Unit 3 Period 3 Using Language（表格式教学设计）英语人教版选择性必修第二册

该高中英语教学设计聚焦“食物与文化”主题，核心涵盖中餐点餐交际用语、湘菜文化介绍及健康饮食说明文逻辑衔接词。听说课以湘菜图片预测导入，读写课通过健康饮食头脑风暴衔接，形成“输入积累-输出应用”闭环，配套功能句型、衔接词分类等学习支架。 特色在于双课时任务链融合语言能力与文化意识，如湘菜角色扮演训练跨文化交际，健康饮食写作培养逻辑思维。分层任务适配学情，提供标准化范文与互评量表，助力教师高效教学，提升学生语言综合运用与文化传播能力。

Unit 3 Food and Culture Period 3 Using Language教学设计 教学基本信息 单元名称 选择性必修第二册Unit 3 Food and Culture 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时（80min） 课型 语言综合运用（听说+读写） 教学设计理念 践行英语学习活动观，两课时任务闭环：听说输入积累中餐点餐交际用语→读写输入积累健康饮食逻辑衔接词，实现 “口头介绍中餐文化+书面科普健康饮食” 双向输出；分层任务适配不同学情，融合中国湘菜饮食文化、健康生活育人目标，落实文化自信、逻辑思维素养；每活动配套主题词块、功能句型、语段范例+标准答案。 教材分析 Listening and speaking听说板块 【What】本课时属于Unit 3 Using Language第一课时听说课，听力语篇核心话题为“与外国友人就餐、介绍中国湘菜、餐厅点餐交际”。语篇围绕典型中国湘菜菜系展开，重点介绍剁椒鱼头、手撕包菜、过桥豆腐等特色菜品，详细讲解湘菜与川菜的风味区别、湖南人民嗜辣的地域原因，配套菜品认知、菜单解读、听力细节抓取、情景对话输出等阶梯式任务。 【Why】本课时承接单元“食物与文化”核心主题，立足真实生活交际场景，既帮助学生积累中餐菜品、饮食风味类主题词汇，又训练听前预测、抓取关键信息与细节信息的听力策略。通过口语角色扮演，引导学生运用地道点餐、荐菜、结账交际句型，实现用英语介绍中国饮食文化的语言输出，落实跨文化交际能力培养。 【How】本课采用“看图识菜—听前预判—分层精听—句型提炼—情景演绎”完整任务链，由词汇输入、听力输入逐步过渡到口语输出，任务层层递进、由浅入深，贴合高中生语言认知规律，扎实落实听说综合语言运用能力。 Reading for Writing读写板块 【What】本课时为单元Using Language第二课时读写课，阅读文本围绕“健康饮食”主题展开，阐释健康饮食的核心准则。文章点明糖分是健康的主要隐患、减少甜食摄入、保持饮食均衡、细嚼慢咽以及正确的饮食心态五大核心观点，综合运用数据分析、下定义、对比、举例等多种论证手法，集中呈现转折、释义类逻辑衔接词汇，为写作提供结构、句式与语料支撑。 【Why】本课时延续单元饮食主题，从饮食文化拓展至健康饮食生活理念。阅读环节帮助学生梳理说明文语篇结构、掌握论证方式与逻辑衔接手段；写作环节依托阅读输入的语料与结构，引导学生结合饮食、运动、作息完成健康生活主题短文写作，实现从阅读输入到书面输出的能力迁移，引导学生反思自身饮食习惯，树立健康饮食观念。 【How】本课遵循“话题导入—主旨梳理—精读析细节—归纳语言结构—支架式仿写”的教学路径，聚焦语篇结构、细节论据、衔接词用法三大核心，通过分层任务落实读写目标，帮助学生掌握健康饮食说明文的写作框架与语言技巧，提升书面表达的逻辑性与规范性。 学情分析 1.What I know：学生已掌握单元饮食基础词汇，能进行简单日常对话，初步掌握说明文基础结构。 2.What I want to know：（1）地道餐厅点餐交际句式；（2）中餐菜系英文介绍表达；（3）科普说明文分层逻辑+对比/释义衔接词用法；（4）结合数据、例证写健康饮食短文。 3.What I learned：（1）熟练完成三人角色扮演点餐对话，向外国友人介绍湘菜；（2）掌握健康饮食说明文五段结构；（3）区分对比 / 阐释类衔接词并灵活运用于口头、书面表达；（4）反思自身饮食习惯，树立均衡饮食健康观念。 教学目标 语言能力 1. 听力：借助菜品图片、菜单预测对话，抓取湘菜特点、菜品推荐、点餐细节。 2. 口语：熟练运用点餐、推荐菜品、结账功能句，三人分角色模拟餐厅交际，介绍湘菜特色。 3. 阅读：梳理健康饮食说明文段落主旨，识别数据、对比、举例论证手法，分类归纳衔接词。 4. 写作：模仿范文结构，使用多样衔接词、数据例证完成80–120词健康饮食建议短文。 学习能力 1.掌握图片预测听力策略、语篇分层精读法、支架式仿写。 2.小组合作完成角色扮演、语段改写、作文互评。 文化意识 1.了解湘菜辣的独特风味与地域成因，能用英语传播中华菜系文化。 2.树立均衡、慢食的科学饮食观念。 思维品质 通过听力信息排序、语篇逻辑拆解、分层写作训练，培养对比、归纳、批判性思维，使表达条理清晰。 教学重难点 教学重点 1.餐厅点餐交际功能句型；湘菜菜品英文表达；听前预测听力策略。 2.健康说明文论证方式；对比 释义类逻辑衔接词；健康饮食写作框架。 教学难点 1.区分湘、川菜辣味差异；自然流畅完成三人跨文化点餐角色扮演。 2.使用数据、实例支撑观点；多种衔接词自然串联长段落，避免重复。 教学资源 PPT课件，教材，黑板、湘菜菜品实拍图片、听力音频 教学活动设计（听说课） 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1话题导入・图片预测（自主完成，核对答案） 教师展示4道湘菜图片，导入新课，并回答下列问题。 Match the dishes below to their English names. Then in groups, discuss what you know about these dishes, including what they contain and how they are made. 参考答案： 1. Steamed fish head covered with chilies: fresh; hot; spicy 2. Hand-torn cabbage: yummy 3. Dry pot duck with golden buns:tasty; elegant 4. B: Bridge tofu: exceptionally delicious 激活湘菜主题词汇，建立图片 — 英文菜品关联，为听力预测铺垫。 5min Activity 2 Before listening菜单预判讨论 发放完整湘菜馆英文菜单，抛出 2 个预判问题，引导学生结合地域文化推测听力对话内容。 In groups, discuss the menu below. 1.What kind of restaurant is it and what kinds of food are served? 2.Which dishes would you recommend to a foreigner? Why? 参考答案： 1.It is a Hunan restaurant, and it serves somewhat spicy food. 2.The dry pot duck with golden buns and the bridge tofu. Because they are healthy. 训练听前预测思维，积累菜系对比表达，降低听力理解难度。 4min 应用实践 Activity 3 While listening Step1 第一遍泛听（抓订单菜品）：听对话，勾选三人点的菜品 Tingting, Anna, and Lisa are at the Hunan restaurant. Listen to their conversation and tick the dishes that they order in the menu above. 参考答案：Red braised pork（红烧肉）；Steamed fish head covered with chilies（剁椒鱼头）；Bridge tofu（过桥豆腐） Step2 第二遍精听（细节问答）：完成 5 道湘菜细节问答题。 Listen again and answer the questions. 1.How is Hunan cuisine somewhat different from Sichuan cuisine? 2.What are the reasons why Hunan people like spicy food? 3.Why do so many people love steamed fish head covered with chilies? 4.Why does Tingting recommend bridge tofu instead of dry pot duck with golden buns? 5.Why is red braised pork the most famous dish? 参考答案： 1.The heat in Sichuan cuisine comes from chilies and Sichuan peppercorns. Hunan cuisine is often hotter and the heat comes from just chilies. 2.Because they are a bold people. But many Chinese people think that hot food helps them overcome the effects of rainy or wet weather. 3.People love it 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 favorite food. 听力练习由主旨到细节，训练抓取关键信息能力，积累中餐文化介绍语段。 8min Activity 4 Post listening听后对话表演 教师板书听力中所有点餐、推荐、结账句型，分为两大功能板块，同时组织学生摘抄背诵，两人两两替换句型造短句。 Instruct students to make a short presentation to the class about their choice. Use the example and useful phrases below to help them. order the food点餐句型 pay the bill付账句型 I'll take your order in a minute. What would you like . What should I order? Why don’t you order . Do you have . You might like ... How about ordering . Can I have the bill, please? Here’s your bill.Here you are. How will you pay? Do you accept credit cards? I’ll pay in cash/through my mobile phone/by credit card. Here’s your change. Thank you for coming. Goodbye. EXAMPLE A: I really love spicy food, so what dish would you recommend? B: I suggest Mapo tofu. A: Really ? What's that? B: Waiter! C: May I take your order? 搭建口语表达支架，标准化交际用语，解决学生开口无句型难题。 7min 迁移创新 Activity 5 情景剧表演 根据本节课所学，以小组为单位表演情景剧。 相关角色：中国东道主Tingting；外国游客Anna；服务员。 剧情提示：假如你是中国东道主Tingting，帮助外国友人Anna到餐厅点菜，需注意，外国友人不吃太辣，需兼顾湘菜特色。 展示要求：每组上台2分钟展示。 EXAMPLE Waiter: May I take your order? Tingting: We’d like steamed fish head and hand-torn cabbage. Also a bowl of mushroom soup. My friend can’t eat too spicy, so skip the extra chili please. Anna: Sounds great! What makes Hunan food different? Tingting: It’s pure chili heat, no numbing peppercorns like Sichuan food. Waiter: Anything to drink? Tingting: Two glasses of sour plum juice to cool down the spice. 参考对话： A: Waiter! May we order? W: Sure, take your time. T: I’d love to recommend our signature steamed fish head, but we need less chili for my foreign friend. A: What’s special about it? T: The fish meat is tender and there are almost no small bones. W: Any side dishes? T: Hand-torn cabbage and mushroom soup, please. A: Perfect, thanks a lot. W: Your food will be ready soon. 搭建口语表达支架，标准化交际用语，解决学生开口无句型难题。 12min Activity 6 Summary&Homework 1.课堂小结：湘菜核心词汇、点餐功能句型。 2.分层作业：（1）基础层：背诵10个点餐句型； （2）提升层：录制不少于1分钟单人语音，介绍一道家乡菜英文表达。 巩固本节课听说核心语言，为下节课健康饮食读写铺垫。 4min 教学活动设计（读写课） 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1话题衔接导入（全班问答，头脑风暴） 教师抛出问题 “What good eating habits do you have？”组织头脑风暴。 激活健康饮食主题词汇，引出本课科普阅读文本。 4min Activity 2 速读匹配段落大意 Read the passage quickly and then match the main idea of each paragraph. Paragraph1 A.Reducing sweets is key. Paragraph2 B.The real killer is sugar. Paragraph3 C.The way you look at food is most important. Paragraph4 D.Keep it fresh and balanced. Paragraph5 E.Slow eating is good. 参考答案： Paragraph1--B.The real killer is sugar. Paragraph2--A.Reducing sweets is key. Paragraph3--D.Keep it fresh and balanced. Paragraph4--E.Slow eating is good. Paragraph5--C.The way you look at food is most important. 训练快速抓取段落主旨能力，梳理文章整体框架。 6min 应用实践 Activity 3 Careful reading Read the passage carefully and answer the following questions. 1. What’s the relationship between sugar and heart disease? 2. Where does people’s extra sugar mainly come from? 3. Why is fresh food better than processed food? 4. What are the benefits of eating slowly? 参考答案： 1. High sugar intake doubles the risk of heart disease. 2. Sweet drinks are the main source of extra sugar. 3. Because fresh food has more nutrition and less sugar, salt, and fat. 4. Slow eating helps digestion and stops overeating. 精准设问拆解文章细节，增加对文章的深度理解，提升学生对文本结构的构建。 9min Activity 4 The study of the linking words in the passage 1. Which words are used to show contrast in the text? 2. Which expressions are used to explain the former sentence? 参考答案： 1.The linking words used to show contrast in the text:rather than;rather; however; while. 2.The linking words used to explain the former sentence:put more simply; in other words, what this means is that. 攻克写作难点逻辑衔接，区分不同功能连接词，解决作文语句生硬问题。 6min 迁移创新 Activity 5 课堂微写作 随着生活水平提升，青少年饮食与生活习惯问题愈发突出，高糖饮食、作息不规律、缺乏运动等问题影响身体健康。请你以How to Develop Healthy Living Habits为题，根据以下要点写一篇英文短文，向全校英文报投稿，普及健康生活理念。 写作要点： 1. 饮食方面：均衡膳食、减少糖分摄入、优选新鲜食材、细嚼慢咽。 2. 运动方面：坚持规律锻炼、把握运动时间、避免饭后即刻运动。 3. 生活态度：端正饮食心态，养成长期健康习惯。 写作要求1. 词数：80词左右；时态以一般现在时为主，人称以第三人称为主。 2. 必须使用本节课所学：sugar、balanced diet、fresh ingredients、processed food、digest 等核心词汇。 3. 必须运用对比、释义、递进类衔接词（rather than、however、in other words、furthermore）。 4. 结构完整、逻辑清晰，可适当运用课文数据、例证支撑观点。 基础层参考范文 How to Develop Healthy Living Habits With the improvement of living standards, more people pay attention to their physical health. Here are some practical suggestions based on healthy diet principles. Firstly, we must maintain a balanced diet. We should choose fresh ingredients rather than processed food and cut down on sugar intake, because too much sugar is the real killer of health. Secondly, take regular exercise to build up our bodies. However, never exercise right after meals. In other words, healthy living depends on good daily habits. A positive attitude towards food also matters most. To sum up, small good habits bring us long-term health. 提高范文参考范文 How to Develop Healthy Living Habits Nowadays, health has become a major concern for teenagers, and unhealthy eating habits greatly affect our physical condition. According to the text, sugar instead of fatty food is the biggest threat to health. People who take too many calories from sugar are more likely to suffer from heart disease. Therefore, we should stick to fresh and diverse food to take in enough protein, while avoiding sweet drinks and high-sugar snacks. Furthermore, eating slowly helps our body digest food better and prevent overeating. While regular exercise strengthens our bodies, we ought to avoid working out immediately after meals. Put more simply, a balanced diet, proper exercise and a positive attitude are the secrets to lifelong health. 严格依托本节课教材词汇、句式、衔接词，无课外冗余素材，做到学以致用。分层设计适配全体学生，基础版保及格、提高版冲高分，便于日常教学与规范训练。 12min Activity 6同伴互评+作业布置 1.互评量表要点：要点是否完整（饮食/运动/作息）；是否使用≥3种不同衔接词；是否有实例/数据支撑观点。 2.作业布置：学校英文报开设专栏 Develop a Healthy Diet。很多同学爱吃油炸、甜食，饮食失衡，经常身体不舒服。请你为本专栏投稿，完成写作。 基础层写作要求： 1.简单描述同学中不健康饮食现象。 2.写出2‑3条简单饮食建议。 3.必须使用本课至少4个词块/句型。 4.字数60词左右。 基础层参考范文 Many students like fatty foods and sweets. There is increasing evidence that they are bad for our health. A healthy diet is fundamental to us regardless of our taste. We are likely to feel sick if we eat too much junk food. As to me, I eat sweets in moderation and take enough dairy products every day. Let’s keep healthy. 提升层写作要求： 1.描述校园不健康饮食现象。 2.结合本课知识分析背后的健康危害。 3.给出贴合校园生活的可行建议，结尾发出呼吁。 4.必须使用本课至少5个词块/句型，增加恰当衔接词，逻辑连贯。 5.词数100 词左右。 提升层参考范文 Nowadays, many students prefer fatty foods and sweet snacks after class. There is increasing evidence that these eating habits will cause health problems. We are likely to suffer from stomachache regardless of how delicious such food is. A healthy diet is fundamental to teenagers’ growth. As to practical advice, we should take high‑sugar food in moderation and consume more fruit and dairy products. Only by forming good eating habits can we keep fit. Let’s take action right now. 以评促改，巩固读写核心知识点，形成单元完整语言输出闭环。 3min 板书设计 Unit 3 Food and Culture Using Language 教学反思 亮点 1.两课时任务链条完整闭环：听说积累中餐交际口语，读写积累科普说明文逻辑表达，主题“食物”一以贯之，输入输出双向打通，单元知识点不割裂。 2.活动设计新颖，增设闯关抢答、沉浸式角色扮演、分层支架写作、同桌互评等互动形式，规避单一听讲模式，学生参与度高。 3.每一项活动配套精准词块、功能句型、完整语段+标准化参考答案，课堂讲评高效，分层任务兼顾学困生与优等生。 4.深度融合中华湘菜饮食文化，对比川湘菜系差异，引导学生用英语传播本土美食，落实文化自信；健康饮食主题渗透生命健康教育，兼顾思维与德育素养。 不足 1.听说课角色扮演上台展示名额有限，部分内向学生缺少当众口语展示机会。 2.读写课当堂写作时间紧张，基础薄弱学生难以灵活切换多种衔接词，容易重复使用but/so简单连词。 改进 1.课后增设小组线上语音分享任务，全员录制菜品介绍语音，弥补课堂展示名额不足。 2.补充衔接词专项替换微练习作为课后巩固，课前5分钟朗读优秀范文积累高级逻辑表达。 3.下节课增设 “健康饮食短文改写” 拓展任务，训练学生多样化使用对比、释义类连接词。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $