unit 1 reading and thinking-高一英语(人教版2019必修第三册)

1 / 3 Unit 3 Food and Culture

Reading and Thinking 教学设计

教材分析

本单元围绕饮食与文化的主题展开，旨在帮助青少年了解中外特色菜肴及饮食文化差异，让他们领略中国饮食文化的丰富多彩、博大精深，并思考饮食与文化、饮食与环保等的关系，养成健康的饮食习惯。主题图是贵州黔东南苗族侗族自治州为庆祝年节在街巷里摆开的长桌宴，体现了当地人热情好客的民风和传统的饮食习俗。本板块通过一篇分析食物与文化关系的事理说明文，围绕“理解食物与文化的关系”（Understand the link between food and culture）展开，从一个外国人的视角按照时间顺序记述中国各地典型菜肴，并阐述其中所反映的文化内涵、历史传统、地域特色等，引导学生理解和思考食物与地域、文化传统、当地人性格等的关系。

教学目标

在本课学习结束时，学生能够：

1. 依据时间、地域线索梳理、提取、概括和分析文本信息；

2. 感知并理解语篇上下文的因果关系及其丰富内涵；

3. 理解食物与地域文化、历史传统、当地人性格特点等之间的关系；

4. 了解博大精深的中国饮食文化，坚定文化自信。

教学重难点

【教学重点】

1. 引导学生研读语篇，梳理信息，把握事理性说明文的特征；

2. 引导学生借助文本中的语篇衔接词，或通过理解文字背后的隐含意义，准确把握信息之间的因果关系，提升阅读理解能力；

3. 了解和探讨中国菜肴所蕴含的文化内涵和所体现的地域特点、历史传统；

4. 引导学生思考饮食与文化、饮食与人们性格之间的联系。

【教学难点】

1. 借助语篇衔接词和隐含意义感知并理解文本的因果关系及其丰富内涵；

2. 理解食物与地域文化、历史传统、当地人性格特点等之间的关系。

教学过程

Step 1 Warming-up

1. Look at the theme picture and discuss the following questions.

Teaching Plan

Teaching Material: Senior English Book 1A, Unit 9, Reading

Title: LIFE ON THE GO

Teacher: Chen Ran, Yulin Senior Middle School

Teaching aims:

Knowledge aims:

1) Master some new words and expressions.

2) Learn when or where we shouldn’t use cellphones.

Ability aims:

1) Improve the Ss’ reading ability.

2) Develop the Ss’ ability of communication.

Moral aims:

Creative thinking, communication and cooperation.

Teaching important points:

Have a general understanding of how cellphones have changed the way people live.

Teaching difficult points:

Understand some difficult sentences in the text.

Teaching methods:

Task-based language teaching, discussing, inspiring.

Learning methods:

Individual, pair or group work to make everyone work in class.

Teaching aids:

Multi-media

Teaching Procedures:

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课时检测·素养达标

Ⅰ. 根据语境及汉语提示用正确的单词填空

1. However, his friend successfully persuaded (说服)him to have a try.

2. There was no advance warning(警告) before the earthquake hit.

3. Everyone will have their preference (偏爱).

4. Generally, that is fine, but you should be aware of one potential (潜在的)

weakness.

5. There is little chance that we will succeed in changing the law. Nevertheless (然而), it is important that we try.

6. When I got there, the noise and movement stopped instantly(立即).

7. The text of the lecture was available (可获得的)to guests on the night.

8. They watched the bus disappear into the distance(远方).

9. Yemen commands(掌控) the strait at the southern end of the Red Sea.

10. We had to make a switch (变动)in our arrangements.

Ⅱ. 完成句子

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Unit 3 Sports and Fitness-Reading and Thinking

【教材分析】

This lesson focuses on the discourse analysis of its organization and features.

Through the questions, the students are guided to sort out why Lang Ping and Jordan

are masters and what role models they set. On this basis, the students are allowed to

use the language they have learned to talk about the sports stars in their minds.

【教学目标与核心素养】

1. Read quickly to get basic information about Lang Ping and Jordan; read

deeply to understand why they can be called sports legends.

2. Understand the meaning of some languages in the context of the text through

question guidance, such as "time seems to stand still, graceful" and so on.

3. Read and clarify the context of each part of the text, learning how to talk and

write sports legends.

4. Learn from the good qualities of Lang Ping and Micheal Jordan.