XB2U3人教版选必2 Unit3语篇分析+阅读单（教师版）
选择性必修二 Unit3 Culture and Cuisine语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：Culture and cuisine
文章类型： 说明文（夹叙夹议）
主题 / 中心思想： 通过中美饮食文化对比及中国不同地区饮食案例，阐释“饮食反映文化”的核心观点，强调文化与饮食的共生关系。
二、文本结构与内容分析 整体结构：
总-分-总结构总起（第1-2段）：引用名言“You are what you eat”提出观点，以中美饮食差异为例说明饮食反映文化。分述（第3-7段）：通过作者在中国的旅行经历，分述北京、山东、西北、华南等地饮食案例，分析其文化内涵。总结（第8段）：重申“文化与饮食密不可分”，呼吁读者通过饮食体验文化。
段落分布：
第1段：提出论点。第2-7段：具体案例分析。第8段：总结升华。
逻辑关系：
因果（如“游牧文化 → 烤肉饮食”）。对比（中美饮食差异、中国不同地区饮食对比）。并列（各地饮食案例并列呈现）。衔接与连贯：
段落之间通过过渡句或过渡词自然衔接，如“Later, I had a chance to experience authentic Chinese food by coming to China.”“We soon moved to Shandong Province in the eastern part of North China.”等，使文章整体连贯流畅。
段落功能：
各段落围绕中心论点，从不同角度展开论述，层层递进，相互补充，共同支撑文章主题。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：
在全球化背景下，不同文化间的交流日益频繁，饮食作为文化的重要组成部分，成为人们了解和体验不同文化的重要途径。同时，中国作为拥有悠久历史和丰富地域文化的国家，其饮食文化具有独特魅力和深刻内涵。
背景知识的运用：
作者通过自身在中国的旅行经历，结合对中国不同地区饮食文化的观察和体验，运用具体案例展现饮食与文化的紧密联系，使读者更易理解和感受这一抽象概念。写作意图：
通过对比中美饮食差异和分析中国各地饮食案例，让读者认识到饮食不仅是物质享受，更是文化载体，从而增强对饮食文化的关注和理解，促进文化交流与融合。
四、情感态度与价值取向分析 情感态度：
作者对中国饮食文化充满好奇、欣赏和赞美之情，同时也表达了对不同文化背景下饮食差异的尊重和包容。
价值取向：
倡导通过饮食体验文化，强调文化与饮食的共生关系，鼓励人们开放心态，积极了解和体验不同文化，促进多元文化间的交流与理解。
五、论点与文章有效性分析 论点清晰度与证据支持：
文章中心论点明确，即“文化与饮食密不可分”。作者通过中美饮食对比、中国不同地区饮食案例等丰富证据进行论证，使论点具有说服力。
文章有效性与局限性： 文章有效展示了饮食与文化的紧密联系，但主要以作者个人经历和部分案例为依据，可能存在一定的主观性和局限性，未能涵盖所有地区和文化背景下的饮食情况。
文章与现实的联系：
与现实生活紧密相关，因为饮食是人们日常生活中不可或缺的一部分，了解饮食文化有助于更好地理解和适应不同文化环境，对于促进跨文化交流具有实际意义。
六、逻辑关系与推理分析 显性逻辑关系：
文章通过明确的因果、对比、并列等逻辑关系组织内容，使读者能清晰地理解作者的思路和观点。
隐性推理与假设：
作者隐含地假设读者对基本饮食文化概念有一定了解，并在此基础上进行推理和阐述，如从饮食特点推断文化特征等。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：
语言简洁明了，通俗易懂，适合不同层次的读者。同时，运用了丰富的描述性语言，使文章生动形象，富有感染力。
句式与句型分析：
句式多样，包括简单句、并列句和复合句等，长短句结合，增强了文章的节奏感和可读性。如“Tired, hungry, and not knowing a word of Chinese, we had no idea how to order food.”等。
文体特征：
作为说明文，文章具有条理清晰、逻辑严谨的特点，同时融入了作者的个人经历和情感，使文章兼具知识性和趣味性。
修辞手法：
运用了引用（如引用Jean Anthelme Brillat-Savarin的名言）、对比（中美饮食对比、中国不同地区饮食对比）、举例（各地饮食案例）等修辞手法，增强了文章的说服力和表现力。
八、写作手法分析 写作技巧与表达方式：
采用总-分-总结构，先提出观点，再通过具体案例分析展开论述，最后总结升华，使文章结构紧凑，层次分明。同时，运用了第一人称叙述，增强了文章的真实性和亲和力。
九、个人理解与批判性思维 个人理解与反思：
文章让我深刻认识到饮食作为文化载体的重要性，不仅满足人们的物质需求，还反映了人们的生活方式、价值观等。在日常生活中，我们可以通过品尝不同地方的美食，了解其背后的文化内涵，拓宽自己的文化视野。
批判性思维与反思：
虽然文章提供了丰富的案例，但在论证过程中，部分观点可能存在一定的主观性，如从饮食特点直接推断人的性格等。在实际应用中，我们应保持批判性思维，结合更多证据和研究，全面客观地看待饮食与文化的关系。
课文语言表达梳理 一、情感描述相关表达with pleasure.用法：表愉快心情替换表达：pleasantly /delightedlybe filled with.用法：表充满状态替换表达：be full of /be laden with.be related to用法：表事物关联替换表达：be associated with /be connected withHowever, one thing is always true: Through food, we experienced the friendship and kindness.用法：转折后强调事实替换表达：Nevertheless, there is one constant truth: Food not only nourishes the body but also the soul.
二、行为描写相关表达5. "The chef just began filling our table with the best food we had ever eaten.用法：描述某人主动开始用某物填满某个空间，体现动作的主动性和结果的丰盛。替换表达：The cook immediately started piling the table with an array of unfamiliar but delicious dishes.6. We had no idea how to order food, and the chef just began filling our table with the best food we had ever eaten.用法：通过 “had no idea” 和 “began filling” 的对比，突出行为的意外性和他人的善意。替换表达：Staring blankly at the menu, we were speechless when the chef personally curated a meal that became the highlight of our trip.Through food, we experienced the friendship and kindness.用法：通过 “experienced” 连接行为（食物）与情感（友谊与善意），强调文化交流的深层意义。替换表达：Food acted as a bridge, allowing us to not only taste local flavors but also feel the genuine warmth of those who shared them.
三、结果与反思相关表达8. As a result of this experience, we developed a deeper appreciation for cultural diversity.用法：通过 “As a result of” 连接行为与结果，强调经历带来的改变替换表达：This encounter deepened our understanding of cultural diversity, showing how food unites people.9. Only later did we realize the importance of simplicity in traditional cooking.用法：通过 “Only later” 强调时间推移后的反思，突出认知的变化。替换表达：Retrospectively, we grasped that simplicity in cooking preserves the essence of heritage.
文章结构梳理 Article Analysis: Culture and Cuisine
Main Idea
The article "Culture and Cuisine" explores the profound connection between food and cultural identity, using the author's experiences with Chinese food in America and during travels through various regions of China as a narrative thread. It illustrates how culinary preferences and traditions serve as a window into understanding a people's lifestyle, values, and cultural heritage.
Paragraph Summaries and Functions
topic: you are what you eatSummary: The article opens with discussion questions about Chinese cuisine's diversity and its cultural implications, then introduces the quote "You are what you eat" to explore food's role in shaping identity and reflecting cultural values.Function: Engages readers and establishes the theme of the intricate link between culinary habits and cultural identity.Chinese food in AmericaSummary: Contrasts Americanized Chinese dishes like General Tso's chicken with authentic Chinese cuisine, highlighting how these adaptations reflect American tastes and reveal cultural differences.Function: Illustrates how food adaptations in a foreign context can both represent and distort the original culture, serving as an entry point for discussing cultural interpretation through cuisine.Chinese food in BeijingSummary: The author describes their first authentic Chinese meal in Beijing at a Sichuan restaurant, emphasizing the cultural hospitality experienced through shared meals.Function: Demonstrates the warmth and friendship extended through food in Chinese culture, offering a personal anecdote that underscores the article's central theme.Chinese food in ShangdongSummary: The author discusses their time in Shandong Province, focusing on local dishes like boiled dumplings and pancake rolls with green onions, and how food preparation reflects family values and communal traditions.Function: Shows how regional cuisine embodies local cultural values, particularly the importance of family and collective effort in food preparation.Chinese food in XinjiangSummary: Details the author's experiences in Northwest China, where the nomadic lifestyle of groups like the Kazak and Inner Mongolians influences their diet of roasted meats like lamb kebabs.Function: Exemplifies how geographical and cultural contexts shape culinary traditions, linking the nomadic way of life to specific food practices.Chinese food in Guangdong and HenanSummary: The author reflects on their journey through South and Central China, noting the diversity of local cuisines and how each region's food offers insights into its people and culture.Function: Reinforces the article's thesis that food is a key to understanding cultural identity, using varied regional examples to illustrate the universal nature of this connection.Conclusion: culture and cuisine go hand in handSummary: The concluding paragraph summarizes the symbiotic relationship between culture and cuisine, emphasizing that experiencing one enriches the understanding of the other.Function: Leaves readers with a memorable conclusion that encapsulates the article's exploration of how food and culture are interdependent and mutually revealing.
Key Details from Each Paragraph
topic: you are what you eatThe article introduces the theme that food reflects cultural identity through discussion questions and the quote "You are what you eat."Chinese food in AmericaAmericanized Chinese dishes like General Tso's chicken reveal American taste preferences and cultural differences.Chinese food in BeijingThe author experiences authentic Sichuan cuisine in Beijing, highlighting Chinese hospitality through shared meals.Chinese food in ShangdongIn Shandong, family values are reflected in communal food preparation, particularly with dishes like boiled dumplings.Chinese food in XinjiangThe nomadic lifestyle in Northwest China influences the region's cuisine, featuring roasted meats like lamb kebabs.Chinese food in Guangdong and HenanThe diversity of regional cuisines in South and Central China offers insights into local traditions and cultural heritage.Conclusion: culture and cuisine go hand in handThe conclusion emphasizes the interdependent relationship between culture and cuisine, where experiencing one enriches understanding of the other.
Reading Comprehension Worksheet（教师版）
XBook 2 Unit 3 Reading and Thinking: Culture and Cuisine
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. Summarize the article in 1–2 sentences or choose the best summary.
The article explores the connection between culture and cuisine through different experience with Chinese food, emphasizing that food reflects regional lifestyles, values, and social bonds.
B. "The article uses a _______ to depict writer’s experience with Chinese food, showing their journey from _______, _______, _______, _______, to _______."
Answer: "The article uses a timeline to depict writer’s experience with Chinese food, showing their journey from America, Beijing, Shandong, Xinjiang, to Guangdong."
目的： 该问题考察学生从文章中提取主旨和关键信息的能力。总结要求理解文章的核心信息。
阅读技能目标：
能识别文章中的关键信息。
能将信息进行整合并形成简洁的总结。
Analyze the article’s structure and explain the function of each part.
Introduction (Para.1) _________________
Body (Para.2 — 6 ) My _________________ with Chinese food.
Conclusion (Para.7) ________________________________________
Introduction (Para.1) “You are what you eat.”
Body (Para.2 — 6 ) My different experiences with Chinese food.
Conclusion (Para.7) Culture and cuisine go hand in hand.
目的： 该问题考察对文章结构的理解。阅读技能目标：
能识别文本段落。
总结每段的主旨大意。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
A. Analyze how specific dishes symbolize cultural values or practices.
Example 1: Shandong dumplings → Family unity and cooperation.
Example 2: Sichuan peppercorns → Adventurous spirit and regional identity.
Example 3: Roasted lamb skewers (Northwest China) → Nomadic heritage and communal cooking.
B. Compare how food reflects cultural differences between America and China.
American-Chinese Food: Adapted to local tastes (e.g., General Tso’s Chicken) → Reflects American preferences for bold, simple flavors and openness to innovation.
Authentic Chinese Cuisine: Rooted in tradition and regional diversity → Reflects deep cultural values (e.g., family, hospitality, regional pride).
目的：通过跨文化对比，增强学生对文化差异的理解与包容性。
阅读技能目标：
能够进行跨文化对比分析。
理解文化适应与文化传承的不同表现。
A. What’s the purpose of writer in the passage
To highlight the cultural significance of food.
To encourage readers to explore cultures through cuisine.
To challenge stereotypes about food and personality (e.g., spicy food lovers are hot-tempered).
B. What values does the author promote through the text
Examples:
Respect for cultural diversity.
Appreciation for family and community traditions.
Openness to new experiences and perspectives.
目的：帮助学生理解作者的写作意图，培养文本深层分析能力。
阅读技能目标：
能够推断作者的写作目的。
理解文本背后的社会与文化意义。
A. Do you agree with the author’s statement that “culture and cuisine go hand in hand” Share your thoughts and examples with your group.
Guiding Points:
Agree: Festive foods (e.g., mooncakes, Thanksgiving turkey) symbolize cultural values and traditions.
Disagree: Globalization has led to the homogenization of food, making it less tied to specific cultures.
B. Debate Preparation
Topic: “Food is the best way to understand a culture.”
Instructions:
Divide students into two groups (pros and cons).
Each group prepares arguments and examples to support their position.
Conduct a structured debate in class.
目的：通过小组讨论、辩论，培养学生的批判性思维与表达能力。
阅读技能目标：
能够构建有逻辑的论点。
能够表达并支持自己的观点。
学会倾听与回应他人的观点。
Argument Development
What are the strengths and limitations of using food to understand culture
Can food alone fully represent a culture’s complexity
What other aspects of culture (e.g., language, art, history) are equally or more important
目的：帮助学生深入思考食物与文化的关系，培养多角度分析能力。
阅读技能目标：
能够从多个角度分析问题。
理解文化表现的多样性。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Analyze the timeline structure in the article. How does it help develop the writer’s food journey
Answer: The timeline structure allows the writer to reveal his Chinese food journey step by step. By experiencing these Chinese food and its characteristics, readers can follow the writer’s experience and feel the connection between food and culture.
目的： 该问题侧重于结构分析，帮助学生理解时间线结构如何支持食物与文化联系的呈现。
阅读技能目标：
理解结构元素（如时间线）如何影响叙事。
认识到结构是如何呈现关系的。
2. A. Fill in the table using information from the text.
Region Typical Cuisine Typical Cuisine
Region Typical Cuisine Typical Cuisine
America General Tso’s Chicken General Tso’s Chicken
Beijing Sichuan cuisine (e.g., Mapo Tofu) Hospitality and adventurous spirit
Shandong Dumplings Strong family bonds and collaboration
Northwest China（Shandong) Roasted lamb skewers Nomadic traditions and communal cooking
South China (Xinjiang) Dim sum Appreciation for refined and delicate lifestyles
Central China (Guangdong) Stewed noodles Blend of tradition and innovation
B. Determine if the following statements are true (T) or false (F).
General Tso’s Chicken is an authentic Chinese dish. ( )
Making dumplings in Shandong symbolizes family unity. ( )
The author believes spicy food lovers are hot-tempered. ( )
General Tso’s Chicken is an authentic Chinese dish. (F)
Making dumplings in Shandong symbolizes family unity. (T)
The author believes spicy food lovers are hot-tempered. (F)
目的： 该问题帮助学生分析作者美食经历，并探讨各地不同饮食文化习惯背后的文化祭奠。鼓励学生探索深层文化背景。
阅读技能目标：
理解并分析文章的行文细节。
解释文化与饮食的关系。
3.
Match the causes to the effects below.Then find more examples from the text.
Cause
1. The flavour preferences of Americans often differ from those of the Chinese.
2. We had no idea how to order food.
3. These groups traditionally wandered the open range on horses.
Effect
A. The chef just began filling our table with the best food we had ever eaten.
B. Their traditional foods are what you can cook over an open fire.
C. Chinese food in America is changed to suit American tastes.
1. The flavour preferences of Americans often differ from those of the Chinese.
C. Chinese food in America is changed to suit American tastes.
2. We had no idea how to order food.
A. The chef just began filling our table with the best food we had ever eaten.
3. These groups traditionally wandered the open range on horses.
B. Their traditional foods are what you can cook over an open fire.
目的： 考察对cause-effect结构的理解。
阅读技能目标：
找寻饮食和文化的关联。
理解因果关系在写作中的运用。
4. Design a Cultural Food Poster
Choose a regional dish mentioned in the text (e.g., Sichuan peppercorns, Shandong dumplings) and design a poster that includes:
Visual Elements: Images or symbols representing the dish and its cultural context.
Textual Elements: A slogan using rhetorical devices (e.g., metaphor, alliteration) to highlight its cultural significance.
Example:
Dish: Sichuan Peppercorns
Slogan: “Taste the Adventure: Sichuan’s Spicy Heartbeat!”
目的：通过创造性设计，帮助学生将文本内容转化为视觉与语言表达。
阅读技能目标：
能够综合运用修辞手法与跨媒介元素传递文化信息。
提升对文化符号的视觉化表达能力。
IV. Critical Thinking and Application（批判性思维与实践运用）
Choose a traditional dish (e.g., sushi, tacos) and analyze its cultural significance using the article’s analytical framework.
“A Dish That Tells a Story”
Outline Support:
Historical background of the dish.
Cultural practices linked to its preparation (e.g., family roles, festivals).
Personal reflections or experiences.
目的：通过个人反思，帮助学生将文本主题与自身经历结合，提升文化认同感。
阅读技能目标：
能够将文本内容与个人经验相联系。
通过写作表达个人对文化的理解与感受。
Compare the cultural significance of food in China and another country (e.g., Japan, Italy, Mexico) using the chart below.
Aspect China Another Country
Festive Food
Symbolism
Cultural Values
Aspect China Another Country
Festive Food Dumplings (Spring Festival) Turkey (Thanksgiving)
Symbolism Family unity and prosperity Gratitude and harvest celebration
Cultural Values Tradition and continuity Gratitude and community bonding
目的：通过跨文化对比，增强学生对文化多样性的理解与包容性。
阅读技能目标：
能够进行跨文化对比分析。
理解不同文化中食物的象征意义与社会功能。
Problem-Solving & Real-World Application.
Case Study: Cultural Misunderstanding
Instructions: Read the following scenario and discuss how to address the cultural misunderstanding.
Scenario: A foreign visitor is invited to a Chinese family dinner. They refuse to try a traditional dish (e.g., stinky tofu) because they find the smell unpleasant. The host feels offended.
Questions:
What cultural values are at play in this situation
How can the visitor and host communicate effectively to resolve the misunderstanding
What strategies can be used to promote cross-cultural respect in similar situations
目的：通过案例分析，培养学生的跨文化交际能力与问题解决能力。
阅读技能目标：
能够识别文化冲突的根源并提出解决方案。
学会在跨文化情境中运用同理心与沟通技巧。
V. 词块积累及应用
1. 绘制思维导图：
中心词：Culture and Cuisine
分支 1：Feelings (e.g., with pleasure /pleasantly, be filled with /be full of, be related to /be associated with)
分支 2：Actions (e.g., begin filling, experienced)
分支 3：Reflections (e.g., as a result , simplicity preserves heritage)
A. 情感描述相关表达
with pleasure.
用法：表愉快心情
替换表达：pleasantly /delightedly
be filled with.
用法：表充满状态
替换表达：be full of /be laden with.
be related to
用法：表事物关联
替换表达：be associated with /be connected with
However, one thing is always true: Through food, we experienced the friendship and kindness.
用法：转折后强调事实
替换表达：Nevertheless, there is one constant truth: Food not only nourishes the body but also the soul.
B. 行为描写相关表达
The chef just began filling our table with the best food we had ever eaten.
用法：描述某人主动开始用某物填满某个空间，体现动作的主动性和结果的丰盛。
替换表达：The cook immediately started piling the table with an array of unfamiliar but delicious dishes.
We had no idea how to order food, and the chef just began filling our table with the best food we had ever eaten.
用法：通过 “had no idea” 和 “began filling” 的对比，突出行为的意外性和他人的善意。
替换表达：Staring blankly at the menu, we were speechless when the chef personally curated a meal that became the highlight of our trip.
Through food, we experienced the friendship and kindness.
用法：通过 “experienced” 连接行为（食物）与情感（友谊与善意），强调文化交流的深层意义。
替换表达：Food acted as a bridge, allowing us to not only taste local flavors but also feel the genuine warmth of those who shared them.
C. 结果与反思相关表达
As a result of this experience, we developed a deeper appreciation for cultural diversity.
用法：通过 “As a result of” 连接行为与结果，强调经历带来的改变
替换表达：This encounter deepened our understanding of cultural diversity, showing how food unites people.
Only later did we realize the importance of simplicity in traditional cooking.
用法：通过 “Only later” 强调时间推移后的反思，突出认知的变化。
替换表达：Retrospectively, we grasped that simplicity in cooking preserves the essence of heritage.
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A. 请用以下词汇和表达描述一次难忘的用餐经历，并表达文化公共鸣：
词汇：with pleasure, be filled with, be related to
句型：However, one thing is always true: … / Nevertheless, there is one constant truth: .
示例句："However, one thing is always true: No matter the language, sharing a meal pleasantly unites people in ways words cannot.
目标：帮助学生运用情感相关词汇和表达描述自己的经历和感受。
B. 情境任务：学校 “美食与文化” 主题演讲
句型支持：
As a result of tasting tacos al pastor in Mexico, I developed a deeper appreciation for how ingredients and traditions reflect a community’s identity.
目标：鼓励学生运用行为描写的表达，模拟情景对话。
C. 写一篇短文，主题为“Food, My Cultural Passport”，至少使用以下表达：
词汇：with pleasure, be filled with, realize the importance
句型：至少包含 1 个因果关系句型（如 As a result of...）和 1 个对比转折句型（如 However, one thing is always true: ...）
示例写作框架：
开头：引入主题，用对比转折句型点明食物的文化意义
中间：描述 2 个国家 / 地区的美食经历，用因果关系句型连接经历与感悟
结尾：总结升华，用比喻句型强调食物作为“文化护照”的价值。
目标：通过写作巩固结果与反思相关表达，拓展学生的输出能力。
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。Reading Comprehension Worksheet（学生版）
XBook 2 Unit 3 Reading and Thinking: Culture and Cuisine
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. Summarize the article in 1–2 sentences or choose the best summary.
B. "The article uses a _______ to depict writer’s experience with Chinese food, showing their journey from _______, _______, _______, _______, to _______."
Analyze the article’s structure and explain the function of each part.
Introduction (Para.1) _________________
Body (Para.2 — 6 ) My _________________ with Chinese food.
Conclusion (Para.7) ________________________________________
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
A. Analyze how specific dishes symbolize cultural values or practices.
B. Compare how food reflects cultural differences between America and China.
A. What’s the purpose of writer in the passage
B. What values does the author promote through the text
A. Do you agree with the author’s statement that “culture and cuisine go hand in hand” Share your thoughts and examples with your group.
B. Debate Preparation
Topic: “Food is the best way to understand a culture.”
Argument Development
What are the strengths and limitations of using food to understand culture
Can food alone fully represent a culture’s complexity
What other aspects of culture (e.g., language, art, history) are equally or more important
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Analyze the timeline structure in the article. How does it help develop the writer’s food journey
2. A. Fill in the table using information from the text.
Region Typical Cuisine Typical Cuisine
B. Determine if the following statements are true (T) or false (F).
General Tso’s Chicken is an authentic Chinese dish. ( )
Making dumplings in Shandong symbolizes family unity. ( )
The author believes spicy food lovers are hot-tempered. ( )
3.
Match the causes to the effects below.Then find more examples from the text.
Cause
1. The flavour preferences of Americans often differ from those of the Chinese.
2. We had no idea how to order food.
3. These groups traditionally wandered the open range on horses.
Effect
A. The chef just began filling our table with the best food we had ever eaten.
B. Their traditional foods are what you can cook over an open fire.
C. Chinese food in America is changed to suit American tastes.
4. Design a Cultural Food Poster
Choose a regional dish mentioned in the text (e.g., Sichuan peppercorns, Shandong dumplings) and design a poster that includes:
Visual Elements: Images or symbols representing the dish and its cultural context.
Textual Elements: A slogan using rhetorical devices (e.g., metaphor, alliteration) to highlight its cultural significance.
IV. Critical Thinking and Application（批判性思维与实践运用）
Choose a traditional dish (e.g., sushi, tacos) and analyze its cultural significance using the article’s analytical framework.
Compare the cultural significance of food in China and another country (e.g., Japan, Italy, Mexico) using the chart below.
Aspect China Another Country
Festive Food
Symbolism
Cultural Values
3. Problem-Solving & Real-World Application.
Case Study: Cultural Misunderstanding
Instructions: Read the following scenario and discuss how to address the cultural misunderstanding.
Scenario: A foreign visitor is invited to a Chinese family dinner. They refuse to try a traditional dish (e.g., stinky tofu) because they find the smell unpleasant. The host feels offended.
Questions:
What cultural values are at play in this situation
How can the visitor and host communicate effectively to resolve the misunderstanding
What strategies can be used to promote cross-cultural respect in similar situations
V. 词块积累及应用
1. 绘制思维导图：
中心词：Culture and Cuisine
分支 1：Feelings (e.g., with pleasure /pleasantly, be filled with /be full of, be related to /be associated with)
分支 2：Actions (e.g., begin filling, experienced)
分支 3：Reflections (e.g., as a result , simplicity preserves heritage)
2. 迁移应用：
A. 请用以下词汇和表达描述一次难忘的用餐经历，并表达文化公共鸣：
词汇：with pleasure, be filled with, be related to
句型：However, one thing is always true: … / Nevertheless, there is one constant truth: .
B. 情境任务：学校 “美食与文化” 主题演讲
C. 写一篇短文，主题为“Food, My Cultural Passport”，至少使用以下表达：
词汇：with pleasure, be filled with, realize the importance
句型：至少包含 1 个因果关系句型（如 As a result of...）和 1 个对比转折句型（如 However, one thing is always true: ...）
