Unit 3 Reading and thinking ppt课件（含音视频素材）-（2022新）人教版高中英语选择性必修第二册.rar

1选择性必修二选择性必修二 Unit 3 Reading & ThinkingCulture and CuisineActivity 1: Watching and Prediction1. Watch a video clip of the launch of Shenzhou -13 and the different food supplies for the astronauts.2.2. Circle the eight well-known Chinese cuisines (八大菜系）in the map.Food varies from person to person, from region to region. . . What is your understanding of the relationship between food and people?If you tell me what you like to eat , I can tell you _. Activity 2: Skimming (for what and how)Q1: What is the writers understanding of the quote “Tell me what you eat, and I will tell you what you are.” ? “Tell me what you eat, and I will tell you what you are.” means that _.Q2: How does the writer prove his understanding of the quote ? A . By comparison B. By example By processQ3. In what order does the writer describe his experiences? In the order of_.( underline the clue words in the passage)2Activity 3: Scanning (for details)Find out the authors experience of cuisine and culture in different places PlaceKind of Chinese foodand typical dish People/ culture reflected by foodAmericaBeijingShandongNorthwest China South ChinaCentral ChinaAll in all, although the food was as _ as the people,what they show in common is _.Conclusion: Find a sentence in the last paragraph to show the writers conclusion of the relationship between cuisine and culture ._.Suggestion: If you do not experience one, you can never really know the other.What do “one ”and “the other” refer to ?Activity 4: Reading for language and skill阅读微技能: 通过辨认因果关系理解文章细节及逻辑关系Match the causes to the effects according to the passage.(因果连线）Cause effect Connectors: as a result, as a consequence, so(that), because, since, thus, therefore.1.The flavour preferences of Americans often differ from those of the Chinese.2. We had no idea how to order food.3.These groups traditionally wandered the open range on horses.A. The chef just began filling our table with the best food we had ever eaten.B. Their traditional foods are what you can cook over an open fire.C. Chinese food in America is changed to suit American tastes.3Activity 5: Thinking (for why)Q1: Why does the author write this passage? _A. To introduce his experience of Chinese food B. To share with readers his viewpoint: Culture and cuisine go hand in hand.C. To recommend Chinese food to foreignersQ2: Why can cuisine and culture go hand in hand?(What promotes the development of cuisine and culture hand in hand?)_Activity 6: Application & creation Group work: Make an oral introduction of a typical local food . Choose one topic : rice wine / hot dry noodles / Wuchang fish.Oral presentationGreetings:_Body:(food and culture)_Ending(wish):_4Activity 7: Self-assessment (目标达成情况自评）目标达成情况自评）Can you get all the three stars? Yes or NoThree goals1. 学会阅读有关饮食与文化关系的事理说明文学会阅读有关饮食与文化关系的事理说明文,能够抓住文本的时间、地域线索能够抓住文本的时间、地域线索,理解和理解和把握食物与地域文化、历史传统、当地人性格特点等之间的关系。把握食物与地域文化、历史传统、当地人性格特点等之间的关系。2. 在阅读梳理信息的过程中能提高辩证思维与逆向思维的能力；借助文本中的语篇衔在阅读梳理信息的过程中能提高辩证思维与逆向思维的能力；借助文本中的语篇衔接词接词,或通过理解文字背后的隐含意义或通过理解文字背后的隐含意义,准确把握信息之间的因果关系准确把握信息之间的因果关系,提升阅读理解能力，提升阅读理解能力，以及有关写作手法以及写作目的的阅读技能。以及有关写作手法以及写作目的的阅读技能。3. 联系自己的经历联系自己的经历,合理使用本课所学词汇合理使用本课所学词汇,描述本地的饮食与文化。描述本地的饮食与文化。Activity 8: HomeworkIf you want to know American culture, you are supposed to experience its food. Write an introduction of a kind of typical American food you are interested in by surfing the Internet or referring to books . 51Unit 3 Food and CulturePeriod2 Reading and thinking :Culture and Cuisine教学设计教学设计课程基本信息课程基本信息学科英语年度高二学期秋季课题Unit 3 Food and Culture Reading and thinking :Culture and Cuisine （Period2）教科书书名：英语选择性必修第二册出版社：人民教育出版社教学内容分析教学内容分析The discourse explores the link between food and culture from a foreigners perspective and it records some authentic Chinese food and illustrates the cultural meaning, geography features and historic tradition that the food reflects. It is aimed to lead students to understand and think about the connection between food and culture. While teaching, the teacher should instruct students to find out the writing order and the writers experiences and feelings towards Chinese food and culture.教学目标与核心素养教学目标与核心素养1.Guide the students to sort out the information dig out the topic and explore the relationship between food and peoples personality2. Lead students to accurately grasp the real meaning of the information and improve the overall understanding ability by understanding the implied meaning behind the text.3. Understand the cultural connotation, regional characteristics and historical tradition of Chinese cuisine and develop a sense of pride of Chinese Culture as well as take on the responsibility to promote Chinese culture.教学重难点教学重难点 1. Enable the Ss to understand the structure and the writing style of the passage well.2. Lead the Ss to understand and think further about the connection between food and geography and local character traitsTeaching procedure2教学目标教学目标教学活动教学活动教学过程教学过程设计意图设计意图活动层次及核活动层次及核心素养提升点心素养提升点效果评价效果评价ActivateActivity 1Watching & Predicting Watch a short video of the launch of Shenzhou 13th and the food supplies for the astronauts and circle the 8 best-known Chinese cuisines in the map. Q1: Why do they prepare different food for the three astronauts?Q2:What is your understanding of the relationship between food and people?Q3: What is your s understanding of the saying “Tell me what you eat, and I will tell you what you are.” ?用一段神州十三发射成功，宇航员太空生活物质配备的的短视频，创设与主题相关的情境，引导学生思考饮食因人而异，因地域而异，锻炼学生背景知识梳理与信息整理的能力，同时激发学生的热情和参与课堂的积极性，然后引用关于饮食与文化关系的名人名言，引发学生对主题的思考，激活学生的背景知识和相关经验。学习理解类活动：感知与注意;描述和阐释思维能力：围绕主题语境，结合视频、图片、以及关于食物的著名语录等，获取饮食与文化的关系的体验，进行表达交流。学生能否通过视频、引语来理解讨论说说饮食与人的关系，从而进入讨论预测饮食与文化的关系。Activity 2 Skimming for what and howGo through the passage quickly and complete the following tasks.Q1: What is the writers understanding of the quote “Tell me what you eat, and I will tell you what you are.” ? Q1: How does the writer prove his understanding of the quotation ? A. By comparisonB. By example C. By processQ3:In what order does the writer describe his experiences?(underline the clue words in the passage)通过泛读，让学生对文本有初步了解，能从语篇中提取主要信息和主要观点，以及文章的主要写作顺序，锻炼学生整体把握语篇结构以及语篇关键词的能力。学习理解类活动：获取与梳理；概括与整合学习能力：通过泛读获取主要信息和主要观点，理解语篇结构及语篇要义的能力。学生能否提取主要信息和主要观点，理解文章写作顺序以及语篇要义。Read & ExploreActivity 3 Scanning for details1. Find out the authors experience of cuisine and culture in different places Paragraph(2-6) :Place：Cuisine:Culture:2. Find a sentence in the last paragraph to show the writers conclusion of the relationship between cuisine and culture.3. The structure of the passage.通过精读，获取细节信息，引导学生按照时空的写作顺序，深入理解作者的经历以及对各地饮食所反映出的文化层面的体会，同时具体的语境中加深对重点单词和词块的理解，从而更好地掌握其用法。学习理解类活动：获取与梳理学习能力：通过精读获取细节信息，感知领悟主题意义。思维品质：梳理、概括与重组建构文本信息。学生能否通过精读，获取作者在中国的饮食与文化的体验经历的具体信息并且理解作者的饮食与文化齐头并进共同发展的结论。3Activity 4 Analyzing language Match the causes to the effects according to the information in the passage.Connectors: as a result, as a consequence, so(that), because, since, thus, therefore在理解分析文本的过程后，体会品味作者在说理论述过程中语言的因果逻辑关系的技巧,并应用实践类活动：描述和阐释；内化与运用思维品质：因果逻辑思维能力。学习能力：把握与赏析因果逻辑的应用。学生能否通过深入理解语篇后，进行语言显性与隐形因果逻辑的把握与应用。Read & ExploreActivity 5 Thinking for why Q1: Why does the author write this passage?Q2: Why can culture and cuisine go hand in hand? (What promotes the development of cuisine and culture hand in hand?)在学生深入理解语篇后，进行深层次思考，体会饮食与文化紧密相关共同发展的背后是科技，经济等多方面国家力量发展以及各个层面良性交流的结果，培养学生进行深层分析与对发散思维和批判性思维能力。应用实践类活动：描述和阐释；内化与运用思维品质：推理与判断，思辨性思辨能力。学习能力：结合文本类型以及文章篇章结构来理解写作意图的能力。学生能否结合文本类型与主题与结构判断写作意图，能否根据文章中心进行深入思考，促进饮食与文化融合发展背后的科技，国家力等高层原因。Apply &CreateActivity 6 Watch and create : Voice for local foodMake an oral introduction of a typical local food 1. The teachers video2. Students creation and presentation在学完语篇后，播放教师自己录制的为家乡食物代言发声的视频，进行示范与启发，引导学生完成从输入到输出的迁移创新活动，将所学知识运用在真实情景中进行交际，学生的创作中透射出他们对本土饮食与文化的思考，使之成为学生个性化体验与创造的过程。迁移创新类活动：想象与创造思维品质：思辨性思维能力和批判性思维能力。学习能力：知识迁移策略。文化品格：理解本土饮食与文化，增强中国传统饮食与文化的自信。学生能否用所学的知识进行本土饮食与文化的推广与介绍。Assess &SublimateActivity 7 assessment & conclusion Make a self-assessmentabout the achievement of the three goals of the class.Conclusion: Food brings people together on many different levels. Its nourishment of the soul and body; its truly love.引导学生对照课时学习目标进行自我评估目标达成情况.升华主题，饮食不仅折射文化，与科技等国力密切相关，归根结底，饮食是爱的滋养的表达。文化品格：理解饮食文化，增强中国文化自信，同时形成享受美食，好好生活，感受与传播饮食所表达的爱的正确的价值观。学生能否根据课时目标准确检测课堂任务完成程度；能否自然生成对食物是爱的表达的升华总结。4Explore&CreateHomeworkTopic-related micro writing:If you want to know American culture, you are supposed to experience its food. We are learning English culture by learning English. Why not write an introduction of a kind of typical American food you are interested in by surfing the Internet or referring to books ? 引导学生运用所学知识进一步进行利用丰富的学习资源学会去探索知识，提高表达层次。应用实践类活动：内化与运用迁移创新类活动：想象与创造学习能力：运用所学的语言知识。创造性地整合应用。文化品格：理解饮食与文化的关系，了解外国饮食与文化，树立国际视野。学生能否理解文本深层意义(饮食反应文化，与文化共同发展)，并自主学会利用课外资源进行探索整合来进行表达。TheThe designdesign ofof thethe Blackboard:Blackboard: Unit 3 Food and CulturePeriod1 Reading and thinking: Culture and Cuisine教学反思教学反思本节课是一节关于饮食与文化的关系的事理说明文，从一个外国人的视角按照时间空间顺序记述中国各地典型菜肴，并阐述其中所反映的文化内涵、历史传统、地域特色、人物性格等。本单元话题贴近生活，轻松有趣，文章条理清晰，学生参与度高，教学资源丰富恰当，课堂教学环节以神州十三号载人飞船发射的热点新闻导入吸引学生兴趣，阅读环节从 What, how, why 三个方面有序进行探讨，以及分析了文章的语言上的因果逻辑与写作意图，环环相扣，读后的思考较好的完成了由课本到生活的思考，由饮食到文化的关系，引导学生打开思维，思考背后的科技与国家力发5展的原因，以及最后升华到感受食物是爱的表达，好好享受生活，享受爱的价值观念的传递。整体设计由浅入深，由课本到生活，由老师到学生，从阅读到思考到输出，落实了核心素养。本节课的亮点在于主线的高度，立足与国家社会层面来挖掘分析与升华文本，选取的视频切题且震撼；第二个亮点在于输出部分的教师自录视频的示范，较好的通过言行示范了语言的应用以及对本土饮食与文化的自信与推广，较好的践行了学生活动观与核心素养的落实。 本节课的不足之处在于，容量比较大，所以节奏比较快，学生的阅读时稍显仓促，不够充分，学生要进行了充分的预习才能完成读与思的学习目标，最后的输出部分也是由于时间关系，只能进行部分同学的展示。 6 Unit 3 Food and Culture Reading and ThinkingCulture and Cuisine “中国好教育”荆楚联盟“同课异构”大赛Activity 1 Watching & prediction “中国好教育”荆楚联盟“同课异构”大赛Circle the 8 best-known Chinese cuisines CultureCuisine“Tell me what you eat, and I will tell you what you are.”If you tell me what you like to eat , and I will tell you _.where you are from“中国好教育”荆楚联盟“同课异构”大赛Activity 2: Skimming (for what and how)Q1: What is the writers understanding of the saying“Tell me what you eat, and I will tell you what you are.” ? Q2:How does the writer prove his understanding of the quotation ?Q3. In what order does the writer describe his experiences? ( underline the clue words) Writing tips: by comparison / by example/ by process Food is not only related to healthy eating but also actually refers to personality, character, culture. The writer described his experience in the order of _.time and space clue wordsLets draw his route of experiencing Chinese food Activity 3 Scanning for details Place Kind of Chinese food and typical dish People or culture reflected by foodAmerica Beijing Shandong Northwest China South China Central ChinaAll in all, although the food was as _ as the people,what they spread in common is _Cuisine CultureChinaplacePrior to coming to China Americans love _flavours, and are not afraid to_. bold, simple try new thingsAmericaHe tasted: _General Tsos chickenThrough the food , we know that :Cuisine CultureChinaBeijingSichuan Cuisinepeppercorns People offer_ through food. Later friendshipHe tasted: _Through the food , he found that :Cuisine CultureChinaShandongShandong Cuisinedumplines & pancake rolls stuffed with green Chinese onion _ is important to people there. Soon FamilyThrough the food , he observed that :He tasted: _Cuisine CultureChinaXinjiangXinjiang and Inner Mongolian cuisinelamb kebab He learnt their lifestyle: _ _ Then traditionally wandered the open range on horsesHe tasted: _Cuisine descriptionCultureChinaGuangdong Cantonese cuisineelegant dim sum People there live a(an) _lifestyle Then elegant He tasted: _Cuisine descriptionCultureChinaHenanStewed noodles exceptional then conclusion:If you do not experience one, you can never really know the other.Cuisine and culture go hand in hand . kindnessfriendshipkindnessAlthough the food was as _ as the people,what they show in common is _What is the relationship between culture and cuisine?Suggestion: variedfriendship and kindnessWhich of the following shows the structure of the text?A.B.C.D.enthusiasticamazedWhy does the author write this passage? writing purpose tips: the type of the writing and the structure 说明文说明文 expository writing 记叙文记叙文 narrative writing 议论文议论文 argumentation 应用应用文文practical writing . A. To introduce his experience of Chinese foodB. To share with readers his viewpoint: Culture and cuisine go hand in hand.C. To recommend Chinese food to AmericansSometimes two ideas are related to each other by cause and effect. Cause-and-effect relationships can be direct. However, some cause-and-effect relationships are not direct, and some may also have more than one cause or effect.Understand cause and effectActivity 4 Reading for language Cause1. The flavour preferences of Americans often differ from those of the Chinese.2. We had no idea how to order food.3. These groups traditionally wandered the open range on horses.EffectA. The chef just began filling our table with the best food we had ever eaten.B. Their traditional foods are what you can cook over an open fire.C. Chinese food in America is changed to suit American tastes. connectors : as a result, as a consequence, so, so that, because, since, thus, therefore . . . “中国好教育”荆楚联盟“同课异构”大赛Deeper-thinkingCulture and cuisine go hand in hand What promotes them to develop hand in hand ?the Belt and Road The Old Silk Road space exploration Activity 5 development & communication A Bite of Chinese Food in Space 舌尖上的中国在太空Activity 6: Application and creation Voice for local cuisineXiaogan Rice wineHot dry noodlesWuchang FishPlaceCuisine Culture It is made of .It consists of.It is served when.It is cooked by.It looks.It tastes. Through the food , we find the people. the lifestyle.history stories. referenceFood brings people together on many different levels. Its nourishment of the soul and body; its truly love. Giada De Laurentiis食物在许多不同的层面上把人们聚集在一起,它是心灵和身体的养料，是真正的爱。enjoyenjoy food,food, enjoyenjoy life,life, enjoyenjoy lovelove Activity 7: Self-assessment HomeworkWrite an introduction of a typical American dish you are interested in by surfing the Internet or referring to books .ThanksThanks forfor youryour listening!listening! HaveHave a a goodgood day!day!