A Child of Two Cuisines
Learning Aims：
知识目标：
1. Enable students master key expressions, such as: sort, typical, take to doing, suffer from, feel at home, etc.
2. Grammar: Modals
能力目标：
1.To train reading skills, such as skimming, scanning, careful reading& retelling
2. Working cooperatively with other
情感态度价值观：
Enable students to learn differences between the two cuisines and respect different cultures.
教学重难点
1. Full understanding of the text by using different reading skills.
2. Learn the new words & phras
3.To develop the students’ reading strategy.
教学方法
Task-bad teaching method
教学流程设计
Step 1 Warming up
Do you know what the food is?
Have you ever tried any of the food in the pictures?
What do you think of it?
Step 2 Pre-reading Prediction
What do you think the passage will talk about?
【此环节的目的在于通过图片的形式拉近学生与主题的距离，与此同时解决有难度的生
词，扫除一些阅读障碍。】
Step 3 Fast reading
Task 1：Choo the main idea of the passage
1. How the family stays healthy by eating Chine food.
2. What the family has done to promote Chine food.
3. How the family cooks both Chine and English food.
4. How the family combines food from two cultures.
Task 2: Get main idea of each paragraph
para1 ____ para2 ____ para3 ____ para4 ____ para5 ____ para6 ____
A. My first visit to China.
B. My own diet style.
C. Feeling at home with both cultures.
D. My family background.
E. Dad's likes and dislikes of Chine food.
F. Dad's traditional home cooking and mum's worry.
The Structure of the passage
para __ My family background
para ___ interesting stories about our diets
para ___ My first visit to China
para ___ Feel at home with two cultures
【通过快速阅读，培养学生在说明文中准确发现信息的技能，同时培养了学生总结信息的能力】
Step 4 Careful reading
Task 1 Read the passage carefully and complete the table with information from the passage, using (like) and (dislike) to describe attitudes.
Attitude/Descriptions
| Mum | Dad | Son |
Food | | | |
Sichuan hot pot | | | |
Animal parts | | | |
Full English breakfast | | | |
Sunday roast | | | |
Stinky tofu | | | |
| | | |
Task 2 Read the passage carefully again and tell True or Fal.
1. The British usually eat spicy dishes.
2. The British never eat pig's ear.
3. The British ldom have roast food.
4. In Britain, blue ches smells like stinky tofu.
Think and Share
1. What does the author mean by saying “one man's meat is another man's poison”?
2. Do you know any similar sayings in Chine?
阳光请进【此环节的目的在于通过阅读文章，帮助学生理清文章的脉络，为下一步的复述打好基
础。】
Step 5 Post reading Task 1 Summary
议论文
1._______ (grow) up in England with a British father and a Chine mother, the writer has enjoyed 2._____ from both cultures ever since he was a child. His Mum has sweet 3.________ (memory) of food from her hometown in Sichuan. Thanks 4.___ this, his Dad has come to love hot pot. There are some dishes that Dad dare not try. Even today he doesn't 5.______ to eating chicken feet. 6.____ the writer enjoys tho dishes. He thinks the stinky tofu wasn't so7. ____ as he thought. Now, he loves 8.____________ cuisines.
yu开头的成语
【此环节的目的在于通过复述的形式，口头表达文章的重点内容，让学生更加深入理解
文本，从而为下一步的语言输出做好铺垫。】
Task 2 Discussion
Watch a short video and answer the questions:
1. Why do so many foreigners love Chine food?
2. What do you prefer, Chine food or British food? Why?
【此环节让学生通过小组讨论的形式，结合学生生活实际，尽最大可能地运用本节课所
学知识，旨在培养学生的语用能力和技巧。】
Step 6 Homework
1. Do more rearch on the differences about Chine and Western cuisines.
2. Get to know the differences about table manners in the two cultures.
本节课使用的学生整体英语水平为本校一般水平，英语课堂氛围比较活跃，学生
参与度较高。但是学生的英语成绩参差不齐，差距较大。学生的用英语交际和表达的能力比较欠缺。
如何预防猝死淮北旅游本模块的主题是Food for Thought。通过阅读文章，引入与饮食相关的词汇，探讨和学习饮食这一中心话题，引导学生深入了解饮食差异提升文化意识。
在读前阶段，通过图片导入文章主题，以此来激发了学生的阅读热情，来扫清学生的生词障碍。
苹果字体怎么改大小
在读中阶段，通过回答问题、填表格等形式，展开有效的阅读技能训练，以此来培养学生的略读、找读等阅读技巧。最后通过引导学生复述课文的形式口头表达文章的重
点内容，让学生更加深入理解文本，从而为下一步的语言输出做好铺垫。
在读后阶段，通过观看视频引发讨论，促使学生进一步理解、熟悉并拓展文本内容，进
行语言实践，促进知识和技能的内化。从而达到提高学生综合语言运用能力这一终极目标。
本节课充分体现了学生的主体地位，和教师的主导角色。从学生的课堂反应看，已经达到了预
感动的一瞬间期的效果。
本模块的主题是Food for Thought。通过阅读文章，引入饮食相关的词汇，
通过A Child of Two Cuisines这篇文章，引导学生深入了解中英两国饮食差异，进一步了解中西方文化差异，提升文化差异意识，尊重文化差异。
珍藏的记忆
1.Choo the main idea of the passage
1. How the family stays healthy by eating Chine food.
2. What the family has done to promote Chine food.
3. How the family cooks both Chine and English food.
4. How the family combines food from two cultures.
2. Get main idea of each paragraph
para1 ____ para2 ____ para3 ____ para4 ____ para5 ____ para6 ____
A. My first visit to China.
B. My own diet style.
C. Feeling at home with both cultures.
D. My family background.
E. Dad's likes and dislikes of Chine food.
F. Dad's traditional home cooking and mum's worry.
3. Read the passage carefully and complete the table with information from the passage, using (like) and (dislike) to describe attitudes.
