Wentian

NEWSENIORENGLiSHFORCHINASTUDENT’SBOOK5

Unit3FoodandCulture

Readingandthinking

Travelperu

Unit3FoodandCulture

Duration

45mins

Typeoflesson

Reading

Topic

Foodandculture

Skillstobeemphasized

Readingandspeaking

Sizeoftheclass

35students

Analysisoflearningmaterial

Thetextexploresthelinkbetweenfoodandculturefromaforeigner’sperspectiveanditrecordssomeauthenticChinesefoodandillustratestheculturalmeaning,geographyfeaturesandhistorictraditionthatthefoodreflects.

Studentprofile

Studentsareactivebutweakinmakingpletesentences.Theyareeagertoopentheirmouthsandhaveabasiclevelofabilitytoanalyzeproblems.

Objectives

Bytheendoftheclass,studentswillbeableto:

understandthepassage‘cuisineandculture’betterbyapplyingreadingstrategies—predicting,skimming,andscanning.

knowbetterabouttherelationbetweencultureandcuisine.

talkabouttraditionalChinesecuisineandculture.

Keypoints

Difficulties

Keypoints:Exploretherelationshipbetweenfoodandpeople’spersonality,localcustoms,andculture.

Difficulties:Talkaboutthefoodanditshistoryandculture.

Teachingmethod

PPP,SituationalTeachingMethod

TeachingAids

PPT,worksheets,andtextbooks

Steps

Teacher’sactivities

Students’activities

Designintention

Leadin

(10mins)

Greeting

Hello,howareyou?Whatdidyoudoonyourholiday?

Ss:…

Activatetheirminds.

Let’startourlessonwiththreeriddles.

Whatistheonlyvegetablethatwillmakeyoucry?(Onions.)

Whatisthesmallestroomintheworld?(Mushrooms.)

Whatstayshotevenitisputinthefridge?(Peppers.)

3.Guessinggame

Sichuanhotpot,lambkebab,waterboileddumplings,pancakerollswithgreenonions

Reactasquicklyaspossible.

Riddlescanbegoodwaytoattractstudents’attentions.

Throughaskingandansweringquestions,studentsareencouragedtothinkactively.

Whilereading

(20mins)

4.Doyouagreewith“youarewhatyoueat”?

Studentsreadthefirstparagraphandsharetheirviewstowardstheopinion.

Differentideas,butauthorprovidedhisideainthetext.

Whilereading,analyzethephrase“Chinesecuisineisacaseinpoint.”

5.Prediction

Basedonthepoint,inthefollowingparagraphs,whatmightbediscussedtoclarifytheauthor’sopinion?

Questionsfromstudents:

Howmanyplacesarementionedinthetext?

Whatkindoffooddotheyeat?

Whatistheconnectionbetweenpeopleandfood?

6.Genreanddevelopmentofthetext

Thispassagedevelopsthroughtime.

Itisexpository.

7.Answerquestionsafterreading

Workingroupsandanswerthequestionsonboardwithpresentingpowerpointatthesametime.

8.Mindmap

Makeaconclusionwithamindmap.

Foodandculturegohandinhand.

Studentspredictandskimthepassageandaddmoreinformationfordiscussing.

Groupdiscussionaboutthequestionsgivenandshareinpublic.

Beforereading,theteacherhopestoprovideamoregeneralpictureforstudents.Englishlearningismorethanitsgrammarorsentencesfromtextbooksbutisabiggerandmoreinterestingworldconnectedwiththeirlives.

Readingskillslikescanningandskimmingarepracticedatthisphase.

Makingamindmapcanhelpthemprehendthestructurewell.

Postreading

(14mins)

IntroducealocalfoodinXi’antoyourforeignfriendwithclues.

Discussintheirgroupsandpresentinpublic.

Discussionsmakethemdigestandconsolidatethethingstheylearninthisclass.

Homework

(1mins)

Finishtheextendedreadingandreaddownyourideasonwithin100words.

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