1、Topic Reading: A Child of Two Cuisines Learning Objectives Language ability Objectives: 1. Be able to retell the content of passage related to diet. 2. Be able to recommend traditional Chinese food using appropriate words. Culture awareness Objectives: 1. Be able to appreciate the similarities and d
2、ifferences of Chinese and foreign food culture, enrich the cognition of food culture. 2. Be able to respect cultural diversity and develop cross-culture abilities . Thinking quality Objectives: 1.Be able to correctly judge correctly the viewpoints and attitudes of the characters in the passage. 2.Be
3、 able to transfer knowledge and thinking ability by exploring the passage deeply. Learning ability Objectives: 1. Be able to stimulate interest in English learning by understanding the food culture of different countries. 2. Be able to study independently and in group cooperation. Learning Importanc
4、e 1. Be able to get the general idea of the text by skimming, understand and elaborate the passage accurately. 2. Be able to find out the sentences in the passage that express the characters views on food and express their views and attitudes in English. Master the useful inter-languages and sentenc
5、e structures to express ones ideas. Learning Difficulty Be able to use appropriate, accurate and idiomatic language to express your views and recommend Chinese cuisine. Teaching Procedures Step 1: Leading in (1) Enjoy a short video of A Bite of China. Questions: Whats the name of the program? Whats
6、the type of the program? What is the TV program about? (2) Show the food map of Chinese food and foreign food. Question: Whats the famous food in the Chinese food map? Where do the various of food come from? Have you ever tried? Can you image you live in of two cuisines? （设计意图：学生通过观看舌尖上的中国英文宣传片，激发了对
7、食物英文表述的学习兴 趣。接下来，向学生呈现中国特色食物分布图以及世界特色食物分布图。特色食物的介绍以 本课需要学习的词汇为主，并且大部分关于食物的背景知识已在课前预习案中作为“英语沙龙” 的形式呈现。通过地图中地点、名称、图片的输入进行单词的学习，并为本文课文阅读学习 做好语言铺垫。通过课本图示的主题图片， “火锅” “英式早餐”的对比，让学生猜测本文将要学习 的内容，激发阅读兴趣，暗示文章主旨。 ） Step 2: presentation Activity 1: Divide the passage into four parts and match the main idea with
8、 each paragraph. (3) Part 1 (para 1) A. I feel at home with food from Britain and China. Part 2 (para 2) B. My family background. Part 3 (para 3-5) C. Influenced by my mother, my father loves hot pot, but he still shocked at Chinese food Part 4 (para 6) D. Different attitude towards food of my famil
9、y. Activity 2: Go through the passage quickly and answer the question. (3)What is the main idea of the passage?(Page4, Activity3) How the family stays healthy by eating Chinese food. What the family has done to promote Chinese food. How the family cooks both Chinese and English food. How the family
10、combines food from two countries. Activity 3: Read Part 1 carefully and fill in the blanks.(3) _ _ in England with a_ father and a _ mother, Ive enjoyed food from both countries_ _ I was able to _ a knife and fork and chopsticks! Activity 4: Read part 2 carefully and define the sentences true(T) or
11、false(F). (4) 1. Mum comes from Sichuan, and often cooks spicy dishes. But my Dad dislike hot pot. 2. My Dad was surprised by what he saw on the table when he first visited my mothers parents in China. 3. Nowadays, my Dad takes to eating things like chicken feet Activity 5:Choose the correct symbols
12、 and complete the table.(10) Activity 6: Read Part4 and answer these questions.(5) What does the author mean by saying “one mans meat is another mans poison”? _ Do you know of any similar sayings in Chinese? (设计意图：活动一、二通过匹配题的形式帮助同学们快读获取每一部分的大意，进而选出全 文的主旨大意、理解文本。活动进行文本精读。对全文文本分成四个部分进行精读。设置不 同的阅读任务，活动
13、三、四、五，难度递进，分别通过填空、判断并改错、回答问题等形式 训练学生的阅读能力，穿插进行 paraphrase 理解词义，通过 retell 的形式帮助学生提高概括要 点的能力，提升口语能力，同时也练习了口头作文，实现由语言输入到语言输出的过程。) Step3 :After-reading (12) Blue Cheese is a type of cheese with blue lines in it, popular in Europe and well-known for its strong taste. It is identified by a special smell a
14、nd the flavour of it tends to be sharp and salty. I think it tastes best when served with pears and fruit bread. It is really yummy! Show timeSuppose you are the director of The Bite of China(舌尖上的中国) .Please recommend a food of China.( appearance, smell, taste, opinion，feelings，history.) (设计意图：深化学生对
15、“one mans meat is another mans poison”，由课文中作者并不喜欢的 一种食物入手，且课文前有对此种食物的简单介绍，通过呈现范文介绍一种食物“蓝纹乳酪” 。 以思维导图的形式，让同学们尝试着总结如何介绍一种美食。进而进行小组活动，假设学生 是舌尖上的中国的导演，让学生推荐一种中华美食。在学生展示环节，以舌尖上的中 国的背景乐营造轻松的氛围。增强学生的语言输出能力以及合作意识，能够在深入理解文 本的同时联系自身实际，实现知识和思维能力的迁移。激发学生的文化传承意识和跨文化交 际能力。 ） Step 4：Conclusion Culture is not only
16、national, but also international. We should respect different culture.（设计意图：在阅读活动和小组活动展示后，自然过渡到本课的文化意识目 标，能够尊重文化多样性。 ） Step 5: Homework Write a short passage about your understanding of “one mans meat is another mans poison”. You might choose to discuss it from a cross- cultural perspective if possible. （设计意图：将输出转换为文字，作为课后作业，题目要求尽可能从跨文化的角度来考虑 对文本中“one mans meat is another mans poison”,进而培养学生跨文化交际的能力。 ） 课后反思：
