Unit 6 Not Just Tasty ! Reading教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 6 Not Just Tasty! Period 2 – Reading Teaching Analysis 【Textbook Analysis】 This is the second period of Unit 6, focusing on reading comprehension of a text about food culture and traditions in different countries. The text introduces how certain foods carry special meanings in various cultures (China, Spain, Italy, Argentina). It aims to develop students’ reading skills (skimming and scanning) and deepen their understanding of the cultural significance of food beyond mere nutrition. 【Student Analysis】 Students have learned basic food vocabulary and restaurant expressions in Period 1. They are familiar with some Chinese food traditions but may lack knowledge about international food cultures. Their reading skills vary, and they need structured guidance to extract and organize information from a comparative text. 【Teaching Focus & Difficulties】 Focus: 1. Understanding the cultural meanings of specific foods in different countries 2. Applying skimming and scanning strategies to locate and categorize information Difficulties: 1. Grasping abstract concepts like “symbolize”, “represent”, “stand for” in context 2. Organizing information from the text into a clear comparative framework Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to name at least 4 foods from different countries and explain their cultural meanings 2. Students will be able to understand key vocabulary related to cultural symbols (symbol, represent, etc.) Skills: 1. Students will be able to skim a text to identify the main topic and scan for specific details 2. Students will be able to complete a comparative chart based on the text information 【Process & Methods】 Through pre-reading prediction, guided skimming and scanning, information organization using graphic organizers, group discussions, and cultural comparison activities, students will develop structured reading skills and cross-cultural awareness. 【Affect, Attitude & Values】 To foster appreciation for diverse food cultures, enhance cross-cultural understanding, and recognize the deep connection between food and cultural identity. To encourage curiosity about the world and respect for cultural differences. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Prediction Show images of the four foods mentioned in the text (jiaozi, grapes, lentils with sausage, beans). Ask students if they recognize them and what they might represent. Pose the question: “Do you think food can have special meanings?” Let students share brief ideas. Then, ask them to predict what the text might be about based on the title and images. To activate prior knowledge and curiosity, create a personal connection to the topic, and set a purpose for reading through prediction. step 2: First Reading – Skimming for Main Idea Students read the text quickly (2-3 minutes) to answer the first comprehension question: “What’s the text about?” Elicit answers (e.g., “It’s about food traditions in different countries” / “It’s about special meanings of food”). Clarify the main idea: Food is part of culture and often has symbolic meanings. To train skimming skills, help students grasp the global meaning of the text efficiently, and establish a context for detailed reading. step 3: Second Reading – Scanning for Specific Information Provide a table with three columns: Food, Country, Special Meaning. Students read the text again carefully to fill in the table for all four examples. They can work individually or in pairs. After completion, check answers as a class. Then, discuss: “Why do you think these specific foods have these meanings?” Guide students to think about cultural values (e.g., wealth, luck, success). To train scanning skills for specific information, develop information organization ability through a graphic organizer, and facilitate comparative understanding of different cultural practices. step 4: Language & Vocabulary Focus Highlight and explain key vocabulary from the text: symbol, symbolize, represent, stand for, tradition. Provide simple examples. Explain the grammar tip: the use of “food” as countable and uncountable noun. Give examples: “We need food to live.” (uncountable) vs. “Many foods have special meanings.” (countable, meaning ‘types of food’). To clarify potentially challenging vocabulary and grammar points, ensuring comprehension and providing linguistic tools for discussion and writing about the topic. step 5: Application & Extension – Cultural Connection In small groups, students brainstorm and list more foods (Chinese or international) that have special cultural meanings (e.g., mooncake for Mid-Autumn Festival, turkey for Thanksgiving). Each group chooses one food and prepares a brief explanation. Groups share with the class. Teacher summarizes: Food is a powerful carrier of culture and tradition. To extend learning beyond the text, encourage collaborative knowledge sharing, personalize the content, and reinforce the lesson’s core message about food and culture. Assessment & Reflection 【Assessment】 Formative: Observation during group discussions, accuracy and completeness of the information table, participation in vocabulary activities Summative: Quality of the cultural food list from group work, completion of related exercises 【Reflection】 Ensure the text is accessible by pre-teaching potentially difficult words if necessary. The table in Step 3 provides good scaffolding; consider completing the first row together as an example. Encourage students to use their own cultural knowledge in Step 5. Be sensitive to diverse dietary backgrounds and cultural practices in the classroom. 学科网（北京）股份有限公司 $