教案Unit+3Reading+and+Thinking教学设计人教版2019选择性必修第二册.docx

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1、Unit3FoodandCu1tureReadingandThinking一、教学内容再次理解全文，重点梳理作者在中国各地体验美食和感知中华文化的信息，进一步探究菜肴与文化之间的关系。二、课时目标1 .获取并梳理作者在中国不同地区所体验和了解到的美食信息，以及作者的感受。2 .根据作者在中国旅行的经历模拟展示一段作者与饮食节目主持人之间的对话。3 .进一步理解和阐释菜肴和个性、品质和文化之间的关系。三、教学过程Activity1:Reviewingthehomeworktask.本活动旨在为落实课时目标1做准备。Ta1kaboutthepre1iminaryunderstandingofthe

2、re1ationbetweencuisine,persona1ity,characterandcu1turewiththehe1pofthemindmap.【设计意图】此活动是热身环节，作为第一课时作业的展示，学生需要整合、运用语言，回顾文章第二段的主要内容，另一方面也自然过渡到本节课的阅读重点继续探究菜肴与个性、品质和文化之间的关系。Activity2:Readingandsortingouttheinformationabouttheauthor,sexperienceoftheChinesecuisine.本活动旨在落实课时目标1,为实现课时目标2做铺垫。1) Readparagraph

3、s3-6andsortouttheinformationabouttheChinesecuisinesmentionedwithamindmap,diagram,orgraphicorganizer.Makesuretheinformationcoversa11thefo11owingpoints:2) There1atedinformationofthecuisine,e.g.name,f1avor,appearance.3) Theauthor,sfee1ingtowardsthecuisine.4) Themessagetheauthorgotfromthecuisine.2. Shar

4、etheinformationwithingroupswiththehe1pofthesentencepatternsbe1owandthenpresentitwiththewho1ec1ass.Sentencepatterns: Theauthortasted.in.Itis. Hethoughtitwas. Throughit,theauthorknewthat.3. Sseva1uatetheinformationtheirc1assmateshavesharedwiththewho1ec1asswiththehe1pofthefo11owingcheck1ist.AspectsExce

5、11entGoodTobeimproved1.Isa11therequiredinformationcovered?2.Istheinformationwe11organized?【设计意图】紧接着复述任务后，教师引导学生重回文本，重点阅读第三段到第六段，继续进行独立阅读。在三条提示的帮助下，通过思维导图、表格等任意方式，获取并梳理出与菜肴有关的各种信息以及作者的感受。紧接着，学生借助思维导图、图表或信息组织图分享所整理的信息，内化语言，锻炼语言表达的能力。之后，学生可以根据核对表，对同学所分享的信息以及信息的组织方式进行评价，并根据核对表对自己所整合的信息进行进一步的改进。Activity3

6、:1istingthekeyinformationthattheauthorgotaboutcu1ture,persona1ityandcharacter.Readparagraphs36againandanswerthequestions:Qi:Fromwhattheauthordescribed,whatcausespeop1etohavetheirspecia1kindofcuisineindifferentp1acesinChina? InShandong:Fami1yisimportantforpeop1einnorthChinaandmakingdump1ingscanhe1pun

7、itepeop1etogethersoboi1eddump1ingshavebecometheirfavouritetraditiona1dish. InnorthernXinjiang:The1oca1peop1ehavetowandertheopenrangeonhorsessotheyhavetoeatthefoodthatcanbecookedoveranopenfire.Ingenera1,cu1turedecidesthecuisinepeop1e1ikeandhave.Q2:WhatdidtheauthorIeamaboutChinesepeop1ethroughcuisine?

8、Canyougiveanexamp1e?Everywhere,thefoodwasasvariedasthepeop1e.Throughfood,theChinesepeop1eeverywhereshowfriendshipandkindness.Forexamp1e,whenhewasintheSichuanrestaurantinBeijing,hewashe1pedbythechefoftherestaurant.【设计意图】学生再次回顾文本，在问题的引导下挖掘文本中的深层信息。罗列出作者通过中华菜肴所了解到的有关中国文化和中国人性格品质的信息,并关注信息之间CaUSeandeffec

9、t的逻辑关系，为后续进一步探讨菜肴与文化，性格和品质之间的关系做好铺垫。Activity4:Figuringouttheauthorsideaaboutthere1ationbetweencuisine,persona1ity,characterandcu1ture.本活动为落实课时目标2和目标3做准备。ReadParagraph7andanswerthequestions.Q1:Whatcanfoodte11us?Ss:Foodcante11USwhatpeop1egrowintheirregion,whatkindsof1ivesthey1ead,andwhatthey1ikeanddon

10、ot1ike.However,peop1ecannotjudgeapersonspersona1ityandcharacterjustthroughthecuisine.Q2:Whatisthere1ationbetweencuisine,persona1ity,characterandcu1ture?Ss:Cu1tureandcuisinegohandinhand,andifyoudonotexperienceone,youcanneverrea11yknowtheother.可追问：1)Whatkindoffigureofspeechisusedinthesentence:cu1turea

11、ndcuisinegohandinhand.,7Ss:Personification.2)Whatdoesthissentencemeanactua11y?Ss:Itmeanscu1tureandcuisinearec1ose1yre1ated.Cuisinecanref1ectmanyinformationaboutcu1turewhi1ecu1turedecideswhatcuisinepeop1eeat.【设计意图】通过提问引导学生理解作者观点；并关注拟人修辞手法的使用(“cu1tureandcuisinegohandinhand)并理解此句话的内涵。Activity5:Ro1ep1ay

12、ingaGourmetshow.本活动旨在落实课时目标2。Makeadia1ogueaccordingtothesituation.Afterhistrave1inChina,theauthorwasinvitedtoaGourmetshowtota1kabouthisexperienceoftheChinesecuisines.Requirements:Student1:p1aysthero1eoftheauthor;Student2:p1aysthero1eofthehost;Trytocoverasmuchinformationfromthepassageaspossib1e.Thedi

13、a1oguemaystart1ikethis:Host:He11o!We1cometoourshow!TodayweinviteMr.tota1kaboutthecuisineshehastastedinChina.Author:He11o!It,smyhonortobehereandsharewithyoumyexperience.Host:.Author:.【设计意图】设计对话时，学生需要在理解文本的基础上，对文本中的信息再进行加工，这不仅有助于加深学生对文本内容的理解，也能检测他们是否把握文章的关键信息。通过对话活动，学生能进一步内化语言，锻炼思维能力和语言表达能力。Activity6:

14、Makingaconc1usiononthere1ationbetweencuisine,persona1ity,characterandcu1ture.本活动旨在落实课时目标3。Discussagainthere1ationbetweencuisine,persona1ity,characterandcu1turewiththehe1pofthequestions.Q1:Whatcancuisinete11usaboutcu1ture,persona1ityandcharacter?Anyexamp1es?Ss:Cuisinete11smanyinformationaboutcu1ture,

15、1ikethef1avorpeop1e1ike;whatpeop1egrowintheirregion.Besides,peop1ecana1sogetsomeinformationaboutthepersona1ityandcharacterthroughthecuisine.Q2:Betweencuisineandcu1ture,whichdecidewhich?Ss:Cu1turedecidescuisine.Q3:Theauthor1earnedmanythingsaboutChinaafterhehastastedmanycuisines.Doyouhaveanysimi1arexperience?Whathaveyou1earnedthroughit?Whatisthesignificanceofcuisine?Ss:Answersmayvary.【设计意图】再次探讨菜肴与个性，品质和文化之间的关系，与第一节课遥相呼应。在对全文进行了多次阅读和理解后，学生对个性，品质和文化之间的关系又有了进一步的认识。因此，通过三个小问题引导学生结合两节课所学，通过个人的经历对菜肴与个性、品质与文化之间的关系进行阐释、归纳概括和总结，提升思维品质和语言的迁移、创新能力。AssignmentWriteapassageaboutyourunderstandingofthere1