Unit3 Food and culture Reading and thinking 教学设计-2025-2026学年高中英语人教版选择性必修第一册

Unit 3 Food and culture Reading and thinking: culture and cuisine 教材分析 本单元的话题是人与社会,围绕“饮食与文化(Food and culture)”这一主题展开,介绍了中国主要菜系的特点及代表性菜肴,呈现了中西餐馆的就餐场景和点餐过程,帮助青少年了解中外特色菜肴及饮食文化差异,让他们领略中国饮食文化的丰富多彩、博大精深,并思考饮食与文化的关系。板块围绕“理解食物与文化的关系”展开,从一个外国人的视角讲述中国各地典型菜肴,并阐述其中所反映的文化内涵、历史传统、地域特色等,引导学生理解和思考食物与地域、文化传统、当地人性格等关系。 本文是一篇分析食物与文化关系的事理说明文,通过一系列的阅读活动引导学生研读语篇，梳理信息，挖掘主题;引导学生借助文本中的语篇衔接词,或通过理解文字背后的隐含意义,准确把握信息之间的因果关系,提升阅读理解能力;最引导学生对文本主题进行更深入分析与评判,形成自己的看法,培养更高阶的思维能力。 学情分析 本节课的授课对象为高二年级学生，他们已经具备了一定的英语基础，能够阅读和理解中等难度的英文文章。然而，由于学生之间的英语水平存在差异，部分学生在理解和整合知识、同义转述和分析论证观点方面可能还存在不足。此外，学生对中国饮食文化有一定了解，但对于具体菜肴的烹饪方法和所反映的文化内涵可能知之甚少。因此，在教学过程中，需要采用多种教学方法，激发学生的学习兴趣，帮助他们更好地理解和掌握知识。 课时目标 本节课结束时，“我”能够： 1. 找出文章的结构和语言特点。（学习理解）； 2. 理解食物与地域文化和当地人性格特点之间的关系。（应用实践）； 3. 增强跨文化沟通意识和能力。（迁移创新）。 评价任务 1. 学生能够快速浏览文章，找出文章的基本结构； 2. 学生能够小组合作，理解食物与地域文化和当地人性格特点之间的关系。 3. 学生能够在推荐潍坊美食中，增强跨文化沟通意识和能力。 教学重难点： 通过略读匹配段落主旨；再精读梳理粤、川等菜系特点及对应地域文化，结合句式总结；随后引导批判性思考全球化下饮食的文化属性，以小组活动为世界室内风筝锦标赛参赛代表推荐潍坊美食与文化实践输出，实现语言能力与文化素养双提升。 Teaching procedures Step 1 Lead-in In the land of Weifang, a delicacy unfolds, the meat pancake, a treat that story tells. Golden crust and round flat, a sight to behold, filled with juicy pork, a taste that lingers. With each bite, a memory that starts. A delicious journey, forever to remember. 1. How many kinds of Chinese cuisines are there, and what are their names? 2. What causes those different cuisines throughout China? 设计意图：激活学生已有知识，激发学生的学习兴趣，为语篇阅读做好热身。 Step 2 Read for structure Skim the passage and match the main idea of each part. Part I (Para.1) A: Different experiences with Chinese food. Part II (Para.2-6) B: An introduction: You are what you eat. Part III (Para.7) C: Conclusion: Culture and cuisine go hand in hand. Tips : topic sentence; place, food 设计意图：引导学生使用略读策略梳理文章段落，获取文章结构。 Step 3 Read for content Read Para.2-6 to answer the following questions and then fill in the blank. 1.How did the author describe each cuisine? 2.What do we know about people and culture in ... according to their food? How did the author describe each cuisine? What do we know about people or culture？ Para 1 Para 2 Para 3 Para 4 Para 5 Summarize by using following sentence structures. In/At_____ ,the author experienced/tasted/enjoyed/had_______ (food/cuisine), which ________.According to their food, we learned that__________ 设计意图：引导学生关注语篇细节，引导学生利用表格，按照地域梳理中国各 地菜系及典型菜肴，在此基础上深入思考饮食和文化与当地人性格之间的关系。 Step 4 Critical thinking With the impact of globalization, do you think food can still reflect different cultures? 设计意图：培养学生批判性思维，提高学生的思辨能力。鼓励学生勇敢表达看法，同时帮助学生语言知识，提升文化意识。 Step 5 Group work The 2nd World Indoor Kite Tournament will be held on October 18th. Canadian player Steven will come to Weifang, please choose one Weifang cuisine to recommend with the help of following questions. What is the name of place you recommend? What's the food feature / flavor? (use adj. we have learnt) What do we know about people/culture in ... according to their food? 设计意图：将课本知识拉回到现实，利用课本已学词汇和句型，小组内讨论， 头脑风暴，学以致用。 Evaluation List Does the speaker tell us the place? Does the speaker tell us supporting details to describe Weifang cuisine? Does the speaker tell us the food feature/flavor by using some adj.? Does the speaker tell us locals’ personality reflected by this cuisine? 设计意图：小组内学生互相评价，调动学生的参与度和学习积极性。 Step 6 Self-evaluation Self-evaluation List Do I figure out the structure of the passage? Do I sort out the author’s experiences with different Chinese cuisines? Do I use some useful expressions to recommend Chinese cuisines to others? Do I gain a deeper insight into the link between culture and cuisine? 设计意图：通过上述文章的阅读，学生自评，反思本节课所学，了解是否达成学习目标。 板书设计 Step 7 Homework Add more details to polish your writing and post it on the website to spread Weifang cuisine. 学科网（北京）股份有限公司 $