【教案】Unit 3 Reading and Thinking 教学设计人教版（2019）选择性必修第二册.docxVIP

Unit 3 FOOD AND CULTURE Reading and Thinking: Culture and Cuisine教学设计 Content of the text The text explores the link between food and culture from a foreigner’s perspective and it records some authentic Chinese food and illustrates the cultural meaning, geography features and historic tradition that the food reflects. Teaching objectives At the end of the class, students are able to: 1.Understand the passage‘cuisine and culture’ better by applying reading strategies—predicting, skimming and scanning. 2. Know better about the relation between culture and cuisine. 3. Talk about traditional Chinese cuisine and culture. Teaching importance and difficulties 1. Explore the relationship between food and peoples personality, local customs and culture. 2. Talk about the food and its history and culture. Teaching procedures I. Warming up Watch a short video about different kinds of food and eight Chinese cuisines. Get familiar with eight Chinese cuisines and the English names of different cuisines mentioned in the text. 【设计意图】此活动是导入环节。通过展示各种美食和八大菜系的小视频，激发学生对主题的学习兴趣,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。通过图片给出词义，引导学生初步熟悉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, 为顺利开展后续阅读做好铺垫。 II. Reading Activity1: Predict the content of the passage. Students look at the title pictures and predict the content of the passage. 【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。 Activity2: Skim the passage for the six places the writer mentioned. 【设计意图】通过速读搜索文中作者去过的六个地方，快速把握文章主体脉络，为后续的细读定位。同时，提示学生阅读技巧——关注大写字母，能够帮助他们快速找到地点。 Activity3: Read for More Details Read the whole passage and fill in the blanks. When he was in When he was in America, he experienced_________ but it was changed to suit________. America’s most popular Chinese food is ________. In Beijing, they tasted__________—the best food they had ever had. They experienced an entirely new taste—__________. The food was wonderful and different. His favorite dish in Shandong was