人教版（2019）选择性必修第二册Unit 3 Food and Culture Listening and speaking 教学设计（表格式）
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| 名称 | 人教版（2019）选择性必修第二册Unit 3 Food and Culture Listening and speaking 教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-15 10:21:36 | ||
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Unit3 Food and Culture Listening and speaking
教材分析
本节课的活动主题是“与外国朋友一起点餐”， 通过模拟与外国朋友一起点餐的场景，旨在提升学生的跨文化交际能力和英语实际应用能力。听力对话涉及一种典型的中国菜系---湘菜，教材通过听力、对话、图片等多种形式，介绍了湘菜的代表性菜肴及特点，同时引导学生掌握与外国友人交流时关于点餐和付款的相关表达。并要求学生结合自己的生活体验与同伴展开类似对话。
学情分析
本节课的授课对象为高二年级学生，高二年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语表达。然而，在与外国友人交流时，他们可能仍然会感到羞涩和不自信。此外，虽然学生对中国饮食文化有一定的了解，但在用英语介绍中国菜肴时可能会遇到词汇和表达上的困难。因此，在教学过程中，教师需要注重激发学生的参与热情，帮助他们克服羞怯心理，同时提供足够的语言支持，确保他们能够自信地运用英语进行交流。
学习目标
1.通过根据图片或文本预测把握听力材料的关键信息；
2.结合自身知识积累和生活经历，参考听力文本和教材提供的范例及功能项目，组织一段与外国朋友一起点餐的对话。
教学重难点
根据图片预测听力材料中的餐馆种类及其菜肴的主要特点。第一遍听录音，选出人物在该餐馆中所点的菜品。第二遍听录音，回答几个细节问题。第三遍听录音，找出推荐和点餐时的常用表达。角色扮演，参考教材提供的对话范例，组织一段和外国朋友在餐厅点餐的对话。
教学过程
教学环节 教学活动 设计意图 评估要点
展示目 标、明 确要求 （1.呈 现目标 Learning objectives: 1.get the clues and key information of the listening conversation with the help of previewing the picture or text; 2. make a dialogue about ordering food in a restaurant 让学生明 确上课学 什么，带 着目标意 识享受课 堂。 全 体 学 生 通 过 阅 读 领会目标
创设情 境、导 入新课 （2.引 起注 意） Lead-in 任务：Review the cuisines we have learned in the reading and thinking part. Activity one: Pre-listening Match the dishes below to their English names and think about how we can describe a dish. (P30 Exercise 1) Picture 1 Picture 2 Picture 3 Picture 4 创设情境，引出话题。 并引导学生 展开听前预测。 激活学生的已知和求知欲望
依据学 案、自 主学习 （3.提 供情 境、4. 指导学 习、5. 引出表 现） Activity two: Make a preview Q1: What kind of restaurant is it Q2: What kinds of food are served Activity 3 While-listening Task 1 Tingting, Anna and Lisa are at the Hunan restaurant. Listen to their conversation and tick the dishes that they order in the menu above. Task 2 Listen again and answer the questions. 1. How is Hunan cuisine somewhat different from Sichuan cuisine The heat in Sichuan cuisine comes from and . Hunan cuisine is often and the heat comes from just chillies. 2. What are the reasons why Hunan people like spicy food Hunan people will tell you that they like because they are a bold people. But many Chinese people think that hot food helps them overcome the . 3. Why do so many people love steamed fish head covered with chillies People love it because the meat is quite _______ and there are very______ . 4. Why does Tingting recommend bridge tofu instead of dry pot duck with golden buns Because bridge tofu_________ . 5. Why is red braised pork the most famous dish Because______ , and this was his_______ . Task 3 Listen and find out the ways to recommend and order food. Tingting: I the steamed fish head covered with chilies. Tingting: It’s quite good, but I the bridge tofu instead. Anna: Let’s _______ that. Tingting: What else to eat, Lisa Lisa: I’m really some pork. Tingting: Well, then you the red braised pork. Anna: Oh, that’s interesting. that then. Tingting: So, we’re .Waitress! Task 4 What kind of culture does the underlined part reflect Lisa: So what shall we order Tingting: I recommend the steamed fish head covered with chillies. I know fish head may sound strange, but the meat is quite tender and there are very few small bones, so everyone loves it. Activity 4 Role play Task 1 Brainstorm some expressions about choosing food in a restaurant 设置不同 的听力任 务播放录 音，目的 是培养学 生通过听 力获取细 节信息的 能力；其 次，学生 把握推荐 菜品和点 餐的相关 表达，为 后面的对 话做好铺 垫 学 生 能 够 通 过 听 录 音 获 取 相 关 信 息 ； 锻 炼 学 生 带 着 具 体 明 确 任 务 获 取 信 息 的能力。
教师引领，提 升能力 （6.反 馈评价） 小组讨 论（7. 课文迁 移与运 用）小组合作、探 究，（8. 发展创 造性思 维） Ordering food Waiter Customer
Introducing food FlavourWay of cookingIngredient
Paying the bill Waiter Customer
Task 2 Make conversations in group about consuming food in a restaurant using the model. A: I really love ________, so what dish would you recommend B: I suggest ______________. A: Really What’s that B: It’s _______ served ___________. It’s quite _______. A: That sounds OK, except that I don’t really like ____. What else do you recommend B: You know, this restaurant has the best ______. You’ll like it because it is really _________ and you ______________. A: That sounds great! B: Waiter! C: May I take your order B: We’d like _______________. C: Thank you very much. I’ll have your order to you in just a moment. 引导学生头脑风暴在餐厅点餐时的相关表达， 并组织对话 学生小组合作，组织 一 段 对话并分享
课堂小 结 Activity 5 Reflection get the clues and key information of the listening conversation with the help of previewing the picture or text; make a dialogue about ordering food in a restaurant. Activity six: Assignment 1) Review what you have learned in the class 2) Polish your dialogue according to what you have discussed. 师生反思 目标达成 度 用 PPT 重 新展示回扣 学习目标， 学生说收获。学生课下自主回扣学习内容。
教材分析
本节课的活动主题是“与外国朋友一起点餐”， 通过模拟与外国朋友一起点餐的场景，旨在提升学生的跨文化交际能力和英语实际应用能力。听力对话涉及一种典型的中国菜系---湘菜，教材通过听力、对话、图片等多种形式，介绍了湘菜的代表性菜肴及特点，同时引导学生掌握与外国友人交流时关于点餐和付款的相关表达。并要求学生结合自己的生活体验与同伴展开类似对话。
学情分析
本节课的授课对象为高二年级学生，高二年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语表达。然而，在与外国友人交流时，他们可能仍然会感到羞涩和不自信。此外，虽然学生对中国饮食文化有一定的了解，但在用英语介绍中国菜肴时可能会遇到词汇和表达上的困难。因此，在教学过程中，教师需要注重激发学生的参与热情，帮助他们克服羞怯心理，同时提供足够的语言支持，确保他们能够自信地运用英语进行交流。
学习目标
1.通过根据图片或文本预测把握听力材料的关键信息；
2.结合自身知识积累和生活经历，参考听力文本和教材提供的范例及功能项目，组织一段与外国朋友一起点餐的对话。
教学重难点
根据图片预测听力材料中的餐馆种类及其菜肴的主要特点。第一遍听录音，选出人物在该餐馆中所点的菜品。第二遍听录音，回答几个细节问题。第三遍听录音，找出推荐和点餐时的常用表达。角色扮演，参考教材提供的对话范例，组织一段和外国朋友在餐厅点餐的对话。
教学过程
教学环节 教学活动 设计意图 评估要点
展示目 标、明 确要求 （1.呈 现目标 Learning objectives: 1.get the clues and key information of the listening conversation with the help of previewing the picture or text; 2. make a dialogue about ordering food in a restaurant 让学生明 确上课学 什么，带 着目标意 识享受课 堂。 全 体 学 生 通 过 阅 读 领会目标
创设情 境、导 入新课 （2.引 起注 意） Lead-in 任务：Review the cuisines we have learned in the reading and thinking part. Activity one: Pre-listening Match the dishes below to their English names and think about how we can describe a dish. (P30 Exercise 1) Picture 1 Picture 2 Picture 3 Picture 4 创设情境，引出话题。 并引导学生 展开听前预测。 激活学生的已知和求知欲望
依据学 案、自 主学习 （3.提 供情 境、4. 指导学 习、5. 引出表 现） Activity two: Make a preview Q1: What kind of restaurant is it Q2: What kinds of food are served Activity 3 While-listening Task 1 Tingting, Anna and Lisa are at the Hunan restaurant. Listen to their conversation and tick the dishes that they order in the menu above. Task 2 Listen again and answer the questions. 1. How is Hunan cuisine somewhat different from Sichuan cuisine The heat in Sichuan cuisine comes from and . Hunan cuisine is often and the heat comes from just chillies. 2. What are the reasons why Hunan people like spicy food Hunan people will tell you that they like because they are a bold people. But many Chinese people think that hot food helps them overcome the . 3. Why do so many people love steamed fish head covered with chillies People love it because the meat is quite _______ and there are very______ . 4. Why does Tingting recommend bridge tofu instead of dry pot duck with golden buns Because bridge tofu_________ . 5. Why is red braised pork the most famous dish Because______ , and this was his_______ . Task 3 Listen and find out the ways to recommend and order food. Tingting: I the steamed fish head covered with chilies. Tingting: It’s quite good, but I the bridge tofu instead. Anna: Let’s _______ that. Tingting: What else to eat, Lisa Lisa: I’m really some pork. Tingting: Well, then you the red braised pork. Anna: Oh, that’s interesting. that then. Tingting: So, we’re .Waitress! Task 4 What kind of culture does the underlined part reflect Lisa: So what shall we order Tingting: I recommend the steamed fish head covered with chillies. I know fish head may sound strange, but the meat is quite tender and there are very few small bones, so everyone loves it. Activity 4 Role play Task 1 Brainstorm some expressions about choosing food in a restaurant 设置不同 的听力任 务播放录 音，目的 是培养学 生通过听 力获取细 节信息的 能力；其 次，学生 把握推荐 菜品和点 餐的相关 表达，为 后面的对 话做好铺 垫 学 生 能 够 通 过 听 录 音 获 取 相 关 信 息 ； 锻 炼 学 生 带 着 具 体 明 确 任 务 获 取 信 息 的能力。
教师引领，提 升能力 （6.反 馈评价） 小组讨 论（7. 课文迁 移与运 用）小组合作、探 究，（8. 发展创 造性思 维） Ordering food Waiter Customer
Introducing food FlavourWay of cookingIngredient
Paying the bill Waiter Customer
Task 2 Make conversations in group about consuming food in a restaurant using the model. A: I really love ________, so what dish would you recommend B: I suggest ______________. A: Really What’s that B: It’s _______ served ___________. It’s quite _______. A: That sounds OK, except that I don’t really like ____. What else do you recommend B: You know, this restaurant has the best ______. You’ll like it because it is really _________ and you ______________. A: That sounds great! B: Waiter! C: May I take your order B: We’d like _______________. C: Thank you very much. I’ll have your order to you in just a moment. 引导学生头脑风暴在餐厅点餐时的相关表达， 并组织对话 学生小组合作，组织 一 段 对话并分享
课堂小 结 Activity 5 Reflection get the clues and key information of the listening conversation with the help of previewing the picture or text; make a dialogue about ordering food in a restaurant. Activity six: Assignment 1) Review what you have learned in the class 2) Polish your dialogue according to what you have discussed. 师生反思 目标达成 度 用 PPT 重 新展示回扣 学习目标， 学生说收获。学生课下自主回扣学习内容。