Unit1 Food for thought单元作业设计 2026-2027学年四川省高一英语上学期外研版必修第二册

2026年全国中小学作业设计大赛作品 四川省高一英语上学期单元整合作业设计 （外研版必修二Unit1 Food for thought） 一、作品基础信息 项目 四川省遂宁市射洪市高一英语上学期单元整合作业设计外研版必修二Unit1 Food for thought 作品名称 【四川省遂宁市射洪市高一英语上学期单元整合作业设计外研版必修二Unit1 Food for thought】 学段学科 【高中】【英语】 适用年级 【高一年级】 教材版本 【外研版】 对应内容 【Unit1 Food for thought单元整合作业】 作业类型 【单元作业】 完成时长 基础巩固20分钟，能力提升50分钟，总时长70分钟；长期项目式作业2周 设计者 【李苏蕾】 二、设计背景与意图 1. 课标与教材分析 · 课标要求： 本作业紧扣《普通高中英语课程标准（2017年版2025年修订）》，英语学科核心素养中的文化意识与语言能力，兼顾思维品质的发展。文化意识方面，课标要求学生“了解不同国家的文化背景知识，理解、分析、讨论语篇所承载的文化内涵和价值取向”，并能“运用英语介绍中国传统节日和中华优秀传统文化（如饮食文化等），具有传播中华优秀传统文化的意识”。本作业以“饮食文化”这一物质文化载体切入，引导学生在比较中外饮食习惯的差异中，形成对多元文化的理解和包容态度，避免文化刻板印象。语言能力方面，课标学业质量水平一要求学生能在“日常生活情境”中“运用英语语言知识和交际策略，以口头或书面形式获取和处理信息、理解和表达意义”。需达成的学业质量水平一（高中毕业要求）相关表现包括：能识别语篇中关于饮食文化的关键信息，能运用所学语言简单描述和介绍日常生活中的饮食现象，能在跨文化交际情境中表达对文化差异的理解与尊重。 · 教材地位： 本单元选自外研版必修二 Unit 1 Food for thought，主题语境为“人与社会”，涉及“多元饮食文化和健康的饮食习惯”。单元从介绍不同国家的代表性食物入手，展现世界美食和餐桌礼仪，引导学生思考饮食与生活方式的关系，最终达成对多元饮食文化的理解和包容。单元核心概念可提炼为“拥抱与迎接文化多样性”——饮食作为文化最日常、最直观的载体，是学生理解文化多样性的天然切入点。核心课文“A Child of Two Cuisines”以中英跨国家庭孩子的第一人称视角，呈现了两种饮食文化在同一个家庭餐桌上的碰撞与融合，为跨文化对比提供了具体、生动的语料。本作业以该课文为阅读和语言输入的基础，将课堂文本延伸至学生自身的饮食经验，实现从“理解他人的跨文化故事”到“讲述自己的饮食文化”的迁移。价值观层面，本单元引导学生认识到：饮食差异不是需要“克服”的障碍，而是值得“理解”和“欣赏”的文化表达。这一价值观与课标“尊重和包容文化的多样性”“树立人类命运共同体意识”的要求直接对应。 · 教学重难点： 教学重点：学习并掌握本单元与饮食相关的核心词汇和表达（如 cuisine, ingredient, stew, representative, combine, flavour, seasoning 等），能够运用这些语言点描述、介绍日常生活中的食物——包括食物的名称、特点、制作方式和情感意义；能识别语篇中情态动词所表达的意义，并能在具体语境中正确理解和使用情态动词进行表达与交流。 教学难点：引导学生在比较中英饮食文化具体差异的基础上，理解差异背后的文化逻辑，避免停留在“中国人用筷子、英国人用刀叉”式的表面罗列；能够运用所学语言有依据地表达对文化差异的理解和尊重，而非简单评判孰优孰劣。 2. 学情分析 维度 具体描述 已有基础 学生已掌握 hot pot（本土食物）、pizza （国外食物）等常见饮食词汇，对美食话题兴趣浓厚，具备学习饮食英文表达的基础与意愿。 现有困惑 容易产生文化刻板印象；混淆情态动词在实际使用中代表的不同情感态度；在具体描述、介绍饮食时句型单一、词汇匮乏。 差异分析 基础较弱学生需重点学习核心词汇与基本句型；中等水平学生能完成常规阅读与写作；学优生需要挑战跨文化思辨、批判性思维与真实情景项目式学习（PBL）。 3. 设计意图 本作业以“拥抱饮食文化多样性”为核心立意，依托“向英国笔友介绍自家餐桌”的真实情境，设计“词汇激活—语篇研读—比较表达—多模态展示”的递进任务链，引导学生在语境中掌握饮食类词汇与情态动词的运用，从理解课文中的跨文化家庭故事，到比较中英饮食的具体差异，再到用英文讲述自己的饮食文化，实现语言能力、思维品质与文化意识的融合发展；同时通过分层选做与长周期探究，满足不同水平学生的需求，帮助学生在真实表达中避免文化刻板印象，形成尊重与包容多元文化的态度。 三、作业目标 目标维度 编号 具体目标 对应核心素养 评价证据 知识理解 A1 识记核心词汇与短语，区分学习阅读词汇（如cuisine, bakery, yoghurt等）和拼写词汇（dare, suffer,opinion等） 语言能力，学习能力 阅读词汇选择题正确率；拼写词汇拼写正确率 知识理解 A2 正确理解、识别情态动词的不同情感态度，并在句子中恰当使用情态动词 语言能力 情态动词同义替换句子改写正确率 能力运用 B1 灵活运用课文句型、词汇准确翻译句子，灵活运用情态动词 语言能力，学习能力 汉译英句子结构完整度、核心单词拼写 能力运用 B2 运用本单元核心词汇与情态动词，在“向英国笔友介绍家乡特色菜”的情境中，完成80-100词的书面表达，做到内容完整、语言准确、表达连贯。 语言能力 写作中目标词汇使用频次；情态动词语法正确率；语篇连贯性 思维发展 C 运用略读(skimming)、查读(scanning)等阅读策略，进行群文阅读，提取文章中关于文化认同的关键信息，并用思维导图梳理线索。 语言能力、思维品质、学习能力 信息提取的完整性；思维导图的逻辑性 情感态度 D 体验跨文化家庭饮食故事中的情感变化，认同“饮食差异是文化表达而非障碍”，拥抱文化多样性。 文化意识 思辨题国际视野化；对文化身份认同的理解 四、作业内容与目标对应表 题号 题型 题目概要 对应作业目标编号 设计意图 参考答案/评价要点 基础巩固1 词汇分类 （填空） 将25个识记类词汇根据意思分到四种类别中 A1 促进学生在“识记—理解—归类—运用”的实践中及时巩固所学 食物名称(④⑥⑧⑪⑮⑱⑳㉕)味道与口感(②⑨⑫⑲㉒㉔)场所与人物(③⑬⑰)饮食与文化(①⑤⑦⑩⑭⑯㉑ ㉓) 基础巩固2 同义句转换（填空） 根据句意，体会不同意图与语气，填入正确的情态动词 A2 在具体语境中体会情态动词的语气，灵活运用情态动词 ① need to② need not③ should/had better④ must not⑤ dare not 基础巩固3 语境实践 (填空，翻译) 完成相应单词填空，翻译相应句子，形成一段完整的美食描述 B1 创设介绍四川火锅的语境，通过句子翻译将中文表达融入英文语篇，学生需在上下文中判断语义和语气，而非孤立翻译 ①recommend ② typical ③ cuisine ④ originated ⑤ tender ⑥fresh ⑦You don't have to choose an extremely spicy soup base if you're not used to it. ⑧satisfying ⑨spicy ⑩flavour 能力提升1 应用文写作（主观） 在介绍信、建议信中选做一篇作文 B2 以真实跨文化交际为情境，灵活运用词汇、语法进行写作，并引导学生分析问题并提出建议 详见参考范文 能力提升2 群文阅读（主观） 阅读课文与补充材料，完成思维导图信息梳理；写出问题感悟 C, D 以华裔群体文化身份困境为切入点，考查学生基于文本分析问题、提出对策的思维品质，以及理解文化认同复杂性的文化意识 详见参考答案 综合实践 1 语言迁移（PBL） 学生亲自动手制作一道中餐并制作一条60—90秒的中餐介绍视频；将视频上传至视频平台，向真实受众传播，并整理反馈。 B1, C, D 以“如何向世界介绍中餐，让人们真正想尝试”为驱动性问题，采用长周期项目式学习形式，考查学生综合运用英语进行真实跨文化传播的能力。 详见参考答案 五、作业评价 维度 A（优秀） B（良好） C（待改进） 权重 得分 知识理解 基础题全对，概念精确 少量细节错误 较多基础错误 20% 能力运用 方法恰当，过程清晰，理由充分 方法基本正确 方法不当或缺失 30% 思维发展 观点明确，论证充分，有独创性 表达清楚，欠缺深度 思路混乱，缺乏证据 30% 情感态度 主动投入，积极交流，乐于协作；学习目标明确，能主动反思改进 态度端正，能按要求完成任务；基本参与合作 学习态度消极，被动完成任务，合作意识弱 20% 合计 100.0% 6、 试题详情 （一）基础巩固类（必做）—— 语言基础（限时20分钟） 1、 单词归类（识记中文意思，并归到相应的类别中） ①recipe ②spicy ③butcher ④yoghurt ⑤custom ⑥tofu ⑦opinion ⑧bacon ⑨creamy ⑩manners ⑪snack ⑫sour ⑬chef ⑭diet ⑮sausage ⑯symbol ⑰bakery ⑱steak ⑲bitter ⑳onion ㉑cuisine ㉒salty ㉓plate ㉔tender ㉕cheese 类别 词汇 食物名称 味道与口感 场所与人物 饮食与文化 2、 同义句转换（根据句意，体会不同意图与语气，填入正确的情态动词） need, had better, should, must, dare 1 It is necessary for you to drink more water. → You ______ drink more water. 2 It is not necessary for you to finish all the food. → You ______ finish all the food. 3 It is a good idea to try local food. → You ______ try local food. 4 You are not allowed to talk with your mouth full. → You ______ with your mouth full. 5 She has no courage to cook for her British friends. → She ______ cook for her British friends. 3、 语境实践（完成相应单词填空，翻译相应句子，形成一段完整的美食描述） Sichuan Hot Pot I'd ① (v.推荐) Sichuan hot pot if you want to try the most ② (type) dish from my hometown. It is a representative dish of Sichuan ③ (n.烹饪，菜肴) and has become a symbol of sharing and togetherness. It ④ (origin) along the Yangtze River during the Qing Dynasty, when boat workers created it to keep warm and fight the dampness. To eat Sichuan hot pot, you need a pot of boiling soup, fresh ingredients such as meat, tofu and vegetables, and a dipping sauce. The soup base is spicy and slightly numbing. You put the food into the soup, cook it for a few minutes, and then dip it in the sauce. The meat tastes ⑤ (adj.嫩的), and the vegetables stay ⑥ (adj.新鲜的)and crisp. Here are some tips for you.⑦ (如果你不习惯的话，你不必选择极辣的锅底。)You could try a little of everything, because sharing food is an important custom in Chinese culture. You had better not drink the soup if it is too spicy. Just enjoy the meal and the conversation. In my opinion, what makes it so ⑧_ _____ (adj.令人满足的) is that every bite is different—sometimes ⑨______ (adj.辣的), sometimes mild, but always full of ⑩______ (n.风味). It represents the bold and passionate spirit of Sichuan people. （2） 能力提升类（选做）—— 语言应用（限时50分钟） 1. 应用文写作（20分钟） 作文A：介绍信 假定你是李华，你的英国笔友 Alex 对中国饮食文化很感兴趣，尤其想了解你家乡的代表菜。请你给他写一封回信，介绍一道你熟悉的中国菜，内容包括： 1）这道菜的名称和来源； 2）简要介绍做法和味道； 3）给他一两条用餐建议。 词数 100 左右。 作文B：建议信 假定你是李华，你的朋友 Peter 最近因为经常吃垃圾食品、不吃早餐，导致上课没精神、体重增加。请你给他写一封建议信，内容包括： 1）表达关心； 2）指出问题； 3）给出至少两条饮食建议； 4）表达祝愿。 词数 100 左右。 2. 群文阅读（30分钟） 1） 阅读课文 A Child of Two Cuisines，根据以下思维导图，从中英饮食文化出发，找出作者身份认同的形成线索，并完成导图填空。 2） 阅读以下文章，思考以下问题并写出你的感悟。 For American Born Chinese, what current situation are they faced with when it comes to "who they are"? Caught up in this confusion of cultural identity, what could they do? The Stir-Fried Tomatoes and Eggs My Chinese Mother Made By Francis Lam Feb. 2, 2017 Over the past two years of writing this column about immigrants and their food, I've cooked with a Filipina nurse who used scalpels to debone chicken; a Senegalese family that eats out of the same dish to emphasize everyone's responsibility to one another; a Mexican Popsicle maker who tried to heal the ache of her divorce by sharing literal sweetness. There was a Slovakian pierogi master whose last act before leaving for the United States was opening the barn doors to set her animals free; a Polish vegetarian who learned to make bigos, a meatfest of a stew, just so she could share her mother's recipe; and a Palestinian family that lives the American dream by hosting a Thanksgiving every night. As a writer, I wrote this column feeling honored to be entrusted with their stories. And as the child of Chinese immigrants, I wrote this column looking up to my subjects — as I do to my own parents — for carrying the burden of living between two worlds. For finding their footing while having to bridge where they're from with where they are. I've been thinking about this because this is my last column for the magazine — another dream project beckons, which I hope you'll hear more about soon — but also because of tomatoes and eggs. A few weeks ago, I felt a sudden, irresistible craving for Chinese stir-fried tomatoes and eggs. A dish of savory, sweet-tart tomato sauce folded around soft-scrambled eggs, it hits every pleasure center in the brain and makes it easy to scarf down a lot of rice, fast. When I worked in Chinatown, it was a staple of every $4 buffet in the neighborhood. A version of it with beef was my younger brother's favorite food when we were growing up, and by "favorite food," I mean it was basically the only thing he would eat for the first eight years of his life. (So much so that once, for some reason clear only to jerk older brothers, I squirted ketchup into his apple juice to make fun of him. We fought, he won, I drank the juice.) It's the kind of dish that people say is the first thing they learned to cook, that fed them when they left home, that inspires sudden and irresistible cravings. But when my hunger struck, I had no idea how to make it. I looked in my Chinese cookbooks, but it appeared in exactly none of them. Calling up my mother to ask her, I knew, would be like asking her to describe how to tie shoelaces: almost impossible to articulate, buried so deep in her muscle memory. In Chinese cooking, this dish is like air, present and invisible. I knew that I wasn't going to figure out a recipe for it, because I realized that my not knowing how to make this dish was akin to my Cantonese getting rusty, to not knowing when Chinese New Year is every year. It's because I'm not an immigrant, only a son of immigrants, and so I know only the frayed facsimile of the world that my parents grew up in. Being part of a culture without living in it is like being in a long-distance relationship. You can make it work with grand displays of affection and splendid visits, but you don't get to have coffee together on a Sunday morning — the little things, the stuff daily life is built on. I knew that if I were to have this recipe, it would have to come to me through my people or not at all. So I went online and found recipe after recipe, with an eye toward cobbling together my own. I read the cookbook author Genevieve Ko's version and took from it the idea of just lightly cooking the eggs before finishing them in the tomatoes. I read Chichi Wang's version, on Serious Eats, and lifted her brilliant use of fragrant rice wine in the eggs and ketchup in the sauce. I read dozens of blog posts, mostly relating the same story over and over again — a story of nostalgia, of Mom's cooking, of home. I read the comments, also telling the same: Thank you, thank you, I've missed this dish, thank you, thank you. And after all this reading, I started to realize what I was really seeing: people, just like me, missing a knowledge that they felt should be in their bones, coming to someone else's recipes to connect them to where they came from while being rooted in where they are. （三）综合实践类（长周期长作业）—— 语言迁移（实施周期：2周） 以“How can we introduce Chinese food to the world in a way that makes people want to try it?”为驱动性问题，学生亲自动手制作一道中餐，全程拍摄并完成英文配音，制作一条60—90秒的中餐介绍视频；随后将视频上传至抖音、小红书等平台，添加英文、美食、中餐等hashtag，面向真实受众传播，并整理来自世界各地的评论区反馈。整个过程以小组为单位，分工行动。 1. 启动·分析观看抖音/小红书上已有的中餐英文视频，分析：哪些视频点赞高？为什么？它们的开头、节奏、文案有什么特点？ 2. 策划·调研选定一道菜，采访家人（这道菜的来源、做法、家庭意义）；查阅该菜的英文表达和文化背景；撰写英文脚本初稿；采访录音、脚本草稿。 3. 制作·实践亲自下厨做这道菜，拍摄全过程；后期剪辑+英文配音；添加英文字幕视频素材、配音、字幕。 4. 发布·传播上传至抖音/小红书，添加英文、美食、中餐等hashtag；记录发布后24-48小时的数据（播放量、点赞、评论）平台截图、数据记录。 5. 反馈·反思整理来自世界各地的评论区反馈：哪些评论是正面的？哪些提出了疑问？哪些存在文化误解？2周后以小组为单位用英文撰写反思报告并展示分享。 参考格式： Group work Role Name Tasks Team Leader Script Writer Chef & Filmer Editor & Publisher ...... Dish Introduction Project Feedback 7、 答案与解析 （一）基础巩固类（必做）—— 语言基础（限时20分钟） 1． 单词归类（识记中文意思，并归到相应的类别中） 【答案】 类别 词汇 食物名称 ④ yoghurt ⑥ tofu ⑧ bacon ⑪ snack ⑮ sausage ⑱ steak ⑳ onion ㉕ cheese 味道与口感 ② spicy ⑨ creamy ⑫ sour ⑲ bitter ㉒ salty ㉔ tender 场所与人物 ③ butcher ⑬ chef ⑰ bakery 饮食与文化 ① recipe ⑤ custom ⑦ opinion ⑩ manners ⑭ diet ⑯ symbol ㉑ cuisine ㉓ plate 【解析】 本题要求学生识记词汇的中文意思，并根据词义将其归入对应类别。通过将刚识记的词汇立即运用于分类练习，使学生在“识记—理解—归类—运用”的实践中及时巩固所学，这一过程将词汇识记与题目应用紧密结合，达到以练促记、学用结合的效果，从而加深理解、巩固记忆、增强印象。 2． 同义句转换（根据句意，体会不同意图与语气，填入正确的情态动词） 【答案】 ① need to 表示“有必要”，语气适中。 ② need not 表示“没必要”，语气温和。 ③ should 表示“应该”，是礼貌建议；had better 表示“最好”，带有“否则可能出问题”的警告意味。 ④ must not 表示“禁止、不允许”，语气最强。 ⑤ dare not 表示“不敢、没有勇气”，符合原句 has no courage。 【解析】 本题考查学生在具体语境中辨析情态动词语气强弱与语用功能的能力。学生需根据原句所表达的意图——如客观必要性、委婉建议、明确禁止、主观勇气等——在具体语境中，从情态动词库中选择意义最贴近、语气最得体的词完成同义转换，而非仅凭中文对应机械替换。 3． 语境实践（完成相应单词填空，翻译相应句子，形成一段完整的美食描述） 【答案】 ①recommend ② typical ③ cuisine ④ originated ⑤ tender ⑥fresh ⑦You don't have to choose an extremely spicy soup base if you're not used to it. ⑧satisfying ⑨spicy ⑩flavour 【解析】 本题以“向外国友人介绍四川火锅”为真实语境，潜移默化中培养了文化自信，将词汇、语法和句子翻译融入一篇完整的语篇中，实现了从“语言知识”到“语篇运用”的进阶考查。一是词汇层面，考查核心词汇的拼写（如 cuisine, tender, flavour）和词性变化（如 type→typical, origin→originated）；二是语法层面，考查时态（一般过去时 originated）和情态动词的语用选择（如 don't have to 表示“不必”，had better not 表示“最好不要”）；三是语篇层面，通过句子翻译将中文表达融入英文语篇，学生需在上下文中判断语义和语气，而非孤立翻译。本题的功能是“以读促写”——学生完成填空和翻译的过程，就是在感知一篇完整美食介绍的结构（来源→做法→味道→建议→文化意义），为后续独立完成介绍信写作搭建了语篇框架和语言支架。 （2） 能力提升类（选做）—— 语言应用（限时50分钟） 1. 应用文写作（20分钟） 【参考答案】 作文A：介绍信范文 Dear Alex, I'd recommend Jiaozi if you want to try the most typical dish from my hometown. It is a representative dish of Chinese cuisine and has become a symbol of family reunion. It originated in ancient China and is usually eaten on Spring Festival. To make Jiaozi, you need flour, meat and vegetables. You wrap the filling in thin dough and then boil or steam them. The meat tastes tender, and the vegetables stay fresh and crisp. Dipping them in vinegar makes the flavour even better. You don't have to use chopsticks if you find it difficult—a fork is fine. You should try a little of everything, because sharing food is an important custom in Chinese culture. Hope you can visit someday. Yours, Li Hua 作文B：建议信范文 Dear Peter, I'm sorry to hear that you haven't been feeling well lately. I've noticed that you often skip breakfast and eat too much junk food, which may be the reason why you feel tired in class and have put on weight. In my opinion, you shouldn't skip breakfast—it gives you energy for the whole morning. You'd better not eat too much fried food, or you may suffer from health problems later. You don't have to give up all your favourite snacks, but you should try to eat more fruit and vegetables. Hope you feel better soon. Yours, Li Hua 【解析】 本次应用文写作以真实跨文化交际为情境，通过“介绍家乡代表菜”和“向朋友提出饮食建议”两项任务，考查学生运用本单元饮食词汇、介绍类句型和情态动词进行得体表达的语言能力；同时引导学生在传播中华饮食文化、关注健康生活的过程中，比较文化差异、分析问题并提出建议，实现语言能力、文化意识与思维品质的融合发展。 2. 群文阅读（30分钟） 1） 阅读课文 A Child of Two Cuisines，根据以下思维导图，从中英饮食文化出发，找出作者身份认同的形成线索，并完成导图填空。 2)阅读以下文章，思考以下问题并写出你的感悟。 【参考答案】 For American-born Chinese, the situation is a sense of being caught between two cultures. As Francis Lam puts it, they are “not an immigrant, only a son of immigrants,” with only a “worn, second-hand” understanding of their parents’ world. They feel they should know the food, the language, the traditions—but they don’t. It is like being in a “long-distance relationship” with a culture they belong to but do not live in. To deal with this confusion, they can take action. They can reconnect through food, family stories, and online communities, as Lam did. They can practice their culture in daily life—cooking, celebrating festivals, learning the language. Most importantly, they can accept that they do not have to choose one identity over the other. Like the child in *A Child of Two Cuisines*, they can let both cultures shape who they are. 【解析】 本题以华裔群体文化身份困境为切入点，考查学生基于文本分析问题、提出对策的思维品质，以及理解文化认同复杂性的文化意识。学生需从文中提取“移民后代”的夹缝处境——“二手理解”“异地恋”式的文化距离——进而思考主动连接与接纳混合身份的行动路径，在语言运用中实现思维发展与文化理解的融合。 （三）综合实践类（长周期长作业）—— 语言迁移（实施周期：2周） 【参考答案】 Group work Role Name Tasks Team Leader Script Writer Chef & Filmer Editor & Publisher ...... Dish Introduction Title: Sichuan Hot Pot — A Taste of Sharing [Opening] Have you ever tried a dish that brings everyone together? Let me introduce Sichuan hot pot. [Origin] It originated along the Yangtze River during the Qing Dynasty. Boat workers created it to keep warm and fight the dampness. Today it has become a symbol of sharing and togetherness. [How to eat] You need a pot of boiling soup, fresh ingredients like meat, tofu and vegetables, and a dipping sauce. You put the food into the soup, cook it for a few minutes, and then dip it in the sauce. [Taste] The soup base is spicy and slightly numbing. The meat tastes tender, and the vegetables stay fresh and crisp. In my opinion, what makes it so satisfying is that every bite is different—sometimes intensely spicy, sometimes mild, but always full of flavour. [Tips] You don't have to choose an extremely spicy soup base if you're not used to it. You could try a little of everything, because sharing food is an important custom in Chinese culture. You'd better not drink the soup if it's too spicy. [Closing] So if you want to try the most typical dish from my hometown, I'd recommend Sichuan hot pot. It's not just a meal—it's an experience. Project Feedback We uploaded our video to Douyin and Xiaohongshu with hashtags like #English, #Food and #ChineseFood. In the first 48 hours, we got about 1,200 views, 86 likes and 34 comments. Most comments were positive: “Looks delicious!” “I want to try it.” Some asked questions like “Is it very spicy?” and “What ingredients do you need?” One comment said, “Chinese food is unhealthy.” We replied that hot pot uses fresh ingredients and that you can choose a mild soup base. It is about sharing, not just eating. This project taught us that cross-cultural communication is not only about introducing food but also about correcting misunderstandings. We learned to make our video shorter and clearer. Next time, we would speak more slowly, add clearer subtitles, and reply to comments faster. Overall, this project helped us use English in a real way and understand Chinese food culture better. 【解析】 本题以“如何向世界介绍中餐，让人们真正想尝试”为驱动性问题，采用长周期项目式学习形式，考查学生综合运用英语进行真实跨文化传播的能力。学生需经历观看分析、策划调研、动手制作、英文配音、平台发布、整理反馈、反思展示等环节，在真实情境中运用单元饮食词汇、介绍类句型和情态动词，发展语言能力；通过分析视频特点、回应文化误解、反思传播效果，锻炼思维品质；在传播中华饮食文化和理解多元反馈中增强文化意识；以小组分工合作完成长周期任务，提升学习能力与协作能力。本题体现“做中学、用中学”，将语言学习与文化传播、真实受众反馈紧密结合，实现核心素养的综合发展。 学科网（北京）股份有限公司 $