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Unit3ReadingandThinking名师教学设计

一，教材分析

本篇文章是从国外视角探索美食与文化之间的联系。作者通过记录一些代表性的中国美食并解释文化、地域特征和历史传统对这些美食所产生的影响。主要是为了引导学生思考并理解美食与文化的联系。在教学过程中，教师应该帮助学生理清文章结构，探索作者对中国美食与文化的情感体验。

教学目标

Inthisclass,thestudentswillbeableto:

sortouttheinformationanddigoutthetopic;

understandtheculturalconnotation,regionalcharacteristicsandhistoricaltraditionofChinesecuisine;

understandandexploretherelationshipbetweenfoodandpeoplespersonality;

usethecohesivewordsinthetexttoretellthepassage.

三，教学重难点

1.Toenablethestudentstounderstandthestructureandthewritingstyleofthepassagewell.

2.Toleadthestudentstounderstandandthinkfurtherabouttheconnectionbetweenfoodandgeographyandlocalcharactertraits.

3.Tousethecohesivewordsinthetexttoretellthepassage.

四，教学过程

Step1:Lead-in

TheteachershowssomepicturesaboutChinesecuisineandencouragesstudentstotalkaboutthem.

Q1:HowmanykindsofChinesecuisine?

Q2:Howcanthesecuisinesbedescribed?

Q3:What,ifanything,dothesecuisinestellyouaboutthepeoplewhoeatthem?

(Aims:tomotivatethestudents’relatedknowledgeandelicitthetopicforthepreparationofthefollowingreading.)

Step2:Prediction

Beforereading,studentswillbeaskedtofocusonthetitleandthepictureofthepassage.Then,theyneedtomakepredictionsaboutthispassage.

Q1:Whatcontentwillthispassagetalkabout?

Q2:Whichinformationwouldyouliketoget?

keys:Itisaboutvariouscultureandcuisineaboutaplaceorsomecountries.

(Aims:totrainstudents’abilitytopredictthecontentbyconcentratingonthetitleandsomepictures;toactivatetheinterestinthefollowingreading.)

Step3:While-reading

Activity1.Readforthemainideaandstructure

Thestudentsskimthepassagequickly,matchthemainideaofeachparagraphanddrawthestructureofthetext.

Activity2.Readforthedetailedinformation

Theteacherguidesstudentstousethei