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1、Unit 3 Food and Culture Reading and Thinking 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、教学过程Activity 1: Reviewing the homework task.本活动旨在为落实课时目标1做准备。Talk about the preliminary
2、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 the information about the authors experience of the Chinese
3、 cuisine.本活动旨在落实课时目标1,为实现课时目标2做铺垫。1. Read paragraphs 36 and sort out the information about the Chinese cuisines mentioned with a mind map, diagram, or graphic organizer.Make sure the information covers all the following points:1) The related information of the cuisine, e. g. name, flavor, appearance
4、.2) 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 then present it with the whole class.Sentence patterns: The author tasted.in . It is . He thought it was. Through it, the
5、 author knew that.3. Ss evaluate the information their classmates have shared with the whole class with the help of the following check list.AspectsExcellentGoodTo be improved1. Is all the required information covered?2. Is the information well organized?【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
6、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, personality and character.Read paragraphs 3-6 again and answer t
7、he questions:QI: From what the author described, what causes people to have their special kind of cuisine in different places in China? In Shandong: Family is important for people in north China and making dumplings can help unite people together so boiled dumplings have become their favourite tradi
8、tional dish. In northern Xinjiang: The local people have to wander the open range on horses so they have to eat the food that can be cooked over an open fire.In general, culture decides the cuisine people like and have.Q2: What did the author learn about Chinese people through cuisine? Can you give
9、an example?Everywhere, the food was as varied as the people. Through food, the Chinese people everywhere show friendship and kindness. For example, when he was in the Sichuan restaurant in Beijing, he was helped by the chef of the restaurant.【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
10、国人性格品质的信息、，并关注信息之间cause and 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, personality, character and culture.本活动为落实课时目标2和目标3做准备。Read Paragraph 7 and answer the questions.QI: What can food tell us?Ss: Food can tell us what peopl
11、e grow in their region, what kinds of lives they lead, and what they like and do not like. However, people cannot judge a persons personality and character just through the cuisine.Q2: What is the relation between cuisine, personality, character and culture?Ss: Culture and cuisine go hand in hand, a
12、nd if you do not experience one, you can never really know the other.可追问：1)What kind of figure of speech is used in the sentence: culture and cuisine go hand in hand.?Ss: Personification.2)What does this sentence mean actually?Ss: It means culture and cuisine are closely related. Cuisine can reflect
13、 many information about 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(“culture and cuisine go hand 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2。Make a dialogue according to the situation.After his travel in China, the author was inv
14、ited to a Gourmet show to talk about his experience of the Chinese cuisines.Requirements:Student 1: plays the role of the author;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! Toda
15、y we invite Mr. . to talk about the cuisines he has tasted in China.Author: Hello! Its my honor to be here and share with you my 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
16、 the relation between cuisine, personality, character and culture.本活动旨在落实课时目标3。Discuss again the relation between cuisine, personality, character and culture with the help of the questions.QI: What can cuisine tell us about culture, personality and character? Any examples?Ss: Cuisine tells many info
17、rmation about culture, like the flavor people like; what people grow in their region. Besides, people can also get some information about the personality and character through the cuisine.Q2: Between cuisine and culture, which decide which?Ss: Culture decides cuisine.Q3: The author learned many thin
18、gs about China after he has tasted many cuisines. Do you have any similar experience? What have you learned through it? What is the significance of cuisine?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
19、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。阅读课：文化与美食
20、（人教版选择性必修二第三单元）设计理念本堂课通过对文本的梳理，引导学生探讨中国主要菜系及其特点，并思考 菜肴与当地人性格之间的关系，通过讨论，引导学生对文本主题进行更深入的 思考、分析与评判，并对饮食与人们性格之间的关系进行合理的推断和想象， 形成自己的看法。教学反思本课的引入巧妙直指主题，让学生比较容易理解食物和文化习俗等之间的 关系。文本处理细致，文章框架的输出水到渠成。通过本课的学习，学生比较深入了解中国几个重要省份的饮食特点及饮食 背后的文化习俗及当地人的性格特点；通过本课的学习，学生会表达饮食及饮 食背后的文化背景知识。但也有不足，仍局限于传统的语法翻译方法和以教师讲解为主的教学模式
21、，过多地 对课文中的语言点、语法点进行讲解，没有准确地定位好所教课文中的语言知 识目标，过多重视语言形式，语言能力训练不足，费时较多。另外，设置的阅 读理解题多以考查细节内容，缺乏对学生推理和归纳能力的培养。总之，学生的阅读理解能力诸如主旨和大意的归纳能力，不是凭教师的讲 解便能获得的，而是要求学生不断探究分析，从阅读实践和积累中，从阅读技 巧和习惯的养成中逐渐自我建构的。提高学生的英语阅读理解能力是一个长期 的过程，需要将课堂内外的训练结合起来，培养阅读兴趣，对学生加强阅读习 惯，技巧，词汇，语法等方面 的 指导，提 出规范要求和持之以恒的训练才能得以实现。教师不能指望在短期内甚至几节课 里完成，它是一个长期自我探究和体验的过程。