Unit 3 Food and Culture 阅读课 教学设计-2026-2027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“Food and Culture”主题，选自人教版选择性必修二第三单元Reading and thinking。通过宇航员太空食物视频和中国八大菜系图片导入，激活学生背景知识，引导文本预测、语篇结构分析、细节信息提取至口语输出，构建完整学习支架。 此设计以情境创设和任务驱动为特色，借助视频、图片等多模态资源，通过语篇结构匹配、细节信息表格填写等活动培养学生思维品质，口语展示任务提升语言能力，同时渗透文化意识，引导学生传播中国饮食文化。既助力学生深化语言理解与表达，也为教师提供清晰教学流程与资源整合方案。

Unit 3 Food and Culture —Reading and thinking 教学设计 课例名称: Unit 3 Food and Culture—Reading and thinking教学设计 课时教学设计理念 理念：①发挥学生的主体作用；②培养学生探究能力和团队合作能力；③创设真实活动情境，让学生从真实语境中学习知识；④培养学生理论联系实际的能力；⑤增强学生责任感。 课时教学内容分析（含教材分析） 本节内容选自人教版高中英语选择性必修二第三单元。语篇从一个外国人的角度探讨了食物与文化之间的联系，并记录了一些地道的中国食物，说明了这些食物所反映的文化意义、地理特征和历史传统。它旨在引导学生理解和思考食物与文化之间的联系。在本课时中，老师引导学生找出文章的结构，写作顺序以及一些详细的信息，包括作者对中国饮食和文化的经历和感受，引导学生进行饮食和文化相关的话题输出。 课时学情分析 本班学生对于饮食和文化比较感兴趣，容易对此类相关话题产生共鸣。本班绝大多数学生来自广东，对广东美食很了解，尤其喜欢广东点心。因此，本课时教学内容比较容易引起学生兴趣，调动学生的积极性。 课时教学目标 1. Guide the students to gain some knowledge about culture and cuisine; 2. Lead the students to understand the structure and the detailed information of the passage well; 3. Guide the students to raise awareness of Chinese traditional food culture, be proud of it and spread it. 1. 引导学生了解文化和烹饪知识； 2. 引导学生理解文章的结构和详细信息； 3. 引导学生提高对中国传统饮食文化的认识，以中国传统饮食文化为傲，传播中国传统饮食文化。 课时教学重点、难点 重点： 1. Enable the students to understand the structure and the detailed information of the passage well; 2. Lead the students to introduce Chinese food and spread Chinese food culture. 1. 使学生能够很好地理解文章的结构和详细信息； 2. 带领学生介绍中国美食，传播中国饮食文化。 难点： Lead the students to introduce Chinese food and spread Chinese food culture. 带领学生介绍中国美食，传播中国饮食文化。 课时教学过程（应包括教学步骤、教学活动、设计意图、组织形式等内容；须具体阐述和分析应用国家中小学智慧教育平台有关资源情况，并列出相关链接） 课时教学过程： Warm up Activity 1 Watch a video and answer the questions. Q1: What does the video tell us about? A1: About food. Q2: Why do they prepare different food for the three astronauts? A2: Because three astronauts are from different places and they like different food. Activity 2 Look at some pictures and name the 8 best-known Chinese cuisines. Q3: Can you circle the 8 best-known Chinese cuisines in the map? A3: 鲁菜 — Shandong Cuisine 杭菜（浙菜）—Zhejiang Cuisine（杭菜即浙江菜系，Hang‑zhou style） 徽菜 — Anhui Cuisine 闽菜 — Fujian Cuisine 川菜 — Sichuan Cuisine 苏菜 — Jiangsu Cuisine 粤菜 — Cantonese Cuisine 湘菜 — Hunan Cuisine Q4: Can you say out the names of the food in the pictures? A4: 设计意图：用一段宇航员太空生活食物配备的的短视频，创设与主题相关的情境，引导学生思考饮食因人而异，因地域而异，引发学生对主题的思考，锻炼学生背景知识梳理与信息整理的能力。同时借助本单元首页的图片以及教师本人的旅游经历，激发学生的热情和参与课堂的积极性，然后引导学生了解中国八大菜系，输入与本篇文章相关的食物的图片，激活学生的背景知识，为后续的文本学习做铺垫。 Lead in Activity 3 Predict: What will be talked about? 设计意图：带领学生通过标题来进行文本预测，可以更好地理解课文内容。 参考答案：culture and cuisine Read for structure Activity 4 Match the following parts with their main topics. Topic Culture and cuisine go hand in hand. Body You are what you eat. Conclusion My different experiences with Chinese cuisine. Activity 5 Choose the best answer. 1. Which of the following shows the structure of the text? ( D ) A. B. C. D. 2. What is the genre(体裁) of the passage? ( C ) A. Practical writing 应用文 B. Narrative writing 记叙文 C. Expository writing 说明文 D. Argumentative writing 议论文 3. The text is developed in the order of time and place . 设计意图：通过活动四和活动五的设计，让学生对文本有初步了解，能从语篇中提取语篇关键词、语篇主要信息和主要观点的能力，以及锻炼学生从整体上把握语篇结构、文章的主要写作顺序以及文章的体裁。 Read for detailed information Activity 6 Answer the questions and complete the table. Read Para. 1 to answer the following questions. 1. What is the meaning of “You are what you eat”? Brillat-Savarin was referring to 参考答案：Most people today think it is about healthy eating. But originally, it means our food shows our personality, character and culture. 2. Why does the author use Jean Brillat-Savarin ’s words at the beginning? 参考答案：To introduce the topic and attract readers’ attention. Read Para. 2-6 to complete the table below. Place Kind of  Chinese food Typical dish People or culture America Chinese food had been changed to suit American tastes General Tso's chicken Americans love bold, simple flavours and are not afraid to try new food. Beijing Sichuan cuisine a new dish with Sichuan peppercorns What was even more important was the friendship . Shandong Shandong cuisine Boiled dumplings served with vinegar, and pancake rolls stuffed with sliced Chinese green onions Family is important to people there. Northwest China northern Xinjiang and Inner Mongolian cuisine boiled or roasted meat, such as lamb kebab These groups 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 Read Para. 7 to answer the following questions. What is the relationship(关系) between culture and cuisine? 参考答案：food and culture go hand in hand 设计意图：通过细节阅读，引导获取细节信息和理解作者的主要观点，带领学生学习作者如何按照时空行文的写作顺序，深入理解作者的经历以及体会对各地饮食所反映出的文化。 Activity 7 Read for thinking 1. What is the writing purpose of this passage? （ A ） A. To introduce the culture and cuisine in China B. To persuade people to eat healthy food. C. To show the impact of food on health. D. To prove culture has little to do with cuisine. 2. 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? sea food junk food spicy food vegetables meat e. g. People who like sea food may love freshness. 参考答案举例：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. 设计意图：在引导学生深入理解语篇后，再引导学生进行深层次思考，体会作者的写作目的，以及思考食物与人的性格之间的关系，培养学生进行深层分析能力、发散思维能力和批判性思维能力。 Oral presentation Activity 8 Discuss and share Mike is a foreigner. Think about one of the Chinese cuisines and share your favourite food with him. Sample Hello, Mike! Welcome to China! Let me tell you something about Shandong cuisine. My favorite dish there is boiled dumplings. Because it is delicious and I observe that family is important to the people there. It has become a favourite traditional dish of the people in North China. Culture and cuisine go hand in hand. I believe it is a wonderful time for you to relax. I hope that you can enjoy yourself in China! Your oral presentation： Hello, Mike! Welcome to China! Let me tell you something about . My favorite dish there is . I think that .Culture and cuisine go hand in hand. I believe that . I hope that ! 参考答案： Hello, Mike! Welcome to China! Let me tell you something about Sichuan cuisine. My favorite dish there is spicy hot‑pot. I think that it tastes amazing and it shows local people’s love for bold and hot flavours. It has been a popular dish for people in southwest China. It also reflects their warm and outgoing spirits. Culture and cuisine go hand in hand. I believe that you will have a great try of the special local food. I hope that you can have a good time in China! 设计意图：在引导学生进行全文语篇分析后，引导学生完成从输入到输出的迁移创新活动，将所学知识运用在真实情景中进行交际，学生的创作中透射出他们对饮食与文化的思考，使之成为学生个性化体验与创造的过程。 Summary Activity 9 Let us make a summary about what we have learned today. 设计意图：引导学生对本节课所学内容进行归纳、整理和总结，形成良好的学习习惯，并在此基础上引导学生升华主题，理解饮食不仅折射文化，与科技等国力密切相关，归根结底，饮食是爱的滋养的表达。 课时板书设计 课时作业设计 1. Retell the whole passage. According to the French author Jean Anthelme Brillat-Savarin, 1　 we eat can show our personality, character, and culture. Chinese cuisine is a good example. Prior to 2 　 　(come) to China, I only experienced Chinese food that 3 　 (change) to suit American tastes. America's most popular Chinese dish is General Tso's chicken, which tells us a lot about us Americans.  When I came to Beijing, a friend recommended a Sichuan restaurant where we had the 4 　 　 (please) of experiencing an entirely new taste: Sichuan peppercorns. What was even 5 important was the friendship offered us. In Shandong, I liked boiled dumplings 　 　 6 (serve) with vinegar best. I observed that family is important to the people there. In northern Xinjiang, I enjoyed boiled or roasted meat. 7　 we went, we experienced wonderful local dishes. Although the food was as 8 　 　　　 (vary) as the people, Chinese people everywhere show friendship and 9 　 　 (kind) through food. From my experiences, I know that culture and cuisine go hand in hand, and if you do not experience one, you can never 10 　 　　 (real) know the other. 参考答案： 1 what：主语从句，what 在从句中作 eat 的宾语，表示 “我们所吃的东西” 2 coming：prior to（在…… 之前），to 是介词，后面接动 doing 3 had been changed：过去完成时被动；食物是 “被改良”，动作发生在 experienced 之前（过去的过去） 4 pleasure：the + 名词；have the pleasure of… 有幸体验…… 5 more：even 修饰比较级，even more important 更为重要的是 6 served：过去分词作后置定语，dumplings 和 serve 是被动，“被配上醋的饺子” 7 Everywhere：连词，Everywhere we went 无论我们走到哪里 8 varied：as + 形容词 + as；varied 多种多样的 9 kindness：and 并列名词，friendship and kindness 友谊与善意 10 really：副词修饰动词 know，真正地了解  2. Write a short passage about your favourite food in your hometown. 设计意图：通过作业的设计，引导学生运用所学知识，并用自己的语言，对课文内容进行复述，提高表达层次。 课时评价设计 Self-evaluation (自我评价) Evaluate your study Yes No 1. I’ve known the 8 best-known Chinese cuisines. 2. I’ve obtained the structure and some detailed information of the passage. 3. I’ve gotten further understanding of the passage. 4. I’ve learned how to introduce my favorite food. 课时教学反思 本节课是一节生动有趣的阅读课。在讲授过程中，教师还注重采用启发式教学策略和多模态策略，使用多种资源，给予学生充分输入，鼓励学生大量输出。除此之外，教师还鼓励学生进行小组合作学习，充分发挥学生的主体作用，调动学生的学习兴趣，激发学生的学习热情。 本节课，学生积极配合，课堂参与度高。本节课学习目标明确，教学思路清晰，从本班学生的学情出发，深入浅出，达到了比较好的教学效果。 但是，本节课也有一些需要完善的地方。例如，课堂前半部分输入部分，时间过长，导致学生展示部分略显时间紧凑。教师还可以在引导学生进行presentation的时候，思维拓展度得更宽广和更有深度。 学科网（北京）股份有限公司 $