FOOD文化课

Unit 4 Food CultureⅠ.Teaching Aims:1. Language learning: have a good command of pronunciation and practical use of new words and phrases.2. Ability training: master the writing style—Problem-Solution pattern. (Passage A).3. Morality development: make students get some suggestions about food culture.Ⅱ.Key Points1.Explain the important new words and phrases in the text.2.The main idea and structure of the text.3.The exercises of post-readingⅢ. Difficult Points1. Understand the meaning of difficult sentences.2. Enable students to master the writing skill—Problem-Solution pattern. Ⅳ. Teaching Procedures:Periods 1—2: Discuss warm-up questions, go through Passage A, do comprehension exercises of the text.Periods 3—4: Detailed study of Passage A and do language-related tasks. Periods 5—6: Finish Passage A and all exercises.Periods 7—8: Listening Comprehension.The First Two PeriodsⅠ. Teaching Aims:1.Be acquainted with all the new words and phrases.2.Go through the text and grasp the main idea and backgroundinformation of the text.Ⅱ. Key Points:All the new words and phrases (P74-75).Ⅲ. Difficult Points:The main idea and structure of the text.Ⅳ. Teaching Procedures:1. In order to present the topic on social etiquette, the teacher gives specific examples to lead in the topic.2. Discussing some warm-up questions related to the passage.1) What kind of food do you usually eat?2) Do you like eating western fast food? Why?3) Can you tell some stories about how food affects people in different cultures?3. Allowing students 10 minutes to go over the text and obtaining a global understanding of the text and help students grasp the main idea and structure of the text.Structure:The essay is written with a very simple and clear structure ,and it can be divided into 4 parts.Part One( Para.1)：Fast food has become one part of American culture and has great influence on many nations in the world.Part Two (Para. 2-3): The reason why fast food industry is a most successful one.Part Three (Para.4-5): Fast food culture has entered all spheres of life and become an indispensable part in it.Part Four (para.6-8): The problems caused by fast food and some measures taken to solve the problem.4. Discussing some background information of the text.US CongressThe United States Congress is the bicameral legislature of the federal government of the United States consisting of two houses: the House of Representatives and the Senate. Congress meets inthe Capitol in Washington, D.C. Both representatives and senators are chosen through direct election. Members are affiliated to the Republican Party or to the Democratic Party, and only rarely to a third party oras independents（独立派）. Congress has 535 voting members: 435 Representatives and 100 Senators.The members of the House of Representatives serve two-year terms representing the people of a district. Congressional districtsare apportioned to states by population using the United StatesCensus results, provided that each state has at least one congressperson. Each state regardless of population has exactly two senators; at present there are 100 senators representing the 50 states. Each senator serves a six-year term, with terms staggered, so every two years approximately one-third of the Senate is up for election. Each staggered group ofone-th ird of the senators are called “classes”. No state of the United States has two senators from the same class.Slow Food MovementSlow Food is an international movement founded by Carlo Petrini in 1986. Promoted as an alternative to fast food, it strives to preserve traditional and regional cuisine and encourages farming of plants, seeds and livestock characteristic of the local ecosystem. It was the first established part of the broader Slow Movement. The movement has since expanded globally to over 100,000 members in 150 countries. Its goals of sustainable foods and promotion of local small businesses are paralleled by a political agenda directed against globalization of agricultural products.Slow Food began in Italy with the founding of its forerunner organization, Arcigola, in 1986 to resist the opening ofa McDonald's near the Spanish Steps in Rome. In 1989, the foundingmanifesto of the international Slow Food movement was signed in Paris, France by delegates from 15 countries.At its heart is the aim to promote local foods and centuries-old traditions of gastronomy and food production. Conversley this means an opposition to fast food, industrial food production and globalization.The Slow Food organization has expanded to include over 100,000 members with branches in over 150 countries. Over 1,300local convivia chapters exist. 360 convivia in Italy — to which thename condotta (singular) / condotte (plural) applies — are composed of 35,000 members, along with 450 other regional chapters around the world. The organizational structure is decentralized: each convivium has a leader who is responsible for promoting local artisans, local farmers, and local flavors through regional events such as Taste Workshops, wine tastings, and farmers' markets.Offices have been openedin Switzerland (1995), Germany (1998), New YorkCity (2000), France (2003), Japan (2005), theUnited Kingdom and Chile. Global headquarters are located in Bra, near Turin, Italy. Numerous publications are put out by the organization, in several languages around the world. Recent efforts at publicity include the world's largest food and wine fair, the Salone del Gusto in Turin, a biennial cheese fair in Bracalled Cheese, the Genoan fish festival called SlowFish, and Turin's Terra Madre ("Mother Earth") world meeting of food communities.In 2004, Slow Food opened a University of GastronomicSciences at Pollenzo, in Piedmont, and Colorno,in Emilia-Romagna, Italy. Carlo Petrini andMassimo Montanari are the leading figures in the creation of the University, whose goal is to promote awareness of good food and nutrition.5. Based on the text, decide whether the following statements are true(T), false (F), or with no information given (NG) in the text.1) (F) Fast food is only part of American culture and irrelevant to other countries.2) (F) Fast food is regarded as a part of sense of national identity for US because more and more people like it.3) (T) Fast food is popular especially among children who are brainwashed by ads.4) (T) Fast food ads have great influence on children’s fast food abuse .5) (NG) McDonald’s is the most successful fast food chain in the world.6) (F) In order to solve the problem caused by fast food, the us congress has begun to impose higher tax on fast food chains because they are considered to be profitable.7) (T) The problem cannot be solved until customers become aware of the danger of fast food consumption.8) (T) To protect their health, people in many countries prefer slow food to fast food.Assignments:1.Recite the new words and phrases.2.Prepare Passage A.The Second Two PeriodsⅠ.Teaching Aims:1.Undertake a detailed learning of the new words and phrases.2.Study the text in detail.3.Master the writing pattern of expository.Ⅱ. Key Points: Important words, phrases and sentences.Ⅲ. Difficult Points: Explain some difficult sentences.Ⅳ. Teaching Procedures:1.Review the new words and phrases.2.Do the Pre-reading activities on P72.3.Study the language points of Passage A in detail.V. Language points1. It is regarded as a part of the sense of nation identity. (Para.1) identity: n. the identity of a person or place is the characteristics that distinguish them from others. 特性identity card身份证national identity 民族认同民族意识e.g.Passports are frequently serviceable in proving the identity of the travelers.be considered, as be regarded as, be seen as都表示“被看做······”英语中很多动词都可以与as 连用，如：look on as把······看做；take as把······理解为/视为；describe as把·······形容为；elect as 把·······选为；respect as尊为······；imagine as 想象为······，认为·······，等等。

《中国饮食文化》课程教学大纲课程代码：059034P1 英文名称：C hinese Food Culture学分/学时：32 适用专业：各专业本科生开课学院：文理教学部先修课程：无后续课程：无一、课程目标本课程是为全校学生开设的提高传统文化修养的一门课程。

通过系统介绍中国的饮食历史、饮食特征和饮食观念，引导学生了解饮食与民族文化的关系，深化对中国传统文化的认识，拓展文化视野，提高文化素养。

目标1：了解中国饮食的主要特征。

目标2：了解中国饮食的核心理念。

目标3：树立合理、健康的饮食观念。

目标4：了解食俗、食礼、食器等饮食文化的具体形态。

目标5：了解茶、酒等文化形态的精神内涵和功能。

二、课程内容（一）绪论：饮食与文化（3课时）1.1文化与饮食1.2人类与饮食1.3中国饮食与世界（二）中国饮食文化的总体特征（3课时）1.1中国饮食的发展1.2中国饮食的基本特征1.3中国饮食的核心观念（三）中国饮食文化的区域特征（3课时）1.1中国饮食的区域特征1.2四大菜系的特色（四）药食同源与养生思想（4课时）1.1养生思想1.2药膳1.3健康饮食与养生（五）本味主张与五味调和（4课时）1.1本味与五味1.2调和与中庸（六）食俗与节庆（3课时）1.1 节日、节气食俗1.2人生礼庆食俗民族、宗教食俗（七）食器与礼仪（3课时）1.1 食器艺术1.2 饮食礼仪与等级观念（八）中国茶文化（4课时）1.1茶的种类与历史1.2茶文化的物质形态与核心精神（九）中国酒文化（2课时）1.1酿酒技术与酒的品种1.2酒与中国艺术三、课程教材(一)课程教材《中华饮食文化》，都大明著，复旦大学出版社，2012.5（二）参考教材：1、《中国饮食文化》，谢定源，浙江大学出版社，2008年。

2、《饮食与文化》，庞毅，湖南科技出版社，2009年。

3、《饮食与中国文化》，王仁湘，青岛出版社，2012年。

4、《饮食与文化》，高成鸢，复旦大学出版社，2013年。

人教版（2023）选择性必修第二册Unit 3 Food and Culture Using Language教学设计人教版（2023）选择性必修第二册Unit 3 Food and CultureUsing Language本节课的教材分析：本节课的教材是人教版（2023）选择性必修第二册Unit 3 Food and Culture Using Language。

该课程主要涵盖了与食物文化相关的主题，通过使用语言来探讨食物和文化的关系。

主要内容包括文化背景知识、词汇与语法练习、听说读写等方面的活动。

教学目标：1. 了解不同文化背景下的食物习俗和价值观。

2. 学习相关的词汇和语法知识，提高语言运用能力。

3. 培养学生的跨文化意识和批判思维能力。

教学重点：1. 学习与食物和文化相关的词汇。

2. 提高学生的听说读写能力。

教学难点：1. 对于某些文化背景陌生的学生，他们可能需要更多的背景知识来理解课文内容。

2. 学生对于跨文化交流的理解和运用难度可能较大。

学情分析：学生为高二年级学生，基本具备一定的英语基础。

但对于食物和文化的表达可能存在一定的局限性，对于一些外国的饮食文化和习俗可能不太了解。

因此需针对学生的学情，进行相关的背景知识和词汇的讲解，以帮助学生更好地理解课文内容。

教学策略：1. 激发学生的兴趣：通过引入一些有趣的图片、视频或故事来激发学生对于课文内容的兴趣。

2. 合作学习：利用小组合作的方式来进行交流和讨论，让学生从彼此的交流中获得不同的观点和思考方式。

3. 提供实践机会：通过角色扮演、小组讨论、完成任务等活动形式，让学生有机会运用所学知识并实践跨文化交流的能力。

教学方法：1. 情景教学法：通过创设真实的语境，让学生能够在真实的情境中运用所学知识。

2. 探究式教学法：通过学生自主探究的方式，引导学生掌握知识和解决问题的能力。

3. 任务型教学法：通过给学生一些具体的任务，激发学生的学习兴趣和学习动机，并培养学生的能力。

food culture课件食物是人类赖以生存的基本需求之一，然而，食物不仅仅是为了满足生理上的需求，它还承载着丰富的文化内涵。

食物文化是一个国家或地区的独特标志，它反映了人们的生活方式、价值观和社会结构。

本文将探讨食物文化的重要性以及它对人们生活的影响。

首先，食物文化是一个国家或地区的重要标志。

不同的地区有不同的食物偏好和烹饪方法，这反映了当地的气候、土壤和资源条件。

例如，在中国北方，人们喜欢吃面食，这是因为北方气候寒冷，面食可以提供更多的热量。

而在中国南方，人们则更喜欢米饭，因为南方气候湿润，适合稻米的种植。

这种地域性的食物偏好形成了不同地区的特色菜系，如川菜、粤菜和闽菜等。

这些菜系代表了当地人的饮食习惯和独特口味，成为了各地文化的重要组成部分。

其次，食物文化是人们社交活动的重要组成部分。

无论是家庭聚餐、朋友聚会还是商务宴请，食物都是人们交流和沟通的媒介。

在中国，人们常常以“团圆饭”来庆祝重要的节日和家庭聚会，这是一种表达亲情和友情的方式。

而在西方国家，人们更喜欢在餐厅或咖啡馆里与朋友共进晚餐或喝咖啡，这是一种放松和享受生活的方式。

食物作为社交活动的一部分，不仅提供了营养，更重要的是增进了人与人之间的情感交流。

此外，食物文化还与人们的身份认同和价值观息息相关。

每个国家或地区都有自己的传统食物和烹饪方法，这些传统代表了人们的身份认同和文化遗产。

例如，在日本，人们非常注重食物的摆盘和色彩，追求简约而精致的美感。

而在印度，人们则更喜欢丰富多样的香料和辛辣口味，这反映了印度人对食物的热情和对生活的享受。

人们通过传统食物的制作和享用，表达了对自己文化的热爱和自豪感。

然而，随着全球化的发展，食物文化也面临着一些挑战。

现代人的生活节奏加快，快餐和外卖成为了主要选择，传统的烹饪技巧和食材逐渐被遗忘。

此外，跨文化的交流和移民的增加，也导致了食物文化的融合和变化。

虽然这些变化带来了新的口味和选择，但也使一些传统的食物和烹饪方法面临着失传的风险。

FOOD文化课（一）小结我饿了I’m hungry（starving）.我饱了I’m fully.我撑了I’m stuffed.（网络订货）已经在送货中ship an order/your order is shipped当服务员问你还需要什么时（如还需要甜点吗Do you still have some roomfor dessert?）如不需要，可以回答We are good, thank you.浓汤soup 清汤broth四大菜序详解（soup salad entrée dessert，除dessert外都属于简餐）◆Soup①Cream of mushroom soup(用面包刀切蘑菇)②French onion soup（放炸面包丁crouton）③Clam chowder蛤蜊浓汤。

用面包盛装。

④Chicken noodle soup（美国人认为可以治感冒，中国的姜茶、姜汤ginger tea）（CNN）⑤Soup of the day例汤（类比，星巴克也有coffee of the week本周）⑥minestrone（意大利浓汤）crouton◆Salad①Caesar salad凯撒酱Caesar salad with dressing(with表示搭配)②Chef salad主厨沙拉③美国高中生喜欢的妈妈的味道Cole slaw高丽菜沙拉，凉拌生菜丝卷心菜丝shredded cabbage△Dressing拌制沙拉用的调料①thousand island千岛酱②mayonnaise蛋黄酱salad barEntrée西式早餐：（1）Eggs单面煎sunny side up（用pan煎锅，撒salt&pepper）双面煎over easy煮蛋hard boiled eggs炒蛋scrambled eggs荷包蛋poached eggs蛋卷omelette蛋界泰斗egg benedict（2）Bread（bread basket面包篮）①Toast吐司(toaster烤面包机)配果酱(黄桃/草莓)和黄油(toast with jam or butter)Butter knife黄油刀Three flavors in butter：salted/unsalted/slightly salted②French toast加黄油、水果、糖霜、芝士等③Croissant牛角包(脆crispy)④Baguette 法棍（用面包刀bread knife/bread cutter切）可以配黄油果酱，也可以加蒜蓉酱garlic sauce制成蒜蓉面包garlic bread,garlic bread配steak好吃法棍可以切成面包丁(crouton) cut it into slices⑤Muffin（英）“马粪”.小松饼。

初中英语教案：全球食品文化一、教学目标：1. 知识目标：（1）学生能够掌握与全球食品文化相关的词汇和表达方式。

（2）学生能够描述不同国家的特色食品及其文化背景。

（3）学生能够表达自己对某种食品的喜好和理由。

2. 能力目标：（1）学生能够运用所学的词汇和表达方式进行简单的交流。

（2）学生能够通过阅读和听力材料，获取有关全球食品文化方面的信息。

3. 情感目标：（1）学生能够尊重不同国家的食品文化，培养跨文化交际的意识。

（2）学生能够养成健康饮食的习惯。

二、教学内容：1. 导入：教师通过展示不同国家的特色食品图片，引导学生谈论各自喜欢的食品。

2. 新课内容：教师介绍与全球食品文化相关的词汇和表达方式，如：cuisine（美食）、delicacy（佳肴）、fast food（快餐）等。

让学生了解各国特色食品及其文化背景，如：意大利的披萨、法国的奶酪、日本的寿司等。

3. 实践活动：学生进行小组讨论，分享自己喜欢的食品及其理由。

各小组选择一个国家，research 该国的食品文化，并准备进行课堂展示。

三、教学方法：1. 任务型教学法：通过设置各种任务，让学生在实际操作中运用所学知识。

2. 交际型教学法：鼓励学生进行小组讨论、角色扮演等互动活动，提高口语表达能力。

3. 研究型教学法：引导学生进行课堂展示，培养独立思考和合作能力。

四、教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况，评价其口语表达能力。

2. 课堂展示：评价学生在展示中的表现，包括内容完整性、语言表达准确性、文化意识等。

五、教学资源：1. 教材：选用适合初中学生的英语教材，如《新概念英语》等。

2. 图片资料：收集不同国家的特色食品图片，用于课堂展示和讨论。

3. 网络资源：利用互联网查找关于全球食品文化的相关信息，以便进行课堂拓展。

六、教学步骤：1. 步骤一：导入（5分钟）教师通过展示不同国家的特色食品图片，引导学生谈论各自喜欢的食品。