Unit 1 Period 4 Extended reading-Assessment（教学设计）英语译林版2020选择性必修第一册

Unit 1 Food Matters Period 4 Extended reading -Assessment教学设计 教学基本信息 单元名称 选择性必修第一册Unit 1 Food Matters 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年12月 课时安排 2课时(80mins) 课型 泛读课 教学设计理念 主题语境引领下的英语情境教学， 1.《课程标准》倡导英语学习活动观新理念，即“学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列活动体现英语学习的综合性、关联性和实践性等特点，促使学生基于已有的知识在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。”本课中，通过泛读、提取文章信息、提取美食介绍的文章结构，为学生自己介绍当地流行的食物提供语言支架，有助于学生在未来真实情景中进行真实的语言交际。 2. 《课程标准》指出，“语篇承载语言知识和文化知识，传递文化内涵、价值取向和思维方式。因此，在开展对主题意义探究的活动中，语篇不仅为学生发展语言技能和形成学习策略提供语言和文化素材，还为学生形成正确的价值观提供平台”。Project部分要求学生基于前面版块所学的语言和文化知识，通过小组合作等方式，讨论并选定某一食物进行研究，再亲手制作并记录全过程，有助于培养学生团队合作能力、在真实情境中真实运用所学语言知识的能力。 教材分析 【What】本版块围绕单元话题，Extended reading版块的语篇是一位美食评论家的三篇博客日志，分别介绍了中国四川、南京和广东三个地区的传统美食，即川式火锅、盐水鸭和粤式点心。该美食评论家结合自己的亲身体验介绍了这三种美食的特色、历史和盛行的原因，体现了他对于这些美食的喜爱。Project版块要求学生通过小组合作等方式，讨论并选定某一食物，研究其制作、烹饪方法等，写一个食谱，再亲手制作该食物并通过视频的形式记录全过程。 【Why】Extended reading版块通过描述和介绍中国的三种典型传统地方美食及其历史，向读者展示了中华饮食文化的源远流长、博大精深和丰富多样。这有助于让学生感受到中华传统文化的魅力，增强他们的文化自信。Project版块通过让学生小组合作研究美食食谱并亲手制作，并以视频形式进行记录和介绍，这有助于培养学生的合作能力和动手能力，也有助于他们在真实情境中运用本单元所学的有关语言表达，提高他们的语言能力。 【How】Extended reading版块的语篇是一个美食评论家所写的三篇美食博客日志。语篇中既有细致入微的主观感受的描写，又包含对各美食特征、历史及受欢迎原因的客观描写，使得文章具有很强的可读性和可信度。教学过程中，教师需要引导学生关注作者基于主观感受对美食的细节描写，从而使读者产生身临其境的切实感受。也为后续学生自己的输出积累了语言素材和结构支架。Project版块中教师可以挑选具有中国特色、学生比较熟悉的美食作为范本，向学生展示应该从哪几方面进行食谱制作。然后引导学生通过小组讨论确定想要制作的食物，然后用英语写出食谱，最后明确小组分工，通力合作完成食物的制作过程并用视频记录，在全班展示。 学情分析 1. What I know 词汇方面：学生在之前的学习中已经掌握了一些与食物相关的词汇和句型表达，能够帮助他们理解语篇的内容。 语法方面：学生在之前的学习中已经掌握了简单句的基本结构、并列句和三大从句的用法及非谓语动词的部分用法。 背景知识方面：学生对于中华传统美食具备一定的了解，也有吃某些美食的个人经历和体验，能做到有话可说。 2. What I want to know 学生可能想要知道美食博客日志从哪些方面介绍流行的美食。 学生可能想要知道四川火锅、南京盐水鸭和粤式点心的特点、历史渊源及为什么受欢迎。 学生可能想要知道如何结合个人体验和主观感受介绍美食。 学生可能想要知道如何运用已学知识写一道食谱。 学生可能想要学会如何以小组的形式进行任务分工和合作、如何高效地拍摄出一个制作食物的视频。 3. What I learned 主题内容方面：掌握美食博客文章的文体特征和写作手法，知道从哪些角度着手介绍流行的食物，以及积累相关的语言素材及结构支架。感受博大精深、历史悠久的中华美食文化。 语言知识方面：学生学会从主观感受的角度介绍流行的食物，学生能运用已有的语篇完成中国美食的概要写作。 教学目标 1. 语言能力 学生能够通过扫读跳读，厘清语篇的文体类型及主旨大意。 学生能够掌握美食博客文章的文体特征和写作手法。 学生能够根据给定的美食博客文章的内容完成概要写作。 学生能够积累一定的语言素材，模仿美食博客文章的写作手法，完成介绍当地流行食物的写作任务。 2.学习能力 学生能够提高自己从文本中获取关键信息的能力； 学生能够提高分工和合作学习的能力，提高综合运用语言的能力。 3.文化意识 学生体会到中华美食文化的源远流长、丰富多元和博大精深。。 4.思维品质 学生能够通过阅读文本获取自己需要的关键信息，并将之内化，综合运用在后续的输出任务中，创造性地表达自己的观点。 教学重难点 教学重点 语言维度：学生需掌握语篇中获取关键信息的能力；学生能够内化博客日志的结构并将之内化，为后续的输出任务奠定基础；学生能积累一定的语言表达素材和写作手法，并将之灵活运用到自己的语言输出中。 交际维度：结合个人的主观经历进行细节描写，传递中华美食文化的丰富多元，增强民族自信和自豪感。 教学难点 语言深度运用：灵活正确地使用积累的语言素材和写作手法表达自己的观点。 思维拓展提升：意识到中华美食文化的博大精深、源远流长。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. 通过提问What do you know about traditional Chinese food?引出话题。 答案：ways of cooking: fry, boil, bake, grill（烧烤）, roast,steam, toast Traditional Chinese food Styles of cooking Chuan (Sichuan) cuisine Lu (Shandong) cuisine Yue (Guangdong) cuisine Huaiyang (Jiangsu) cuisine Min (Fujian) cuisine Zhe (Zhejiang) cuisine Hui (Anhui) cuisine Xiang (Hunan) cuisine Varied flavours Hunan: spicy Shandong: salty ... Types of courses Cold dishes Hot dishes Soup Staples(主食） Dim sum ... 2. What may contribute to the differences of food? 答案：①different regions; ②different soil types; ③different weather conditions/climates; ④different religious beliefs; ⑤different cultures and customs. 3. What is your favorite food? 4. Can you introduce something about it? ●通过提问和讨论，激发学生已有的背景知识，引起学生的学习兴趣，为接下来的学习做好铺垫。 4mins Activity 2 Fast reading 通过扫读文章，梳理文章类型、结构和主旨大意。 Look through the text quickly and answer these questions： 1)What’s the genre of the text? 2) Who wrote it? 3) When and where did he go? 4) What is the structure of the text? Please fill in the following mind map.7 March, Sichuan hot pot Personal experience ③________________________ ④________________________ Eating in China Personal experience ①________ ⑤_______________________ History History ②________ · ⑥__________ · Dishes (pay attention to the subtitles and pictures.) 答案：1) A blog.; 2) A food critic.(usually tries various kinds of foods and talks about the flavours and feelings.) 3)7 March, Sichuan hot pot; 12 August, Nanjing salted duck; 8 December, Guangdong dim sum. 4) ①12 August, Nanjing salted duck; ②8 December, Cantonese dim sum; ③History; ④Why he likes it; ⑤How to make salted duck; ⑥How the Cantonese eat their breakfast. ●通过快速扫读，帮助学生梳理文章类型、结构和主旨大意，为后续课堂活动的开展做好铺垫。 8mins Activity 3 Detailed reading 通过细读文章，梳理三篇博客日志中是从哪些角度介绍三个地区的特色美食的，运用了什么写作手法，并对三篇博客日志进行概要写作。 1. Read the first entry and answer the questions. 1) What is the biggest feature in the flavour of Sichuan hot pots? 2) When do Sichuan hot pots date back to? 3) Why are Sichuan hot pots perfect for the place where they were invented? 4) Why are Sichuan hot pots so popular? 答案：1)Its flavour is hot and spicy. 2) They are believed to date back to the late Qing Dynasty. 3) Their hot and spicy flavour helps make people feel warm, which is good for the damp and foggy local climate. 4) ①They provide multiple options of soup, vegetables, meats and sauces, appealing to people’s different tastes. ②they offer people a good chance to socialize with their friends since a meal can last for hours. 2. Read the second entry and answer the questions. 1) list the features of Nanjing salted duck. Features Supporting details appearance ①________________ flavour/taste ②________________ making process ③________________ 2) Why is Nanjing salted duck so popular? 3) What does the writer think of this dish? 答案：1) ①served plain in thin, white slices; ② the meat is juicy and salty; ③salting→drying→boiling→cooling. 2)①Nanjing has countless waterways, making it a perfect area for raising water birds.(geographical advantages )②Duck is traditionally considered to have cooling properties, which is appropriate for the hot summer months. (yin and yang philosophy) 3)hit the spot(to have exactly the good effect that you wanted, especially when you are hungry or thirsty 恰到好处，尤指吃饱喝足)// one of my personal favorites. 3. Read the third entry and complete the notes. Cantonese dim sum History Teahouses have been common in China since the 1) ______________. The Cantonese began to serve tea together with a variety of light dishes, or dim sum in the 2) __________________. In Guangzhou, “ Have you had your tea?” has become the local version of “3) ______________.” How the Cantonese eat their breakfasts The Cantonese do not 4) ________over their breakfasts. They can spend hours together 5)______________________and working their way through the menu. The emphasis is rather on conversation about 6)____________________________. Dishes There are various dishes that have been 7)____________________________, such as beef balls and 8)_________________. 9)What’s the author’s feeling of the lifestyle of Cantonese? 答案：1) Tang Dynasty; 2) mid-19th century; 3) Good morning; 4) hurry; 5) chatting, drinking tea; 6) business, family or pleasure; 7) baked, boiled, steamed or fried; 8) rice noodle rolls. 9) It is elegant/slow/relaxing. 4.Write a summary of each of the three traditinal Chinese foods. 答案:possible answer: 1) Sichuan hot pots may date back to the late Qing Dynasty as a way for boatmen on the Yangtze River to keep warm during the cold and wet winters, and over time they have experienced developments. Now they are spicy, characterized by a pot of soup covered with chillies, Sichuan peppers, spring onions and red oil, served with fresh meat, fish, vegetables, etc. Sichuan hot pots are perfect for the damp, foggy climate in Sichuan and also a great way to relax with friends. 2) Nanjing salted duck is juicy and salty and usually served in thin, white slices. Preparing it takes several days. The waterways around Nanjing are perfect for raising waterbirds, and salted duck was praised as the best dish in a local history book from the late Qing Dynasty. It is said to have cooling properties, thus appropriate for the hot summer months. People now eat salted duck all year round. 3) Cantonese dim sum was first served with tea in the mid-19th century and eating dim sum with tea has become an essential part of the daily routine for people in Guangzhou. It consists of a variety of small light dishes cooked in various ways such as baking, boiling, steaming or frying. There are over a thousand different dishes to try, and for hours, the locals drink tea, chat with each other, and enjoy the wide selection of dishes. ●通过阅读三篇美食博客，获取介绍特色美食的写作角度和写作手法。并通过概要写作进一步梳理文章关键信息。 15mins 应用实践 Activity 4 Critical reading 1. 1)Fill in the table and discuss the effects these adjectives create. Sichuan hot pots ①_________________ Nanjing salted duck ②__________________ Cantonese dim sum ③__________________ 2) What are the functions of these adjectives? 2. Why does the writer base his writing on his personal experiences? 3. What is the critic’s purpose of writing these blog entries? 4. What is the critic’s attitude towards traditional Chinese foods? A. Indifferent B. Critical C. Positive D. Doubtful 答案: 1) ①mouth-watering, hot, beautiful, delicious; ②plain, thin, white, juicy, salty; ③ delicate, delicious, various. 2) The critic uses these adjectives to describe plenty of sensory details to help readers create vivid pictures of the foods in mind. 2.To enhance the credibility(可信度) and reliability(可靠性)of his blog entries. 3. To emphasize that traditional Chinese foods have a long history, with extensive and profound cultural meanings. 4. C. Activity 5 Post reading What dish is popular in your hometown? Introduce it to a foreign traveller. features personal experiences A popular dish history popularity 答案: Possible answer: The local dish I want to intorduce is Yangzhou fried rice. It might be the most famous dish in my hometown, Yangzhou. It is generally believed that the dish dates back to the Sui Dynasty when leftover rice was cooked together with egg and chopped green onion. Over the centuries different ingredients have been added, like meat, to create different recipes. During the Beijing Olympic Games,Yangzhou fried rice was one of the most popular Chinese foods enjoyed by many athletes from different countries. It is now increasingly found on menus in Chinese restaurants all around the world. Activity 6 Language Points 1. Underline the important words and phrases. 1)令人垂涎欲滴的四川火锅; 2) 闻名海内外; 3) 加热，(使)温暖; 4) 让人汗流如注; 5) 某人第一次尝试某物; 6) 被...覆盖; 7) 把...倒进...; 8)加快某人的笑声和对话; 9) 非常合适潮湿的，雾蒙蒙的天气; 10) 始于; 11)随着时间的流逝; 12) 扩充为包含多样...的选择; 13) 满足不同口味的人群; 14) 提供做某事的极佳机会; 15)和朋友交往; 16)喜欢，热衷于; 17) 吃完第一份; 18)尤其; 19) 无与伦比; 20) 适合于; 21) 据估计; 22)正对胃口，正合需求; 23)成为我个人最喜欢的食物之一; 24)日常生活如此重要的一部分以至于…; 25) 和各种各样的…一起提供…; 26) 用…刺激某人的食欲 答案：1)the mouth-watering hot pots of Sichuan; 2) as famous overseas as they are in China; 3) heat up; 4) let loose rivers of sweat; 5) give sth. one’s first try; 6) be covered with; 7) tip sth. into...; 8) quicken one’s laughter and conversation; 9) be perfect for the damp, foggy climate; 10) start off; 11) over time; 12) expand to include multiple options of...; 13) appeal to people of different tastes; 14) offer a great opportunity to do sth.; 15) socialize with friends; 16) be a big fan of; 17) finish one’s first helping; 18) in particular; 19) be without equal; 20) be appropriate for ...; 21) it is estimated that...; 22) hit the spot; 23) become one of my personal favourites; 24) be such an essential part of the daily routine that...; 25) serve...together with a variety of...; 26) stimulate one’s appetite with... 2. Understand the important sentences. 1) ①The hot flavour quickened our laughter and conversation, making the meal the perfect way to relax with friends. (L10) ②Over time, it has expanded to include multiple options of soups, vegetables, meats and sauces, appealing to people of different tastes. (L16) 现在分词(短语)作_________状语，表示自然而然的结果。通常位于句末，且常用逗号和前面的句子成分隔开。 TIP: 现在分词(短语)一般表示符合逻辑的、必然出现的结果; 不定式常常表示出乎意料的、偶然出现的结果。 Practice ①The heavy rain continued all night, _________(flood) the streets. ②They have been discussing the problem for two hours，_____________(reach) no agreement at last. ③I hurried to the station，only _________(find) that the train had left. ④The company increased its investment, __________ (create) more job opportunities. ⑤She tried to help, only ______________(ignore). 答案：结果；① flooding；② reaching；③ to find；④ creating；⑤ to be ignored. 2) They are believed to have started off in the late Qing Dynasty as a way for boatmen to keep warm ... (lines 13-14) sb./sth. be believed/ reported/ said/ known/ claimed/ expected/thought to do/ to be done一般事实/将来的动作 to be doing/ to be being done正在进行的动作 to have done/ to have been done过去的动作 =It is believed/ reported/ said/ known/ claimed/ expected/ thought that ... Practice ①A health care project is reported _______  (provide) treatment at half the cost or less next year, depending on the needs of the patient.   ②According to their predictions, more than 20,000  tourists are expected _________(receive) by the hotel this year.    ③The project is reported ________________(complete) ahead of schedule. ④The teaching building is said ______________(paint) last year.  答案：①to provide；②to be received；③to have been completed; ④to have been painted. Activity 7 Project The school English club will hold a Food Festival, and we are invited to make a dish. 1. Work in groups and discuss the following questions: 1) What dish would your group like to make? 2) Why do you choose this dish? 3) What kind of information are needed? 答案：3)• Ingredients • Instructions/ Procedure • Tips ... 2. Read the recipe sample in part B and find out the basic elements of a recipe. 答案：Name of a recipe Main ingredients A recipe Instructions Dos Tips Don’ts Tips for writing a recipe: · Give a descriptive and accurate title; · List the instructions in order; · Provide precise measurements and figures about the amount of ingredients, time and temperature needed. · Use specific and accurate verbs to give instructions. · Add some tips and storage information if necessary. 3. Work in groups and discuss the following problems to divide the task properly among the group members. 1) How can we search for the information needed? Who is responsible for it? 2) Who organize the information and write a recipe? 3) Who prepare the ingredients and make a dish? 4) Who record the process of making the dish? 5) Who present our work in front of the class? 4. What should we pay attention to when recording a video? 答案：Tips: 1) Use a camera or smartphone with a high-resolution setting. 2) Keep the background simple and clean. 3) Film from different angles to show the process clearly. 4) Speak clearly and at a moderate pace. 5.Present your work. ●通过梳理文章中的写作手法和作者的观点态度，帮助学生在写作输出中运用所学完成任务。 ●积累重点短语，使学生具备更多跟单元主题相关的语言知识。 ●引导学生通过小组合作，明确任务分工，并提供建议指导学生完成写食谱及拍摄视频记录的任务。 48mins Activity 8 Summary 总结介绍流行的食物的文章的结构，以及如何写食谱的结构。 ●通过总结介绍流行的食物的文章的结构，以及如何写食谱的结构，回顾本课重点，加深学生对于所学内容的理解。 1min Activity 9 Assessment 展示评价表，供学生对自己本单元中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3mins 迁移创新 作业内容 1. Choose the appropriate phrases to fill in the blanks. in particular; hit the spot; tip ... into; be perfect for; heat up; let...loose;without equal;be appropriate for ...; it is estimated that...; offer a great opportunity to do... 1)The book __________________ children aged 8 to 12. 2)______________________over 1 million people will attend the concert. 3) He _______ the water_______ the flower pot. 4) The band’s performance really ____________ the atmosphere at the party. 5) I like all kinds of fruits, but ________________ , I love strawberries. 6)While walking dogs, people should not ______________. Otherwise, they may be dangerous to others. 7) This job _______________________________ gain international experience. 8) This dress _____________ the wedding. 9) The dessert really ______________ on a hot summer day. 10) The view from the top of the mountain is________________ . 2. Make improvements to the video works of your group according to your classmates’ comments and suggestions. 答案：1) is appropriate for; 2)It is estimated that; 3)tipped into; 4)heated up; 5) in particular; 6)let them loose; 7)offers a great opportunity to; 8) is perfect for; 9) hit the spot; 10) without equal. 作业设计意图 ●通过练习，让学生进一步内化所学内容，提高综合运用语言的能力。 1min 板书设计 Unit1 Food Matters Extended reading Eating in China 教学反思 优点： 教学设计紧密结合新课标的相关要求，围绕单元主题创设语境，帮助学生增强对中华传统美食的认识，并积累相关的语言素材和结构支架，为接下来的向外宾介绍美食做铺垫，增强学生对中国多元饮食的认知，加强民族认同感和自豪感。同时学生通过小组合作亲身参与，完成制作美食并拍摄视频的活动，使学生能在真实语境中运用所学内容，做到学以致用。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，利用课前课后的时间，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$