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1 教案
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2 课前预习清单
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3 课程学习
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4 课后学习清单
教案：
Unit 5 A Taste of Culture
Unit Project (单元产出任务)
Make a group presentation on a certain aspect of Chinese culture to an international audience
Scenario: You are an exchange student in a foreign country. You are required to make a presentation together with other students from China on a certain aspect of Chinese culture. You will work with your teammates, choose a topic, prepare carefully, and give the presentation as a group to an international audience.
Which aspect of Chinese culture will you choose? How will you cooperate with your teammates? How will you present the culture to an audience from different cultures?
I. Learning Objectives (学习目标)
Upon the completion of this unit, students will beable to:
知识
1. talk about Chinese cultural heritage using new vocabulary
2. use examples to explain your points
3. introduce the local cuisine of your hometown to a foreign friend
4. understand the meaning behind a cultural phenomenon
素质（思政）
Fine Traditional Chinese Culture
1. arouse their interest in traditional Chinese cuisine and medicine
2. mould their scientific spirit of judging science and pseudoscience
3. improve their ability to tell Chinese stories and build their confidence in traditional Chinese Culture
能力
1. identify cultural differences and develop intercultural communication competence
2. learn how to make a presentation
II. Key and Difficult Points (重点、难点)
重点
1. words /expressions/sentences related to Chinese cultural heritage
2. writing skill of using examples to support the argument
难点
1. learn how to make a presentation
2. identify cultural differences and develop intercultural communication competence
III.Teaching Contents and Procedures 教学步骤与内容
u i Explore 1 On Cuisine and Culture
第一、二学时
| 教学步骤 | 内容 | 教学设计理念 | 思政设计理念 | |
| 课前 | 1. 教师发布单元产出任务及学习目标； 2. 学生依据教师发布的任务清单进行预习。 | 明晰学习目标，激发学生学习动机，并做好课前准备。（驱动） | 培养自学意识， 养成预习习惯 | |
| 课中 | 第1学时 | 1. 导入： Make a brief oral report to introduce the local cuisine from your hometown to a foreign friend. | 口头介绍家乡美食，为完成单元产出任务做准备。（促成） | 透过美食，探索家乡，讲好家乡故事。 |
| 2. 问题解答: 处理viewing、diagram及预习中遇到的问题，理解课文结构与内容； |
积累课文中的目标词汇及句型（促成）
| 了解中餐名英译，以补充资源助力饮食英文表达。 | ||
| 3. 课文梳理（Paras. 1-2） 解决重难点词汇表达及句型 | 以饮食为载体，引导学生树立讲好中国饮食故事的意识，传承中国文化。 | |||
| 第2学时 | 3. 课文梳理（Paras. 3-7） | |||
| 4. 小结与作业 | ||||
| 课后 | 复习、自学、完成作业 | 为学生完成单元产出任务提供脚手架 (促成) | 培养自学意识， 养成预习习惯 | |
一、课前（学生自学，约2小时）
教师通过学习通将提前制定的任务清单（见Unit 5课前预习清单）发布给学生，学生依据清单进行课前预习。教师在已有备课基础上，结合每个合堂班通过U校园投票、学习通讨论及作业完成情况，再次进行针对性补充式备课。
二、课中
第一学时（45 分钟）
Step 1. 导入（10）
针对课前作业，选取部分学生作品进行分享：
Pre-class Assignment:
Make a brief oral report to introduce the local cuisine from your hometown to a foreign friend. Use the clues in the following table to organize your thoughts.
Step 2. 问题解答（15）
1. 订正课本P102 Viewing 填空题答案，播放带字幕版视频，加深学生理解。（5）
I live in Sichuan, in Chengdu, the land of the 1)___________ food in the world. And I’ve made a list of my top five favorite 2) _________ that you’ve got to try.
No.5: on the paper grilled fish
It comes in the juice that’s full of peanuts and huge chunks of garlic and 3)____________.
No.4: Sichuan ducks
One is sweet, and one is 4)____________.
No.3: Firewood chicken
My taste buds were blown from pure 5)__________.
No.2: Xinjiang cuisine
Three things: pumpkin and lamb6)_____________,
lamb kebabs, and lamb and onion rounang.
No.1: Tibetan food
Over Tibetan yak 7)_________ tea, blood sausage, spicy yak meat, and handpicked local greens and 8)___________, we discussed what life is like in the mountains for them.
Let’s Talk
What's your favorite food?
Are there any stories connected with the food?
How would you recommend the food?
2. 订正课本P105 Q1流程图，了解学生课文整体理解情况。（5）
What are the author's views about thefood culture in China?
| Chinese food culture | Examples |
| Diverse taste | • Sichuanese 1)___________ • bird's nests • 2)________ scorpions • sea cucumber • frogspawn in a 3) _________ vanilla-cream filled pastry |
| Philosophy behind food | • certain foods regarded as having 4)_________ , or yang, properties, others having 5) ________, or yin, properties • diet used as a means of 6) __________ from illness and as a cure |
| Significance of eating | • the importance of a meal with 7)________________ • “Have you eaten?”being one of the most common 8)__________ |
3. 针对学生在单词（发音可能是学生面临的最大问题，重点讲解U校园投票选出的单词）、课文（难句、复杂句可能是学生最有疑惑的地方）方面存在的问题进行解答。（5）
Step 3. 课文梳理（Paras. 1-2）（15）
随机点名阅读课文段落，纠正错误发音，点拨重点词汇、表达及句子结构。
词汇与表达：
1. On cuisine and culture (Title)
cuisine: n. [U]
1) a style of cooking 烹饪
2) the food you can eat in a particular place, especially arestaurant or hotel 饭菜
² Collocations:
Italian/Chinese … cuisine 意式/中国烹饪/美食
local cuisine 当地菜肴
The eight great regional cuisines ofChina/ Eight major cuisines of China
中国八大菜系
Guangdong/ Cantonese Cuisine 粤菜
Sichuan Cuisine 川菜
Jiangsu/ huaiyang Cuisine 苏菜/淮阳菜
Zhejiang Cuisine 浙菜
Fujian/ Min Cuisine 闽菜
Hunan Cuisine 湘菜
Anhui Cuisine 徽菜
Shandong Cuisine 鲁菜
Summary of the eight cuisines:
Sichuan and Hunan cuisines: hot spice.
Anhui and Fujian cuisines: inclusion of wild foods from their mountains.
Guangdong (Cantonese), Fujian, Zhejiang, Jiangsu: great seafood, and generally sweet and light flavors.
Shandong Cuisine: fresh and salty with a lot of seafood dishes.
2. The way we consume and acquire it, the fashion in which it gets cooked and by whom, who is invited to the table and who eats first, such tradition is a formof nonverbal communication – a social code abundant with meaning. (Para.2)
1) abundant: a. existing or available in large quantities 大量的；丰富的；充裕的
No children or elderly people are left alone at home any more, as the development of e-commerce has created abundant local jobs.
(来源：https://www.chinadaily.com.cn/a/202011/13/WS5fae30a3a31024ad0ba93f59.html)
2) Collocations:
abundantrainfall/evidence/supply/crops/harvest/resource/mineral
充沛的降水/充足的证据/充足的供给/充足的粮食/丰收/丰富的资源/丰富的矿物
第二学时（45 分钟）
Step 3. 梳理课文（Paras. 3-7）（40）
3. Cuisine is a source of pleasure and pride, elevating the basic act of eating from a purely biological necessity to an art.(Para. 3)
1) elevate: vt. (fml.) to improvethe status or importance of sth. or sb. 提高；提升（地位或重要性）
e.g.
Reading good books elevates your mind.
阅读好书使人思想高尚。
2) elevate sb./ sth. to sth.:
e.g.
① An elevator can elevate to the top floor very soon.
电梯很快可以升到顶层。
拓展：
elevator (US and Canada) or lift (UK, Australia, Ireland, New Zealand) 直梯
escalator 扶梯
② It was an attempt to elevate football to a subject worthy of serious study.
这是试图将足球拔高成一门学科来进行严肃的研究。
3) biological: a. relating to livingthings 生物的
e.g.
Such a war could result in the use of chemical and biological weapons.
这样一场战争可能导致生化武器的使用。
Collocations:
biological father/mother/parents 生父/生母/亲生父母
biological clock 生物钟
biological diversity 生物多样性
² Paraphrase: From food people get pleasure and pride, which raises theact of eating from something that the human bodies need for survival to an art.
5. Every culture has designated what it considers to be edible, which type of animal can be eaten and how it should be prepared –Judaism and Islam being among the most prominent instances. (Para. 4)
prominent: a. well known andimportant 著名的；重要的；杰出的
e.g.
Some prominent business women believe they are beingasked to disclose more about their personal lives as they climb the career ladder than their male counterparts.
一些出色的商界女性认为，在职业生涯的上升期，她们往往需要比男同事透露更多的个人生活信息。
² Paraphrase: Every culture has its own choice of food to eat and how itshould be prepared to eat. The most obvious examples include Judaism and Islam.
6. Zhongguorende kouwei, food cooked to Chinese taste,is a simple expression comprising a culinary tradition with long-standing history and thousands of named dishes. (Para. 5)
comprise: vt. (fml.) to consist of particular parts, groups, etc. 由…组成；包括
e.g.
In the United States, food waste is estimated to comprise between 30 percent and 40 percent of the food supply, resulting in losses of about $160 billion annually…
拓展：
be comprised of = be composed of = be made up of =consist of:
e.g.
1) The course is comprised of ten core modules.
这门课由十个核心单元组成。
2) Muscle is composed of two different types ofprotein.
肌肉是由两种不同类型的蛋白质构成的。
3) This book is made up of twelve separate shortstories.
这本书由12篇独立的短篇故事组成。
4) His breakfast consists of dry bread and a cup of tea.
他的早餐由不涂黄油的面包和一杯茶组成。
7. The flavours are so diverse it blew me away when Isampled the real thing on my first visit to China. (Para. 5)
1) diverse: a. very different fromeach other 不同的
diverse audience/backgrounds/topics/population/interests/city/reasons
各类观众/不同的背景/各种各样的观点/多民族人口/不同的兴趣/多元化的城市/多方面的原因
Derivatives
① diversity: n. [sing., U] the fact that very different people or things exist within a group or place 多样性
e.g.
The school is committed to improve the diversity ofits student body.
学校致力于提高学生的多元化
② diversify: v. [I, T] to develop into sth. different 多样化；不同
e.g.
By having a few eggs in one basket, you diversify therisk and disappointment when any single job opportunity disappears.
拥有多个机会能降低你丧失一个工作机会的风险和失望情绪。
③ diversified: a. consisting of manydifferent parts or people 多样化的
e.g.
The Belt and Road Initiative Depicts the Blueprint ofa Diversified and Harmonious World “一带一路”描绘美美与共蓝图
2) blow sb.away: to make sb. feel very surprised, esp. aboutsth. they like or admire 使大为惊讶（尤指对喜欢或羡慕的东西）
e.g.
The amount of the check blew me away.
支票上的数额让我大吃一惊。
Synonym: blow sb's mind 使某人极度兴奋
e.g.
The loud noise from the concert blew my mind.
演唱会的歌声真的很给力。
² Paraphrase: There are so many different tastes that I was so greatlyimpressed when I actually tasted the food on my first visit to China.
8. I tried Sichuanese snails, birds nest, fried scorpions, sea cucumber – which I found so delicious I had three servings, tothe delight of my generous hosts – and frogspawn in a delicate vanilla-cream filled pastry. (Para. 7)
to sb.’s delight: 让某人高兴的是
e.g.
The snacks sold out quickly to the delight of the chef and organizers.
令厨师和组织者高兴的是，这些小吃很快售空。
Similar usages:
to sb.'s surprise 让某人惊奇的是
to sb.'s horror 让某人恐惧的是
to sb.'s disappointment/ dismay 让某人失望的是
to sb.'s astonishment 让某人震惊的是
9. … a lobster is not much more than a cockroach ofthe sea. (Para. 7)
“not much more than” indicates that the twothings or situations are very similar （“只不过”，表示相比较的两方差别不大。）
e.g.
Whenever I am homesick, all I want is not much more than a hot serve of noodles made by my mom (只不过是妈妈煮的一碗热腾腾的面).
Step 4. 小结与作业（5）
课程小结：
探讨了家乡美食并讨论了饮食相关的问题；
复习了viewing, 解答了课文相关的问题。
梳理了课文结构、段落1-7，解决了重难点，学习了目标词汇及句型。
作业（见课后任务清单）
教师通过学习通将课后学习任务清单（见Unit 5 课后学习清单—第一二学时）发布给学生，学生依据清单进行课后学习，为下一周上课做准备。
