Unit 3 Food and Culture Reading and Thinking 说课英文逐字稿-2024-2025学年高中英语人教版（2019）选择性必修第二册

高中英语人教版B5U3读思课Culture and Cuisine试讲逐字稿+说课逐字稿 Good afternoon, distinguished judges. My lesson is taken from People’s Education Press Book 5 Senior School English (2019). It’s the first period of Unit 3 Food and Culture. It’s a reading and thinking lesson entitled Culture and Cuisine. And now I’ll start my class. Class begins. Good afternoon, guys. Really nice to meet you too. First of all, I want to say Congratulations to you for the summer holiday is coming. So I guess some of you will plan to visit some places, and it is a must to enjoy the local food. Here is a map. Do you know the special dish of these places? When talking about Xinjiang, what dish or food will come to your mind first? 羊肉串，lamb shashlik大盘鸡dapanji，And what about Sichuan? Yes, the Sichuan hot pot will come to your mind in a second, right? So what about our hometown，Shandong? There are lots of delicious dishes, right? Such as, 山东煎饼shandong battercake，葱烧海参braised sea cucumbers with scallioins，淄博烧烤Zibo barbecue So if you have the chance to go to Beijing, what food do you want to enjoy?北京烤鸭Beijing roast duck，炸酱面fried bean sauce noodles We have shared a lot. And it’s obvious that different regions get different dishes. So today we will explore more about the theme food and culture. So let’s see what we will achieve in this lesson. 1.Sort out the information and analyze the structure of the article in the process of reading. 2.Apply the cause-effect relationship to read and share your ideas. 3. Talk about the relationship between culture and cuisine to strengthen cultural self-confidence. Now please open your textbook and turn to page 26, let’s say it out together, the title of the passage is...Culture and Cuisine. So do you know the meaning of the word “cuisine”? We have previewed the words and expressions, who can explain the word “cuisine” in English? Any volunteer? Yes, Jack, please. Very good, The cuisine of a country or district is the style of cooking that is characteristic of that place. According to the title and pictures given, could you please predict the content of the text? You can have a short discussion. The text may include: the history of Chinese Cuisine or the relationship between cuisine and culture. You did a really good job, now let’s check out if we made the right prediction. Please scan the passage quickly and think about the following questions: 1.How many parts can this passage be divided into? 2.What’s the main idea of each part? So it’s quite easy, right? The passage can be divided into three parts. Let’s see specifically. part one is paragraph one. part two is paragraph 2-6, the last paragraph is part 3. The first part is about introducing the topic, you are what you eat. Part 2 is the writer’s experiences of different Chinese food in different places. And the last part is conclusion: Culture and cuisine go hand in hand. After exploring the structures, and then let’s read the detailed information. Please read para1 again and think about what the saying “Tell me what you eat, and I will tell you what you are” means. Who wants to share your opinions? Mary, please. Excellent job, thank you. Any other opinions? Tom? Great. So it means that if we eat healthy food then you’ll get a healthy body. And eating relates to personality, character, and culture. Well-done. Now Read paragraph2-6 again and do the following tasks. 1.Analyze the order in which the articles are. 2.Fill in the table in activity 3 on page 27. 3.Match the causes to the effects in activity 4 on page 27. And I will need you to finish the tasks by yourself first, and then have a discussion in group. And at last share with the whole class. Now here we go. Have a discussion please. Have you finished? According to the key words marked in the passage, we can see that the passage is organized in the order of time and place. Please check the answers by yourself, so do you have any different answers? If you have, please just stand up and share your ideas. No, good, you did a good discussion job. 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. Let’s have a check on this. So cause no.1 goes to effect C. I must say you really learn a lot by reading this passage. Now please use what we have learned to retell the passage in your own words. Here is the outline. After retelling by yourself, please describe the story to your partner in your group. Ok, time’s up. Let’s have a challenge. Who wants to have a try? Thank you, Jessica, please, para 1. Well done. Jim? The middle part. Thank you. And the last part? Peter? I must say you really impress me. Since we have mastered the basic skills concerning the readding passage, now let’s have a further group discussion. Here is the context: With the cross-border e-commerce(跨境电商) booming, you are asked to sell local foods to foreigners onTiktok. What will you sell? How to introduce your product? The followings are some aspects you need to consider, such as the features, the benefits, the quality, and the price of your product, and you also need to present the cause and effect to make your statements authentic. And there are some sentences prepared for you, you can refer to them if you want. Now have a discussion and prepare for the presentation later. We only have one chance. Any group wants to have a try? Come to the stage, please. Assume that we are your costumers. Wonderful. So the effect is obvious. So let’s see do we achieve our aims? The English subject monitor, please make a summary for the class. So do you think our students achieved the learning objectives. Make a brief comment please. Well done. Here is our homework, you have two options. Option A If permitted, please shoot a video about selling local foods. Option B: Introduce one of your favorite dishes to your partner. You can choose one of the two. Thank you! Class is dismissed. Ok, next part, I’ll interpret my lesson mainly in the following 8 aspects. First, let’s start with the Teaching Principles. According to the new General Senior High School Curriculum Standards, our classroom teaching should be aimed to help students cultivate their English subject core competencies, which include language ability, thinking quality, cultural awareness, and learning ability. How can we achieve the goal, we need to integrate the components of the curriculum into our class by adopting proper methods through a series of theme-based activities where they go through the learning processes of learning and understanding, applying and practicing, and transferring and creating. Only when we teachers create appropriate learning activities can we achieve an effective class which integrate 6 components and ultimately cultivate students’ core competencies. So based on the teaching principles and teaching philosophy, here are my teaching and learning method of this class. They are activity-based approach to English learning, learning through activities, cooperative learning and inquiry-based learning. As for the analysis of the teaching material, I try to answer three questions: what, why and how. The theme of the unit is human and society. And the text type is descriptive expository text. The article narrates the author's experience of tasting food and communicating with locals in various parts of China, and explains the relationship between food and regional culture, historical traditions, and local personality characteristics from different perspectives. And it aims to introduce different kinds of cuisines in China; to present the connection between food and culture; to cultivate readers’ cultural self-confidence. As for how, Descriptive expository text is a stylistic form that aims to explain the truth or internal laws of a thing. It mainly analyzes the cause and effect relationship of things and introduces scientific principles. And the text structure is from general to specific. I’ll present the analysis of students from the following two aspects. The lesson is taught to second-year high school students, who are able to actively participate in the class. The students have enriched the vocabulary and expressions of the unit theme, and have the ability to express their favorite dishes and reasons. But there are still aspects need to explore more. First, reasons for the diversity of Chinese cuisines. Second, the link between food and personality, character and culture. Third, the cause-effect relationship. So based on the analysis of the text and the students, I designed the learning objectives of the lesson which are also the teaching objectives of the lesson. And the focal and difficult points are: Guide students to study the discourse, sort out the information, explore the theme, understand the cultural connotation of Chinese cuisine, the regional characteristics, historical traditions, etc. Guide students to accurately grasp the causal relationship between information by using discourse connectors or by understanding the implicit meanings behind words. Next is the most important part, the teaching procedures. Guided by the objectives I design 6 steps and 4 activities. Firstly, I invite my students to think about the special dish of certain places. There are three purposes for this step. Thematically it activates students’ prior knowledge about the topic. Psychologically it creates an open learning environment and arouses their interest. Mentally it provokes students’ thoughts on what the relationship between culture and cuisine is. Then comes activity one, pre-reading. Students will read the story, and predict the content of the text by reading the title and the pictures. For the while-reading part, the students need to do a lot, which includes reading for the structure, reading for the detailed information, treading for the text order, and reading for the cause and effect relationship. For this part, it aims to 1.Improve students’ language ability by getting the main ideas. 2.Train students' ability to get and sort out information and improve their reading abilities. 3.Guide students to think about the relationships between food and personality, character and culture by summarizing the information. 4.Develop students’ logical thinking ability by understanding the cause-effect relationship. The post-reading part includes two tasks: retelling the story and applying what we have learned. It aims to construct the whole passage by retelling. To explore the relationship between food and culture by using cause-effect relationship. To strengthen the cultural self-confidence in a real context. And at last comes the summary and assignment. It aims to summarize and consolidate the learning content of the whole lesson, to give students the opportunity to express themselves, enhance their confidence and interest in learning, and promote students to learn from each other. This is the blackboard design. I’ll reflect my lesson in the following two aspects. In terms of teaching design, this lesson is based on the requirements of the course standards, embodies the principle of consistency of "teaching evaluation", and the design of learning activities follows the guidance of the concept of English learning activities. But there are two main problems. Firstly, There is not enough time in class for students to have more opportunities to show their opinions, and it’s better to use the after-class time to make face-to-face corrections on students' assignments, give specific revision suggestions, and improve students' language skills. Secondly, it’s better to design more deep-thinking activities which are not enough concerning the limited time. In the following teaching period of this unit, this should be fully considered. That’s all for my lesson. Thanks for your listening. 2 学科网（北京）股份有限公司 $$