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新人教高二英语教案
教师 学科 英语 年级 高二
教学课题 B5U3 Period 1&2 Opening page, Reading and thinking 课时 共 2 课时 第 1 课时
时间 年 月 日
课标要求 本单元主题语境是在历史、社会与文化主题群下的饮食与文化。学习本单元，了解中国地方特色美食的特点；提炼和保持健康饮食的方法，；用恰当语言点菜和支付账单，以书面形式描述自己对健康饮食的观点，推理和论证外国朋友对中国美食的看法和态度，赏析事理说明文和科普说明文的文本特征和修辞手法。
教学目标 （核心素养） 获取和梳理出作者描述的中国美食特征等信息。 推理和论证作者对于中国美食和文化间关系的认识及作者的写作目的。 评价作者的写作手法和文本特征。
教学重点 1. 了解不同地方中国美食的特点。 2. 引导学生理解文字背后的隐含意义，准确把握信息之间的因果关系，提升阅读理解能力。
教学难点 感受语篇衔接词在句与句间、段与段间的作用，并能正确使用。 推理和论证作者对中国美食和文化之间关系的认识。
实施策略 教学方法 activities, CLT, cooperative learning
教学资源 （信息技术应用） Multimedia
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新人教高二英语教案
教　　学　　过　　程 备 注
Step1 学习理解 活动一: 感知与注意 Get to know dishes in the UK and France, China Look at the title and pictures on Page 26 and predict what the article is about. 设计意图：在阅读前，让学生通过看图及文章标题预测文章题材、内容，形成阅读期待，为后面的阅读奠定基础。 Questions for thinking How many kinds of Chinese cuisines What characteristics are there What do these cuisines tell you about the people who eat them “You are what you eat.” What do you think this saying means. 活动二: 获取与梳理 Read the article and complete the table below with information from the article. PlaceKind of Chinese foodTypical dishPeople or cultureAmericaBeijingShandongNorthwest ChinaSouth ChinaCentral China
Read the article and answer the questions What dos the dish General Tso’s chicken tell about Americans What impressed the writer most while in Beijing What did the writer find is important to people in Shandong Why did people in Xinjiang enjoy cooking over an open fire What does elegant dim sum mean What does the food local people consume tell the writer Read and find out the main idea of each paragraph Para 1: _________________________________________________ Para 2: _________________________________________________ Para 3: _________________________________________________ Para 4: _________________________________________________ Para 5: _________________________________________________ Para 6: _________________________________________________ Para 7: _________________________________________________ 活动三: 概括与整合 Share feelings of reading What kind of cuisines do you like best Give your reasons. Write a summary of the article in less than 60 words. 设计意图：让学生分享阅读感受，主动地与文本展开对话后分享，透射出他们对问题的独立思考和个性化理解，使阅读过程成为学生个性化体验与意义建构的过程。然后完成概要写作，提高学生对课文结构和大意的理解。 Step2 应用实践 活动四: 描述与阐释 How does the article develop If you write an article to describe the dish you like, how will you arrange your article 活动五: 分析与判断 Understand cause and effect Work in groups of four and match the causes to the effects 活动六: 内化与运用 Complete the passage below with correct words. According to the French author Jean Anthelme Brillat-Savarie,①_____ we eat can show our personality, character, and culture. Chinese cuisine is a good example. Prior to ②_____ (come) to China, I only experience Chinese food that③______ (change) to suit American tastes. America’s most popular Chinese dish is General Tso’s chicken which tells us a lot about Americans. When I came to Beijing, a friend recommended a Sichuan restaurant where we had the ④______ (please) of experiencing an entirely new taste: Sichuan peppercorns. What was even more important was the friendship offered us. In Shandong, I liked boiled dumplings⑤______ (serve) with vinegar best. I observed that family is important to people there. In northern Xinjiang, I enjoyed boiled or roasted meat. Everywhere we went, we experienced wonderful local dishes. Although the food was as ⑥_______ (vary) as the people, Chinese people everywhere show friendship and ⑦________ (kind) through food. From my experiences, I know that culture and cuisine go hand in hand, and if you do not experience one, you can never ⑧__________ (real) know the other.
设计意图：内化知识，促进语言运用的自动化，助力学生将知识转化为能力。 Step3 迁移创新 活动七: 推理与论证 What is the purpose of the article How does the author make the article clear Do you think “culture and cuisine go hand in hand” Give your reasons. 活动八: 想象与创造 Discussion Imagine it’s true that people’s personalities are closely linked to the foods they eat. What does eating the following foods tell you about a person Write a short passage to introduce your local food and try to think about the food you eat and your personalities. 设计意图：让学生分析和解决问题，学以致用，实现深度学习，促进能力向素养的转化，学科育人。
BLACKBOARD DESIGN B5U3 Period 1&2 Opening page, Reading and thinking
作 业 （体现分层设计） Finish the exercises on Page28---build up your vocabulary
教 学 反 思 成 效
困 惑
第2页　共4页新人教高二英语教案
教师 学科 英语 年级 高二
教学课题 B5U3 Period 3&4 Learning about language 1 课时 共 2 课时 第 1 课时
时间 年 月 日
课标要求 本单元主题语境是在历史、社会与文化主题群下的饮食与文化。学习本单元，了解中国地方特色美食的特点；提炼和保持健康饮食的方法，；用恰当语言点菜和支付账单，以书面形式描述自己对健康饮食的观点，推理和论证外国朋友对中国美食的看法和态度，赏析事理说明文和科普说明文的文本特征和修辞手法。
教学目标 （核心素养） 1. 在语境中学习并理解本单元的重点单词和短语。 2. 使用本单元所学词汇描述与旅游相关的话题，深化对主题意义的理解。
教学重点 在语境中学习并理解本单元的重点单词和短语。
教学难点 使用本单元所学词汇描述与食物相关的话题，深化对主题意义的理解。
实施策略 教学方法 activities, CLT, cooperative learning
教学资源 （信息技术应用） Multimedia
教　　学　　过　　程 备 注
新人教高二英语教案
教　　学　　过　　程 备 注
Step1 学习理解 活动一: 基础过关练 单词拼写 Many people are unaware of just how much food and drink they ____ (吃喝；消耗). We aim to get the maximum benefit with the ____ (最小的) effort. We will have to carry all our camping ____ (东西). Water ___ (由...构成) of hydrogen and oxygen. ____ (在...之前) to the meeting, we discussed the matter. 根据首字母填空 The c____ of Japan is low in fat. Marina ate only one s ____ of bread. She brought in a tray heavy with e ____ sandwiches and cakes. You can use milk in place of cream in this r____ . The quality of the food is quite e____. Step2 应用实践 活动二: 内化与运用 Read and find words from the passage with similar meanings Learn and match Familiarize and match Step3 迁移创新 活动三: 语段语法填空 Chinese cuisine is a case in point. Prior to①____ (come) to China, my only experience with Chinese cooking was in America. America’s most popular Chinese dish is General Tso’s chicken which②____ (consist) of fried chicken③____ (cover) in a sweet sauce, favored with hot red peppers. This is probably not an authentic Chinese recipe. I experienced the most famous food in Shandong is pancake rolls④____ (stuff) with sliced Chinese green⑤ ____ (onion). I also experienced wonderful local dishes, from Guangdong’s⑥____(elegance) dim sum to the⑦____ (exception) steamed noodles in Henan.everywhere, the food was as⑧____ (vary) as the people. However, one thing is always true: Through food, Chinese people everywhere show friendship and kindness. ⑨____ a minimum, the kinds of food local people consume tell us what they grow in their region, what kinds of lives they lead, and what they like and do not like. So we are⑩ ____ we eat.
设计意图：使用正确的单词或所给单词正确形式完成填空，旨在培养学生在语境中理解英语词义的能力。
BLACKBOARD DESIGN B5U3 Period 3&4 Learning about language 1
作 业 （体现分层设计） Finish the exercises on Page75---using words and expressions Preview the content of “discover useful structures” on Page29
教 学 反 思 成 效
困 惑
第1页　共3页新人教高二英语教案
教师 学科 英语 年级 高二
教学课题 B5U3 Period 3&4 Learning about language 2 课时 共 2 课时 第 2 课时
时间 年 月 日
课标要求 本单元主题语境是在历史、社会与文化主题群下的饮食与文化。学习本单元，了解中国地方特色美食的特点；提炼和保持健康饮食的方法，；用恰当语言点菜和支付账单，以书面形式描述自己对健康饮食的观点，推理和论证外国朋友对中国美食的看法和态度，赏析事理说明文和科普说明文的文本特征和修辞手法。
教学目标 （核心素养） 能正确区分过去完成时的主动语态和被动语态的不同。 能正确运用过去完成时的主动语态和被动语态表达意义。
教学重点 过去完成时的主动语态和被动语态的不同用法。
教学难点 在具体语境中正确使用过去完成时的主动语态和被动语态。
实施策略 教学方法 activities, CLT, cooperative learning
教学资源 （信息技术应用） Multimedia
教　　学　　过　　程 备 注
新人教高二英语教案
教　　学　　过　　程 备 注
Step1 学习理解 活动一: 识别过去完成时的主动语态和被动语态 Find more sentences using the past perfect tense or the past perfect passive voice from this unit. Step2 应用实践 活动二: 用动词恰当形式填空 ① We ____ (paint) the house before we _____ (move) in. ② That rich old man ____ (make) a will before he ______ (die). ③ They ____ (study) the map of the country before they _____ (leave). ④ The robbers ____ (run away) before the policemen _____ (arrive). ⑤ I ____ (turn off) all the lights before I _____ (go) to bed. ⑥ Paul ____ (go) out with Jane after he _____ (make) a phone call. ⑦ Tom ____ (say) he _______ (read) the book twice. ⑧ Our plan ____ (fail) because we _______ (make) a bad mistake. ⑨ When the chairman ____ (finish) speaking, he _____ (leave) the hall. ⑩ The Reads ____ (have) lunch when I ____ (get) to their house. 活动三: 句型转换 I had sold the ticket when she came. (改为否定句) →________________________________________________________ She had sung a song to us before she danced. (改为否定句) →________________________________________________________ By 10:00 a.m., I had been very hungry. (改为一般疑问句) →________________________________________________________ Lucy had already completed the project when I arrived. (改为一般疑问句) →________________________________________________________ He had broken his arm when I saw him. (对画线部分提问) →________________________________________________________ When he had read the note, he ate it. (对画线部分提问) →________________________________________________________ We had had the toys for ten years before we gave them to the child. (对画线部分提问) →________________________________________________________ We cooked the dumplings. We ate them up. (用过去完成时连接两个句子) →________________________________________________________ 活动四: 单项选择 The twins, who _____ their homework, were allowed to play badminton on the playground. will finish B. finish C. have finished D. had finished ---Jessie, it’s a pity you didn’t go shopping on Nov. 11th. It was really fantastic! ---Really If I _____ so busy, I would have shopped for fun too. shouldn’t be B. weren’t C. hadn’t been D. wouldn’t be During the last three decades, the number of people participating in physical fitness programs _____ sharply. was increasing B. had increased C. had increased D. will be increasing (4) The World Expo in Beijing was a successful event. If it _____ for one more week, we might have visited all the pavilions. continues B. had continued C. continued D. has continued (5)---I will never forget when we met the famous writer. ---Neither will I. He _____ some goods and was at the checkout of a supermarket. had selected B. has selected C. was selecting D. selected (6) Tom _____ to go upstairs to his room and rest a while, but his aunt urged him to finish his homework first. should plan B. has planned C. would plan D. had planned Later I knew that it was not her fault. How I wished that I _____ her last Friday! hadn’t punished B. don’t punish C. haven’t punished D. wouldn’t punish Engineers _____ their research ________ to be completed by the end of the year, and luckily made it just before the severe winter came.. Were stepping up; was due B. stepped up; which was due C. have stepped up; due D. had stepped up; due (9) They _____ on the program for almost one week before I joined them, and now we ______ on it as no good results have come out so far. had been working; are still working B. had worked; were still working C. have been working; have worked D. have worked; are still working (10) Partly because of the train crash, the high-speed railway was not as popular in its first month of operation as many people _____. A. were expected B. had been expected C. had expected D. have expected 设计意图：通过不同形式的练习，让学生感受、理解过去完成时的主动语态和被动语态的基本用法。 Step3 迁移创新 活动五: 情境应用 Read and complete Choose one situation, make sentences using the past present perfect tense and the past perfect passive voice, then make a conversation. 设计意图：在学习和练习了语法后，改写句子，加深学生对语法的理解，改变单纯的语法练习，提高学生学习语法的兴趣。
BLACKBOARD DESIGN B5U3 Period 3&4 Learning about language 2
作 业 （体现分层设计） Finish the exercises on Page76---Using structures
教 学 反 思 成 效
困 惑
第3页　共3页Book5 Unit4 Journey across a vast land
单元设计
概括分析 单元内容分析： 本单元的主题语境是人与社会，在历史、社会与文化主题群下的饮食与文化。 整个单元围绕主题饮食文化展开，主要内容包括：中国主要菜系的特点及代表性菜肴，饮食与文化的关系；食物反映人的个性特征且与文化密切联系；保持健康饮食的几种方法；少吃含糖食物、减慢饮食速度、养成良好的饮食习惯、保持膳食平衡等；学习中国菜的英文名称和用英语点菜；写出自己的健康饮食；设计自己的餐厅。 本单元的语法项目为过去完成时的主动和被动语态，语用为用恰当的语言点菜和支付账单。总之，单元内容围绕主题意义探究设置，语篇选用恰当、活动丰富、注重核心素养的培养和落实。 单元重点难点： 重点： （1）描述中国美食、阐释饮食和文化之间的关系。 （2）了解健康饮食的重要原则，反思自身的饮食习惯。 （3）过去完成时的主动、被动语态的用法。 （4）事理说明文和科普说明文特征。 （5）中国饮食文化内涵。 难点： （1）过去完成时在实际语境中的用法。 （2）事理说明文的写作手法。 （3）用恰当的语言写一篇介绍自己饮食的说明文。 （4）对饮食和文化关系的认识。 （5）用英语点菜和支付账单。 （6）单元主题语境为饮食与文化，涉及面广，内容广泛，教材提供的学习材料有限，不能完全满足学生对主题意义的探究。
教学目标 知识目标： 通过本单元学习学生能够： （1）在语言学习活动中了解中外饮食种类、特征等知识。 （2）在语境中学习和使用与饮食的相关词汇。 （3）在语篇中理解和使用过去完成时的主动、被动语态。 （4）识别事理说明文和科普说明文特征。 素养目标: 本单元围绕主题饮食和文化展开，运用多模态语篇进行听、说、读、看、写等语言实践活动，具体如下： （1）获取和梳理出不同地方美食的信息，使读者了解中国地方特色美食的特点；提炼和保持健康饮食的方法，感知并理解语言所表达的意义。 （2）用恰当语言点菜和支付账单，以书面形式描述自己对健康饮食的观点，阐释饮食和文化、地域、人的个性特征的关系，表达自己对吃昆虫等新奇事物的观点和态度，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。 （3）推理和论证外国朋友对中国美食的看法和态度，赏析事理说明文和科普说明文的文本特征和修辞手法，感受饮食与文化关系的理解。表达自己对保持健康饮食的观点，促进能力向素养转化。 综上所述，本单元通过一系列具有综合性、关联性特点的语言学习和思维活动，激发学生参与活动的兴趣，调动学生关于饮食与文化的已有经验，帮助学生建构和完善新的知识结构，深化对该主题的理解和认识，形成正确的价值观，有助于促进英语学科核心素养的形成和发展。
核心素养实施建议 课时划分建议： Period 1&2 Opening page, Reading and thinking读思 （Culture and cuisine） Period 3 Learning about language 1---build up your vocabulary词汇 Period 4 Learning about language 2---discover useful structures语法 Period 5 Using language 1 (听说Order food together with a foreign friend) Period 6 Using language 2 (Write about a healthy diet) (读写Healthy eating） Period 7 Video time & Assessing your progress 教学实施建议： （1）建议学生利用假期阅读一些世界上主要美食的书籍，丰富对世界主要国家饮食与文化的知识。 （2）看经典美食视频，促使学生对饮食与文化关系的理解。 （3）开展一次饮食与文化的辩论会，提高学生对健康饮食的认识。

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