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

Unit 3 Food and Culture-Using Language 内容导航 This section focuses on food culture differences and healthy eating, including listening activities about ordering food in Chinese restaurants and writing tasks on healthy diets. It integrates listening, speaking, reading and writing to help students apply language knowledge and understand the connection between food and culture. 教学目标和重难点 1. 教学目标 Language Competence: Master food-related vocabulary and sentence patterns, and improve abilities in listening for details, speaking in real scenarios and writing argumentative paragraphs. Cultural Awareness: Understand the diversity of Chinese and foreign food cultures, recognize the cultural connotation behind food, and cultivate cultural confidence and cross-cultural communication ability. Thinking Quality: Develop logical thinking through analyzing food culture differences and healthy diet arguments, and form critical views on dietary habits. Learning Ability: Cultivate autonomous and cooperative learning skills through group activities, and master effective learning strategies for food culture topics. 2. 教学重难点 Key Points: Master core vocabulary such as cuisine, ingredient, spicy, and relevant sentence patterns for ordering food and expressing dietary views; understand the main content of listening materials and grasp the structure and writing skills of healthy diet essays. Difficult Points: Accurately distinguish the differences between Chinese cuisines (e.g., Hunan and Sichuan cuisine) in English; use appropriate language to express the cultural connotation of food; write a coherent and logical essay on healthy eating with clear viewpoints and sufficient arguments. 教学过程 Warm-up and Lead-in The warm-up activity is designed to activate students' prior knowledge and arouse their interest in the topic of food and culture, laying a solid foundation for the subsequent listening and writing activities. First, the teacher shows pictures of typical Chinese cuisines (such as Sichuan cuisine, Hunan cuisine, Cantonese cuisine) and some Western cuisines (such as Italian cuisine, French cuisine) on the screen. Then, the teacher asks students to work in pairs to discuss two questions: “What’s your favorite cuisine? Why do you like it?” and “What do you know about the characteristics of these cuisines?”. After 5 minutes of discussion, the teacher invites 3-4 pairs to share their opinions with the whole class. When students share, the teacher writes down key words and expressions related to food and cuisine on the blackboard, such as “spicy flavor”, “tender meat”, “stir-fried dishes”, “steamed food”, “cultural heritage”, which helps students review relevant vocabulary and prepare for the listening activity. After the pair discussion, the teacher makes a brief summary: “Food is not only a necessity for our survival, but also a carrier of culture. Different regions have different cuisines with unique characteristics, which are closely related to the local climate, history and people’s living habits. Today, we will learn how to talk about food ordering in English and write an essay about healthy eating, so that we can better express and spread our food culture.” This summary naturally leads to the main content of the Using Language section, connecting the warm-up with the subsequent teaching links. Listening Practice: Ordering Food in a Restaurant This part aims to help students improve their listening ability, especially the ability to catch specific details in listening materials, and master the sentence patterns and expressions used in restaurant ordering scenarios. Before listening, the teacher first introduces the background of the listening material: “Today, we will listen to a dialogue between Tingting and her foreign friends, Anna and Lisa, who are ordering food in a Hunan restaurant. Let’s first learn some new words and expressions that will appear in the dialogue to help us understand the listening content better.” The teacher presents new words and expressions on the screen, including “Hunan cuisine”, “Sichuan peppercorns”, “chillies”, “steamed fish head”, “red braised pork”, “bridge tofu”, “bold flavours”, “tender meat”, “black bean paste”. The teacher reads each word and expression twice, emphasizing the correct pronunciation (such as “braised /breɪzd/”, “chillies /ˈtʃɪliz/”), and explains their meanings and usages in simple English. For example, when explaining “bold flavours”, the teacher says: “Bold flavours mean strong and distinct tastes, which are often found in Hunan and Sichuan cuisines.” When explaining “steamed fish head covered with chillies”, the teacher shows a picture of the dish to help students understand its meaning intuitively. After learning the new words, the teacher asks students to read them together twice to consolidate their memory. Next, the teacher arranges the first listening task: Listen for the order. The teacher tells students: “Now, I will play the listening material once. Please listen carefully and tick the dishes that they order in the menu on Page 31 of the textbook.” After playing the recording once, the teacher gives students 1 minute to check their answers. Then, the teacher invites a student to share his or her answers, and checks them with the whole class. The correct answers are steamed fish head covered with chillies, bridge tofu and red braised pork. For students who fail to catch all the dishes, the teacher plays the key part of the recording again, emphasizing the sentences related to the dishes, such as “I recommend the steamed fish head covered with chillies.” “I suggest the bridge tofu instead.” “Well, then you should have the red braised pork.”, helping students catch the key information. Then, the teacher arranges the second listening task: Listen for details. The teacher asks students to read the questions in Activity 4 on Page 31 first, and then says: “I will play the recording again. Please listen carefully and take notes of the key words to answer these questions.” The questions are: 1. What is the difference between Hunan cuisine and Sichuan cuisine in terms of heat? 2. Why do Hunan people like spicy food? 3. Why do people love steamed fish head covered with chillies? 4. Why does Tingting suggest bridge tofu instead of dry pot duck with golden buns? 5. Why is red braised pork the most famous Hunan dish? After playing the recording, the teacher asks students to work in groups of 4 to discuss their answers. During the discussion, the teacher walks around the classroom, provides help for students who have difficulties, and reminds students to use the key words they took notes. After 3 minutes of discussion, the teacher invites one student from each group to answer one question, and corrects and supplements their answers. The correct answers are: 1. The heat in Sichuan cuisine comes from chillies and Sichuan peppercorns, while the heat in Hunan cuisine usually comes from just chillies and is often hotter. 2. Hunan people think they like bold flavours because they are a bold people; besides, hot food helps them overcome the effects of rainy or wet weather. 3. Because the meat is quite tender and there are very few small bones. 4. Because bridge tofu has a lighter taste. 5. Because Chairman Mao was from Hunan and this was his favourite food. After checking the answers, the teacher leads students to sort out the key sentence patterns in the listening dialogue that are used for ordering food and asking about food preferences, such as “What kind of food is... exactly?”, “I recommend...”, “I suggest... instead.”, “What else would you like to eat?”, “Why do people prefer...?”. The teacher writes these sentence patterns on the blackboard, and explains their usages with examples. Then, the teacher asks students to practice these sentence patterns in pairs. For example, one student acts as a waiter/waitress and the other acts as a customer, and they make a short dialogue about ordering food. After 5 minutes of practice, the teacher invites 2-3 pairs to perform their dialogues in front of the class, and gives comments on their performance, pointing out their strengths and areas for improvement, such as pronunciation, intonation and the correct use of sentence patterns. Pre-writing: Healthy Eating This part aims to help students accumulate relevant knowledge and language materials about healthy eating, clarify the structure of the essay, and lay a foundation for the writing task. First, the teacher leads students to discuss the topic of healthy eating. The teacher asks: “Nowadays, there is much debate about what makes up a healthy diet. Some people think fatty food is harmful, while others have different opinions. What do you think is a healthy diet?” Students are encouraged to express their own views freely. During the discussion, the teacher guides students to think about the following aspects: the components of a healthy diet (such as fruits, vegetables, meat, beans, dairy products), the foods that should be avoided or limited (such as sweet drinks, desserts, fatty food), and the reasons for keeping a healthy diet (such as maintaining physical health, preventing diseases). The teacher writes down the key points mentioned by students on the blackboard, such as “fresh fruits and vegetables”, “whole grains”, “protein-rich foods”, “limit sugar intake”, “cut down on fatty food”, “keep a balanced diet”. Then, the teacher presents the reading material “Healthy Eating” on Page 32 of the textbook. The teacher asks students to read the material silently and answer the following questions: 1. What is the real driver of poor health according to the passage? 2. How much sugar does the average American get from sweet drinks alone? 3. What suggestions does the passage give for keeping healthy? After students finish reading, the teacher invites students to answer the questions, and checks the answers with the whole class. The correct answers are: 1. Sugar is the real driver of poor health, not so much fatty food. 2. The average American gets 1/3 of his or her sugar through sweet drinks alone. 3. Limit sugar intake, cut down on desserts and cut out sweet drinks altogether; consume different categories of fresh foods, especially fruit and vegetables. After answering the questions, the teacher leads students to analyze the structure of the reading material. The teacher says: “Let’s look at the structure of this passage. The first paragraph puts forward a debate about healthy diet and points out that sugar is the real killer of health. The second paragraph explains where the extra sugar comes from and gives suggestions on limiting sugar intake. The third paragraph further puts forward suggestions on keeping healthy by consuming different fresh foods. This is a typical argumentative essay structure: putting forward a viewpoint, providing evidence and giving suggestions.” Then, the teacher introduces the writing task: “Now, you need to write an essay about healthy eating. The essay should include your views on healthy eating, the reasons why healthy eating is important, and the suggestions for keeping a healthy diet. The length of the essay should be about 150 words.” The teacher also provides some useful vocabulary and sentence patterns for students to use in their writing, such as vocabulary: “dietary habit”, “nutritious”, “balanced”, “consume”, “limit”, “cut down on”, “beneficial”; sentence patterns: “There is much debate nowadays as to...”, “It is important to... because...”, “We should... in order to...”, “One of the key suggestions for healthy eating is...”, “In my opinion,...”. In addition, the teacher reminds students to pay attention to the coherence and logic of the essay, and use appropriate connecting words, such as “firstly”, “secondly”, “besides”, “however”, “therefore”, to make the essay more fluent. The teacher also gives an example of a short paragraph to show students how to use these vocabulary and sentence patterns: “In my opinion, a healthy diet is essential for our physical and mental health. Firstly, we should consume a variety of fresh fruits and vegetables, which are rich in vitamins and minerals. Secondly, we need to limit our intake of sugar and fatty food, as they are harmful to our health. Besides, we should develop good dietary habits, such as eating regularly and not overeating. Only in this way can we keep healthy.” While-writing: Writing the Essay In this part, students start to write their essays independently. Before writing, the teacher gives students some tips: 1. First, make an outline of the essay, including the introduction, body and conclusion. The introduction should put forward the viewpoint on healthy eating; the body should explain the importance of healthy eating and give specific suggestions; the conclusion should summarize the main points and emphasize the significance of keeping a healthy diet. 2. Use the vocabulary and sentence patterns provided in the pre-writing part, and try to use different sentence structures to make the essay more vivid. 3. Pay attention to the spelling, grammar and punctuation, and avoid making mistakes. 4. Keep the essay coherent and logical, and use appropriate connecting words. Students write their essays independently, and the teacher walks around the classroom to provide individual guidance. For students who have difficulties in starting to write, the teacher helps them make an outline and gives them some inspiration. For example, if a student doesn’t know how to start the introduction, the teacher can suggest: “You can start with a question, such as ‘What is a healthy diet? Why is it important for us?’” For students who have problems in using vocabulary and sentence patterns, the teacher reminds them to refer to the vocabulary and sentence patterns provided on the blackboard. For students who make grammar mistakes, the teacher points out the mistakes and helps them correct them, explaining the relevant grammar knowledge if necessary. During the writing process, the teacher also pays attention to the progress of each student, and reminds students who are slow in writing to arrange their time reasonably. If some students finish writing early, the teacher asks them to check their essays carefully, paying attention to spelling, grammar, punctuation, coherence and logic, and revise their essays if necessary. Post-writing: Evaluation and Revision Post-writing evaluation and revision are important links to improve students' writing ability. First, the teacher arranges peer evaluation. Students are divided into groups of 4, and each student reads the essays written by other group members. The teacher provides an evaluation checklist for students to use: 1. Is the viewpoint clear? 2. Is the structure complete (introduction, body, conclusion)? 3. Are the reasons and suggestions sufficient and reasonable? 4. Are the vocabulary and sentence patterns used correctly and appropriately? 5. Is the essay coherent and logical? 6. Are there any spelling, grammar or punctuation mistakes? Students evaluate their peers' essays according to the checklist, and write down their comments and suggestions. For example, if a student’s essay has a clear viewpoint but insufficient reasons, the evaluator can suggest: “Your viewpoint is clear, but you can add more specific examples to support your reasons, such as how sugar affects our health.” If a student makes a grammar mistake, the evaluator points out the mistake and helps correct it. After peer evaluation, each student revises their own essay according to the comments and suggestions from their group members. Then, the teacher selects 2-3 typical essays to evaluate in class. The selected essays include one excellent essay and one or two essays with common problems. For the excellent essay, the teacher reads it aloud to the whole class, and analyzes its strengths, such as clear viewpoint, complete structure, appropriate use of vocabulary and sentence patterns, coherent logic, and no mistakes. The teacher encourages other students to learn from it. For the essays with common problems, the teacher reads them aloud, points out the problems (such as unclear viewpoint, incomplete structure, incorrect use of vocabulary and sentence patterns, grammar mistakes), and guides students to discuss how to revise them. For example, if an essay has a grammar mistake “I suggest to eat more fruits”, the teacher asks students: “What’s wrong with this sentence? How can we correct it?” Students discuss and put forward the correct sentence: “I suggest eating more fruits.” The teacher then explains the usage of “suggest doing sth.”, helping students master the relevant grammar knowledge. After the class evaluation, students revise their essays again based on the teacher’s comments and the peer evaluation. The teacher collects all the essays after revision, checks them carefully, and writes down personalized comments for each student, pointing out their strengths and areas for improvement, and gives specific suggestions for further improvement. For example, for a student who writes well but lacks variety in sentence structures, the teacher can suggest: “Your essay is well-written with clear viewpoint and sufficient reasons. You can try to use more complex sentence structures, such as定语从句 and状语从句, to make your essay more vivid and expressive.” Summary and Extension At the end of the class, the teacher makes a brief summary of the whole lesson: “Today, we have learned the Using Language section of Unit 3. We practiced listening to a dialogue about ordering food in a Hunan restaurant, mastered the relevant vocabulary and sentence patterns, and learned how to write an essay about healthy eating. We also discussed the connection between food and culture, and understood the importance of healthy eating and cultural confidence.” Then, the teacher arranges extension activities to help students consolidate the knowledge learned in class and expand their horizons. The extension activities include two parts: 1. After class, listen to the listening material again and read it aloud, imitating the pronunciation and intonation of the speakers, and practice the dialogue with your partners. 2. Collect information about a kind of Chinese cuisine that you like, including its characteristics, ingredients, cooking methods and cultural connotation, and write a short introduction (about 100 words) in English. The teacher tells students that they will share their introductions in the next class, which helps students further improve their English expression ability and understand Chinese food culture better. Finally, the teacher encourages students: “Food is a bridge connecting people and cultures. By learning English related to food and culture, we can better introduce Chinese food culture to the world and promote cross-cultural communication. I hope you can apply what you have learned today to your daily life, develop good dietary habits, and become disseminators of Chinese food culture.” 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 $