Unit3ListeningandSpeaking名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容TalkabouttheoriginsofAmericanfood主題語境：人與社會(huì)主題群：社會(huì)服務(wù)與人際溝通子主題：跨文化溝通、包容與合作語篇類型：照片、采訪文本分析：本節(jié)課為聽說課，主要意圖是引出本單元的主題——多元文化。首先，通過觀察四幅食物照片來匹配食物的名稱，再推測(cè)這種食物是受哪個(gè)國(guó)家飲食文化的影響。接著，聽一段關(guān)于美國(guó)食物的廣播采訪，檢查活動(dòng)中的圖文匹配是否正確；第二次聽采訪，通過判斷正誤題總結(jié)出美國(guó)食物的特點(diǎn)和多元性；第三次聽采訪，完成表格，總結(jié)四種食物的特點(diǎn)等。最后，設(shè)計(jì)一個(gè)去美國(guó)朋友家拜訪的場(chǎng)景，讓學(xué)生創(chuàng)設(shè)情境，談?wù)撍鶐澄?、食物的制作和特點(diǎn)。課時(shí)目標(biāo)1.通過聽力材料認(rèn)識(shí)一些美國(guó)食物。2.了解美國(guó)食物的多元性。3.使用目標(biāo)語言談?wù)撌澄铩Ｖ攸c(diǎn)難點(diǎn)重點(diǎn)：1.在聽的過程中了解表達(dá)食物的詞匯和句型。2通過聽力了解美國(guó)食物的特點(diǎn)。3.學(xué)會(huì)詞義猜測(cè)策略。難點(diǎn)：使用食物相關(guān)詞匯、句型創(chuàng)設(shè)對(duì)話談?wù)撌澄?。教學(xué)準(zhǔn)備教師準(zhǔn)備：1.了解美國(guó)飲食文化的多元背景。2.準(zhǔn)備相關(guān)的圖片和照片。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本節(jié)課詞匯和內(nèi)容。2.已經(jīng)了解的美國(guó)食物教學(xué)過程StepI學(xué)習(xí)理解活動(dòng)一：感知與注意(Lookandmatch)(Part1,P26)1.AskstudentstolookatthephotosofAmericanfoodandmatchthemwiththeirnames.nachosgumbohamburgerfortunecookies2.Askstudentstoguesswhichcountries’cuisineinfluencedthefoods’invention.Suggestedanswers：NachosisinfluencedbyMexiconcuisine.GumboisinfluencedbyWestAfricancuisine.HamburgerisinfluencedbyAmericancuisine.FortunecookiesareinfluencedbyChinesecuisine.【備注】（具體內(nèi)容參見備課資料Ⅱ）活動(dòng)二：獲取與梳理1.Listenandcheck（Part2，P26）ListentoaradiointerviewaboutAmericanfoodandcheckwhetheryouranswerstoActivity1arecorrect.Suggestedanswers：DBCA2.TrueorFalse（Part3，P26）（1）Askstudentstogothroughthesentencesandmakesuretheyunderstandtheirmeanings.（2）Beforelistening，askstudentstotrytopredicttheanswersaccordingtotheirknowledge.（3）Playthetapeforstudentstolistenandtrytotickthecorrectstatements.（4）Checktheanswers.Ifnecessary,playthetapeagainandletstudentschecktheiranswers.Suggestedanswers：1-5FFTTT3.Takenotes(Part4,P27)Listentotheinterviewagainandcompletethenotes.Suggestedanswers：German，American，Mexicancorn，Mexican，Americancustomers，SanFrancisco，100，paper，fortune，200，F(xiàn)rench，African，NativeAmerican【設(shè)計(jì)意圖】通過觀察圖片、描述圖片食物，激活學(xué)生的背景知識(shí)。通過三次聽，梳理出對(duì)話大意和獲取對(duì)話相關(guān)細(xì)節(jié)，為談?wù)擄嬍吃掝}奠定基礎(chǔ)。StepⅡ應(yīng)用實(shí)踐活動(dòng)三：描述與闡釋（Part5，P27）1.whatispotluckdinner？PotlucksarepopularpartyeventsintheUnitedStatesofAmericaanditisalargemealget-togetherorganisedbyafamily,achurch,agroupofstudents,oradepartmentinacollege,whereeveryonebringsadifferentdishandalloftheparticipantsjoineachotherforafabulousfeastofspecialties.Becauseallsortsofthingsarebroughttothetable,everyonegetsoutmorethantheyputin.Theideaofthepotluckpartyisthatnoonefamilyoraninstitutionisburdenedwiththecostandpreparationtimeofthemealandeveryonegetstotrysomethingdifferentthatusuallyisn’tmadeintheirhome.Potlucksarealsogreatopportunitiesforneighboursandfriendstomeet,forcolleaguesandpeerstosharetheirstoriesinlifeandwork,forpeopletomakenewfriends,andforshowingoffspecialties.2.Preparearoleplay：AskstudentstoimaginetheyareinvitedtoapotluckdinneratanAmericanfriend’shouse.Workinpairsanddiscusswhatspecialdish(es)theywilltake.Differentkindsoffoods：SweetbreadsHeadcheeseWelshRabbitBostonCreamPieChineseBurgerSpicyHotPotSmallSteamedBunBarbecueGluten3.Peercooperation.Discussthefollowingquestions：(1)Whatfood/snackfromwhicharea/ethnicgroupwillyoubring?(2)Howisthefoodpreparedandwhatisitmadeof?(3)Howisthisfoodspecial?4.Presentation.Example：HowtomakeNachosThingsyou’llneedavocado,tortillachips,chives,shreddedMontereyack,greenorblackolives,salsa,tacosauce,cheddarsourcream,cubedtomatoes,groceriesStepstomakeStep1Putalayeroftortillachipsonamicrowave-safeplate.Step2Addsalsaortacosauce.Step3Sprinkleshreddedcheeseontopofchips.Usecheddar,MontereyJackoracombinationofthetwo.Step4Heatonhighinthemicrowavefor45secondsoruntilcheeseismelted.Step5Diceatomato，sliceanavocadoandchopsomechives.Haveslicedolivesready.Step6Topwithsourcream，blackolives，cannedorfreshchiles，slicedavocadosorchives.Howisthisfoodspecial.Nachosareagreatsnackforentertainingguestsorsatisfyingmunchies.【設(shè)計(jì)意圖】在聽完對(duì)話相關(guān)細(xì)節(jié)、歸納對(duì)話大意之后，學(xué)生對(duì)美國(guó)的飲食文化有了一定的了解。該活動(dòng)圍繞美國(guó)的多元飲食文化，鼓勵(lì)學(xué)生創(chuàng)設(shè)場(chǎng)景，運(yùn)用所學(xué)語言和文化知識(shí)描述應(yīng)邀去美國(guó)朋友家參加的百樂餐的場(chǎng)景。StepⅢ遷移創(chuàng)新活動(dòng)四：DiscussionAskstudentstodiscussthefollowingquestionsingroups：IsthereanyauthenticAmericanfoodinAmerica？IfYES，whatistheauthenticAmericanfood？IfNO，stateyourreason.【設(shè)計(jì)意圖】通過小組討論，讓學(xué)生思考美國(guó)這個(gè)多元文化的國(guó)家，雖然它的飲食多種多樣，然而卻沒有他們真正的美國(guó)本土飲食，鼓勵(lì)學(xué)生運(yùn)用目標(biāo)語言表達(dá)自己的想法。活動(dòng)五：Pronunciation（P27）1.AskstudentstolistentothepassageaboutnativeAmericans.Markthepau