Unit 3 Food And Culture Period 1 Opening Page + Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第二册

该高中英语教学设计聚焦“饮食与文化”主题，通过Opening Page图片（苗族千人长桌宴）、名言及背景介绍导入，结合预读问题预测文本内容，搭建从主题感知到文本理解的学习支架，梳理饮食与地域文化、性格的关联。 特色在于融合语言能力、文化意识与思维品质培养，通过阅读分析不同地域饮食（如美国左宗棠鸡、山东饺子）与文化的对应关系，引导学生探究文本因果逻辑与结构，采用小组讨论、表格填写等任务型活动，提升学生跨文化沟通与逻辑思维能力，为教师提供清晰的主题教学实施路径。

Teaching and Learning Design 选择性必修Book2 Unit3 Food And Culture 教学设计 Teaching and Learning Design Book2 Unit3 Food And Culture 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：饮食与文化 词汇：能正确使用下列单词和词块。 单词：cuisine, prior, consist, pepper, recipe, chef, stuff, slice, onion, lamb, elegant, exceptional, minimum, consume, garlic, bacon, ham, sausage, cabbage, dessert, canteen, cafeteria, pork, somewhat, madam, calorie, association, regardless, category, fibre, quantity, ideal, fundamental, chew, consistent, trick, overall 词块：prior to, consist of, slice ... of, lamb kebab, dim sum, junk food, bean curd, red braised pork, regardless of 语法：能够在语境中正确理解和使用过去完成时的主动语态和被动语态。 语篇： 1. 阅读有关饮食与文化关系的事理说明文，能够抓住文本的时间、地域线索，理解和把握食物与地域文化、历史传统、当地人性格特点等之间的关系。 2. 阅读有关健康饮食的科普说明文，能够把握其文体结构、信息要点、语言特色等。 3. 听懂在中餐馆与外国朋友点餐的对话，能够抓住核心内容和重要细节。 表达： 1. 能够分角色模拟在中餐馆与外国朋友点餐的对话，在交流中正确使用点餐及付款的表达法。 2. 能够结合本单元所学内容审视自身饮食习惯，并就此话题写一篇文章，恰当使用连接词，使上下文衔接自然、逻辑清晰。 学习能力 1. 能够感知、理解文本中的因果关系及其丰富内涵，提高阅读理解能力。 2. 能够充分利用相关图片和文字信息预测听力内容。 3. 能够结合语境准确理解本单元习语的意义和文化内涵，从而有效积累词汇、提理解能力和语言表达的地道性。 文化意识 1.了解博大精深的中国饮食文化，坚定文化自信;学会用英语介绍中国饮食文化如主要菜系及其特点。 2.了解中外特色菜肴及饮食文化差异，深入理解饮食与文化的关系，增强跨文化沟通意识和能力。 思维品质 1. 能够按照时间和地域线索梳理文本信息，培养提取、概括和分析信息的能力。 2. 能够理解语篇上下文的因果关系，发展逻辑思维能力。 3. 能够充分关注中外饮食文化的差异与融通，从多元文化视角观察和认识世界。 4. 能够充分发挥创造性思维，设计一个新的餐馆。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6) [实际需要2课时] 课时7 Using language—Writing (写作语篇7) 课时8 Assessing Your Progress + Project (综合运用语篇8) 课时9 Video Time (视听说语篇9) + Unit Revision Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit; 2) Read and comprehend the text to know about some knowledge about cuisine and culture in China; 3) Improve thinking quality by thinking and talking about the link between food and people’s personalities or cultures. Teaching and learning important points: 1) Reading comprehension of the text to know about some knowledge about cuisine and culture in China; 2) Improving the students’ thinking quality by thinking and talking about the link between food and people’s personalities or cultures. Teaching and learning difficult points: 1) Reading comprehension of the text to know about some knowledge about cuisine and culture in China; 2) Improving the students’ thinking quality by thinking and talking about the link between food and people’s personalities or cultures. Teaching and learning procedure: Step 1 Leading in (Opening Page) and introduction Activity 1 Leading-in 1. Lead in the topic of this unit by looking at the title of this unit, and think about these questions. 1) What do you think of when you see the title “FOOD AND CULTURE”? 2) Can you give an example to show the relationship between food and culture? 2. Look at the picture and discuss the following questions. And then introduce the background information. 1) What impressed you most in the picture? Hundreds of long tables are put together with hundreds of hot pots on them, winding their ways along the street like a dragon. 2) What are the people doing? The guests are sitting at the tables sharing the food. A man is shooting a video. There are other people walking on the street. 3) Where and when do you think this photo was taken? The buildings and the lanterns show that it was taken in an ethnic minority area during a festival. 4) Why do you think they are gathering together? They are probably celebrating a festival. Introduce the background information: The photo is of a 1,000-Person-Long-Table Banquet (千人长桌宴) in the Miao Stockade village (苗寨) of One Thousand Households in Leishan, Guizhou. This feast has a tradition dating back over 1,000 years and is usually held for marriage celebrations and festivals. While traditionally it is a local family affair, in modern times this feast has sometimes been held on national holidays so that tourists can take part and enjoy the Miao culture. The foods are all Miao delicacies, and include lamb, pork, beef, chicken, freshwater fish, and tofu dishes. The Miao are one of the largest ethnic minority groups in China. Nearly half live in mountain villages in Guizhou. They are famous for their traditional costumes, which include large silver headdresses for the women. 3. Talk about the quote: Food brings people together on many different levels. It’s nourishment of the soul and body; it’s truly love.—Giada De Laurentiis English meaning: This quote means that so often people show and receive love through food, and so in that sense food very much feeds both the body and the heart. But not only that, it binds us together. My mother always says she cooks the food because it is her way of showing love to her family. In China, the family’s life involves around the dinner table where the entire family is brought together as one. The memories of the food, the old recipes, and times spent together become treasured aspects of life. Chinese meaning: 食物在许多不同的层面上把人们聚集在一起，它是心灵和身体的养料，是真正的爱。 Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading 1. Look at the title and pictures on P26, discuss and answer the questions. 1) What do you think of the word “cuisine” in the title means? What kinds of food are they? Food cooked in a certain way. Chinese food. 2) How many kinds of Chinese cuisine are there, and how can these cuisines be described? There are at least eight different kinds of Chinese cuisine: Shandon (fresh and salty), Sichuan (hot from chillies and from Sichuan peppercorns), Jiangsu (soft texture, a little sweet), Cantonese (mild and slightly sweet), Fujian (umami taste, light), Zhejiang (fresh flavours, soft texture), Hunan (dry hot), and Anhui (fresh herbs, oily colourful). In addition, there are numerous cooking styles that are associated with ethnic minorities. 3) What, if anything, do these cuisines tell you about the people who eat them? The cuisines certainly say something about the kinds of ingredients available to the people, and a lot about the kinds of flavours the people prefer. 2. Discuss the meaning of the quote “You are what you eat (人如其食)” and predict the main idea of the text. Perhaps it means that the food we eat has a deep influence on us and it may reflect our personality, character, and culture. Maybe is about different kinds of Chinese food and the culture that each food represents. Step 3 While-reading Activity 4 Reading comprehension of the main content 1. Read for the general idea. Read the text to see if you share the same ideas as the author. While you are reading, think about the following questions. And then check the answers. 1) How does the writer understand the saying “You are what you eat.”? The writer thinks that the food we eat actually reflects our personality, character, and culture. 2) Which is the topic paragraph? And which is the topic sentence of the topic paragraph? The last paragraph. What we can say, however, is that culture and cuisine go hand in hand, and if you do not experience one, you can never really know the other. 3) In what way does the writer show us that culture and cuisine go hand in hand? By sharing different experiences with Chinese cuisine. 4) What places are mentioned where the writer experienced Chinese food? America, Beijing, Shandong, Northwest China, South China, Central China. 2. Read for the detailed information. Read the text again for detailed information and use the information to complete the table. Place Kind of Chinese food Typical dish People or culture America Chinese food changed to suit American tastes General Tso’s chicken Americans love bold, simple flavours, and are not afraid to try new foods. Beijing Sichuan cuisine Dishes with Sichuan peppercorns People there offered them good friendship. Shandong Shandong cuisine boiled dumplings served with vinegar, pancake rolls stuffed with sliced Chinese green onions Family is important to the people there. Northwest China Xinjiang and Inner Mongolian cuisine boiled or roasted meat, such as lamb kebab People there traditionally wandered the open range on horses so their traditional foods are what you can cook over an open fire. South China Guangdong cuisine dim sum Through food, Chinese people everywhere show friendship and kindness. Central China Henan cuisine stewed noodles Activity 5 Reading comprehension of the writing style and text structure 1. Understand cause and effect. Sometimes two ideas are related to each other by cause and effect. That is, one thing causes something else to happen. Cause-and-effect relationships can be direct. For example, “It was raining, so I took my umbrella.” However, some cause-and-effect relationships are not direct, and some may also have more than one cause or effect. Here is another example of cause and effect. People living in different places share different cultures. As a result, they have different kinds of food. That is, “People living in different places eat different kinds of food because they share different local cultures.” Or we can say, “People living in different places share different local cultures, so they have different kinds of food.” 2. Match the cause and effort. And then find more examples by answer the following questions. Match the cause and effort. 1) The flavour preferences of Americans often differ from those of the Chinese. (Cause) C. Chinese food in America is changed to suit American tastes. (Effect) 2) We had no idea how to order food. (Cause) A. The chef just began filling our table with the best food we had ever eaten. (Effect) 3) These groups traditionally wandered the open range on horses. (Cause) B. Their traditional foods are what you can cook over an open fire. . (Effect) Answer the questions to find more examples of cause and effect in the text. Question—Effect/Result Answer—Cause/Reason 1) Why can’t General Tso’s chicken tell us much about Chinese? Because it is not an authentic Chinese recipe. 2) Why does General Tso’s chicken tell us that Americans are not afraid to try new foods? Because it was recently invented in America. 3) Why did the writer and his family go to a Sichuan restaurant in Beijing? Because it had been recommended to them by a friend. 4) Why did they have no idea how to order in the restaurant? Because they didn’t know a word of Chinese. 5) Why did boiled dumplings become a favourite dish of the people in North China? Because family is important to the people there and making dumplings has always been a family affair with everyone joining to help. 3. Learn about the organization of the text (text structure) by answering the following questions. 1) Why does the writer mention the French author Jean Anthelme Brillat-Savarin in the first paragraph? To introduce a famous saying about food and personality you are what you eat. 2) What does the writer think of the Chinese food in America? Chinese food in America is not authentic because it has been changed to suit American tastes. 3) What is the writer’s purpose in writing this passage? To share with readers his viewpoint: Culture and cuisine go hand in hand. Text structure: Part 1 P1 Introduction: Leading the topic: You are what you eat by quotation. Part 2 P2-6 Body: Taking Chinese food as example to illustrate “You are what you eat”—the link between food and personality, character and culture, including Chinese food in America (Chinese food changed to suit American tastes), Sichuan cuisine, Shandong cuisine, Xinjiang and Inner Mongolian cuisine, Guangdong cuisine and Henan cuisine. Part 3 P7 Conclusion: Culture and cuisine go hand in hand. Step 4 Post-reading Activity 6Thinking, discussion and text reconstruction 1. Discuss the following questions in groups and share answers. 1) What is the writer’s opinion about culture and cuisine? What is the writer’s reason? Culture and cuisine go hand in hand. In America, Chinese food has been changed to suit America tastes, and it tells us much about the character of Americans. In China, people in different places have different kinds of traditional food, which reflect different traditional cultures and cuisine go hand in hand, and if you do not experience one, you can never really know the other. 2) Do you think “Culture and cuisine go hand in hand”? Give your reason. Yes, because so much of a culture is based upon food and how it is eaten and served. 3) Imagine that it is true that people’s personalities are closely linked to the foods they eat. What does eating the following foods tell you about a person? spicy food vegetarian food junk food seafood sweets chocolate rice noodles onion garlic bacon ham sausage cabbage mushroom bean curd Suggested answers: Possibly, people who like spicy food love excitement and new experiences. And people who like junk food like to enjoy life without worrying about the future. 2. Reconstruct the text by summarizing the general idea, structure and writing style of the text. Step 5 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the organization of the text? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) 4. What have you learned about Chinese cuisine and culture. Activity 8 Summary Summarize what has been learned in this period, especially the content, the structure and writing style. At the same time encourage the students to explore more about Chinese cuisine and culture. Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Preview the new language items in the text by reading the explanations in the reference book. 学科网（北京）股份有限公司 $