資源簡介

Unit3 Food and Culture Listening and speaking
教材分析
本節(jié)課的活動主題是“與外國朋友一起點餐”， 通過模擬與外國朋友一起點餐的場景，旨在提升學生的跨文化交際能力和英語實際應用能力。聽力對話涉及一種典型的中國菜系---湘菜，教材通過聽力、對話、圖片等多種形式，介紹了湘菜的代表性菜肴及特點，同時引導學生掌握與外國友人交流時關于點餐和付款的相關表達。并要求學生結合自己的生活體驗與同伴展開類似對話。
學情分析
本節(jié)課的授課對象為高二年級學生，高二年級的學生已經具備了一定的英語基礎，能夠理解和運用簡單的英語表達。然而，在與外國友人交流時，他們可能仍然會感到羞澀和不自信。此外，雖然學生對中國飲食文化有一定的了解，但在用英語介紹中國菜肴時可能會遇到詞匯和表達上的困難。因此，在教學過程中，教師需要注重激發(fā)學生的參與熱情，幫助他們克服羞怯心理，同時提供足夠的語言支持，確保他們能夠自信地運用英語進行交流。
學習目標
1.通過根據圖片或文本預測把握聽力材料的關鍵信息；
2.結合自身知識積累和生活經歷，參考聽力文本和教材提供的范例及功能項目，組織一段與外國朋友一起點餐的對話。
教學重難點
根據圖片預測聽力材料中的餐館種類及其菜肴的主要特點。第一遍聽錄音，選出人物在該餐館中所點的菜品。第二遍聽錄音，回答幾個細節(jié)問題。第三遍聽錄音，找出推薦和點餐時的常用表達。角色扮演，參考教材提供的對話范例，組織一段和外國朋友在餐廳點餐的對話。
教學過程
教學環(huán)節(jié) 教學活動 設計意圖 評估要點
展示目 標、明 確要求 （1.呈 現(xiàn)目標 Learning objectives: 1.get the clues and key information of the listening conversation with the help of previewing the picture or text; 2. make a dialogue about ordering food in a restaurant 讓學生明 確上課學 什么，帶 著目標意 識享受課 堂。 全 體 學 生 通 過 閱 讀 領會目標
創(chuàng)設情 境、導 入新課 （2.引 起注 意） Lead-in 任務：Review the cuisines we have learned in the reading and thinking part. Activity one: Pre-listening Match the dishes below to their English names and think about how we can describe a dish. (P30 Exercise 1) Picture 1 Picture 2 Picture 3 Picture 4 創(chuàng)設情境，引出話題。 并引導學生 展開聽前預測。 激活學生的已知和求知欲望
依據學 案、自 主學習 （3.提 供情 境、4. 指導學 習、5. 引出表 現(xiàn)） Activity two: Make a preview Q1: What kind of restaurant is it Q2: What kinds of food are served Activity 3 While-listening Task 1 Tingting, Anna and Lisa are at the Hunan restaurant. Listen to their conversation and tick the dishes that they order in the menu above. Task 2 Listen again and answer the questions. 1. How is Hunan cuisine somewhat different from Sichuan cuisine The heat in Sichuan cuisine comes from and . Hunan cuisine is often and the heat comes from just chillies. 2. What are the reasons why Hunan people like spicy food Hunan people will tell you that they like because they are a bold people. But many Chinese people think that hot food helps them overcome the . 3. Why do so many people love steamed fish head covered with chillies People love it because the meat is quite _______ and there are very______ . 4. Why does Tingting recommend bridge tofu instead of dry pot duck with golden buns Because bridge tofu_________ . 5. Why is red braised pork the most famous dish Because______ , and this was his_______ . Task 3 Listen and find out the ways to recommend and order food. Tingting: I the steamed fish head covered with chilies. Tingting: It’s quite good, but I the bridge tofu instead. Anna: Let’s _______ that. Tingting: What else to eat, Lisa Lisa: I’m really some pork. Tingting: Well, then you the red braised pork. Anna: Oh, that’s interesting. that then. Tingting: So, we’re .Waitress! Task 4 What kind of culture does the underlined part reflect Lisa: So what shall we order Tingting: I recommend the steamed fish head covered with chillies. I know fish head may sound strange, but the meat is quite tender and there are very few small bones, so everyone loves it. Activity 4 Role play Task 1 Brainstorm some expressions about choosing food in a restaurant 設置不同 的聽力任 務播放錄 音，目的 是培養(yǎng)學 生通過聽 力獲取細 節(jié)信息的 能力；其 次，學生 把握推薦 菜品和點 餐的相關 表達，為 后面的對 話做好鋪 墊 學 生 能 夠 通 過 聽 錄 音 獲 取 相 關 信 息 ； 鍛 煉 學 生 帶 著 具 體 明 確 任 務 獲 取 信 息 的能力。
教師引領，提 升能力 （6.反 饋評價） 小組討 論（7. 課文遷 移與運 用）小組合作、探 究，（8. 發(fā)展創(chuàng) 造性思 維） Ordering food Waiter Customer
Introducing food FlavourWay of cookingIngredient
Paying the bill Waiter Customer
Task 2 Make conversations in group about consuming food in a restaurant using the model. A: I really love ________, so what dish would you recommend B: I suggest ______________. A: Really What’s that B: It’s _______ served ___________. It’s quite _______. A: That sounds OK, except that I don’t really like ____. What else do you recommend B: You know, this restaurant has the best ______. You’ll like it because it is really _________ and you ______________. A: That sounds great! B: Waiter! C: May I take your order B: We’d like _______________. C: Thank you very much. I’ll have your order to you in just a moment. 引導學生頭腦風暴在餐廳點餐時的相關表達， 并組織對話 學生小組合作，組織 一 段 對話并分享
課堂小 結 Activity 5 Reflection get the clues and key information of the listening conversation with the help of previewing the picture or text; make a dialogue about ordering food in a restaurant. Activity six: Assignment 1) Review what you have learned in the class 2) Polish your dialogue according to what you have discussed. 師生反思 目標達成 度 用 PPT 重 新展示回扣 學習目標， 學生說收獲。學生課下自主回扣學習內容。

展開更多......

收起↑