B2U1说课稿

Good morning, distinguished judges. I'm candidate number one. It's my great honor to be here to present my lesson plan to you.
To make my analysis reasonable and coherent, the first step is to analyze what to teach and who to teach.
Firstly, this lesson is chosen from Unit 1, Food for Thought, Understanding ideas: A Child of Two Cuisines and thematic context is human and self.
The specific analysis of this passage is done in terms of what, why and how.
So what is this passage about? The passage is mainly about a Sino-British multinational family’story of food
and why. After this lesson, I would like my students to reach the conclusion that it's important for them to know the differences between Chinese and British food cultures and learn to accept and respect different cultures, thus enhancing their cross-cultural awareness.
Then how is the passage organized? there are 6 paragraphs. The first para points out the multi-food culture; paragraph 2-5 are mainly about the family's views on the typical food in China and Britain. The last paragraph expresses the author's thinking and attitude. The language style is light and humorous,and each para has one topic sentences.
And then what about the students? I would like to talk about their abilities first and problems next.
Up to now, they have had some basic vocabulary about food/ they have some basic reading skills such as skimming, scanning/ they are quite familiar with this topic because of the study of last lesson.
however, there are some problems. They are short of thematic vocabulary such as cuisine,butcher,poison and so on/ they don't know how to answer inferential questions/ And also they are not very good at expressing themselves logically either/ about this topic, they don’t know the difference s between Chinese and British food cultures.
Therfore, I use question chains to help students infer the author’s attitude towards food culture.
alright, so after this careful analysis of the background information, we could get the teaching objectives.
By the end of this lesson, student will be able to
objective 1, acquire the factual information of the family’s opinions for different food through completing the table.
Objective 2, summarize the reasons why the author’s attitudes towards stinky tofu has changed through figuring out his change of feelings.
Objective 3, raise their awareness of respecting different food culture with open mind through group discussion.
Among these 3 objectives, number 1 and 2 are the key parts, and number 3 is a
little bit difficult for student. So I will provide a scaffolding. I will give them a checklist of some sentence patterns and related vocabulary for reference, and I will give positive feedback to both presenters and group members. And you will find that these 3 objectives are also consistent with the activity-based approach and the cultivation of the four core competences of student.
Now let's move on to the most important part, the teaching procedure. In this lesson, I designed 8 activities in total.
Activity 1: Free talk.
I will draw a hot pot on the blackboard and let them guess what it is. And then ask them: Do you like hot pot? What other food do you like best? Why do you like them?
And my intention is to stimulate their interest and introduce the topic.
Activity 2: Prediction
I will ask them to view the title and the illustrations in text to predict some information of the passage and here are some questions for them: who is the child? What does two cuisines refer to?
Activity 3: Read for main idea and structure
For the very first reading, students were required to skim the text and find out the structure and main idea of the passage. I will ask them How many parts can the passage be divided into and what are they?
They might say there are 3 parts: introduction, body and conclusion and it talks about the combination of British and Chinese food.
This aims to Guide them to have a global understanding of the text.
Activity 4: Read for the attitudes
I will ask them to read paragraph 2 to 5 and find out the family's different attitudes on different food and its supporting details, and then I will lead them to check the answers. In the meanwhile, I will draw students' attention to father’s attitude on animal parts, I will ask what does “take to” mean in passage and I aim to help them learn to infer the meaning according to context.
This activity is to achieve objective number 1.
Activity 5: Read for author’s change
I would further push my students to read paragraph 5 and 6 again and think about did the author like stinky tofu at the beginning? how does the author’s feeling towards stinky tofu change? what caused such change? and here I will summarize that when the author first came across the stinky tofu, he felt terrible and then he gathered the courage and take a bite and he felt amazed. Finally, he thought he may fall in love one day. And one of the reasons is his mother's encouragement, but the most important one is his respect to different culture and his openness.
This activity is to achieve objective number 2. By asking this question, I aim to Guide students to think creatively and critically about the thematic meaning of this text.
Activity 6: Retell
I will choose one or two students to retell the whole passage according to the blackboard.
This activity is to help them internalize what they have learned today and improve their language competence.
And then activity 7: Group discussion
I would prepare two questions for them to discuss. Number one What’s your understanding of the saying “One man’s meat is another man’s poison.”and Number two What attitude should we hold towards different food culture?
This step is to achieve objective 3.
Activity 8 is Optional activities. I will choose some of them to share their own stories about food.
An the end of the class, I will summarize that we should not only respecct and accept different food, but also try to combine them together with an open mind.
Let's talk about the homework design. According to new curriculum standard, students will have two assignments in total. Number one, everyone needs to write down a short passage about their opinions on different food culture, for those who are interested, they can search more different cultures on food of different countries.
To sum up there are two shining points in my lesson.
Firstly, it follows the activity-based approach to English learning, with structure, content, language features being the thread of the lesson. All the learning activities are closely interrelated and students’ core competence can be cultivated.
Secondly, the use of the checklist at the end of the lesson which indicates the integration of teaching, learning and evaluation can assist students in better monitoring their output.
And That's all for my presentation. Thank you very much for your listening.。