Unit 3 Food and Culture Reading and Thinking 课件+教学设计 -【大单元教学】高中英语同步备课系列(人教版2019选择性必修第二册）

reading and thinking Unit 3 Food and Culture Understand the link between food and culture Lead in 1 Lead-in Talk about Chinese Cuisines 八大 菜系 How many kinds of Chinese cuisine are there, and how can these cuisines be described? Shandong(鲁菜)(fresh and salty), Sichuan(川菜)(hot from chillies and peppercorns)， Jiangsu(苏菜)(soft texture, a little sweet)， Cantonese(粤菜) (mild and slightly sweet)， Fujian(闽菜)(umami taste, light)， Zhejiang(浙菜)(fresh flavours, soft texture)， Hunan(湘菜)(dry hot) Anhui(徽菜)(fresh herbs, oily colourful). Discussion why are there so many cuisines? Different regions Different weather conditions Different cultures Pre-reading 2 Prediction Title: Culture And Cuisine What do you think the text is about? General Tso’s chicken 左宗棠鸡 dim sum 点心 Title： Pictures： Pre-reading：Prediction Main idea：It’s about the __________ between ______and_________. food culture Culture and Cuisine connection Culture And Cuisine Thinking: What factors influence the different cuisines? ? What will be talked about? culture and cuisine Guessing: What is the relationship between culture and cuisine? food cooked in a certain way Each food represents a culture Prediction While-reading 3 Scanning: How many places and food are mentioned in the passage? America Beijing Shandong Xinjiang Guangdong Henan Read for structures Para. 1 You are _____________. Para. 2 Chinese food in __________. Para. 3 Chinese food in __________. Para. 4 Chinese food in __________. Para. 5 Chinese food in __________. Para. 6 Chinese food in ____________ ______________. Para. 7 Culture and cuisine _____________. what you eat America Beijng Shangdong Xinjiang Guangdong and Henan go hand in hand General（总） Particular（分） General（总） Part 1 (para 1): Introduction of the topic: you are what you eat. Part 2 (paras 2-6): My different experiences with Chinese food. Part 3 (para7): Conclusion: culture and cuisine go hand in hand. How is the passage developed? Topic: You are what you eat Chinese food in America Chinese food in Beijing Chinese food in Shangdong Chinese food in Xinjiang Chinese food in Gunagdong& Henan Conclusion: culture and cuisine go hand in hand The French author Jean Anthelme Brillat-Savarin once wrote, “Tell me what you eat, and I will tell you what you are.” Put more simply, this means “You are what you eat.” Most people today relate this saying to healthy eating. However, Brillat-Savarin was referring to our personality, character and culture. Q1.What’s the purpose of the author using the quote in Para1? Q2. “You are what you eat.” What does the quote mean? To introduce the topic. It means that the kind of food we eat tells something about our personality, character, and culture. Detailed-reading Paragraph 1 Main idea: You are what you eat. Certainly, in many ways this seems to be true. Chinese cuisine is a case in point. Prior to coming to China, my only experience with Chinese cooking was in America, with Chinese food that had been changed to suit American tastes. For example, America’s most popular Chinese dish is General Tso’s chicken, which consists of fried chicken covered in a sweet sauce, flavoured with hot red peppers. This is probably not an authentic Chinese recipe, however, it cannot tell us much about the Chinese. On the other hand, it does tell us a lot about Americans. It tells us, for example, that Americans love bold, simple flavours. And, since the dish was also invented recently, it tells us that Americans are not afraid to try new foods. Q1. What is the most popular Chinese food in America? Q2. Is it an authentic(真正的) Chinese food? Why? Q3. What can the dish tell us about Americans? Paragraph 2 No, it had been changed to suit American tastes. It tells us that Americans love bold(浓烈的，英勇的), simple flavours and are not afraid to try new foods. Main idea: the experience with Chinese food in America. Later I had a chance to experience authentic Chinese food by coming to China. When my family and I had just arrived in China, we went looking for a good place to eat in Beijing. A Sichuan restaurant had been recommended to us by a friend, and finally, we found it. Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten. With this, we had the pleasure of experiencing an entirely new taste: Sichuan peppercorns. The food was wonderful and different, but what was even more important was the friendship offered us. Q1. In Beijing, where did the author and the family enjoy the Chinese food? Q2. In the restaurant, what impressive taste did the author experience? Main idea: the experience with Sichuan cuisine in Beijing Paragraph 3 The friendship. We soon moved to Shandong Province in the eastern part of North China. My favourite dish there was boiled dumplings served with vinegar. I observed that family is important to the people there. It has become a favourite traditional dish of the people in North China, where making dumplings has always been a family affair with everyone---from the youngest to the oldest---joining in to help. Later, I learnt that the most famous food in Shandong is pancake rolls stuffed with sliced Chinese green onions. Q1. What is the favourite traditional dish and famous fish of the people in North China? Q2. What can the dish tell us about the people there? Main idea: the experience with Shandong cuisine in Shandong. Paragraph 4 dumplings and pancakes rolls. Family is important to the people there. Then we moved to northern Xinjiang. Some of our friends were Kazak and Inner Mongolian. These groups traditionally wandered the open range on horses. As a result, their traditional foods are what you can cook over an open fire---usually boiled or roasted meat, such as lamb kebab. Q1. What is the favourite traditional dish of the people in North China? Q2. Why do people living in different places have different kinds of cuisine? Main idea: the experience with northwest China cuisine in Xinjiang. Paragraph 5 cause effect Our travels then took us to South China, and then on to central China. In each place we went, we experienced wonderful local dishes, from Guangdong’s elegant dim sum---small servings of food in bamboo steamers---to the exceptional stewed noodles in Henan. Everywhere, the food was as varied as the people. However, one thing is always true: Through food, Chinese people everywhere show friendship and kindness. Q1. What kind of Chinese dishes did the author enjoy in South China and Central China? Q2. What can we learn about Chinese through food? Main idea: the experience with south and central China cuisine. Paragraph 6 At a minimum, the kinds of food local people consume tell us what they grow in their region, what kinds of lives they lead, and what they like and do not like. Could we also say, for example, that those who like bold flavours are bold themselves? Or, that those who like spicy food tend to have a hot temper? Maybe. Maybe not. What we can say, however, is that culture and cuisine go hand in hand, and if you do not experience one, you can never really know the other. Q1. What can the food local people consume tell us? Q2. To sum up the main idea of paragraph 7. It can tell us their region, their life, their preference. Main idea: Culture and cuisine go hand in hand. Paragraph 7 Post-reading 4 Read for language Understand cause and effect Understand cause and effect Sometimes two ideas are related to each other by cause and effect. That is, one thing causes something else to happen. Cause-and-effect relationships can be direct. For example, “It was raining, so I took my umbrella.” However, some cause-and-effect relationships are not direct, and some may also have more than one cause or effect. Cause Effect Cause-and-Effect relationship 1. The flavour preferences of Americans often differ from those of the Chinese. 2. We had no idea how to order food. 3. These groups traditionally wandered the open range on horses. The chef just began filling our table with the best food we had ever eaten. B. Their traditional foods are what you can cook over an open fire. C. Chinese food in America is changed to suit American tastes. Match the causes and effects below. cause effect Connectors: because, since, as a result, as a consequence, so, thus, therefore， ... Food Different places Culture ① People live in different places, so they share different local cultures. ② They share different local cultures, as a result, they have different kinds of food. cause effect cause effect Why do people living in different places have different kinds of cuisine? Do you think “culture and cuisine go hand in hand”? Give your reasons. Yes, because so much of a culture is based upon food and how it is eaten and served. No, with the impact of globalization, all kinds of food are available everywhere, so food no longer reflects cultures. In addition, in this fast-changing world, everything is changing, including cuisines. Discussion 2. Imagine that it is true that people's personalities are closely linked to the foods they eat. What does eating the following foods tell you about a person? spicy food vegetarian food junk food seafood sweets chocolate rice noodles onion garlic bacon ham sausage cabbage mushroom bean curd Possibly, people who like spicy food love excitement and new experiences. And people who like junk food like to enjoy life without worrying about the future. Discussion Introduce a kind of Chinese cuisine to your foreign friends. Hello,my dear friends.Welcome to China! I will recommend ___________ to you. Because there are a lot of wonderful food, such as_____, … Culture and cuisine go hand in hand. Let me tell you something about culture here. ______________________. OK! Hope you enjoy yourself in China! THANKS! null 285251.03 $$ Unit 3　Food and Culture Period 1 Reading and Thinking 教材分析 本单元阅读文本的话题是饮食和文化，旨在让读者了解饮食和文化之间的密切联系，探究和比较中外饮食之间的差异以及不同的饮食所折射出的不同的文化，启发学生以联系的视角去理解和分析事物，探究饮食现象的本源；同时提升中国饮食文化的新认识，积极传播中国文化和习俗。 本文是说明性文本，标题“Culture and cuisine”开门见山展示了文章的话题，是整个文本的浓缩提炼。作者以第一人称的口吻描述了自己在中国不同地域的饮食体验以及这些饮食折射出的不同的风土人情，从而阐释了文化和饮食彼此息息相关、相互影响的现象。正文内容按“总—分—总”建构，第一段为总起段，引用名人名言并点明其内在涵义：饮食对人们的性格、品质、文化有着重要影响；其余五段分别阐述了中华菜肴在美国和中国的不同地域（如北京、山东、新疆、广东等地）折射出的不同的口味、风土人情和文化，以实例对名人名言的内涵加以说明。第七段作者表达了自己对文化和饮食之间的关系的理解。 学情分析 本板块围绕“理解食物与文化的关系”(Understand the link between food and culture)展开，从一个外国人的视角记述中国各地典型菜肴，并阐述其中所反映的文化内涵、历史传统、地域特色等，引导学生理解和思考食物与地域、文化传统、当地人性格等的关系。 教学目标 1. Students will be able to extract the main information of the text, summarize the general idea of the paragraph and sort out the structure of the text by skimming, combing, summarizing and other strategies. 2. Students will be able to Learn about Chinese cuisine that has been changed in American, and through this example, they will learn to perceive, understand, and briefly explain the relationship between cuisine and personality, quality, and culture. 3. Students will be able to develop their logical thinking by using “cause & effect”. 教学重难点 教学重点： 1. Explore different kinds of food and typical dishes in different places of China and understand the link between food and culture. 2. Learn about the discourse structure of the text and understand cause and effect. 3. Understand the causal relationship in the context of the text and develop the ability of logical thinking. 4. Express their opinions on the link between food and culture. 教学难点： 1. Lead students to connect the link between food and culture. 2. Help students to understand cause and effect in the context. 3. Lead students to express their opinions on the link between food and culture. 教学方法 1. Fast reading (Skimming) ，detailed reading. 2. Scanning to get the detailed information. 3. Task-oriented teaching method. 4. Cooperative learning method 5. Careful reading to get some detailed information in the passage. 教学过程（第一课时） 教学目标 教学活动 设计意图 （激活已知） Activity 1: Talking about cuisine and culture 1. Students talk about the pictures about eight major Chinese cuisines and get to know the word “cuisine”. Q1: What can you see in the pictures? Ss: Eight different kinds of food. Q2: What does “cuisine” mean? Ss: Cuisine means the dish or food that is cooked in a certain way. Q3: What are the names of these cuisines? Ss: Stewed noodles, dim sum, lamb kebab, Sichuan cuisine, General Tso’s Chicken and pancake rolls. 2. Talk about the relation between cuisine and culture. Q: What do these cuisines tell you about the people who eat them? Ss: Cuisines can tell us where the people come from.... 此活动是导入环节。通过展示八大菜系的图片，激发学生对主题的学习兴趣，通过给出词义，帮助学生了解菜肴“cuisine”这个核心词的内涵，并拓展学生的知识面，补充了他们对于中国八大菜系的认识。通过第三个问题，引导学生初步了解文本中出现的各种菜肴的名称，为后续的阅读扫除词汇障碍。 （预测课文） Activity 2: Predicting the content of the passage. Students read the title and predict the content of the passage. Q: What is the text about? Ss: Maybe it is about the relation between culture and cuisines. 引导学生根据篇章标题、图片等信息预测文本的内容是必修阶段对学生认知策略的学习要求。学生带着预测进行阅读，既激活思维，又能更加积极主动地阅读并聚焦语篇的主要内容。 （泛读略读） Activity 3: Checking the prediction, reading for the main information of the text and identifying the structure of the passage 1. Students read the first paragraph and check the prediction. Q1: What is the main idea of the 1st paragraph? Ss: The author introduces the French author’s saying and explains its real meaning. 1) What did the French author write? What did the French author refer to through it? Ss: She wrote: “Tell me what you eat, and I will tell you what you are.” It means “Tell me what you eat, and I will probably know something about your personality, character, and the culture you come from. 2) What will the author talk about in the following part? 　　Answers may vary. 2. Skim the rest of the passage, find the topic sentence of each paragraph and get the main idea of each paragraph. 引导学生读第一段，检测预测并通过定位主题句概括段落大意，之后通过追问引导学生关注法国作家的话并理解此句话的内涵。接下来进一步引导学生预测文章的后续内容，使他们更加积极主动地阅读文章且聚焦主题语境。通过快读阅读，学生寻找主题句，并根据主题句概括段落大意，整体把握文本内容，提升概括能力。 （深度阅读） （批判思维） Activity 4: Identifying the structure and writing style of the passage Students read the title of the text again, go over the main idea of each paragraph and identify the structure and writing style. Students think about the following questions. Q1: What methods are used to develop this passage? 1) In what order are Paragraphs 2-6 organized? Ss: They are organized in the order of places and time. 2) Why is Chinese cuisine mentioned in the passage? Ss: To serve as a supporting example to talk about the relation between culture and cuisine. Q2: How can you divide the passage? Why? Ss: It can be divided into three parts. The first paragraph is the first part and the author leads in the topic. Then paragraphs 2 – 6 are the second part, where the author used Chinese cuisine as an example to talk about the relation between cuisine and culture. Paragraph 7 is the last part and the author shows his own opinion about the relation between cuisine and culture. 1) How does the author link part 1 to part 2? Ss: The author links part1 to part 2 by using transitional sentence: “Certainly, in many ways this seems to be true.” 2) Can you find other transitional sentence between paragraphs? Ss: Yes. “Later, I had a chance to experience authentic Chinese food by coming to China.” 3) How does the author link part 2 to part 3? He links part 2 to part 3 by using transitional sentence: “At a minimum, the kinds of food local people consume tell us what they grow in their region, what kinds of lives they lead, and what they like and do not like.” Q3: What type of writing is the passage? Ss: Expository writing. 通过提问，帮助学生了解文章的体裁结构和谋篇布局的特点。把问题一（Q1）分解为两个后续追问的小问题，分别引导学生关注文章主体部分的写作顺序，把握文章的线索，并关注作者是用何种方法来说明文化与菜肴之间的关系。这些问题为学生依据段落大意划分文本结构，判断文章体裁做好了铺垫。在学生回答问题二时，适时追问两个小问题，引导学生关注作者是如何使用过渡句来完成文章的起承转合。 （批判思维）（巩固所学） Activity 5: Discussing the relation between cuisine, personality, character and culture for the first time. Q1: What do these cuisines tell you about the people who eat them? Ss: Cuisine tells us the flavours people like as well as the information about people’s personality and character. Q2: Will cuisine change? Why? Ss: Cuisine will change because as culture changes, cuisine has to meet the need of different groups of people. Q3: General Tso’s chicken is a Chinese dish but it is enjoyed in America. What does the fact tell us? Ss: Cuisine can spread through different cultures. 教师通过问题引导学生，通过在美国的中华菜肴的例子来初步感知菜肴与个性，品质和文化之间的关系。讨论活动有利于学生进行语言输出，提升思维能力。 6 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$