人教版(2019）

選擇性必修第二冊Unit3FoodandCulture

ReadingandThinking:cultureandcuisineEnglish(SelectiveCompulsoryⅡ)PEPUnit3ReadingtextContents01Teachingbackground02Learningobjectives03KeyanddifficultPoints04Teachingandlearningmethods05Teachingaids

06Teachingprocedures0708BlackboarddesignReflectionsTheoreticalbasis1.EnglishCurriculumStandardTeachingbackground02030405060708Teachingbackground02030405060708Theoreticalbasis2.Whole-unitOverallTeachingunderthe“BigIdeas”framework大概念：食物是文化的載體和鏡像，它深刻塑造并反映著個(gè)人的身份認(rèn)同、群體的社會(huì)規(guī)范以及跨文化溝通與理解的方式。TheoreticalbasisTeachingbackground020304050607083.AI-asisstedIntegrationofTeaching，LearningandEvaluationAI貫穿整個(gè)課堂始終。1、助力教師學(xué)情分析，精準(zhǔn)設(shè)計(jì)教學(xué)目標(biāo)，實(shí)現(xiàn)“學(xué)—教“一致。2、助力學(xué)生開展學(xué)習(xí)活動(dòng)，精準(zhǔn)評價(jià)活動(dòng)效果，實(shí)現(xiàn)“評—學(xué)”一致。3、助力實(shí)施及時(shí)性、個(gè)性化評價(jià)反饋，精準(zhǔn)檢測教學(xué)成效，實(shí)現(xiàn)“評—教”一致。Theanalysisoftheteachingmaterial

Teachingbackground02030405060708What:HumanandSociety(Foodandculture)Why:FoodservesasbothacarrierandamirrorofcultureHow:ExpositoryEssaywritteninchronologicalandspatialorderTeachingbackground02030405060708Theanalysisoftheteachingmaterial

飲食反應(yīng)地域物產(chǎn)與生活方式飲食承載人際關(guān)系與價(jià)值觀文化與飲食相輔相成食物是文化的載體與鏡像：中國人重視友情、家庭、適應(yīng)自然等文化特質(zhì)顯性隱形TheanalysisofstudentsviaAITeachingbackground02030405060708KWLSwhattheyhaveknown1.能夠理解文本的表層信息2.初步了解中國菜系的地域差異并列舉部分代表性菜品whattheywanttoknow1.食物與文化之間的內(nèi)在聯(lián)系2.在跨文化交際中，如何面對文化沖擊AIisusedtoanalyzetheuploadeddatafromstudents’tabletsandidentifystudents’ZoneofProximalDevelopment.TheanalysisofstudentsTeachingbackground02030405060708Cognition：StrugglewithreadingbetweenorbeyondthelinesLackadeeperinsightintotheinnerlinkbetweenfoodandcultureLackconfidencetoexpressthemselvesboldlyandcriticallyTheanalysisofstudentsTeachingbackground02030405060708Metacognition:Beforereading,studentsmaynotsetgoalsandchoosereadingstrategiesDuringreading,theyfinditdifficulttodetectcomprehensionobstaclesandadjusttheirreadingstrategiesAfterreading,theylackreviewandreflectionTheanalysisofstudentsTeachingbackground02030405060708Learningstyle：Relyonteachers’guidanceShowweaknessinabstractandinnovativethinkingStruggletotransferwhattheyhavelearnedLearningobjectivesLearningobjectives03040506070801學(xué)習(xí)理解應(yīng)用實(shí)踐遷移創(chuàng)新getthemainideaofthepassagebyskimming;sortouttherelevantinformationbyscanning;exploretheuseoflogicalcohesion“cause-and-effect”;designalocalmenuforforeigners.Key&Difficultpoints02040506070801KeyandDifficultPoints教學(xué)重點(diǎn)：食物與文化的內(nèi)在聯(lián)系的理解；因果邏輯的識(shí)別及運(yùn)用。

教學(xué)難點(diǎn)：對“食物-文化”關(guān)系的恰當(dāng)表達(dá)。

Teaching&Learningmethods0203Teaching&LearningMethods0506070801&Task-BasedLanguageTeachingTop-DownApproach

CooperativeLearningMethodProject-BasedLearningMethodTeachingaids020304Teachingaids060708Textbook,Blackboard,Chalk,TabletsandSeewowithInternetAccess,Chartandpictures01Step1Warmingup(激活已知，激發(fā)興趣)02030405Teachingprocedures070801設(shè)計(jì)意圖結(jié)合多模態(tài)，激活學(xué)生“最近發(fā)展區(qū)”培養(yǎng)學(xué)生團(tuán)隊(duì)協(xié)作意識(shí)與溝通能力。Q1:“HaveyouevertriedGuoqiaoRiceNoodles?”Q2:“Howisitlike?”Q3:“Doyouknowthestorybehindit?”Step2Text-based(建構(gòu)知識(shí)，理解語篇)02030405Teachingprocedures0708Task1:FirstImpressionReadingSkimmingandScanningJigsawreadingMarkwithdishesonthemapandaddkeywords01設(shè)計(jì)意圖1.可視化文本結(jié)構(gòu)2.強(qiáng)化因果邏輯3.合作探究Step3Intothetext(轉(zhuǎn)化能力，深入語篇)02030405Teachingprocedures0708Task2：CloserReading01設(shè)計(jì)意圖(結(jié)構(gòu)化思維）以“因果邏輯鏈”為核心抓手，引導(dǎo)學(xué)生從“碎片化關(guān)聯(lián)”走向“系統(tǒng)性邏輯”Searchforother"causeandeffectchains"Drawthe"causeandeffectchains"intheformofFlowChartonthetablets.Step3Intothetext(轉(zhuǎn)化能力，深入語篇)02030405Teachingprocedures0708Task3:In-DepthReading01Paraphrasethesentence：“Cultureandcuisinegohandinhand”Q1:Againstthebackdropofglobalization,whatopportunitiesandchallengesdoestraditionalfoodcultureface?Q2:Howcanwepreserveitsculturalidentity?設(shè)計(jì)意圖：1.實(shí)現(xiàn)“文本觀點(diǎn)的現(xiàn)實(shí)遷移”，培養(yǎng)審辯思維2.培養(yǎng)學(xué)生關(guān)鍵能力。Step4Beyondthetext(PBL)形成素養(yǎng)，超越語篇

02030405Teachingprocedures0708Designalocalmenuforforeignersingroups,explainingculturalstories,relatedtablemanners,andpotentialmisunderstandings.01設(shè)計(jì)意圖(learnbydoing）轉(zhuǎn)化輸入的知識(shí)為“可落地、有價(jià)值的實(shí)踐成果（菜單）”靈活運(yùn)用所學(xué)知識(shí)解決“跨文化溝通”的實(shí)際問題推動(dòng)知識(shí)的主動(dòng)建構(gòu)與內(nèi)化，從“知識(shí)接收者”轉(zhuǎn)變?yōu)椤爸R(shí)傳播者”Self-evaluationafterclass020304050708KWLSwhattheylearned1.掌握說明文的結(jié)構(gòu)2.運(yùn)用“因果鏈”加強(qiáng)語篇理解3.為外國友人設(shè)計(jì)一份菜單并闡述whattheystillwanttoknow1.除因果邏輯外，還有哪些邏輯關(guān)系可用于分析文化現(xiàn)象？2.全球化背景下，如何平衡傳統(tǒng)飲食的保護(hù)與創(chuàng)新的發(fā)展？01TeachingproceduresHomeworkAssignment

Thecompulsoryone:finishcontinuationwriting

02030405Teachingprocedures070801設(shè)計(jì)意圖:教考銜接“Oneevening,wearrivedinasmallvillageinYunnan.Weweretiredandhungry,andtheonlyrestaurantinsightwasasmallfamily-runplacewithnomenuinEnglish.Theowner,anelderlywoman,sawourconfusionandsimplysmiled.Shegesturedforustositdownanddisappearedintothekitchen.”Paragraph1:Thegrandmother'sgrandsonexplainedtousinslightlyawkwardEnglish,"Thisis...“Paragraph2:Whenwesaidgoodbyereluctantly,ourheartswerefilledwithwarmthandgratitude.HomeworkAssignment02030405Teachingprocedures070801Theoptionalone:CompletethepersonalizedassignmentssuggestedbyAI設(shè)計(jì)意圖:AI推送實(shí)現(xiàn)精準(zhǔn)分層教學(xué)??作業(yè)一：基礎(chǔ)鞏固型選擇一道你家鄉(xiāng)的代表性菜肴，制作一張英文圖文介紹卡內(nèi)容包括：菜品名稱與圖片、主要食材、背后的文化故事或歷史淵源、一句推薦