和其中所反映的文化内涵、历史特色等，思考食物与地域、文化传统、当地人性格等之间的关系。 2. 通过阅读活动，学生能够预测文章内容，梳理文章的段落结构，理解文本中的因果关系，找出主题句，理解文章细节，探寻主题意义。 3. 学生能够了解博大精深的中国饮食文化，坚定文化自信。 教学内容 教学重点： 1. 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。 2. 引导学生结合自身知识和体验，思考饮食与文化、饮食与人物性格之间的联系；透过表象，挖掘背后隐含的文化深意。 教学难点： 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。 教学过程 Opening page: 活动1：教师引导学生看主题图，并结合主题图讨论问题。 1. What impressed you most in the picture? 2. What are the people doing? Why do you think they are gathering together? 3. Where and when do you think this photo was taken? 学生观看The Long Table Banquet的照片，教师简要介绍。 活动2：学生浏览单元标题, 思考饮食与文化的关系 1. How do you understand the quote below the title? 2. What do you think you will learn in this unit? Reading and Thinking: 读前活动1：学生讨论以下问题，并汇报。 1. How many kinds of Chinese cuisine are there, and how can these cuisines be described? 2. What cause those different cuisines throughout China? 3. What do these cuisines tell you about the people who eat them? 读前活动2：学生浏览标题的图片，预测课文内容。 1. What is the title of the text? 2. From the title and the pictures of different food, can you predict what the text might be about? 读中活动1：学生快速浏览课文，验证预测，并找出作者写作顺序、文章主题段落及主题句。 1. In what order does the writer describe his experience? Find clue words. 2. Which is the topic paragraph？ 3. Which is the topic sentence? 读中活动2：学生泛读全文，梳理文章结构，填写鱼骨图。 How is the text developed? How does the author organize the text logically? Fill the fish bone chart. 读中活动3：学生细读每一段，理解细节信息，教师分段讲解。 Para 1： 1. How does the writer understand the saying “You are what you eat.”? What does it mean? 2. Why does the author quote Jean’s words in the first paragraph? Para 2-6: In what way does the writer show us that culture and cuisine go hand in hand? Please use the information from the text to fill in the chart. Place Chinese cuisine (typical