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臺中市西屯區上石國民小學

Lunch Around The World—Italian Pasta

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課程與評量

對應國際教育議題實質內涵

彰顯國家價值
尊重多元文化與國際理解
強化國際移動力

單元名稱 3

相關領域

語文、藝術

上課節數:2節

年級:5年級

國際教育議題實質內涵
總結性評量

1. 課堂即時回饋: 能運用老師示範句子及單字來表達,並能正確配對圖片/食物與名稱,展現基本了解。
2. 學習單: 經過老師講解後,能選擇思考適當義大利麵食、醬料及食材,來為自己的午餐做基本的構圖。
3. 學生互評: 能演唱歌曲”Pasta Song”及角色扮演,並聆聽欣賞同儕作品發表。

The Origin of Pasta(2節)
The Origin of Pasta
教學節次 第 1 節 ~ 第 2 節
國際教育議題實質內涵 國 E1 了解我國與世界其他國家的文化特質。
國 E5 發展學習不同文化的意願。
國 E9 運用多元方式參與學校的國際文化活動。
相關領域學習表現 [社會領域]
2b-III-1體認人們對社會事物與環境有不同的認知、感受、意見與表現方式,並加以尊重。
2c-III-3澄清及珍視自己的公民身分,並具備對國家及文化的認同感。
3c-III-1聆聽他人意見,表達自我觀點,並能與他人討論。
[英語領域]
5-III-3能聽懂日常生活應對中常用語句,並能作適當的回應。
6-III-2樂於參與課堂中各類練習活動,不畏犯錯。
7-III-3在生活中能把握機會,勇於嘗試使用英文。
校訂國際教育雙語學習內容
領域學習內容
義大利麵食的起源地及種類
製作基本材料、菜單發想與製作
語言學習內容
目標字詞target words:
country, Italy, pasta, national flag, hope, faith, charity, 13 different types of pasta, white/green/red sauce, cheese, tomato, clam, shrimp, meat, garlic, oil
目標句型target sentences:
  1. Which country’s food are we going to introduce today?
    Is it _______?
  2. What is Italy famous for?                                                                                Italy is famous for its ________.
  3. What do the colors of the flag mean?
     _____(color) means _______.
  4. What pasta would you like for lunch?
    I would like ______ for lunch.
  5. How do you like your pasta?
    I like it with ______.
單元學習目標 (50~100字內) 藉由pasta的課程,讓學生於填寫學習單的過程中,除了認識義大利及pasta,同時也讓學生了解臺灣國旗所傳達的歷史意義及感受臺灣麵食文化的珍貴。
國際教育雙語學習活動 步驟 教學資源
(結合投影片及視覺資訊圖表等媒材)
認知能力
1. Warm up 1 (10 mins)
教師利用歐洲地圖來引導學生猜看看要介紹的是哪個國家的料理。如果學生說的是國家的中文,老師就以英文覆述,讓學生知道該國家英文的說法,同時看看學生有沒有辦法指出地理位置。
  1. Teacher uses target sentence and asks students: 
    Which country’s food are we going to introduce today?
  2. Students may say:  
    Is it France, Spain, UK or Italy?  Students have to go to the board to point out the countries as well.
  3. Teacher may say: 
    No, it’s not. Anyone else?
    Or yes, you are right.  The country is Italy.
教學簡報 學生能建立歐洲國家與其位置的連結,並能了解其英文的說法
2. Presentation and Practice 1 (30 mins)
要介紹義大利麵食之前,教師先詢問學生相關義大利著名的人文風情,引導學生從較多面向來回答,最後老師再把回答內容歸納分類,讓學生能用英文句子來表達。
  1. Teacher uses target sentence and asks students:
    What is Italy famous for? 
  2. Students may say:  
    Spaghetti, soccer, Leaning Tower…….
  3. Teacher repeats the words, and then writes them on the blackboard. Teacher then shows them some pictures about Italy.
  4. Teacher may say:
    Italy is famous for its food, art, sports, place or architecture. Students have to match the pictures and with the right categories. 
    Teacher then shows students the flag of Italy.  
  5. Teacher asks students:
    What colors are on the national flag of Italy?
  6. Students may say:
    Blue, yellow, white, black, red, green….
    Teacher keeps inviting students to answer till someone gets the correct colors. They are green, white and red.
  7. Teacher uses the target sentence and asks students:
    What do the colors of the flag mean?
  8. Students may say:
    Green means trees, hills….  
    White means snow, pure….  
    Red means love, blood….

  9. Teacher writes the words on the blackboard, and then shows them the meaning behind each color.
  學生能思索義大利著名的人文風情,並能列舉主題相關單字
















學生能藉由顏色來推測其背後意義,並能列舉相關單字
3. Wrap up 1 (5 mins)
Teacher shows the slide of Italian flag on the table.  Let students think about what ingredients they can use and the food plating.  
   
4. Presentation and Practice 2 (30mins)
再介紹第二單元歌曲教唱中所會提到的 13種不同義大利麵食,接著介紹基本醬料及食材,讓學生思考於第三單元料理實作時,可以選擇的義大利麵食、醬料及食材。
  1. Teacher asks students:
    When you think of Italian food, what comes to your mind first? 
  2. Students may say:  
    Spaghetti!!  Pizza……
  3. Teacher shows students the pictures of both spaghetti and sesame pasta noodles to let them compare the differences between Italian pasta and Taiwanese noodles. Teacher then invite students to discuss the differences.
    Teacher then shows students the 13 different types of pasta, and let the students get to know them.
    After reviewing the pastas couple times, teacher puts pastas in boxes and pasta names on cards to see whether students can match the names with the boxes or not.  
  4. Teacher asks students:
    What pasta would you like for lunch?
  5. Students may say:
    Each student has a star sticker.  When students answer “I would like _____ for lunch.”, they have to put the stickers on the boxes.  The whole class then will find out what pasta they like the most.
    Teacher then introduces different pasta sauces and ingredients to students.
  6. Teacher asks students:
    How do you like your pasta?
  7. Students may say:
    I like it with _____ and _____.  
  8. Teacher shows students slides of different ingredients adding to pastas, and students have to answer “I like it with ___ and ___. ” according to the slides. 
    Teacher then shows students the picture of Taiwanese noodles, and asks them about the differences between Italian pasta and Taiwanese noodles. 
  9. Each student gets a worksheet to compare the differences between Taiwan and Italy in terms of geographic locations, national flags and food. 
各式義大利
麵食實物







































學習單
學生能認識不同義大利麵食的種類






學生能做出自己喜好的抉擇,並能運用相關字彙組成句子說出












學生能做出自己喜好的抉擇,並能運用相關字彙組成句子說出







學生能利用學習單來比較台灣及義大利地理位置、國旗及食物






學生能運用目標句型及字彙來表達他們不同之處。
5. Wrap up 2 (5 mins)
Students show their worksheets to the others.
   

相關領域

語文、藝術

上課節數:2節

年級:5年級

國際教育議題實質內涵
總結性評量

1. 課堂即時回饋: 能運用老師示範句子及單字來表達,並能正確配對圖片/食物與名稱,展現基本了解。

2. 學習單: 經過老師講解後,能選擇思考適當義大利麵食、醬料及食材,來為自己的午餐做基本的構圖。

3. 學生互評: 能演唱歌曲”Pasta Song”及角色扮演,並聆聽欣賞同儕作品發表。

Fun with Pasta 唱遊義大利麵(2節)
Fun with Pasta 唱遊義大利麵
教學節次 第 3節 ~ 第  4  節
國際教育議題實質內涵 國 E1 了解我國與世界其他國家的文化特質。
國 E5 發展學習不同文化的意願。
國 E9 運用多元方式參與學校的國際文化活動。
相關領域學習表現 [藝術與人文領域]
1-Ⅲ-6能學習設計思考,進行創意發想和實作。
2-Ⅲ-4能探索樂曲創作背景與生活的關聯,並表達自我觀點,以體認音樂的藝術價值。
3-Ⅲ-2能了解藝術展演流程,並表現尊重、協調、溝通等能力。
[英語領域]
6-III-2樂於參與課堂中各類練習活動,不畏犯錯。
6-Ⅲ-7樂於參與有助提升英語能力的活動(歌唱)。
8-Ⅲ-4 能了解外國風土民情。
校訂國際教育雙語學習內容
領域學習內容
義大利麵歌曲教唱
認識餐桌禮儀和學習使用餐具
利用自己喜歡的義大利麵口味和材料作菜單發想與製作
語言學習內容
目標字詞target words:
white/green/red sauce, alfredo, romano cheese, tomato, shrimp, meat, garlic, oil, fork, spoon, napkin, bib, pan
目標句型target sentences:
  1. l like my pasta with_________.
  2. Could you pass me a________to eat my pasta? (Can I have a_______?)
  3. Grazie!
單元學習目標 (50~100字內) 1.從愉快的”Pasta Song”複習第一單元中已學習的義大利麵食種類、配料及醬料,進而比較平常我們吃的麵食,有哪些與義大利麵食有異曲同工之妙,如麵食的形體﹅醬汁味道及使用在地食材。
2.學習享用義大利麵使用的餐具,同時學習如何以英語來表達想法。演練至餐廳點餐、用餐的情境。並完成菜單設計和料理實作的準備工作。
國際教育雙語學習活動 步驟 教學資源
(結合投影片及視覺資訊圖表等媒材)
認知能力

1.Warm up 1 (10 mins)
教師利用義大利麵菜單來讓學生以小組競賽的方式猜看看:英文菜單上的義大利麵可能是什麼樣子的。以複習第一單元中介紹的義大利麵種類。

(1)Teacher uses target sentence and asks students: 
I want to order a spaghetti. Which one could it be?

(2)Students may say: 
It is picture A(B、C).
Students have to write down the answer on the board.

(3)Teacher may say: 
Yes, it is picture A. This pasta is straight.
Presentation and Practice 1 (25 mins)
教唱”Pasta Song”,並練習歌詞中的句型。

(4)Teacher uses target sentence and asks students:
What kind of sauce would you like?

(5)Students may say:  
l like my pasta with red sauce(alfredo、green sauce).

(6)Teacher asks students:
How do you like your pasta?

(7)Students may say:
I like it with garlic and oil.(chicken、Shrimp…….)
教師可補充台灣常見的食材:香菇.蘆筍.小黃瓜…..

(8)Teacher uses target sentence and asks students:
How do you eat pasta?  

(9)Students may say:  
Could you pass me a fork?
(Can I have a spoon?)
也許有學生會說“筷子” chopsticks

(10)Teacher repeats the words, and then writes them on the blackboard. Teacher then sing the adapted lyrics.

教學簡報
記分板












歌曲音樂
鋼琴















教室環境布置
歌曲音樂
學生能運用已學習的義大利麵相關單字、唱出自己喜歡的義大利麵
2.Wrap up 1 (5 mins)
複習上一節教唱的 ”Pasta Song” 
   
3.Presentation and Practice (15 mins)
學生分組扮演義大利麵餐廳侍者及客人,依照歌曲的內容排演點餐送餐小短劇。
手風琴
義大利歌謠音樂
理解歌詞內容,並依情境唱出相對應歌詞

Appreciation (15mins)
再介紹歌曲中的伴奏樂器”手風琴Accordion”,欣賞以手風琴演奏的義大利名歌O sole mio、santa lucia、Volare。讓學生實際體驗手風琴的演奏方式。

(1)Teacher asks students:
How does the accordion make a sound? 

(2)Students may say:  
Hand pressure bellows.
Fingers play keyboard.

(3)Teacher invites students to try:

  1. Let's try playing the accordion.
  2. Sit down and you’re your accordion. 
  3. Use your left hand to open or close the bellows.
  4. Put your right hand on the keyboard to play melody.

     

(4)Teacher asks students:
How do you feel after listening to Italian songs?

(5)Students may say:  
Nice song, I like it.
Too slow, I don’t like it.

(6)Teacher may say:
We can listen to different Italian songs.


















學習單














學生能認識手風琴及欣賞其音色及演奏特色,並能聆賞義大利歌曲及音樂
5. Wrap up 2 (5 mins)
讓學生思考並討論於第三單元料理實作後,用餐時可以搭配的用餐音樂。
完成第一單元學習單,預告下一單元進行義大利麵實作,需做食材準備。
   

相關領域

語文、社會

上課節數:2節

年級:5年級

國際教育議題實質內涵
總結性評量

1.課堂即時回饋:理解和分析義大利麵傳單和料理步驟的訊息。
2.任務成果發表:透過小組合作,學生能應用所學製作料理傳單和餐點,並透過所學的字彙和句型以雙語進行發表。
3.學生互評:欣賞聆聽並尊重同儕的作品發表。
4.總結性評量:透過實作和學習單,針對課堂所學進行發表與分享

 

Let’s Make Pasta 義麵廚神(2節)
Let’s Make Pasta 義麵廚神
教學節次 第 5 節~第 6 節
國際教育議題實質內涵 國 E1 了解我國與世界其他國家的文化特質。
國 E5 發展學習不同文化的意願。
國 E9 運用多元方式參與學校的國際文化活動。
相關領域學習表現 [社會]
2b-Ⅲ-1體認人們對社會事物與環境有不同的認知、感受、意見與表現方式,並加以尊重。
2b-Ⅲ-2理解不同文化的特色,欣賞並尊重文化的多樣性。
[英語文]
1-Ⅲ-6 能聽懂課堂中所學的字詞。
1-Ⅲ-9 能聽懂簡易句型的句子。
2-Ⅲ-2 能說出課堂中所學的字詞。
3-Ⅲ-1 能辨識課堂中所學的字詞。
4-Ⅲ-1 能抄寫課堂中所學的字詞。
6-Ⅲ-6 在生活中接觸英語時,樂於探究其意涵並嘗試使用。
校訂國際教育雙語學習內容
領域學習內容
設計義大利麵傳單
製作義大利麵料理
語言學習內容
目標字詞target words:
Flyer廣告傳單、chefs special主廚特餐、pattern圖案、price價格、color色彩、pasta義大利麵 sauce 醬汁 meat肉類

目標句型target sentences:
  1. How much is it?  It’s ______ NT dollars.
  2. What kind of sauce/meat do you/they have?  We/They have _________.
單元學習目標 (50~100字內) 將學習過的義大利麵相關知識,實際運用於製作義大利麵傳單和料理,並能透過之前的學習過程觀察在臺灣的義大利文化和麵食,與臺灣相似之處。此外,學習以英語表達想法。
國際教育雙語學習活動 步驟 教學資源
(結合投影片及視覺資訊圖表等媒材)
認知能力

1.Warm Up(15mins)
教師透過介紹義大利米其林餐廳,讓學生觀察餐廳擺設和餐點,提供他們設計靈感,接著,利用一份餐廳廣告傳單詢問學生傳單上所需要提供給顧客的資訊有哪些?教師將學生的回答記錄在黑板上,並利用完整的句子描述。

(1)Teacher may say:
This is one of the Italian restaurants which received a three star Michelin rating. Please share what you are observing with us.

(2)Student may say:
It looks beautiful. 
There are some many delicious dishes. ……etc.

(3)Teacher uses target words to 
ask students:
Look at this flyer. Can you describe what you see?

(4)Students may say:
I see different kinds of patterns, prices, meats and pasta on the flyer.

(5)Teacher writes the words on the blackboard.

(6)Teacher uses the target sentences.
Teacher may ask:
The dishes have different prices. 
(Point different dishes.) How much is it?

(7)Students may say:
It’s ______ NT dollars.

(8)Teacher may ask :
What kind of sau
ce/meat do they have?  

(9)Students may say:
They have _________.

網路媒材






















網路媒材






學生能觀察和表達義大利餐廳裡的擺設和餐點。





學生能分析和表達餐廳廣告傳單的資訊。

學生能了解傳單的資訊並列舉主題相關字彙和運用句型。

2.Presentation-Design a flyer(25 mins)
教師說明傳單上需要呈現的重點,包含排版、用字、價格、色彩和圖片。讓學生分組討論並設計一份義大利麵餐廳主廚特餐傳單,最後請各組學生派代表上台以雙語表現。

(1)Teacher explains the tips to design a flyer.
Teacher may say:
A good flyer includes logic sections, appetizing descriptions, acceptable prices, appropriate colors and patterns.

(2)Teacher hands out papers for each group. Students work in group to design their own flyers.
Teacher may say:
Today, “pasta chef” restaurant wants to serve a chef’s special. Please design a flyer by following the tips.
Students may use these sentences to answer:

  1. We choose _____(colors) as our 
    background.
  2. Our chef special is _____ sauce _______(meat) pasta.
  3. It’s ______ NT dollars.
 




學生能記憶傳單設計的重點項目。







學生應用傳單設計技巧,創作自己的傳單。

3.Group presentations:

(1)Students may say:

  1. We are group ____.This is our flyer.
  2. We choose _____(colors) as our 
    background.
  3. Our chef special is _____ sauce _______(meat) pasta.
  4. It’s ______ NT dollars.
  5. Thank you for your attention.
   

4. Practice- Cook pasta (25mins)
教師介紹製作材料,並播放製作義大利麵步驟的影片,各組學生依據自己設計的主廚特餐準備材料並料理,最後分享食物,並請學生輪流介紹自己組別的料理給其他組別的人。
Teacher introduces the ingredients of pasta and plays a pasta cooking video for students and explains how to cook pasta step by step.

(1)Teacher may say:
Let’s watch the pasta cooking video.
There are six steps to cook white sauce chicken pasta.

  • First, bring a water to boil. 
  • Second, put the pasta in it and cook for 9 mins.
  • Third, drain the pasta and add olive oil.
  • Fourth, cook meat. 
  • Fifth, make sauce with butter, garlic, maida, milk, salt, pepper and cheese.
  • Sixth, add and stir the cooked pasta and meat.

教師將事先煮好的義大利麵、醬料和肉分給各組,學生自行挑選後攪拌。

(1)Teacher prepares the pasta, sauces and meat for students.
Students choose what they need.
Students share their food with each other.

(2)Students may say:
Welcome to our restaurant.
We make red sauce chicken pasta as our chef special.
It’s two hundred and sixty NT dollars.



影片





學生能記憶影片煮義大利麵的步驟。

5. Wrap up-(15mins)
教師透過學習單,利用調查活動與學生討論對義大利麵食的看法,並帶領學生回憶和討論在6節課程活動中,義大利和臺灣相似的地方,鼓勵學生接觸和欣賞各國文化。

(1) Teacher guides students to complete their worksheet. Students finish the worksheet and share the most impressive sections after these six lessons with key words and sentences.

(2)Teacher asks students a survey question about pasta, and discusses the similarities between Italy and Taiwan with students. 
The following s are three questions:

  1. Make your own pasta:
    As a pasta chief, please introduce your special dish.
  2. Survey question about pasta:
    Which pasta sauces do you like more? 
    □red sauce □white sauce □green sauce   
    Why? 
  3. Italy & Taiwan:
    Are there any similarities between Italy and Taiwan?

     

(3)Teacher may make a conclusion:
Teacher may say:
Different countries have their special dishes. Pasta is one of Italian specialties. It’s a good way to know more about this country.

 




學生能總結分享這6節課與義大利文化相關的內容。