（2019版）新人教版选择性必修第二册Unit 3Using Language 教学设计.doc

1、高中英语人教版新教材选择性必修二 Unit3 Using Language 教学设计教学内容分析The topic of this part is “Order food together with a foreignfriend”. The listening activity happens in a Hunan restaurant,where the Chinese girl Tingting and her two foreign friends Annaand Lisa are going to order and have a taste of Hunan Cuisine.Dur

2、ingorderingthedishes,Tingtingintroducesthetastecharacteristics of Hunan cuisine and its differences from Sichuancuisine, as well as some representative dishes of Hunan cuisine,including steamed fish head covered with chillies, dry pot duckwith golden buns, bridge tofu, red braised pork and so on. In

3、 themeanwhile,Tingtingrecommendsdishesaccordingtoherfriends taste and the Chinese flavor. Anna and Lisa also showgreat interest and curiosity in the culture and stories behind thedishes. The dialogue is a good example of showing students howto introduce Chinese dishes and eating habits to foreigners

4、.教学目标By the end of this class, students are able to:1. know the English names of some Chinese dishes such assteamed fish head covered with chillies, dry pot duck with goldenbuns, bridge tofu and so on;2. practice listening skills such as predicting listening content bypreviewing texts and pictures;3

5、. learn some useful expressions about introducing and orderingChinese food with foreign friends.教学重难点1. To accumulate some useful expressions about introducingChinese dishes;2. To appreciate the culture behind each dish and learn to tellstory of Chinese food.教学过程Step1 Pre-listening (10mins)Activity1

6、: Lead in (1min)Show students pictures of canteen and food and ask them topredict the listening topic.Justification: Students can learn to predict the topic bypreviewing pictures or texts to help them better understand whatthey hear.Activity2: Matching (4mins)Match the dishes to their English names

7、and discuss what theyknow about these dishes, including what they contain, how theyare made and what they taste.Justification: This activity paves way for listening activities.Students get familiar with the names of dishes, what kind ofcuisine they belong to and their descriptions.Activity3: Discuss

8、ion (5mins)Discuss the following questions:1. What will you pay attention to when you read the menu?2. What kind of restaurant is it and what kinds of food areserved?3. Which food will you recommend to a foreigner? Why?Justification: This activity stimulates students existingschemaandpreparethemforl

9、isteningunderstandingandtalking.Step 2 While-listening (17mins)Activity4: Listen for main idea (3mins)Students listen to Tingting, Anna and Lisas conversation andtick the dish they order in the menu.Justification: Students can have a basic understanding of theconversation in this activity.Activity5:

10、 Listen for details (8mins)First, students read the questions and underline the key wordsin each question. Then, they listen to the material again and try toanswer each question by filling the blanks:Q1. How is Hunan cuisine somewhat different from Sichuancuisine?Q2. What are the reasons why Hunan p

11、eople like spicy food?Q3. Why do so many people love steamed fish head coveredwith chillies?Q4. Why does Tingting recommend bridge tofu instead of drypot duck with golden buns?Q5. Why is red braised pork the most famous dish?Justification: Reading the questions and underlining the keywords is an ess

12、ential step in detailed listening because studentscan know the important information before listening and adjusttheir attention during listening. Answering questions by fillingblanks simplifies the task so students can get the answer quickly.Activity6: Listen for expressions (6mins)Students are aske

13、d to listen to the material for the third timeand try to find out the answers of these two questions:1. What language did they use to order food?2. What language did they use to introduce food?Justification: This activity is designed to build languagescaffold for students. They can accumulate useful

14、 expressionsabout introducing and ordering food from the listening material,which also paves way for the talking part.Step 3 Talking (13mins)Activity 7: Role-playing (9mins)Ingroupsofthree,studentstaketurnsrole-playingtaking their foreign guest to the restaurant they have chosen.One of them should a

15、ct as the foreign guest, one as the Chinesehost, and one as the waiter or waitress. Teacher shows studentsrelevant expression for their references, including: ordering food,introducing food and paying the bill. Teacher invites severalgroupstoshowinclassandmakescommentsontheirconversation. After that

16、, teacher shows possible version of theconversation and highlight some good expressions.Justification: Students are able to use these expressions tomake a conversation.Activity 8: Thinking (4mins)Ask students to think about this question: Is it a good idea tobring your foreign friend to a Chinese re

17、staurant to have a tasteof the Chinese food?Voice your opinion and state your reasons byexamples.Justification: This activity develops students criticalthinking and deepens their understanding of cuisine and culture.Step 4 HomeworkChoose a Chinese cuisine, search online for more informationand write a short introduction about the cuisine you choose.