Unit 3 Food and Culture-Learning About Language 教案-2025-2026学年高中英语人教版选择性必修第二册

该高中英语教案聚焦“食物与文化”主题词汇（如cuisine、ingredient）及过去完成时（含被动语态），通过“favorite food”自由讨论导入，激活学生旧知并衔接上一课内容，搭建知识学习支架。 资料亮点在于多维度活动设计，词汇通过替换、匹配、小组分类巩固，语法采用“发现—归纳—实践—应用”模式，结合小组讨论描述传统菜肴（语言能力），融入中外饮食文化对比（文化意识），培养逻辑思维（思维品质）。助力学生提升语言应用能力，为教师提供清晰教学路径与活动参考。

Unit 3 Food and Culture-Learning About Language 内容导航 This section focuses on consolidating topic-related vocabulary of food and culture, exploring the past perfect tense and its passive voice. It helps students master key words, phrases and grammar structures through contextual exercises, laying a solid foundation for language application in subsequent listening, speaking, reading and writing activities. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary such as contribute, cuisine and dietary custom, and grasp the usage of the past perfect tense and its passive voice to accurately express past events. Cultural Awareness: Understand the connection between food culture and language, appreciate the diversity of food cultures at home and abroad, and cultivate cultural confidence and cross-cultural communication awareness. Thinking Quality: Develop logical thinking through grammar induction and vocabulary application, and form the ability to analyze and solve language problems independently. Learning Ability: Master effective vocabulary and grammar learning strategies, improve autonomous learning and cooperative learning skills through group activities and independent practice. 2. 教学重难点 Key Points: Master the meanings and usages of topic-related vocabulary (e.g., contribute, ingredient, seasoning) and phrases; understand the concept, basic structure and basic usages of the past perfect tense and its passive voice. Difficult Points: Distinguish the past perfect tense from the simple past tense in specific contexts; correctly use the past perfect passive voice in writing and speaking; flexibly apply topic vocabulary and grammar structures to describe food culture-related phenomena accurately. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students' interest in the unit topic, activate their prior knowledge of food and culture, and naturally lead to the key content of Learning About Language. First, the teacher greets the students in English and starts with a free talk: “Good morning, everyone. Last class, we read an article about the relationship between food and culture. We learned that food is not only a necessity for our body, but also a carrier of culture. Now, let’s talk about your favorite food. What’s your favorite dish? Can you describe it in English? You can use some simple words or phrases you have learned before.” After 3-4 students share their ideas, the teacher summarizes and leads to the new lesson: “Very good! You all have your favorite food and can describe them simply. Today, we will focus on Learning About Language. We will consolidate the key vocabulary related to food and culture, and learn a new grammar structure—the past perfect tense and its passive voice. These knowledge points will help us describe food culture more accurately and fluently. Let’s start with the vocabulary part first.” In this link, the teacher uses the familiar topic of “favorite food” to reduce students’ learning pressure, activate their existing vocabulary reserve, and lay a foundation for the subsequent vocabulary consolidation and grammar learning. At the same time, it connects the content of the previous lesson, ensuring the continuity of the teaching process. Step 2: Vocabulary Consolidation and Expansion This part mainly focuses on consolidating the key vocabulary learned in the Reading and Thinking section, expanding the topic-related vocabulary, and helping students establish the semantic connection between words, so as to master the usage of vocabulary in context. The teacher divides this part into three activities. Activity 1: Replace and Understand The teacher presents the sentences from the textbook on the screen. These sentences contain the key vocabulary of the unit, such as contribute, ingredient, cuisine, etc. The teacher asks students to read the sentences carefully and replace the underlined parts with the appropriate words or phrases from the Reading and Thinking section. For example: 1. Italy, Greece, and Spain are famous for their olives, figs, and other food materials, which have all helped to develop centuries of cooking styles. (Replace “food materials” with “ingredients”; replace “helped to develop” with “contributed to”; replace “cooking styles” with “cuisine”) 2. Some traditional Chinese dishes that existed before the Ming Dynasty are still popular today. (Replace “that existed” with “from before”) First, students complete the exercise independently. After 5 minutes, the teacher invites students to share their answers on the blackboard. For each sentence, the teacher explains the meaning and usage of the replaced words or phrases in detail. For example, when explaining “contribute to”, the teacher emphasizes its two main meanings: “help to cause or bring about something” and “give money, time, etc. to something”. The teacher also gives additional examples to help students understand: “Eating too much fat contributes to heart disease.” “We should contribute our time to helping others.” At the same time, the teacher reminds students of its noun form “contribution” and the fixed collocation “make contributions to...”. For “ingredient”, the teacher shows pictures of common food ingredients (such as vegetables, meat, seasonings) and explains that it refers to “a food that is used with other foods to make a particular dish”. For “cuisine”, the teacher distinguishes it from “food” and “dish”: “Cuisine refers to the style of cooking characteristic of a particular country, region, or person.” For example, “Sichuan cuisine is famous for its spicy flavor.” This activity helps students review and consolidate the key vocabulary in the context of sentences, avoiding the mechanical memory of words. At the same time, through the teacher’s explanation and example expansion, students can deeply understand the meaning and usage of vocabulary, laying a foundation for their flexible application. Activity 2: Match and Expand The teacher designs a matching exercise. On one side of the screen are the key vocabulary of the unit (such as cuisine, dietary custom, culinary art, steam, stir-fry, spicy, bland), and on the other side are their English definitions or Chinese explanations. Students are asked to match them in pairs. After completing the matching, the teacher checks the answers with the students and makes supplements and expansions. For example, when talking about cooking methods (steam, stir-fry, boil, roast, stew), the teacher shows short video clips of different cooking methods, so that students can intuitively understand the differences between them. At the same time, the teacher introduces some common collocations: “steam dumplings”, “stir-fry vegetables”, “boil noodles”, “roast chicken”, “stew pork”. For taste-related adjectives (spicy, bland, sweet, sour, salty), the teacher invites students to associate them with specific dishes: “Sichuan cuisine is spicy.” “Cantonese cuisine is usually bland.” “Lemon is sour.” In addition, the teacher expands some extended vocabulary related to food and culture, such as “cultural heritage”, “food diversity”, “dietary habit”, which enriches students’ vocabulary reserve and lays a foundation for the subsequent discussion of food culture. Activity 3: Classify and Memorize The teacher divides the students into groups of 4-5. Each group is required to classify the vocabulary learned in this unit according to different categories, such as “cooking methods”, “food ingredients”, “taste adjectives”, “food culture concepts”, etc. After 10 minutes of group discussion, each group sends a representative to present their classification results on the blackboard. The teacher comments on the classification results of each group, corrects the wrong classifications, and summarizes the classification methods. For example, the classification of “food culture concepts” can include cuisine, food culture, dietary custom, culinary art, cultural heritage, food diversity, etc. The classification of “cooking methods” can include steam, stir-fry, boil, roast, stew, etc. Through this group activity, students can sort out the vocabulary they have learned, establish the semantic connection between words, and improve the efficiency of vocabulary memory. At the same time, it can cultivate students’ cooperative learning ability and communication ability. Step 3: Grammar Learning (Past Perfect Tense and Its Passive Voice) This part is the key and difficult point of this lesson. The teacher follows the teaching idea of “discovery—induction—practice—application” to help students master the concept, basic structure and usages of the past perfect tense and its passive voice step by step. Activity 1: Discover and Perceive The teacher presents several typical sentences on the screen, which include the past perfect tense and its passive voice, as well as the simple past tense. Students are asked to read the sentences carefully, observe the differences between the verb forms, and discuss the following questions in groups: 1. What is the verb form in the underlined part of each sentence? 2. What is the time relationship between the actions described in the sentences? The sentences are as follows: 1. They had finished their dinner by the time Sam joined them. 2. More than six hundred trees had been planted before last Wednesday. 3. He said he had seen the movie twice. 4. The house had been destroyed in the earthquake before they arrived. 5. She went to the park after she finished her homework. After 8 minutes of group discussion, the teacher invites each group to share their findings. The teacher summarizes and guides students to discover the characteristics of the past perfect tense: The past perfect tense is used to express an action that had been completed before another past action or a specific past time. Its basic structure is “had + past participle”. For the passive voice, the basic structure is “had been + past participle”. Then, the teacher compares the past perfect tense with the simple past tense through sentence 1 and sentence 5. Sentence 5 uses the simple past tense, which indicates that two actions happened one after another in the past; while sentence 1 uses the past perfect tense, which indicates that the action of “finishing dinner” was completed before the action of “Sam joining them”. Through this comparison, students can clearly understand the difference between the two tenses in expressing time relationships. Activity 2: Induce and Summarize On the basis of students’ discovery, the teacher systematically summarizes the past perfect tense and its passive voice, including concept, basic structure, common time adverbials and usages. First, the teacher explains the concept: The past perfect tense, also known as the “past of the past”, is used to describe an action that was completed before a certain point in the past or before another past action. The past perfect passive voice is the passive form of the past perfect tense, which is used to emphasize that the subject is the recipient of the action, and the action was completed before another past action or a specific past time. Then, the teacher writes the basic structure on the blackboard: 1. Past perfect tense (active voice): Subject + had + past participle + ... 2. Past perfect passive voice: Subject + had been + past participle + ... Next, the teacher introduces common time adverbials of the past perfect tense: by + past time point (e.g., by last night, by the end of last term), before + past time point or past clause (e.g., before last Wednesday, before he came), as well as some contextually implied time relationships. The teacher gives examples for each time adverbial to help students understand: 1. By nine o’clock last night, I had finished my homework. 2. We had learned more than 3,000 English words by the end of last term. 3. Before she went to bed, she had read a book. Then, the teacher summarizes the main usages of the past perfect tense: 1. Express an action completed before another past action. For example: When I arrived at the station, the train had already left. 2. Express an action completed before a specific past time. For example: By the year 2000, he had worked in this factory for 20 years. 3. Express an unfulfilled wish, plan or intention in the past (used with verbs such as hope, want, plan, intend). For example: We had hoped to go to the park, but it rained. 4. Used in fixed sentence patterns such as “hardly...when...”, “no sooner...than...”, which mean “as soon as...”. For example: Hardly had he begun to speak when the bell rang. For the past perfect passive voice, the teacher emphasizes that its usage is basically the same as the active voice, but it emphasizes the recipient of the action. For example: The letter had been sent before I realized I made a mistake. Activity 3: Practice and Consolidate To help students consolidate the learned grammar knowledge, the teacher designs three levels of exercises, from easy to difficult, to meet the needs of different students. Level 1: Fill in the blanks with the correct form of the given verbs. This level mainly examines the mastery of the basic structure of the past perfect tense and its passive voice. 1. By the time we got to the cinema, the film ________________ (begin). 2. The bridge ________________ (build) before 1990. 3. She said she ________________ (see) the film before. 4. When I arrived home, my mother ________________ (cook) dinner. 5. The books ________________ (not return) by the end of last week. Students complete the exercises independently. After completion, the teacher checks the answers one by one, explains the reasons for each answer, and emphasizes the key points and易错 points. For example, in sentence 4, the action of “cooking dinner” was in progress when “I arrived home”, so the past continuous tense should be used instead of the past perfect tense. This helps students avoid confusing the past perfect tense with other past tenses. Level 2: Choose the best answer. This level examines students’ ability to distinguish the past perfect tense from other tenses in specific contexts. 1. —Did you see Tom yesterday? —No, I didn’t. He ______ to Beijing before I arrived. A. has gone B. had gone C. went D. will go 2. The meeting ______ for ten minutes when I got there. A. has been on B. had been on C. was on D. would be on 3. The house ______ by the fire when the firefighters arrived. A. had been destroyed B. was destroyed C. has been destroyed D. will be destroyed After students complete the exercises, the teacher invites students to explain their choices, and then summarizes the key points of distinction: The past perfect tense is used to express the “past of the past”, while the simple past tense expresses an action that happened in the past; the present perfect tense is used to connect the past and the present, which is different from the past perfect tense. Level 3: Rewrite the sentences. This level examines students’ ability to convert the active voice into the passive voice and vice versa, and flexibly use the past perfect tense. 1. They had finished the project by last month. (Change into passive voice) 2. The teacher had corrected all the papers before class. (Change into passive voice) 3. The window had been broken by a child. (Change into active voice) Students complete the rewriting exercises in pairs. After completion, each pair shares their answers, and the teacher comments and corrects them. This activity helps students master the conversion between active and passive voices of the past perfect tense and improve their ability to use grammar flexibly. Step 4: Comprehensive Application (Integration of Vocabulary and Grammar) This part aims to integrate the vocabulary and grammar learned in this lesson, let students apply the knowledge to specific language scenarios, and improve their language application ability. The teacher designs two comprehensive activities. Activity 1: Group Discussion and Description The teacher divides the students into groups of 4-5 again. Each group is given a topic: “Introduce a traditional Chinese dish and its cultural connotation, using the vocabulary and grammar learned in this lesson”. The teacher provides some tips for students: 1. Introduce the ingredients and cooking methods of the dish; 2. Explain the cultural connotation behind the dish (such as its connection with festivals, regions, etc.); 3. Use at least 3 key vocabulary words and 2 sentences in the past perfect tense or its passive voice. Before the discussion, the teacher gives an example to guide students: “My favorite traditional Chinese dish is dumplings. The main ingredients of dumplings are flour and meat. They are usually boiled or steamed. Dumplings have a long history. By the Ming Dynasty, dumplings had become a popular food in China. They are often eaten during the Spring Festival, which symbolizes reunion. Many people believe that eating dumplings can bring good luck. Before the Spring Festival, my family had prepared a lot of dumplings.” Then, students have a 15-minute group discussion. During the discussion, the teacher walks around the classroom, provides guidance for each group, helps students solve the problems encountered in vocabulary and grammar application, and reminds students to use the learned knowledge flexibly. For example, if a group does not know how to use the past perfect passive voice, the teacher can give an example: “The dumplings had been prepared by my mother before I got home.” After the discussion, each group sends a representative to make a 2-3 minute speech in front of the class. The teacher evaluates each speech from the aspects of vocabulary usage, grammar accuracy, fluency and content richness, and gives positive comments and suggestions for improvement. For example: “Your speech is very good! You used many key vocabulary words such as ingredient, steam and cultural connotation. The sentences in the past perfect tense are also correct. If you can add more details about the cultural connotation of the dish, it will be better.” Activity 2: Short Writing The teacher asks students to write a short passage of 80-100 words about “My Experience of Trying a New Dish”, using the vocabulary and grammar learned in this lesson. The requirements are: 1. Introduce the dish (ingredients, taste, cooking method); 2. Describe the process of trying the dish; 3. Use at least 2 key vocabulary words and 1 sentence in the past perfect tense or its passive voice. Students complete the writing independently. After completion, the teacher collects some students’ works, reads them out in class, and comments on them. For the works with good performance, the teacher affirms and praises them, and takes them as examples for other students to learn from. For the works with problems, the teacher points out the problems (such as incorrect grammar usage, improper vocabulary collocation) and helps students correct them. This activity not only examines students’ ability to apply vocabulary and grammar, but also improves their writing ability. Step 5: Summary and Homework First, the teacher summarizes the content of this lesson with the students: “Today, we have learned a lot. In the vocabulary part, we consolidated the key vocabulary related to food and culture, such as contribute, ingredient, cuisine, and expanded some extended vocabulary. In the grammar part, we mastered the concept, basic structure and usages of the past perfect tense and its passive voice, and practiced how to use them flexibly. Through group discussion and writing, we applied the learned knowledge to practical language scenarios.” Then, the teacher emphasizes the key and difficult points again: “The key points of this lesson are the usage of topic vocabulary and the basic structure of the past perfect tense and its passive voice. The difficult points are distinguishing the past perfect tense from the simple past tense and correctly using the past perfect passive voice in context. I hope you can review these knowledge points after class.” Finally, the teacher assigns homework: 1. Review the key vocabulary and grammar points learned in this lesson, and make a vocabulary and grammar notebook to record the key points and易错 points. 2. Complete the exercises in the textbook’s Learning About Language section, and check the answers by yourself after completion. 3. Write a short passage of 100-120 words about “A Kind of Foreign Food You Know”, using the vocabulary and grammar learned in this lesson. Pay attention to the correct use of the past perfect tense and its passive voice. 4. Preview the Using Language section, and collect some information about Chinese cuisine to prepare for the next lesson. Step 6: Blackboard Design The teacher designs the blackboard clearly and concisely, highlighting the key points of the lesson: Unit 3 Food and Culture - Learning About Language I. Key Vocabulary 1. Nouns: cuisine, ingredient, seasoning, dietary custom, cultural heritage 2. Verbs: contribute, steam, stir-fry, boil, roast, stew 3. Adjectives: spicy, bland, sweet, sour 4. Phrases: contribute to, make contributions to, from before II. Grammar: Past Perfect Tense and Its Passive Voice 1. Active voice: Subject + had + past participle + ... 2. Passive voice: Subject + had been + past participle + ... 3. Time adverbials: by + past time, before + past clause 4. Usages: past of the past; unfulfilled wishes; fixed patterns III. Homework 1. Review vocabulary and grammar 2. Complete textbook exercises 3. Write a short passage 4. Preview the next lesson 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $