第五单元综合教程课程教案单元主题教学时数A Taste of Culture4(1) Talk about Chinese cultural heritage using new vocabulary;(2) Use examples to explain your points;教学(3)Introducethelocal cuisine ofyourhometowntoaforeignfriend目(4)Understand themeaningbehind a cultural phenomenon标(5) Make a group presentation on a certain aspect of Chinese culture to an internationalaudience.育(1) Guide students to explore the reasons behind different dieting habits:人(2) Strengthen education in fine traditional Chinese culture and strengthen our cultural目confidence标(l) Understanding the text: On Cuisine and Cultrue;教教学(2) Building your language;学重点(3) iPoduce:Making a group presentation introducing an aspect of Chinese重cultural heritageand writingan essay on it.点(I) Understand the main idea and structure ofthe text,与教学(2) Grasp the key language points and grammatical structures in the text;难难点(3) Learn to make group presentation and describe a particular aspect of Chinese点cultural heritage properly.采用混合式教学模式，在多媒体课堂教学基础上，充分利用U校园智慧教学平台，结合线上、线下教学丰富传统课堂。将教材与数字课程深度融合，使“课前一课中一课后”的学习进程形成一个“线上一线下一线上”的完整模式。线上/线下Setting the scene/Reading线下教学方法精讲精炼，讨论交流与手段线上/线下Building your language线上/线下Sharing your ideas线下Feedback on autonomous learning线上/线下Unit project线上Unit test思(1) The introduction to Chinese food culture;政(2) The philosophy of yin and yang in Chinese food.;内(3) The eight cuisines in China容1 /16
1 / 16 第五单元综合教程课程教案 单元主题 A Taste of Culture 教 学时数 4 教 学 目 标 (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; (5) Make a group presentation on a certain aspect of Chinese culture to an international audience. 育 人 目 标 (1) Guide students to explore the reasons behind different dieting habits； (2) Strengthen education in fine traditional Chinese culture and strengthen our cultural confidence. 教 学 重 点 与 难 点 教 学 重 点 (1) Understanding the text: On Cuisine and Cultrue; (2) Building your language; (3) iPoduce: Making a group presentation introducing an aspect of Chinese cultural heritage and writing an essay on it. 教 学 难 点 (1) Understand the main idea and structure of the text; (2) Grasp the key language points and grammatical structures in the text; (3) Learn to make group presentation and describe a particular aspect of Chinese cultural heritage properly. 教学方法 与手段 采用混合式教学模式，在多媒体课堂教学基础上，充分利用 U 校园智慧教学平台，结合 线上、线下教学丰富传统课堂。将教材与数字课程深度融合，使“课前—课中—课后” 的学习进程形成一个“线上—线下—线上” 的完整模式。 线上/线下 Setting the scene/Reading 线下 精讲精炼，讨论交流 线上/线下 Building your language 线上/线下 Sharing your ideas 线下 Feedback on autonomous learning 线上/线下 Unit project 线上 Unit test 思 政 内 容 (1) The introduction to Chinese food culture； (2) The philosophy of yin and yang in Chinese food.； (3) The eight cuisines in China
课时分配课堂教学内容（学时）1. iPrepare---Asking Ss whether they would like to travelor live in foreign countries and why.12. Scenaior---Setting the scene for Unit 5. You need toMotivatingmake a presentation on a certain aspect of Chineseculture to help the foreign friends learn about China1.Viewing---Watching a video clip about a foreign person's0.5recommendationsof Chinesefoodand seeif youcanfillin theblankswith what you hearfromthevideo clip课2.Understanding thetext---Reading:On cuisineand堂1.5culture.Having someknowledge of howa westerner教feels about Chinese cuisine and cultureEnabling学3. Building your language--finishing the exercises of this内section,and talking about thoughts,feelingsand容0.5emotionsusingnewvocabulary.与4.Sharpening theskills---Howto use examplesto explain时yourpoints间I.Sharingyourideas:Guide Ssto reviewthe structure and分techniques used inthetexttofill in theblanks about thecuisine.配2. Inspire Ss to finish their task of presentation making.3.Groupwork:AskSstoformgroups of4-5memberstosharetheirpresentations,eachgroup selectsthebest0.5Assessingpresentation to be presented to the whole class.4.Provide comments onall thepresentations interms ofcontent, structureandlanguage, and providefurthersuggestionsforclassmatestoimprove5. Remind Ss to develop their pragmatic ability throughexpressing their requests, in particular, through usinglanguage of appropriate formality in a presentationA.Motivating1. Introduce Unit project and encourage Ss to get prepared through learning课堂随想教iExplore110 mins学2. Ask Ss to think of the question whether they would like to travel or live in2 / 16
2 / 16 课 堂 教 学 内 容 与 时 间 分 配 课 堂 教学内容 课时分配 （ 学 时 ） Motivating 1. iPrepare-Asking Ss whether they would like to travel or live in foreign countries and why. 2. Scenaior-Setting the scene for Unit 5. You need to 1 make a presentation on a certain aspect of Chinese culture to help the foreign friends learn about China. Enabling 1. Viewing-Watching a video clip about a foreign person’s recommendations of Chinese food and see if you can fill in the blanks with what you hear from the video clip. 0.5 2. Understanding the text- Reading: On cuisine and culture. Having some knowledge of how a westerner feels about Chinese cuisine and culture. 1.5 3. Building your language-finishing the exercises of this section, and talking about thoughts, feelings and emotions using new vocabulary. 0.5 4. Sharpening the skills-How to use examples to explain your points. Assessing 1. Sharing your ideas: Guide Ss to review the structure and techniques used in the text to fill in the blanks about the cuisine. 0.5 2. Inspire Ss to finish their task of presentation making. 3. Group work: Ask Ss to form groups of 4-5 members to share their presentations; each group selects the best presentation to be presented to the whole class. 4. Provide comments on all the presentations in terms of content, structure and language, and provide further suggestions for classmates to improve. 5. Remind Ss to develop their pragmatic ability through expressing their requests, in particular, through using language of appropriate formality in a presentation. 教 学 A. Motivating 1. Introduce Unit project and encourage Ss to get prepared through learning iExplore 1. 10 mins 2. Ask Ss to think of the question whether they would like to travel or live in 课堂随想
过5minsforeign countries and why程3.Then set the scene for Unit 5by ask the students makea presentation on a设certain aspect of Chinese culture, suppose some foreign friends need their计helptolearn about China15mins4. Point out the possible difficulties of describing a particular aspect ofChinese culture, and offer suggestions on how to make the presentation.10 minsB.Enabling1. Viewing(1) Using Viewing of iExplore I to ask Ss to share and discuss their ownfavouritefood and whether they likethe food mentioned in thevideoclip,and howtorecommend thefood.10mins(2)Asking the students to talk about the stories connected with the food if10 minsthey know2. Understanding the text(1) Ask Ss to read the text and guide them to master the key points of the5 minstextbydoingexercises inUnderstandingthetext45 mins(2) Explain the language points of iExplore 1★ On cuisine and culture (Title)1) cuisine: n. [U]astyleofcooking烹饪the food you can eat in a particular place, especially a restaurant or hotel 饭菜Collocations:Italian/Chinese...cuisine意式/中国烹饪/美食localcuisine当地菜肴The eight great regional cuisines of China:EightmajorcuisinesofChina中国八大菜系Guangdong/CantoneseCuisine粤菜Sichuan Cuisine 川菜Jiangsu/huaiyangCuisine苏菜/淮阳菜ZhejiangCuisine浙菜Fujian/MinCuisine 闽菜Hunan Cuisine 湘菜Anhui Cuisine 徽菜Shandong Cuisine鲁菜Summary of the eight cuisines:SichuanandHunancuisines:hotspice（辛辣调味）：Anhui and Fujian cuisines:inclusionof wildfoodsfrom theirmountains3/16
3 / 16 过 程 设 计 foreign countries and why. 5 mins 3. Then set the scene for Unit 5 by ask the students make a presentation on a certain aspect of Chinese culture, suppose some foreign friends need their help to learn about China. . 15 mins 4. Point out the possible difficulties of describing a particular aspect of Chinese culture, and offer suggestions on how to make the presentation. 10 mins B. Enabling 1. Viewing （1）Using Viewing of iExplore 1 to ask Ss to share and discuss their own favourite food and whether they like the food mentioned in the video clip, and how to recommend the food. 10mins （2）Asking the students to talk about the stories connected with the food if they know. 10 mins 2. Understanding the text （1）Ask Ss to read the text and guide them to master the key points of the text by doing exercises in Understanding the text. 5 mins （2）Explain the language points of iExplore 1 45 mins ★ On cuisine and culture (Title) 1) cuisine: n. [U] a style of cooking 烹饪 the food you can eat in a particular place, especially a restaurant or hotel 饭 菜 Collocations: Italian/Chinese . cuisine 意式/中国烹饪/美食 local cuisine 当地菜肴 The eight great regional cuisines of China: 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（辛辣调味）. Anhui and Fujian cuisines: inclusion of wild foods from their mountains
Guangdong (Cantonese), Fujian, Zhejiang, Jiangsu: great seafood, andgenerally sweet and light flavors.Shandong Cuisine:fresh and saltywitha lot of seafood dishes★The way we consume and acquire it, the fashion in which it getscooked and by whom, who is invited to the table and who eats first,such tradition is a form of nonverbal communication - a social codeabundant with meaning. (Para. 2)2)abundant:a existing or available in largequantities大量的；丰富的；充裕的Translation:该地区降雨丰沛。RainfallisabundantintheregionCollocations:abundantrainfall充沛的降水abundant evidence充足的证据abundant supple充足的供给abundantcrops充足的粮食abundantharvest丰收abundantresource丰富的资源abundantmineral丰富的矿物What central idea does the sentence convey?Food isone of themost importantmeans tounderstand aculture★Cuisine is a source of pleasure and pride, elevating the basic act ofeating from a purely biological necessity to an art. (Para. 3)3)elevate:vt.(fiml.)to improve the status orimportance of sthor sb.提高：提升（地位或重要性）Translation:我们需要为提高妇女在社会中的地位一起努力。We need to work together to elevate the position ofwomen in societyDerivative:elevatorn电梯elevator((USandCanada)orlift(UK,Australia,IrelandNewZealand)Escalator（自动扶梯）4)biological:a.relatingto living things生物的Translation:所有的生物有机体都是由细胞构成的。All biological organisms are composed of cellsCollocations:biologicalfather/mother/parents生父/生母/亲生父母biologicalclock生物钟biologicaldiversity生物多样性★ In many places of the world it is one of the main instruments ofsocialization and identification. (Para.3)5)identification: n [U] a strong feeling that you are like sb.or sth., andsharethesamequalitiesorfeelings情感相通；认同4 / 16
4 / 16 Guangdong (Cantonese), Fujian, Zhejiang, Jiangsu: great seafood, and generally sweet and light flavors. Shandong Cuisine: fresh and salty with a lot of seafood dishes ★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 form of nonverbal communication – a social code abundant with meaning. (Para. 2) 2)abundant: a. existing or available in large quantities 大量的；丰富的； 充裕的 Translation: 该地区降雨丰沛。Rainfall is abundant in the region. Collocations: abundant rainfall 充沛的降水 abundant evidence 充足的证据 abundant supple 充足的供给 abundant crops 充足的粮食 abundant harvest 丰收 abundant resource 丰富的资源 abundant mineral 丰富的矿物 What central idea does the sentence convey? Food is one of the most important means to understand a culture. ★Cuisine is a source of pleasure and pride, elevating the basic act of eating from a purely biological necessity to an art. (Para. 3) 3) elevate: vt. (fml.) to improve the status or importance of sth. or sb. 提 高；提升（地位或重要性） Translation： 我们需要为提高妇女在社会中的地位一起努力。 We need to work together to elevate the position of women in society. Derivative: elevator n. 电梯 elevator( (US and Canada) or lift (UK, Australia, Ireland, New Zealand) Escalator (自动扶梯） 4) biological: a. relating to living things 生物的 Translation: 所有的生物有机体都是由细胞构成的。 All biological organisms are composed of cells. 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 ★ In many places of the world it is one of the main instruments of socialization and identification. (Para. 3) 5)identification: n. [U] a strong feeling that you are like sb. or sth., and share the same qualities or feelings 情感相通；认同
Translation:他在这部电影的主人公身上找到了强烈的认同感。Hefinds strongidentification with the heroof the movieidentification: n. sth. that proves who you are, esp. a document with yournameandaphotograph:ID身份证明：（尤指带姓名和照片的）证件Translation:您能出示一下证件吗？Can you show me some identification?Collocations:proof/meansofidentification证明身份的证件Derivatives:identifyvt.torecognizesb.orsth.andbeabletosaywhotheyareorwhatitis辨认，确认（某人）两名嫌疑犯已被目击者认出Twoofthesuspectshavebeen identifiedbywitnesses→unidentifieda.notrecognizedorknown未被认出的；身份不明的；未知的UFO不明飞行物unidentifiedflyingobject+identity:n.[C,U]whoyouareandwhatyournameis身份你有任何证明身份的东西吗Doyouhaveanyproofofidentity？★In many places of the world it is one of the main instruments ofsocialization and identification. (Para.3)Paraphrase: In many places oftheworld food is oneof themost importantways to build your social network and your identity.★Every culture has designated what it considers to be edible, whichtype of animal can be eaten and how it should be prepared-Judaismand Islam being among the most prominent instances. (Para. 4)Paraphrase:Every culture has its own choice of food to eat and how it should beprepared to eat. The most obvious examples include Judaism and Islam.6)prominent：a.wellknownandimportant著名的；重要的：杰出的Translation:她曾在时装界名噪一时。She was prominent in thefashion industry.★ Zhongguorende kouwei, food cooked to Chinese taste, is a simpleexpression comprising a culinary tradition with long-standing historyand thousands of named dishes. (Para. 5)7)comprise:vt.(fml)toconsistofparticularparts,groups,etc.由...组成；包括Translation:一个故事通常由三部分构成：开头，主体和结尾A story usually comprises three parts: beginning, body and ending+becomprisedof:Thecourseiscomprisedoftencoremodules.这门课由十个核心单元组成。5/16
5 / 16 Translation: 他在这部电影的主人公身上找到了强烈的认同感。 He finds strong identification with the hero of the movie. identification: n. sth. that proves who you are, esp. a document with your name and a photograph: ID 身份证明；（尤指带姓名和照片的）证件 Translation: 您能出示一下证件吗？ Can you show me some identification? Collocations: proof / means of identification 证明身份的证件 Derivatives: ◆identify vt. to recognize sb. or sth. and be able to say who they are or what it is 辨认，确认（某人） 两名嫌疑犯已被目击者认出 Two of the suspects have been identified by witnesses. ◆unidentified a. not recognized or known 未被认出的；身份不明的；未 知的 UFO 不明飞行物 unidentified flying object: ◆identity: n. [C, U] who you are and what your name is 身份 你有任何证明身份的东西吗 Do you have any proof of identity? ★In many places of the world it is one of the main instruments of socialization and identification. (Para. 3) Paraphrase: In many places of the world food is one of the most important ways to build your social network and your identity. ★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) Paraphrase: Every culture has its own choice of food to eat and how it should be prepared to eat. The most obvious examples include Judaism and Islam. 6)prominent: a. well known and important 著名的；重要的；杰出的 Translation: 她曾在时装界名噪一时。 She was prominent in the fashion industry. ★ 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) 7）comprise: vt. (fml.) to consist of particular parts, groups, etc. 由.组成； 包括 Translation: 一个故事通常由三部分构成：开头，主体和结尾 A story usually comprises three parts: beginning, body and ending ◆be comprised of: The course is comprised of ten core modules.这门课由十个核心单元组成