2024年1月19日发(作者：)

教学设计 A Child of TWO Cuisines课型Reading and presenting ideas

主题语境：人与社会——多元饮食文化文本内容分析What：本文讲述了一个中英跨国家庭的饮食故事。课文以跨国家庭中的孩子的口吻介绍了中英两国的代表性食物，以及一家人在饮食习惯的碰撞与融合中发生的一些有趣的故事。父亲因为母亲喜欢做辣菜爱上了火锅，但是却依然不敢吃动物器官；母亲非常喜欢父亲做的英式早餐和周日烧烤，但是认为烧烤根据中医药理不利于体内阴阳平衡；儿子从小就能享受来自中英两个菜系的美食，包括猪耳朵和鸡爪，但是对臭豆腐还是有点难接受。儿子的饮食喜好充分体现了中西饮食文化融合，他最喜欢的是中英结合的下午茶。Why：介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食，丰富学生对饮食文化的认知；通过介绍跨国家庭的饮食习惯，体现了中西方饮食文化的碰撞与融合，引导学生思考饮食文化的多样性，达成对多元饮食文化的理解和包容。How：语篇类型为个人故事，以两种菜系为主线，以第一人称叙事的方式介绍了中国和英国的几种有代表性的菜式，以及三位家庭成员对每种食物的不同观点。教学目标在本板块学习结束时，学生能够：

1.通过skimming获取中英饮食信息，总结课文大意，使学生能够准确理解和阐述标题的含义;

2.学生通过精读，快速找出课文中表达人物对食物的观点的句子,梳理细节以及一些有趣的文化现象;

3.分析文中细节隐含的文化知识，了解中英饮食差异，增强跨文化交际意识，加深对饮食文化的认知。

4.以小组为单位完成一篇食物博客，向外国友人介绍中国传统美食以及其文化内涵，培养文化自信心以及民族自豪感。

教学重点

1.引导学生理清事实情节，绘制思维导图展示中英代表食物以及父亲、母亲和孩子对这些食物的不同观点。

2.引导学生分析文章中体现的中西方饮食文化的异同点，培养跨文化交际思想，欣赏不同国家的饮食文化。

3.鼓励学生运用本节课学到的一些词汇，从外形、气味、味道等方面描述一种食物，并且发表对这种食物的看法。

4.指导学生以小组为单位完成介绍中国传统美食及文化的食物博客。教学难点1.提取概括（A3）：能通过识别词语和句义，在目标范围中找到关于食物的信息以及文化知识，完成文章赏析的相关任务。

2.描述阐释（B1）：能够运用思维导图展现中英两个菜系的典型食物，以访谈的模式展示人物对食物的观点和饮食文化的理解。

3.创造想象（C2）：能基于已知信息发挥想象，衍生丰富、多样的创意，完成一篇介绍中华传统美食的食物博客。4.批判评价（C3）：能进行批判性思维，分析不同国家饮食文化的异同，思考如何对待文化差异，在跨文化交际中得体表达对食物的看法，欣赏不同国家的饮食文化。

4教学方法:Project based learning KWL模式学习策略:认知策略、元认知策略课前预习学习活动设计

1. 学生阅读英国美食博主Jack Wilson对英国特色食物的介绍，了解更多英国美食，讨论英国的饮食文化；

2.观看Josh和学生们讨论介绍中国饮食文化的视频，了解一下中国传统菜肴和八大菜系，思考中国饮食文化的特点；

3. 搜索中国食物名称的英文翻译，下载并打印美食图片。

Starting out 1.

T asks Ss to talk about foreign food:

What food from other countries has made an

impression on you? Why?2. T asks Ss to read the food blog and answer the questions:

How does it look / smell / taste? Would you like to have a try? Why? How does the

author introduce a dish on this blog?

1. Ss share their answers with the 1. class, talking about their knowledge of food

from different countries.

2. Ss get to know some special British food from Jack Wilson’s food blog and pay

attention to the words that describe food.

To activate the students’

background information about foreign food.

2. To know some special foreign cuisines in the blog and appreciate other food

cultures.3. To learn some useful verbs and phrases describing food.

Activity 1 Read for information about two cuisines

1. T asks Ss to read the title of the passage and share their understanding of

it.

(1) How do you understand the title?

(2) Look at the pictures and guess:

What are the TWO Cuisines mentioned in the passage?

1. Ss predict the content before reading from the title and pictures. and share

their understanding of the title in class.

1. Activate students’ existing knowledge and get familiar with the topic.2. To

train Ss’ reading skill in skimming.

2. T asks Ss to skim the passage and see if their understanding is correct.

Why does the author call himself a child of TWO Cuisines?

Ss read the passage quickly to check their predictions and find details about

the two cuisines.

To train Ss’ abilities in organizing and analyzing information, thinking about

the collision and integration of this family's eating habits

3. T asks Ss to draw a mind map to show the information about this family and the

two cuisines.

share their mind maps and discuss the eating style in this family.

Activity 2 Have a summary of the main idea

T asks Ss to summarize the main idea of the passage.

The passage mainly talks about..

Ss summarize the main idea. How the family combines food from two cultures.

To guide students to summarize the main idea of this passage through

understanding of the questions.

Activity 3 Read for details about opinions

1. T asks Ss to read the passage again for the family’s opinions about the food

and the supporting details.

2. T encourages Ss to analyze the eating habits in this

because ..

1. Ss share their answers in class.

2. Ss have a summary of the family's opinions about food from the two cuisines.

To train Ss to locate the details about the characters’attitudes towards different

food and analyze the influence of these two food cultures on them

Activity 4 Role play an interview.

T asks Ss to role play an interview about the family's experiences and opinions

about two cuisines and food cultures.

2. T invites some groups to role play the interview and discuss some questions

about cross-cultural communication. Eg. One man's meat is another man's

poison.

How do you understand the saying?

Do you know of any similar sayings in Chinese?

Ss discuss the questions they want to ask in the interview and organize answers

using key words and expressions in the passage.

1. To get Ss use some expressions in the passage to present the cross-cultural

family's experiences and opinions.

2. Several groups perform the interview while other students list the keywords

and expressions used in conversations.

2. To help Ss think about the connections and differences of the two food cultures

Activity 5 Project

1. T introduces the project:

Jack wants to know more about Chinese cuisine, let's introduce some traditional

dishes to him on the blog.

2. T provides some useful expressions and guides each group to complete

the project. Useful expressions It is It is...which

gives it a ... flavour It is We think

We love

3. T discusses evaluation criteria with Ss and invites some students to be

the judges. How to evaluate a food blog?

Evaluation Criteria1. Using proper language to describe the food

vividly(appearance, smell, taste).

2. Expressing your opinions to this dish clearly.3. Giving reasons for

choosing it as a typical Chinese dish(special features or food culture)

1. Have a group Discussion about the dish.

Which Chinese dish would you like to introduce?

How does it look /smell / taste / feel?

2. Work in groups to create a food blog.

Food Description( appearance, smell, taste)Comments Special features /Food

culture shares the food blog with the whole class, while other students

evaluate the blog and give comments.

3. Each group

1. Get students to discuss their favorite Chinese cuisine and stimulate their

interest in this topic.

2. Have Ss describe a traditional Chinese dish from the appearance, smell and

taste, and give comments about certain kinds of food.

3. Have students achieve better cross-cultural communication

and get people from other countries to know more about Chinese food and

appreciate Chinese food culture.4. To help students express opinions for each

group’s presentation and judge the project critically

Activity 6Think &Share T helps Ss review the theme and topic of this unit.

Food for thought Food is not only for eating, but also for ...

Ss discuss the cultural connotation of food from different cuisines Get Ss to

feel the value of food and think about how to deal with the cultural shock

caused by food and appreciate food from other cultures.

Homework Jack and his friends want to cook some Chinese dishes, let's help them.

Write a recipe about your favorite Chinese dish and make a video of cooking

it to share on the food blog.

Purpose：

1. To help Ss apply the knowledge into practice in real life and use it creatively

to promote traditional Chinese food culture.

2. To improve the ability of cooking a Chinese dish and expand the influence of

Chinese food culture.