Unit 1 Food for thought Understanding ideas A Child of Two Cuisines教学设计 2025-2026学年高一英语外研版必修第二册

附件： 教学设计 课程基本信息 课题  Understanding ideas: A Child of Two Cuisines 课型 阅读新授课 学科  英语 年级  高一年级 学段  高一 版本章节 外研版高中英语新教材必修第二册Unit 1 Food for thought 教学目标 By the end of this period, students will be able to: 1. extract the main idea and specific details from the passage and understand key vocabulary related to food and culture (Learning & Understanding); 2. demonstrate their understanding of the text by integrating key information and language in a role-play, clearly explain the author’s cross-cultural food experiences and personal perspectives with empathy and appropriate expression (Applying & Practicing); 3. reflect on the concept of “one man’s meat is another man’s poison”, write a short paragraph to recommend one Chinese cuisine to the world and develop respect and open-mindedness towards different culinary cultures (Transferring & Creating). 教学重难点  Teaching key points: 1. To guide students to understand the content of the text and grasp how the author uses personal experiences to illustrate the theme of cross-cultural identity and integration; 2. To help students learn and use vocabulary and sentence patterns related to food and cultural comparison. Teaching difficult points: 1. To guide students to deeply understand the metaphorical meaning behind the food descriptions; 2. To encourage students to step outside their own cultural perspective, think critically about cultural differences, and express their opinions clearly in English. 学情分析 Students in Senior 1 have a basic knowledge of English vocabulary and grammar, possessing basic reading comprehension skills. They are generally curious about topics related to food and personal life experiences, which can highly engage them in the class discussions. However, their thinking might remain at the literal level, and they may find it challenging to deeply analyze the author’s writing purpose and emotional attitudes. Furthermore, their personal experiences with cross-cultural topics might be limited, potentially making it difficult for them to fully relate to the cultural conflict and integration described in the text. Therefore, the teacher needs to provide enough scaffolding, use intuitive media aids, and design layered tasks to help them understand the text deeply and connect it to their own lives. 教学准备 · PPT slides, including pictures of key foods from the text (hot pot, animal parts, full English breakfast, Sunday roast, stinky tofu, etc.); · Designed student handouts (reading tasks, discussion questions, writing framework); · Audio recording of the text or a short video related to Chinese/British food culture; · Online interactive tools (e.g., Padlet, Quizizz) for real-time student feedback and quizzes. 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Activity 1 Free talk (4 mins)   T shows a video about distinctive foods (black pudding, blue cheese, haggis and fried spider) and ask Ss: “Which would you dare to try? Why or why not?” To activate prior knowledge and personal experience, quickly engaging students in the topic and creating a relaxed atmosphere. Use an AI-powered random image picker to display foods, increasing novelty and fun. Activity 2 Make a prediction (3 mins)           T invites Ss to predict the content of the passage based on the title “A Child of Two Cuisines” and the first paragraph. Guiding questions: 1.What does “Two Cuisines” refer to? 2.What might the passage talk about? To develop Ss’ prediction skills, set a purpose for reading, and naturally introduce the topic of cross-cultural background. Students input their predictions into an interactive word cloud on Padlet, visualizing collective thinking. Activity 3 Skim for structure and gist (5 mins) T asks Ss to read the passage quickly and match groups of paragraphs with their summaries and identify the main idea of the passage. To help Ss understand the structure and main idea of the text Use an AI-assisted quiz tool like Quizizz for Activity 4 or 5 check, providing instant feedback and making reading practice more game-like. Activity 4 Read for specific information and deeper understanding (16 mins)   T invites Ss to complete a table comparing British and Chinese cuisines & attitudes mentioned in the text. Guiding questions for deep thinking: Q1:What can be inferred from the sentence “Mum says we’d better not eat too much roast food as it may make us suffer from heat inside our bodies, according to traditional Chinese medicine.”? Q2:Why does the author mention the butcher’s story in para. 3? Q3:How did the author feel about stinky tofu initially and after trying it? How does it inspire you when you’re faced with unacceptable food? Q4:What does the author mean by saying “one man’s meat is another man’s poison”? To help Ss clarify the content with the graphic organizer and understand family members’ different attitudes towards cross-cultural foods; to deepen the Ss’ understanding of the theme, encourage Ss’ critical thinking and further develop respect and open-mindedness towards different culinary cultures.     Activity 5 Role-play (9 mins)     T asks Ss to work in pairs: one acts as the author, the other as a curious friend asking about his experiences with British and Chinese food. To encourage oral output using language and ideas from the text and enhance understanding and empathy. For less confident students, provide an AI chat partner for preliminary practice. The teacher can model a dialogue first. Activity 6 Mini-writing (8 mins) Write a paragraph (5-7 sentences): Imagine you’re a Chinese Cuisine Ambassador, please write a short paragraph to recommend one Chinese cuisine to the world. Ss may start like this: “If I could introduce one Chinese food to the world, it would be...,because...” To consolidate what has been learned in this period, transfer ideas into writing, and further reflect on cultural identity and sharing. Use an AI writing assistant (e.g., AI in word processor) to provide vocabulary suggestions or check for basic errors after drafting. 作业设计 Option 1: Research online to find one unique or unusual food from another country or culture. Write 3-5 sentences in English briefly describing it and explaining why you find it unique or interesting. Option 2: Prepare a 1-minute oral presentation on the topic: “If I could introduce one Chinese food to the world, it would be..., because.....”(Give vivid descriptions of the food and reasons for your recommendation) 板书设计/课堂小结 Summary: (Teacher together with students) Through the author’s story, we see that food is not just about taste but also a carrier of culture. From the initial “cultural shock”, to “courageous attempts”, and finally to “cultural integration”, the author sets a great example for us. Respecting differences and maintaining an open mind are essential qualities we must possess in current era of globalization. 教学反思 本节课有效创设情境，通过特色食物图片展示激活学生背景知识，课堂参与度显著提升；在阅读任务设计方面，遵循认知规律，从信息提取到文本解读再到批判性思考，形成了完整的思维训练链条；跨文化意识的渗透自然流畅，学生通过对比中西饮食文化，初步形成了文化包容的态度。互动活动和人工智能工具增强了课堂参与，但部分学生在用英语表达复杂个人观点时仍存在困难，小组讨论环节出现母语依赖现象，英语思维习惯尚未完全建立，后续教学将重点加强针对性词汇拓展和结构化口语训练，提供更多语言支持，以提升学生的语言输出能力。此外，技术应用与语言学习的融合需要进一步优化。 学科网（北京）股份有限公司 $