《高中英語（上外版）》必修第二冊 Unit 3 Food 課時：第 1課時 課題：Dining in France: Culture Shock 課型：Reading 一、教學設計與說明 1.教學目標 本課為本單元的第 1課時，核心目標為通過閱讀一名美國學生在法國留學期 間寫的一篇博客發(fā)現和了解博客類記敘文的語篇結構（即講述經歷、分享經驗）。 引導學生通過略讀、跳讀和深入閱讀文本，掌握語篇大意和文本細節(jié)，發(fā)現并了 解一些法國和美國的飲食習俗，理解飲食文化所帶來的文化沖擊，把握文化沖擊 的概念。 通過組織學生討論，幫助學生理解文化沖擊的階段特征（“蜜月期”和“低 谷期”的含義），思考對待文化沖擊的態(tài)度，最終形成尊重和包容多樣文化的意 識。 2.設計思路 首先，教師讓學生對多國特色美食做出判斷，從而引出本課時的主題——飲 食文化。然后引導學生觀察文本特征，并判斷語篇類型：博客類記敘文。接著， 學生通過略讀，回答“讀后感觸”（personal touch）問題，說出文章大意，并分 析這篇博客文的語篇結構和要素。隨后，通過聽故事并填寫表格的方式，幫助學 生了解作者（一位在法國留學的美國學生）在留學期間一次聚會上所經歷的飲食 文化沖擊，并填寫出主要信息點（where, when, with whom, on what occasion, what happened）。通過語言學習、師生問答和小組活動等方式幫助學生進一步深入閱 讀，了解文中涉及到的文化差異、作者對文化沖擊的理解和分享的應對策略，從 而激活學生對文化沖擊的看法思考和理解。 課后，請學生參照 Reading A收集并分享自己或身邊人在國外遇到的飲食文 化沖擊的經歷。同時，明確作業(yè)要求。 3.重點難點 在語境中理解單詞的詞義和對飲食文化沖擊的理解；從作者的描述遷移到自 身對“文化沖擊”現象的看法，并形成積極對待文化差異的情感態(tài)度。 1 Lesson Plan Teaching Objectives: By the end of the lesson, the students are expected to ? understand the text (know what happened to the author, understand what culture shock is, and know how to deal with culture shock in a foreign country); ? grasp the structure and language features of a blog; ? have a proper attitude towards culture shock. Procedures: I. Lead-in *Teacher: Ask the students to look at the pictures one by one, name the food and the country where each food/dish is popular. *Students: Name the food and the country where it is popular. Purpose: To identify the culture associated with each dish. *Teacher: Ask the students to look at the layout, pictures, format and page elements of the text and work out the source of the reading material. *Students: Find out the source of the reading material. Purpose: To understand the features of a blog entry/diary. Guided questions: 1. Could you name the food on the screen and the country where it is popular? 2. What type of article do you think it is? Why? II. First reading: Skimming *Teacher: Ask the students to skim the text and share their first response to the text. *Students: Skim the text and share their first response to the text. Purpose: To get a general impression of the text and express ideas on the topic. *Teacher: Ask the students to summarize the text in their own words and identify the structure of the blog diary. *Students: Summarize the text in their own words and identify the structure of the blog diary. Purpose: To practice summarizing skill and identify the typical text structure of a blog diary. Guided questions: 2 1. Which food or dining custom mentioned in the diary sounds new or strange to you? 2. What does the text mainly tell us? Analyse the structure of the blog post. III. Listening and second reading: Learning about the author’s experience *Teacher: Get students to learn about the author’s experience. *Students: Listen to the tape (paras 1-2) and complete the table. Purpose: To figure out what happened to the author on her first weekend abroad. Guided question: (Listen to the tape) What happened to the author on her first weekend abroad? IV. Third reading: Language study and reading for details *Teacher: Get students to understand the words and expressions in context. *Students: Try to understand the words and expressions in context. Purpose: To help the students ease the difficulty in reading. *Teacher: Get students to further read the text and answer questions accordingly. *Students: Read the text again and answer questions accordingly. Purpose: To read for details and understand what culture shock is, and know how to deal with culture shock in a foreign country. Guided questions: 1. What is culture shock? 2. What did the author do to deal with culture shock? 3. What did IPO (International Programs Office) do to help the author? 4. What are the highs and lows of one’s experience of culture shock? 5. Which phase did the author experience at that time? Why? 6. What other cultural differences about food and dining between France has the author discovered? V. Group work: Beyond the text *Teacher: Get students to draw a line graph to illustrate the highs and lows of a culture shock experience and to have a discussion to share their views towards culture shock. *Students: Draw a line graph to illustrate the highs and lows of a culture shock experience and have a discussion to share their views towards culture shock. 3 Purpose: To transfer information from text to diagram, and to form and share personal attitude towards the subject. Guided questions: 1. Draw a line graph to illustrate the highs and lows of a culture shock experience. 2. Discuss: What is your attitude towards culture shock? VI. Assignment Collect and tell a story of culture shock concerning food of another culture based on what you heard or what you experienced. Give a presentation in class. Presentation: A culture shock story concerning food of another culture The content must include: 1) A story: 5W1H (when, where, who, what ...) 2) Cross-cultural comparison and possible explanations 3) Practical way(s) to deal with such culture shock The language must include: cohesive devices: expressions of contrast or comparison Guided questions: (供選用) 1. Have you, your family or your friends ever met with similar situations in a foreign country? 2. Would you please describe the experience to the class? 4

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高中英語上外版 (2020)必修 第二冊電子課本

Unit 3 Food

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年級： 必修 第二冊

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