1、Unit 3 FOOD AND CULTUREReading and Thinking: culture and cuisine文本简析文本简析本单元阅读文本的话题是饮食和文化， 旨在让读者了解饮食和文化之间的密切联系， 探究和比较中外饮食之间的差异以及不同的饮食所折射出的不同的文化， 启发学生以联系的视角去理解和分析事物，探究饮食现象的本源；同时提升中国饮食文化的新认识，积极传播中国文化和习俗。本文是说明性文本，标题“Culture and cuisine”开门见山展示了文章的话题，是整个文本的浓缩提炼。 作者以第一人称的口吻描述了自己在中国不同地域的饮食体验以及这些饮食折射出的不同的风土人
2、情，从而阐释了文化和饮食彼此息息相关、相互影响的现象。正文内容按“总分总”建构，第一段为总起段，引用名人名言并点明其内在涵义：饮食对人们的性格、品质、文化有着重要影响；其余五段分别阐述了中华菜肴在美国和中国的不同地域（如北京、山东、新疆、广东等地）折射出的不同的口味、风土人情和文化，以实例对名人名言的内涵加以说明。第七段作者表达了自己对文化和饮食之间的关系的理解。在进行教学设计时， 要帮助学生梳理关于饮食和文化话题类的语言， 如较多有关中华菜肴的表述。此外，文本在说明饮食和文化相互影响的关系时，使用了表现因果关系的语言，如：since, so, as a result 等，也值得引起关注。本文
3、的主题段、主题句与支撑性内容的关联，以及说明方法是很好的逻辑思维训练载体。教学设计（共教学设计（共 2 课时）课时）第第 1 课时课时一、教学内容一、教学内容整体理解全文， 明确作者在不同地域体验饮食和感知文化的经历， 明确文本的总分总结构，初步探讨菜肴与个性、品质和文化之间的关系。二、课时目标二、课时目标1围绕饮食话题进行讨论，并根据标题和图片，预测文本内容，激活有关饮食和菜肴的背景知识和相关话题语言。2通过略读、梳理、归纳等策略，提取文本主要信息，概括段落大意，梳理文本结构。3了解在美国被改良的中华菜肴的相关信息，并通过此例，初步感知、理解和简单阐释菜肴和个性、品质和文化之间的关系。三、教
4、学过程三、教学过程Activity 1: Talking about cuisine and culture本活动旨在落实课时目标本活动旨在落实课时目标 1。1. Students talk about the pictures about eight major Chinese cuisines and get to know theword “cuisine”.Q1: What can you see in the pictures?Ss: Eight different kinds of food.Q2: What does “cuisine” mean?Ss: Cuisine mean
5、s the dish or food that is cooked in a certain way.Q3: What are the names of these cuisines?Ss: Stewed noodles, dim sum, lamb kebab, Sichuan cuisine, General Tsos Chicken andpancake rolls.2. Talk about the relation between cuisine and culture.Q: What do these cuisines tell you about the people who e
6、at them?Ss: Cuisines can tell us where the people come from.【设计意图】此活动是导入环节。通过展示八大菜系的图片，激发学生对主题的学习兴趣，通过给出词义，帮助学生了解菜肴“cuisine”这个核心词的内涵，并拓展学生的知识面，补充了他们对于中国八大菜系的认识。 通过第三个问题， 引导学生初步了解文本中出现的各种菜肴的名称，为后续的阅读扫除词汇障碍。学生就第四个问题展开讨论，根据生活经验初步思考饮食与文化之间的关系。此活动为顺利开展后续阅读做好铺垫。Activity 2: Predicting the content of the pa
7、ssage.本活动旨在落实课时目标本活动旨在落实课时目标 1。Students read the title and predict the content of the passage.Q: What is the text about?Ss: Maybe it is about the relation between culture and cuisines.【设计意图】引导学生根据篇章标题、图片等信息预测文本的内容是必修阶段对学生认知策略的学习要求。学生带着预测进行阅读，既激活思维，又能更加积极主动地阅读并聚焦语篇的主要内容。Activity 3: Checking the predi
8、ction, reading for the main information of the text andidentifying the structure of the passage本活动旨在落实课时目标本活动旨在落实课时目标 2。1. Students read the first paragraph and check the prediction.Q1: What is the main idea of the 1st paragraph?Ss: The author introduces the French authors saying and explains its re
9、al meaning.可追问：1) What did the French author write? What did the French author refer to through it?Ss: She wrote: “Tell me what you eat, and I will tell you what you are.” It means “Tell mewhat you eat, and I will probably know something about your personality, character, and theculture you come fro
10、m.2) What will the author talk about in the following part?Answers may vary.2. Skim the rest of the passage, find the topic sentence of each paragraph and get the mainidea of each paragraph.【设计意图】引导学生读第一段，检测预测并通过定位主题句概括段落大意，之后通过追问引导学生关注法国作家的话并理解此句话的内涵。 接下来进一步引导学生预测文章的后续内容，使他们更加积极主动地阅读文章且聚焦主题语境。通过快读阅
11、读，学生寻找主题句，并根据主题句概括段落大意，整体把握文本内容，提升概括能力。为活动 4 做好铺垫。Activity 4: Identifying the structure and writing style of the passage本活动旨在落实教学目标本活动旨在落实教学目标 2。Students read the title of the text again, go over the main idea of each paragraph and identifythe structure and writing style. Students think about the fo
12、llowing questions.Q1: What methods are used to develop this passage?可追问:1)In what order are Paragraphs 2-6 organized?Ss: They are organized in the order of places and time.2)Why is Chinese cuisine mentioned in the passage?Ss: To serve as a supporting example to talk about the relation between cultur
13、e and cuisine.Q2: How can you divide the passage? Why?Ss: It can be divided into three parts. The first paragraph is the first part and the author leadsin the topic. Then paragraphs 2 6 are the second part, where the author used Chinese cuisine asan example to talk about the relation between cuisine
14、 and culture. Paragraph 7 is the last part andthe author shows his own opinion about the relation between cuisine and culture.可追问：1)How does the author link part 1 to part 2?Ss: The author links part1 to part 2 by using transitional sentence: “Certainly, in many waysthis seems to be true.”2)Can you
15、find other transitional sentence between paragraphs?Ss: Yes. “Later, I had a chance to experience authentic Chinese food by coming to China.”3)How does the author link part 2 to part 3?He links part 2 to part 3 by using transitional sentence: “At a minimum, the kinds of foodlocal people consume tell
16、 us what they grow in their region, what kinds of lives they lead, andwhat they like and do not like.”Q3: What type of writing is the passage?Ss: Expository writing.【设计意图】 通过提问， 帮助学生了解文章的体裁结构和谋篇布局的特点。 把问题一 （Q1）分解为两个后续追问的小问题， 分别引导学生关注文章主体部分的写作顺序， 把握文章的线索， 并关注作者是用何种方法来说明文化与菜肴之间的关系。 这些问题为学生依据段落大意划分文本结构
17、，判断文章体裁做好了铺垫。在学生回答问题二时，适时追问两个小问题，引导学生关注作者是如何使用过渡句来完成文章的起承转合。Activity 5: Reading and asking questions about Paragraph 2本活动旨在落实课时目标本活动旨在落实课时目标 3。1.Read Paragraph 2, put forward two questions you consider important and then offer theanswers in the table.Possible questions: Which dish is mentioned? How
18、is it cooked? Is it an authentic Chinese recipe? What do Americans love?2.Ss share their questions with the whole class and the teacher writes some of the goodquestions on the blackboard and Ss share the answers to these questions.在学生互相提问的基础上，教师可以补充以下问题，如：Q1: What does the word “authentic” mean? How
19、 do you know?Q2: What happened to Chinese dish General Tsos chicken in American? What does it tellus?【设计意图】教师提供“自主阅读提问单”，学生带着目标进行无干扰阅读，并根据个人对文本的理解提出问题并写出答案。 这一过程不仅可以检验学生对文本的理解程度， 也能锻炼学生抓住重点，正确提问的能力。在活动中，教师可以根据学生提出的问题提出有针对性的补充问题， 引导学生整体把握第二段的核心信息， 为理解第二段和第一段之间的逻辑关系以及完成活动 6 做好铺垫。Activity 6: Discussing
20、 the relation between cuisine, personality, character and culturefor the first time.本活动为巩固课时目标本活动为巩固课时目标 3 而设计。而设计。Q1: What do these cuisines tell you about the people who eat them?Ss: Cuisine tells us the flavours people like as well as the information about peoplespersonality and character.Q2: Wil
21、l cuisine change? Why?Ss: Cuisine will change because as culture changes, cuisine has to meet the need of differentgroups of people.Q3: General Tsos chicken is a Chinese dish but it is enjoyed in America. What does the facttell us?Ss: Cuisine can spread through different cultures.【设计意图】在精读第二段后，教师通过问
22、题引导学生，通过在美国的中华菜肴的例子来初步感知菜肴与个性，品质和文化之间的关系。讨论活动有利于学生进行语言输出，提升思维能力。Assignment1. Read Paragraphs 1 and 2 aloud.2. Draw the mind map about the relation between cuisine, personality, character and cultureand then prepare to present the mind map in the second period.【设计意图】朗读课文对英语学习十分重要，布置该作业旨在强化朗读的重要性，培养学生
23、课后朗读的习惯。 学生绘制思维导图的过程也是复习课文、 巩固词汇、 内化语言的过程；本部分也将成为第二课时的导入。第二课时第二课时一、教学内容一、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、三、 教学过程教学过程Activity 1: Reviewing the homework task.本活动旨
24、在为落实课时目标本活动旨在为落实课时目标 1 做准备。做准备。1. Talk about the preliminary understanding of the relation between cuisine, personality,character and culture with the help of the mind map.【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。Activity 2: Reading and sorting out
25、the information about the authors experience ofthe Chinese cuisine.本活动旨在落实课时目标本活动旨在落实课时目标 1, 为实现课时目标为实现课时目标 2 做铺垫。做铺垫。1.Read paragraphs 3 - 6 and sort out the information about the Chinese cuisines mentionedwith a mind map, diagram, or graphic organizer.Make sure the information covers all the follo
26、wing points:1) The related information of the cuisine, e.g. name, flavor, appearance2) The authors feeling towards the cuisine.3) The message the author got from the cuisine.2. Share the information within groups with the help of the sentence patterns below and thenpresent it with the whole class.3.
27、 Ss evaluate the information their classmates have shared with the whole class with thehelp of the following check list.【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
28、根据核对表对自己所整合的信息进行进一步的改进。Activity 3: Listing the key information that the author got about culture, personalityand character.Read paragraphs 3 - 6 again and answer the questions:Q1: From what the author described, what causes people to have their special kind of cuisinein different places in China?Q2:
29、 What did the author learn about Chinese people through cuisine? Can yougive an example?【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 causeand effect 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。Activity 4: Figuring out the authors idea about the relation between cuisine,personali
30、ty, character and culture.本活动为落实课时目标本活动为落实课时目标 2 和目标和目标 3 做准备。做准备。Read Paragraph 7 and answer the questions.Q1: What can food tell us?Ss: Food can tell us what people grow in their region, what kinds of lives they lead, and whatthey like and do not like. However, people cannot judge a persons person
31、ality and character justthrough the cuisine.Q2: What is the relation between cuisine, personality, character and culture?Ss: Culture and cuisine go hand in hand, and if you do not experience one, you can neverreally know the other.可追问:1)What kind of figure of speech is used in the sentence: “culture
32、 and cuisine go hand inhand.”?Ss: Personification.2)What does this sentence mean actually?Ss: It means culture and cuisine are closely related. Cuisine can reflect many informationabout culture while culture decides what cuisine people eat.【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（ “cultureand cuisine go ha
33、nd in hand ”）并理解此句话的内涵。Activity 5: Roleplaying a Gourmet show.本活动旨在落实课时目标本活动旨在落实课时目标 2。Make a dialogue according to the situation.After his travel in China, the author was invited to a Gourmet show to talk about hisexperience of the Chinese cuisines.Requirements:Student 1: plays the role of the auth
34、or;Student 2: plays the role of the host;Try to cover as much information from the passage as possible.The dialogue may start like this:Host: Hello! Welcome to our show! Today we invite Mr. to talk about the cuisines he hastasted in China.Author: Hello! Its my honor to be here and share with you my
35、experience.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。Activity 6: Making a conclusion on the relation between cuisine, personality, character andculture.本活动旨在落实课时目标 3。Discuss again the relation between cuisine, perso
36、nality, character and culture with the help ofthe questions.Q1: What can cuisine tell us about culture, personality and character? Any examples?Ss: Cuisine tells many information about culture, like the flavor people like; what peoplegrow in their region. Besides, people can also get some informatio
37、n about the personality andcharacter through the cuisine.Q2: Between cuisine and culture, which decide which?Ss: Culture decides cuisine.Q3: The author learned many things about China after he has tasted many cuisines. Do youhave any similar experience? What have you learned through it? What is the
38、significance ofcuisine?Ss: Answers may vary.【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。AssignmentWrite a passage about your understanding of the relation between cuisine, personality,character and culture. Do not forget to give examples to support your opinion.【设计意图】在完成写作任务中，学生既要结合两节课所学，对知识进行迁移和整合，又要表达自己对菜肴与个性、 品质与文化之间的关系的看法。 以此加深学生对本话题的理解。
