高中英语牛津译林版 (2019)选择性必修 第一册Extended reading教学设计

这是一份高中英语牛津译林版 (2019)选择性必修 第一册Extended reading教学设计，共4页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。

Eating in China
一、教学目标
By the end f this sectin, students will be able t:
1. lcate and describe sme specific infrmatin related t the three traditinal Chinese fds mentined in the blg entries;
2. summarize the three traditinal Chinese fds based n their ppularity, features and histry;
3. discuss the authr’s attitude twards traditinal Chinese fds and his purpse f writing the blg entries;
4. intrduce ne f their lcal ppular dishes in English t a freign traveller.
二、教学重难点
1. T prmte understanding f different features f traditinal fds;
2. T use apprpriate writing skills t describe traditinal Chinese dishes.
三、教学过程
步 骤
教学活动
设计意图
互动时间/模式
Lead-in
Step 1
The teacher has students brainstrm infrmatin related t traditinal Chinese fds.
1. D yu have any ideas f traditinal Chinese fds? Can yu talk abut them in terms f ways f cking, styles, flavurs and types f curses.
2. What are the three essential factrs by which Chinese dishes are judged?
3. Can yu name sme f yur favurite Chinese dishes in English?
通过头脑风暴活动，激发学生的学习兴趣，导入话题；引导学生通过烹饪方式、口味和菜肴类别谈论传统中国美食，并联系自身经历，为理解三篇博客文章做好知识铺垫。
5’
Individual Wrk
Reading
Step 2
The teacher has students skim the article t analyze the structure and summarize the main idea f each part by filling in the blanks in a table.
Skim the three blgs and then finish the fllwing table.
7 March,
Sichuan ht pt
Persnal experience
Histry
Reasns fr his favur
12 August,
Nanjing salted duck
Persnal experience
Ways t make a salted duck
Histry
8 December, Cantnese dim sum
Histry
Ways the Cantnese have their breakfast
Dishes
训练学生概括文章中的主要观点和事实性信息，掌握语篇结构特点。
5’
Individual Wrk
Step 3
1. The teacher has students read the first blg entry
and answer the relevant questins.
(1) What is the flavur f Sichuan ht pts? What effects did the flavur have n the writer’s scial life?
(2) Why des Sichuan ht pt suit the lcal peple best?
(3) When did Sichuan ht pts riginate frm?
(4) What des the writer lve the mst abut Sichuan ht pts?
2. The teacher has the students read the first paragraph f the secnd blg entry and list the features f Nanjing salted duck frm three aspects: appearance, time t prepare and prcess.
3. The teacher has the students read the secnd paragraph and list the reasns fr the ppularity f Nanjing salted duck.
4. The teacher asks the students t read the third blg entry and cmplete the missing infrmatin in the table.
通过精读三篇博客文章，使学生了解三种中国美食的不同特点和作者的亲身经历；让学生学会整合文章信息，梳理文章中所描述的美食元素，包括历史渊源、在当地受欢迎的原因以及做法等。
18’
Pair Wrk
Grup Wrk
Appreciatin
Step 4
1. The teacher has the students explre the writing skills used in each blg entry. Students are asked t think abut the reasns why the writer bases his writing n his persnal experiences when intrducing the dishes.
Why des the writer base his writing n his persnal experiences when intrducing the traditinal fds?
2. The teacher has the students search fr adjectives used by the authr when it cmes t the descriptin f the fds and try t explain the effects that thse adjectives create.
指导学生探索三篇博客文章中的写作技巧。首先让学生讨论为什么作者在每篇博文中都会从个人经历入手介绍中国特色美食，从而使学生了解写作中联系个人经历有助于提高文本的可信度和说服力。其次，让学生找出作者描述食物时使用的不同形容词，学习这些形容词并运用于自己的写作中。
8’
Grup Wrk
Discussin
Step 5
The teacher has the students have a discussin n a ppular lcal fd. Students are required t intrduce the fd in terms f three aspects: ppularity, histry and features.
What dish is ppular in yur hmetwn? Intrduce it t a freign traveller. Explain its ppularity, histry and features.
通过鼓励学生用英文介绍家乡的特色美食，加深学生对源远流长的中华美食文化的认识，激发学生的民族自豪感，增强他们弘扬中国传统文化的使命感和责任感。
7’
Grup wrk
Hmewrk
Prepare a speech abut traditinal Chinese fds with several specific examples.
2’