（教案）中国传统美食介绍写作-Unit6 Food and Drinks-《英语 基础模块1》（高教版第三版）【单元写作精讲】

课 题 《英语 基础模块1》（高教版第三版） Unit6 Food and Drinks 课 型 Writing 课 时 1 授课班级 授课时间 45mins 授课教师 教材分析 本节课选自高教版中职英语基础模块 1 Unit6 Food and Drinks 单元 Reading & Writing 输出板块。本单元主题为饮食与食物，阅读部分向学生展示中外各类饮食，拓宽学生饮食文化视野。本课为单元输出写作课，体裁属于事物说明文，无书信格式，是山东春季高考高频短文写作题型。 完整教学流程：Lead-in 图片情境导入双人讨论→文体概念辨析→对接春考考点解读→Basic Vocabulary 基础单词学习→Advanced Vocabulary 拓展短语积累→Quick quiz 当堂填空小测→Useful Phrases 功能短语梳理→Sentence Patterns 句型拆解→Grammar Focus 语法重难点解析→Common Mistakes 典型错题辨析→Four Key Points 四大写作要素讲解→填空模板解析→当堂写作任务发布→写作步骤拆解指导→范文逐段评析→课堂小结→分层作业布置。 本课创设真实情境：学校即将接待外国交换生，小明需要为英文报写短文向外国学生介绍中国传统美食饺子。写作词数 80-120 词，不需要书信格式。本课在训练学生说明文写作技能的同时，渗透中华传统饮食文化，引导学生理解饺子背后家庭团圆的文化内涵，增强民族文化自信。对标山东春考书面表达评分细则，训练学生审题圈画要点、提取信息、自查纠错的应试能力。 学情分析 授课对象为中职高一学生。学生已经接触过简单书信，但是是第一次系统学习事物说明文写作，对说明文和书信的格式边界容易混淆。学生具备基础单词认读能力，但固定短语辨析、名词单复数是薄弱点。 学生高频写作错误整理： 1. 固定搭配be popular with，介词容易误用为 for，混淆介词用法； 2. be made of与be made from两组短语辨析不清，分不清原材料是否可见； 3. 名词单复数使用错误，介绍一类食物时，dumpling习惯用单数；one of后面忘记使用名词复数； 4. 文体格式混淆，画蛇添足增加书信的称呼、署名，造成格式扣分； 5. 写作内容单薄空洞，只写 “it is delicious”，缺少食材、食用习俗、文化寓意等核心信息，文化内涵部分缺失。 本课依托 PPT 中的美食卡通图片开展情境教学，采用 pair-work 双人讨论、当堂口头小测、正误错题对比辨析、填空脚手架模板开展分层教学。基础任务要求全体学生完成介绍饺子；拓展任务写月饼介绍留给学优生拔高训练，兼顾学困生与学优生不同学习需求。 学习目标 1. 知识目标 ①识记美食主题核心单词：traditional, dumpling, custom, culture, delicious, festival, popular；掌握拓展短语be popular with，be made of，stand for，family reunion，be well-worth trying，besides / what's more； ②掌握美食说明文完整句型框架：总起介绍事物、介绍食材与食用习俗、解读文化寓意、结尾评价推荐； ③明确美食介绍属于说明文，不需要书信格式；掌握be popular with；辨析be made of / be made from；牢记四大写作要素。 2. 能力目标 ①学生借助填空模板，独立完成一篇 80-120 词要点齐全、语法大体正确的美食介绍短文；②能够自主识别并且改正介词、固定短语、名词单复数、体裁格式类写作错误； ③写作逻辑层次清晰，既能够描述食物本身，也可以写出对应的习俗与文化内涵，合理使用过渡词。 3. 核心素养目标 ①语言能力：掌握事物说明文表达方式，完成介绍类书面输出； ②文化意识：了解饺子的由来与团圆的文化寓意，感受中华饮食文化魅力，树立文化自信；③思维品质：训练信息梳理能力，学会按照 “总述-食材习俗-文化寓意-推荐评价” 逻辑组织说明文文本； ④情感态度：尊重、热爱中华传统饮食文化，愿意用英语向外国友人介绍中国美食。 学习重难点 教学重点：说明文文章结构；美食介绍功能短语句型；四大写作要素；完整写出食材、食用习俗以及对应的文化寓意。 教学难点：be popular with介词搭配；be made of / be made from的辨析；严格区分说明文与书信格式；写作避免内容空洞。 教学方法 情境教学法、任务型教学法、讲练结合法、纠错教学法、分层教学法 课前准备 PPT 课件（各类中外美食卡通图片、词汇表、句型库、写作模板、练习题）、黑板 教学媒体 多媒体设备、PPT 课件 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Lead in 1. Show different kinds of food pictures on PPT. Raise guiding discussion questions: Which food is your favorite? What Chinese traditional food do you know? 2. Organize 2-minute pair-work. Walk around every group in the classroom, observe and listen to students' discussion. Invite 2-3 students to share their ideas in front of the whole class. 3. Present real-life situation: Our school will receive international students tomorrow. Xiao Ming needs to write a short passage to introduce Chinese traditional food for the school English newspaper. Ask students: Can we help him finish this passage? 4. Introduce today's writing lesson. 1. Look at the food pictures and think about the guiding questions. 2. Discuss the questions with partners in pairs. 3. Volunteer to share opinions with classmates. 4. Clear the writing background and learning task of this class. 借助课件中丰富的美食图片，激活学生生活经验；双人讨论降低开口表达难度；创设学校接待外国交换生的真实情境，自然引出美食说明文写作，同时渗透中华饮食文化。 Step 2: Concept Explanation & Link to Exam 4min 1. Explain what a food-introduction descriptive passage is. Clarify its core writing purpose：Brief introduction → ingredients & custom → cultural meaning → recommendation. Emphasize key rule: NO letter format. Make clear comparison between descriptive passage and personal story narrative writing. 2. Show “Link to Shandong Spring College Entrance Examination” slide. Explain the exam status of descriptive passage. Stress word-count requirement 80-120 words. Interpret scoring keys one by one: complete points, correct cultural information, logical sentences, grammar accuracy. Remind students of common exam themes: food, festivals, places and famous people. 1. Take simple notes in notebooks, tell the difference between food-introduction passage and story writing. 2. Be familiar with spring-exam writing requirements and scoring standards. 讲清美食说明文文体特征，对比说明文、记叙文，重点强调不需要书信格式；逐条解读春考评分标准，让学生明确得分要点，树立应试备考意识。 Step 3: Vocabulary Learning + Quick quiz 1. Display Basic Vocabulary single-word slide, read every word slowly, lead students to read after the teacher one by one, explain word class and Chinese meaning. 2. Show Advanced Vocabulary phrase slide, explain each phrase's meaning and usage. Highlight two key collocations：be popular with，be made of / be made from. 3. Show Quick-quiz fill-in-the-blank exercises on PPT. Call several students to give oral answers. Give timely positive feedback. Analyze grammar rules behind each exercise, remind students of easy-to-make mistakes about noun plural forms. 1. Read words and phrases following the teacher, mark confusing words and phrases in notebooks. 2. Take part in oral quick-quiz activity actively, listen to teachers' grammar analysis and take notes. 分层落实单词、拓展短语教学；重点拆解本课高频易混淆短语；借助当堂口头小测，提前暴露名词单复数、介词的知识漏洞，扫清后续写作语言障碍。 Step 4: Useful Phrases & Sentencepattern Learning 1. Divide Useful Phrases into two logical groups: phrases for brief introduction-ingredients-custom; phrases for cultural meaning-recommendation. Lead students to read aloud, explain how to use these phrases in different paragraphs. 2. Display Sentence Patterns slide by slide: Opening, Body-1, Body-2, Ending. Organize oral sentence-making practice, require students to pick one phrase and make short sentences. 3. Move to Grammar Focus slide. Explain Simple Present Tense for objective introduction of food, fixed phrases, transitional words. Remind students there is no letter format in this passage. 4. Show Common Mistakes slides. Guide students to observe wrong-and-correct examples, find out mistakes by themselves. Sum up error-avoiding tips for examinations. 1. Read useful phrases carefully and mark reusable expressions in notebooks. 2. Imitate sentence patterns and finish oral sentence-making practice. 3. Learn grammar points carefully. 4. Analyze typical mistakes, remember error-avoiding tips for writing. 把短文拆解成短语语言零件，再组装完整句子；重点训练一般现在时和过渡词的使用；错题辨析直击介词、短语辨析、名词复数、格式等高频失分点，加深学生记忆。 Step 5: Four Key Points & Template Analysis 1. Explain Four Key Points one-by-one: ①Passage type-no letter format ②Brief introduction ③Ingredients & custom ④Cultural meaning & recommendation. Stress that we cannot only write “it is delicious” without cultural information. 2. Display fill-in-blanks writing template. Analyze the function of each paragraph. Point out the blanks students need to fill with self-written content. 3. Return to the guiding question in lead-in part. Invite students to retell the main components of a food-introduction passage. 1. Memorize four key writing points. 2. Understand template structure and internal logic of each paragraph. 3. Review main parts of the passage. 填空模板为英语基础薄弱的学困生搭建学习脚手架；四要素训练学生审题圈画要点的做题习惯，着重提醒不能只描写味道，必须补充食材习俗和文化寓意；回扣课堂导入，实现教学闭环。 Step 6: Inclass Writing Task & Peercheck & Modelessay Comments 1. Present formal writing task and Chinese tips clearly on PPT: write a short passage introducing dumplings for school English newspaper. 2. Show writing steps: Judge the style; Extract four key points; Fill template and check mistakes. 3. Set limited time for writing. Ask students to finish the passage independently. Walk around the whole classroom constantly, offer individual guidance for weak students, observe students' real-time writing situation. 4. When most students finish writing, organize peer-check between deskmates. Give clear peer-check checklist: check passage format, be popular with, be made of, noun plural forms and key-points completeness. 5. Display the complete model essay. Make paragraph-by-paragraph comments, analyze the advantages of the sample text, point out reusable sentences and phrases for students. 1. Complete the short passage independently with the support of fill-in template. 2. Do peer-check with deskmate, find mistakes in each other's writing according to checklist. 3. Compare their own composition with the model essay and collect useful phrases. 完成大量语言输入之后落实当堂书面输出；同伴互评训练学生自查纠错能力；范文逐段讲评对标春考说明文高分标准。 Step 7: Summary & Homework 1. Review core knowledge together with students: key words & phrases; food-introduction sentence patterns; four-point writing structure; grammar and format reminders. 2. Assign hierarchical homework. Basic homework is for all students; advanced extended homework is for top students. State homework requirements clearly. 1. Review knowledge points learned in this lesson. 2. Write down homework requirements in exercise-books. 课堂复盘巩固本节课全部重难点；分层作业兼顾不同层次学生，实现课上课下学习的衔接，巩固说明文写作技能。 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $