Unit 3 Food and Culture-Assessing Your Progress 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-Assessing Your Progress 内容导航 Assessing Your Progress in Unit 3 Food and Culture is a comprehensive evaluation section that integrates the core knowledge and skills of the whole unit. It mainly includes vocabulary and grammar application exercises, self-reflection on learning outcomes, and practical project tasks. It aims to help students test their mastery of food-related vocabulary, past perfect tense (active and passive voice), and the ability to express food and culture topics in English, and guide them to reflect on their learning process and improve their learning strategies. 教学目标和重难点 1. 教学目标 Language Competence: Master food-related vocabulary and past perfect tense, and be able to use them accurately in context to complete exercises and express views on food and culture. Cultural Awareness: Understand the diversity of Chinese and foreign food cultures, recognize the connotation of Chinese food culture, enhance cultural confidence, and cultivate the ability of cross-cultural communication. Thinking Quality: Develop logical thinking through analyzing and solving language problems, and form a dialectical view on food culture through reflection. Learning Ability: Cultivate self-evaluation and self-reflection ability, summarize learning experience, and improve independent learning and cooperative learning skills. 2. 教学重难点 Key Points: Master the usage of food-related core vocabulary (such as cuisine, ingredient, recipe, etc.) and past perfect tense (active and passive voice) in context; be able to complete vocabulary and grammar exercises correctly; understand the requirements of self-reflection and project tasks and complete them independently. Difficult Points: Use past perfect tense accurately to describe actions that happened before a certain past time; express the cultural connotation of food in English accurately; conduct in-depth self-reflection and put forward practical improvement measures; complete project tasks with creativity and practicality. 教学过程 Lead-in: Activate Prior Knowledge and Clarify Evaluation Objectives The teacher starts the class by greeting students in English and leads them into the theme of the unit through a short interactive discussion. The teacher asks questions such as “What have we learned in Unit 3 Food and Culture?” and “What food cultures from different countries or regions have we known?” to guide students to review the core content of the unit, including food-related vocabulary, the relationship between food and culture, and the key grammar of the unit—the past perfect tense. After a 5-minute interactive review, the teacher introduces the content and purpose of Assessing Your Progress, clearly telling students that this section is to test their mastery of the unit’s knowledge and skills, help them find their own learning advantages and deficiencies, and put forward targeted improvement suggestions. The teacher emphasizes that the evaluation is not only a test but also a way to improve learning, encouraging students to take a serious and active attitude to participate in the evaluation activities. Section 1: Vocabulary and Grammar Assessment (Practice and Consolidation) This section is divided into two parts: vocabulary application and grammar practice, which aims to test students’ ability to use the unit’s core vocabulary and past perfect tense in context. First, the teacher introduces the requirements of the vocabulary exercise. The exercise is to choose appropriate words to complete the conversations, including words such as minimum, elegant, fiber, dessert, recipe, exceptional, chef, and prior to. The teacher first asks students to read the words and their meanings carefully, and reviews the usage of each word in combination with the examples in the unit. For example, the teacher explains that “fiber” refers to the substance in food that helps digestion, “recipe” is a set of instructions for cooking a particular dish, and “prior to” means before something happens. Then, the teacher asks students to complete the exercise independently. During the process, the teacher walks around the classroom to observe students’ performance, answers their questions in time, and records the common mistakes of students, such as confusing the usage of “exceptional” and “excellent”, or misusing the preposition after “prior to”. After students finish the vocabulary exercise, the teacher organizes a group discussion. Each group of 4 students exchanges their answers, discusses the reasons for choosing each word, and corrects the wrong answers together. Then, the teacher invites representatives from each group to share their group’s answers and explanations, and comments on them. For the common mistakes, the teacher focuses on explaining and gives more examples to help students deepen their understanding. For example, if some students use “prior” instead of “prior to”, the teacher explains that “prior” is an adjective, while “prior to” is a prepositional phrase, which can be used to modify a noun or a verb. The teacher gives an example: “He had finished his homework prior to his mother’s arrival.” to help students master the correct usage. Next is the grammar practice part, which mainly tests the usage of the past perfect tense (active and passive voice). The exercise requires students to read the conversations that take place in restaurants and complete them using the correct forms of the words in brackets. Before starting the exercise, the teacher reviews the basic structure and usage of the past perfect tense: the active voice is “had + done”, and the passive voice is “had been + done”. The teacher emphasizes that the past perfect tense is used to describe an action that was completed before another past action or a specific past time. The teacher gives examples related to food and restaurant scenarios, such as “When we arrived at the restaurant, the chef had already prepared the dishes.” (active voice) and “The table had been cleaned before we sat down.” (passive voice). Then, students complete the grammar exercise independently. The teacher reminds students to pay attention to the time clues in the conversations and judge whether to use the active or passive voice according to the relationship between the subject and the predicate verb. For example, in the sentence “She had just had a quarrel with her brother, so her eyes were red.”, the action “had a quarrel” happened before the action “her eyes were red”, so the past perfect tense is used. In the sentence “The red curry had been eaten by her, so her mouth was red.”, the subject “the red curry” is the receiver of the action, so the passive voice of the past perfect tense is used. After students finish the exercise, the teacher checks the answers with the whole class. For each sentence, the teacher invites a student to read the completed sentence and explain why they use that tense and voice. The teacher corrects the mistakes in time and summarizes the key points and common mistakes of the past perfect tense. For example, some students may use the simple past tense instead of the past perfect tense, ignoring the time sequence of the two actions. The teacher reminds students to pay attention to signal words such as “before”, “by the time”, “had done...when...” to judge the usage of the past perfect tense. Section 2: Self-Reflection on Learning Outcomes After the vocabulary and grammar assessment, the class enters the self-reflection link. The teacher guides students to carry out in-depth self-reflection by asking a series of guiding questions, which are closely related to the unit’s learning content, language knowledge, learning strategies and language application. The guiding questions include: “How well have you mastered the food-related vocabulary in this unit? Can you use them freely in speaking and writing?”, “Do you fully understand the usage of the past perfect tense (active and passive voice)? What difficulties do you have in using it?”, “What have you learned about Chinese and foreign food cultures? Can you introduce a kind of food and its cultural connotation in English?”, “What learning methods have you used in this unit? Which methods are effective and which need to be improved?”, “What problems do you still have in learning this unit? How do you plan to solve them?” The teacher asks students to think about these questions carefully and write down their own answers and reflections in their exercise books. During the process, the teacher encourages students to be honest and objective, not only to affirm their own learning achievements but also to bravely put forward their own deficiencies and confusion. For students who have difficulty in reflecting, the teacher gives appropriate guidance. For example, if a student does not know how to describe their own learning difficulties, the teacher can prompt them: “Do you have difficulty in remembering food-related vocabulary? Or do you often make mistakes when using the past perfect tense?” After students finish writing their reflections, the teacher organizes a pair sharing activity. Each pair of students exchanges their reflections, listens to each other’s learning experiences and difficulties, and gives each other suggestions for improvement. For example, if one student says that he has difficulty in remembering long words such as “culinary” and “nutritious”, another student can share his own memory method, such as associating “culinary” with “cook” or making sentences with the words. The teacher walks around the classroom to listen to the students’ sharing, and guides them to conduct in-depth communication and learn from each other. Then, the teacher invites several students to share their reflections with the whole class. The teacher affirms the students’ positive attitude towards learning and their valuable learning experiences, and gives targeted suggestions for their deficiencies. For example, if a student says that he is not good at expressing the cultural connotation of food in English, the teacher suggests that he can collect more materials about food culture, learn some fixed expressions, and practice speaking and writing more. The teacher also reminds students to sort out their own reflection content, take notes of the problems that need to be solved, and formulate a specific learning plan to improve their learning effect. Section 3: Project Task: Design Your Own Restaurant The project task is an important part of Assessing Your Progress, which aims to test students’ comprehensive application ability of the unit’s knowledge and skills, and cultivate their creativity, cooperative learning ability and practical ability. The theme of the project is “Design Your Own Restaurant”, which requires students to work in groups to design a restaurant with unique food culture characteristics, and complete a presentation and a written report. First, the teacher introduces the requirements of the project task in detail. The project includes three parts: restaurant design, presentation and written report. For the restaurant design, students need to determine the name, theme (such as Chinese Sichuan cuisine restaurant, Western buffet restaurant, cross-cultural fusion restaurant, etc.), decoration style, menu (including at least 5 dishes, with detailed introduction of ingredients, cooking methods and cultural connotation), and service characteristics of the restaurant. For the presentation, each group needs to prepare a PPT, and send 1-2 representatives to introduce their restaurant design in English, with a duration of 3-5 minutes. For the written report, each group needs to write a 200-300 word report in English, introducing the design concept, characteristics and cultural connotation of the restaurant. Then, the teacher divides students into groups of 4-5, and assigns roles to each student in the group, such as designer, information collector, writer and speaker. The teacher reminds students to cooperate closely, give full play to their own advantages, and complete the project task together. The teacher also provides some reference materials and language support for students, such as common expressions for introducing restaurants, vocabulary related to restaurant design and food culture, and examples of menu introduction. After the group division, each group starts to discuss and design. During the process, the teacher walks around the classroom to guide each group’s work. For groups that have difficulty in determining the restaurant theme, the teacher gives suggestions, such as combining their own hometown food culture to design a local characteristic restaurant, or combining Chinese and Western food cultures to design a fusion restaurant. For groups that have difficulty in writing the menu introduction, the teacher guides them to use the food-related vocabulary and sentence patterns learned in the unit, and pay attention to introducing the cultural connotation of the dishes. For example, when introducing dumplings, students can write: “Dumplings are a traditional Chinese food, which are usually eaten during the Spring Festival. They symbolize reunion and good luck, and their shape is like ancient Chinese gold or silver ingots, representing wealth.” During the group discussion, the teacher also reminds students to pay attention to the application of the past perfect tense in the presentation and written report. For example, when introducing the design concept of the restaurant, students can say: “Before we designed the restaurant, we had collected a lot of information about food culture and restaurant design.” When introducing the menu, students can say: “We had carefully selected the ingredients of each dish before we made the menu, ensuring that they are fresh and healthy.” After each group completes the restaurant design, presentation PPT and written report, the class enters the presentation link. Each group sends their representatives to give the presentation in English. The teacher asks other students to listen carefully, take notes, and evaluate the presentation from the aspects of content completeness, language accuracy, logical clarity and creativity. The teacher also formulates a detailed evaluation standard, including: whether the restaurant design has unique characteristics; whether the menu introduction is detailed and has cultural connotation; whether the language expression is accurate and fluent, and whether the past perfect tense and food-related vocabulary are used correctly; whether the presentation is logical and attractive. After each group’s presentation, the teacher invites 1-2 students to make comments, and then the teacher makes a summary comment. The teacher affirms the advantages of each group’s design, such as unique theme, detailed menu introduction, fluent language expression, etc., and points out the areas that need to be improved, such as insufficient cultural connotation introduction, incorrect use of grammar, or unclear presentation logic. The teacher also encourages students to learn from each other’s excellent designs and improve their own project works. After all groups finish their presentations, each group submits their written reports to the teacher. The teacher will carefully review the reports, comment on the advantages and deficiencies of each report, and give targeted revision suggestions. The teacher will also select several excellent written reports and share them with the whole class, so that students can learn from each other and improve their writing ability. Section 4: Summary and Evaluation Feedback At the end of the class, the teacher summarizes the whole Assessing Your Progress section. The teacher reviews the key points of the unit, including food-related vocabulary, past perfect tense (active and passive voice), and the relationship between food and culture. The teacher also summarizes the performance of students in the assessment activities, affirms the efforts and achievements of students, and points out the common problems and deficiencies in the learning process, such as insufficient mastery of some vocabulary, incorrect use of the past perfect tense, and insufficient depth in cultural connotation expression. Then, the teacher gives targeted feedback and improvement suggestions. For the vocabulary part, the teacher suggests that students should strengthen the memory of core vocabulary, use them in context more, and sort out the vocabulary regularly to form a vocabulary network. For the grammar part, the teacher suggests that students should do more targeted exercises, pay attention to the time clues in the sentences, and summarize the common mistakes to avoid repeating them. For the cultural expression part, the teacher suggests that students should read more materials about Chinese and foreign food cultures, accumulate relevant expressions, and practice speaking and writing more to improve their ability to express cultural connotation in English. The teacher also emphasizes that learning is a continuous process, and self-evaluation and reflection are important ways to improve learning effect. The teacher encourages students to take the assessment as a new starting point, seriously implement the improvement suggestions, continue to consolidate the unit’s knowledge and skills, and constantly improve their English language ability and comprehensive quality. Finally, the teacher assigns after-class tasks: 1. Revise the written report of the project task according to the teacher’s comments and suggestions; 2. Sort out the vocabulary and grammar mistakes made in the assessment, and write them in the mistake book for review; 3. Collect a kind of foreign food culture and write a short English introduction (about 100 words); 4. Make a learning plan for the next unit according to their own reflection. 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 $