2021新外研版高中英语必修第二册Unit 1 Food for thought 说课稿.doc

1、1 Interpretation Good morning, dear judges. Its my great honor to be here sharing my teaching design with you. Im Zhang Xin from Yanshou No.2 Senior High School. I will present my lesson with the following six aspects. Analysis of the teaching material, the core competences, the important and diffic

2、ult points, the studying method, the teaching method, and the teaching procedures. Next,I will explain them one by one. Part 1 Teaching Material The content of my lesson is NSE 2019 Book Two, Module One Food for Thought. Period 1 Starting out and Understanding idea. By studying this part, students w

3、ill have a good master of the topic of dietary culture based on the viewing, speaking, and reading. The input has a great influence on output, such as speaking and writing. Therefore, this lesson is in the important position of this unit. Part 2 Core Competences According to the new Standard curricu

4、lum and the syllabus, the core competences are as follows: 1.Cultural awareness objectives: Let students know the representative food of China, understand the diversity of foods through knowledge of food in different countries; enhance cross-cultural awareness, deepen the understanding of unit topic

5、s, and generate interest in the topic; 2.Language through intensive reading, students can quickly find out the sentences that express the characters views on food in the text and sort out the structure of the articles； 3. Thinking quality objectives: Students can simply describe and evaluate differe

6、nt kinds of food and different countries in English based on their existing life experience. Part 3 the Important and Difficult Points Based on the requirement of the syllabus, the important point is to 1.Guide students to learn about representative Chinese food through video materials; 2.Guide the

7、students to complete the matching activities of food and country, and know the representative food of the world; 3.Guide the students to understand the main idea of the text through independent reading and group cooperation, and sort out the structure of the text. The Difficult point is 1.How to gui

8、de students to simply describe and evaluate different foods, which can arise their thinking on Chinese and foreign food cultures; 2.To guide students to pay attention to the characters emotional attitudes towards different foods and to understand the food culture from a cross-cultural perspective. P

9、art 4 Studying Methods Students of this stage are quick in thought and they are eager to show what they 3 have known and they have a certain ability to view and read. Therefore, I will teach the students how to be a successful language learner and let them study language through observation, pre-tas

10、ks, while-tasks and post-tasks. I will adopt the practice strategy and communicative strategy. Part5 Teaching Methods With the aim of achieving the core competences , I will use the following methods which is strongly recommended in the New Standard Curriculum: The Communicative Approach as well as

11、Task-based Language Teaching is employed to fulfill the core competences; And according to the modern social communicative teaching theories, I will also adopt Situational Approach. Meanwhile, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning E

12、nglish. Part 6 Teaching Procedures Step 1 Pre-viewing ( Lead-in) In this section, I will divide the whole class into four groups whose names are related to the topic of food. And have a free talk. Purpose of my design is to arise the students interest in learning the theme of this lesson and review

13、the words. Step 2 While-viewing (Activity 1 Video time) In this part, students will watch a short video, which introduces an Americans trip to China, showing the representative Chinese cuisine, such as Beijing duck, hairy crab, and Sichuan hot pot.Students should answer three questions, such as, 1.W

14、hat different types of food are introduced in the video? 4 2.Have you ever tried any of the food in the video? 3.What does the foreigner think of the food? Purpose of this part is to help the Ss learn the background of food. Step 3 Post-viewing (Activity 2 Picture time） This part requires students t

15、o look at the world map and pictures of representative food in various countries, match these food with the corresponding countries, and tell about the understanding of the worlds food in combination with their own experiences. Purpose of this part is to 1. Help Ss better understand some famous Chin

16、ese dishes. 2. Provide theme-related background knowledge for Ss and arise their cultural awareness. Step 4 Pre-reading (Activity 3 read and predict) In this section, students should look at the pictures and talk about understanding of the title.(The childs parents may come from two countries, as a

17、result, he/she can taste different food from different countries.) The aim of this part is to help Ss activate their existing knowledge and get familiar with the topic. Step 5 While-reading ( Activity 4 Main idea:Scanning) In this part, belongs to the stage of fast-reading. T asks Ss to skim the fir

18、st paragraph and last paragraph and see if their understanding is correct. Answer the question: Whats the main idea of the passage? 5 Purpose of this part is to train Ss reading skill in skimming in order to get the main idea. Step6 Skimming This part belongs to the stage of careful-reading. T asks

19、Ss to read the passage carefully and complete the table with information from the passage in order to help Ss read for important details of the passage and analyse the characters attitudes towards different food. Step 7 Discussion T asks Ss to discuss the two questions in groups and share their opin

20、ions. T offers help if needed. What does the author mean by saying one mans meat is another mans poison? Do you know of any similar sayings in Chinese? The purpose of this part is to 1. Help Ss further explore the topic and the unit theme. 2. Improve Ss critical thinking and problem-solving ability.

21、 Step 8 Production In this part, I will design a situational context to get Ss to apply what they have learnt to a real-life context. The situation is that Recently, Li Hua has come to America as an exchange student, who has sent a message on We-chat, please give him some tips. Step 9 Conclusion Her

22、e I will guide the students make a conclusion by themselves to cultivate students 6 have the awareness of different food which can reflect different cultures. Step 10 Homework Review the words and retell the passage in order to strengthen the master of this passage. At the same time, it will check whether the Ss achieve the core competences.