英语Unit 6 Living History of Culture优秀教学设计

这是一份英语Unit 6 Living History of Culture优秀教学设计，共4页。
课  题Unit 6 Living History of Culture(Culture Understanding& Group Work)课  型Culture Understanding & Group Work课  时1授课班级 授课时间45mins授课教师 教材分析本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3 基础模块》中第六单元的Culture Understanding and Group Work板块，Culture Understanding部分介绍了世界不同地区的饮食文化，了解不同地区人们的口味偏好，烹饪方式，餐具选择，体会来自不同文化背景的人们对待饮食的不同习惯。小组活动通过对中国的刺绣，京剧和舞龙这三个传统文化的信息整理，完成短视频制作任务，从而提高跨文化理解能力，拓展文化视野，同时检测本单元学生的语言沟通能力、思维差异感知能力和自主学习能力。学情分析学生对中外名胜古迹的关键信息能进行有效识别，能使用副词引导的定语从句介绍和推广名胜古迹和文化产品。但对中外差异性上还缺乏知识拓展,对中国传统文化的认知上也有不足。通过本节学习，以小组探讨的方式，合理借助网络，启发学生通过归类、对比等方式更好的提升思维差异感知能力和自主学习能力。感知文化差异性，培养民族文化自豪感。学习目标Knowledge objectives:To learn words and phrases:culinary,hearty,pastry,skip,pancake,donut,hash brown,steak and ribs,versatile,injera,maniok,poultry,chili,ginger,tamarind,embroider,Dragon Robe,Troupe,scare away.Ability objectives:To understand people’s eating habits in different regions.To make a video to introduce a traditional Chinese art by uniting key information.Emotional objectives:To understand cultural differences and cultivate a sense of national cultural pride.学习重难点To understand people’s eating habits in different regions and three traditional Chinese arts.To combine key information to make a introduction video about a traditional Chinese art.教学方法小组讨论法、任务教学法、情境教学法课前准备PPT课件，语音素材，图片教学媒体PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程教学环节教师活动设计学生活动设计设计意图Step 1:Warming up     Discuss in groups to answer the question:         What do you know about other areas’ eating habits in the world?          英式早餐，美式早餐，日本料理，印度饮食，埃塞俄比亚主食 1.Think and discuss.通过小组讨论世界其他地区的饮食习惯，收集相关信息为文化理解做铺垫。        Step 2: culture understanding    Listen to the passage and learn the new words for understanding it better.culinary,hearty,pastry,skip,pancake,donut,hash brown,steak and ribs,versatile,injera,maniok,poultry,chili,ginger,tamarind,embroider,Dragon Robe,Troupe,scare away.  Read the passage and answer the questions on page 107.      Work in groups, collect information about food and eating habits around the world and explore the culture behind. Then make a webpage, or a video to share within class.   Listen and learn the new words and expressions.     Read article carefully to get the key information to choose the right option.   Work together to collect information and share them.学生先听文中介绍的不同地区的饮食文化，讲解新词，扫除教材文本中的生词障碍。 分组阅读教材文本，加深饮食文化差异的了解，进一步拓展文化视野。回答问题，培养细节查找能力。小组活动，获取更多信息进行分享，通过网页或视频的形式，更直观的对比不同地区人们的饮食习惯的异同，同时锻炼学生收集整理信息的能力。      Step 3:Group work1.Work in group. Read the following material and fill in the table.  Work in groups. Discuss and prepare an introduction about Chinese culture.     Design the introduction about the traditional Chinese art to prepare a video and share in class.   Collect information to fill the table and prepare for the video design in groups .   2.Choose the key information about a traditional Chinese Art. 3.Design a video to introduce a traditional Chinese are in group.学生根据任务要求，搜集信息为视频设计做准备，运用本单元所学完成真实任务，检验学习成果。  通过提取整合其中一项中国传统艺术的信息，完成介绍，培养小组合作能力，信息提取能力。学生通过为一项中国传统艺术制作视频，检验本单元学生的职场语言沟通能力和自主学习能力目标达成情况。      Step 4:Summary  culinary  烹饪的e.g:No matter how old I get , always a culinary delight.   不管我有多老，烹调可不是外行。2.hearty    丰盛的e.g:We'll have something hearty for you to eat .我们还要给你做点好吃的呢。3.pastry  点心e.g:What is your secret for this wonderful pastry ?你做的点心真好，有什么诀窍？4.skip  略过 e.g:She skipped from one subject to another .她讲得没有条理，东拉西扯。5.pancake   薄煎饼6.donut   甜甜圈7.hash brown   土豆煎饼 8.steak and ribs 牛排和排骨9.versatile  多种多样的e.g:Modern communication technologies offer the most versatile classrooms .现代通讯技术提供多种多样的课堂。10.Injera    英吉拉11.Maniok  木薯12.poultry  家禽肉13.Chili 辣椒   e.g:Have you tried to get chili fries on this campus？你在校园里买过辣薯条吗？    14.ginger  姜e.g:Fresh ginger and air - dry ginger are our main product.我公司主要生产保鲜姜和风干姜。15.tamarind 罗望子e.g:Tamarind ready - mix powder is available in store.   罗望子粉则在大多数店有售。Step 5:Homework  Remember the useful words and expressions in the period.  Design a video to introduce a traditional art in your hometown.板书设计同总结部分。教学反思（留白）