Unit 3 Food and Culture-Video Time 教案-2025-2026学年高中英语人教版选择性必修第二册

该教案聚焦“澳大利亚昆虫食品”主题，围绕视频内容梳理昆虫食品特点、人们态度及相关词汇句型。导入通过自由讨论激活学生对饮食文化的旧知，展示昆虫食品图片并教学核心词汇，引导预测视频内容，搭建新旧知识连接的学习支架。 资料亮点在于多模态视频分层教学与跨文化思维培养，三次观看任务从整体感知到分段提取信息，提升语言能力。讨论昆虫食品优缺点及文化多样性，结合越南蛇汤等案例，培养思维品质与文化意识。分层实践任务适配不同学生，助力教师实施差异化教学，提升学生综合素养。

Unit 3 Food and Culture-Video Time 内容导航 The Video Time of Unit 3 Food and Culture, titled “What Are You Eating in Australia?”, focuses on insects as a new type of food in Australia. It introduces this emerging dish from the perspectives of chefs, customers and entomologists, highlighting its advantages of being high in protein, cheap and sustainable, and shows different customers’ attitudes and reactions to it, guiding students to think about food diversity and environmental protection related to food choices. 教学目标和重难点 1. 教学目标 Language Ability: Students will master key words and sentences related to food description and attitudes, and improve their ability to understand and express information about special food. Cultural Awareness: They will understand the diversity of global food cultures, respect different food choices, and establish a multicultural perspective. Thinking Quality: They will develop logical thinking by analyzing the advantages of insect food and critical thinking by discussing the acceptability of new food. Learning Ability: They will learn to obtain key information from videos independently and cooperate with peers to complete learning tasks, improving their autonomous and cooperative learning skills. 2. 教学重难点 Key Points: Mastering key vocabulary such as “insect”, “protein”, “sustainable”, “chef” and “entomologist”; understanding the main content of the video, including the characteristics of insect food in Australia and people’s different attitudes towards it; being able to express personal views on special food simply. Difficult Points: Comprehending the implied meaning of the video about food sustainability and environmental protection; using appropriate language to express and discuss different attitudes towards new food; improving the ability to extract and sort out key information from multi-modal video materials. 教学过程 Step 1: Lead-in (Warm-up and Preview) The lead-in aims to activate students’ prior knowledge about food culture, arouse their interest in the video theme, and lay a foundation for understanding the video content. First, the teacher starts with a free discussion: “We have learned a lot about Chinese and Western food cultures in this unit. Today, we will explore a special kind of food that is becoming popular in Australia. Have you ever heard of eating insects? What do you think of it?” The teacher encourages students to express their initial views freely, without limiting their answers, so as to stimulate their enthusiasm for participation. Then, the teacher presents some pictures of insect food in Australia, such as cricket dishes, mealworm snacks and other special foods, and matches simple English introductions, such as “These are insect dishes popular in Australia. They are high in protein and good for the environment.” While showing the pictures, the teacher teaches key vocabulary in advance, such as “insect (n. 昆虫)”, “protein (n. 蛋白质)”, “sustainable (adj. 可持续的)”, “chef (n. 厨师)”, “entomologist (n. 昆虫学家)”. For each word, the teacher pronounces it clearly, explains its meaning and usage in simple English, and lets students read after it repeatedly to ensure that they can recognize and pronounce the words correctly. For example, when teaching “sustainable”, the teacher explains: “Sustainable means something that can be continued for a long time without harming the environment. Insect food is sustainable because raising insects needs less resources than raising animals.” After teaching the vocabulary, the teacher asks students to predict the content of the video: “Now we know that insect food is popular in Australia. What do you think the video will talk about? Will it introduce how to make insect food, or people’s views on it?” Students can put forward their own predictions, and the teacher writes down the key predictions on the blackboard, which will be verified in the subsequent video watching link. This link not only activates students’ existing knowledge and interest, but also helps them better adapt to the video content and reduce the difficulty of understanding. Step 2: Video Watching (Comprehension and Information Extraction) This step is the core of the teaching process, aiming to help students understand the main content of the video, extract key information, and improve their ability to understand multi-modal materials. The video watching is divided into three times, with different tasks each time, from shallow to deep, helping students gradually master the video content. First Watching: Watch the video completely without pausing, and let students get a general impression of the video content. After watching, the teacher asks simple questions to check students’ overall understanding: “What is the main topic of the video? Who are the people interviewed in the video?” Students can answer in simple words, such as “The main topic is insect food in Australia.” “Chefs, customers and entomologists are interviewed.” The teacher affirms students’ correct answers and supplements and corrects incorrect ones, ensuring that all students have a basic understanding of the video theme and the characters involved. Second Watching: Watch the video segment by segment, and guide students to extract key information. The teacher divides the video into three segments according to the content: the introduction of insect food by the chef, the reaction of customers, and the explanation of entomologists. Before watching each segment, the teacher puts forward clear tasks to let students know what information to focus on. For the first segment (chef’s introduction), the task is: “Listen carefully and find out the advantages of insect food mentioned by the chef.” After watching this segment, the teacher invites students to answer, and guides them to summarize the advantages: high in protein, cheap, sustainable, and easy to raise. The teacher writes these advantages on the blackboard and uses simple English to explain each advantage again, such as “High in protein means insect food can provide us with a lot of nutrition to keep our bodies healthy.” For the second segment (customers’ reaction), the task is: “Pay attention to the customers’ attitudes towards insect food and list their different reactions.” After watching, students are asked to discuss in pairs for 2 minutes, then share their findings. The teacher summarizes the two main attitudes: some customers are willing to try and think it is delicious, while others are hesitant and even refuse to try because they think it is strange. The teacher also guides students to pay attention to the words and expressions used by customers to express their attitudes, such as “It tastes good.” “I can’t eat it.” “It’s a bit strange but interesting.” For the third segment (entomologist’s explanation), the task is: “Listen to the entomologist and find out why insect food is sustainable.” After watching, the teacher asks students to answer, and supplements: “Entomologists say that raising insects requires less land, water and feed than raising traditional livestock such as cows and pigs, so it is more friendly to the environment and sustainable.” Third Watching: Watch the video again completely, and let students check and supplement the key information they extracted. At the same time, the teacher plays the video with subtitles, and pauses at key sentences to let students read along, such as “Insects are rich in protein and cheap, making them a sustainable food choice.” “Different people have different attitudes towards this new type of food.” This helps students consolidate the key sentences and improve their listening and reading ability. After watching, the teacher organizes a class discussion to check students’ mastery of the key information: “What have we learned about insect food in Australia? Can you briefly introduce it to your partner?” Students discuss in pairs for 3 minutes, then several groups are invited to share their introductions in front of the class. The teacher comments on their performances, affirms their strengths, and points out the places that need improvement, such as the lack of key information or incorrect pronunciation. Step 3: Language Focus (Consolidation and Application) On the basis of understanding the video content, this step focuses on consolidating the key vocabulary and sentences in the video, and guides students to use the language knowledge flexibly, so as to improve their language application ability. First, vocabulary consolidation. The teacher uses various forms to help students consolidate the key vocabulary learned in the lead-in and video watching links. 1. Matching exercise: The teacher writes the words on the left and their meanings on the right, and asks students to match them. For example, insect - 昆虫, protein - 蛋白质, sustainable - 可持续的, chef - 厨师, entomologist - 昆虫学家. 2. Fill in the blanks: The teacher designs sentences related to the video content, and asks students to fill in the blanks with the key words. For example, “Insect food is rich in ______, which is good for our health.” (protein) “The ______ introduced how to make insect dishes in the video.” (chef) “Raising insects is ______ because it needs less resources.” (sustainable) 3. Word formation: The teacher guides students to expand the vocabulary, such as “sustain (v. 维持) → sustainable (adj. 可持续的) → sustainability (n. 可持续性)”, “insect (n. 昆虫) → entomologist (n. 昆虫学家)”. This helps students expand their vocabulary and master word formation rules. Then, sentence focus. The teacher extracts the key sentences in the video and guides students to understand and use them. 1. Key sentence 1: “Insects are rich in protein, cheap, and have the characteristics of sustainability.” The teacher explains the sentence structure: “Subject + be + adj. + adj. + and + have + n.”, and guides students to make sentences with this structure, such as “Fruits are rich in vitamins, cheap, and have the characteristics of freshness.” 2. Key sentence 2: “Some customers are willing to try this special food, while others are hesitant to eat it.” The teacher explains the usage of “while” here, which is used to contrast two different situations, and asks students to make sentences, such as “Some students like reading, while others like playing sports.” 3. Key sentence 3: “With the consumption of global resources, insect food may become a common food on our table in the future.” The teacher explains the meaning of the sentence and guides students to discuss: “Do you think insect food will become common in our country in the future? Why or why not?” This not only consolidates the key sentences, but also connects with the students’ own views, laying a foundation for the subsequent discussion. In addition, the teacher guides students to sort out the expressions used to express attitudes in the video, such as “be willing to do sth. (愿意做某事)”, “be hesitant to do sth. (犹豫做某事)”, “think it is delicious/strange (认为它美味/奇怪)”, “refuse to do sth. (拒绝做某事)”. Then, the teacher asks students to use these expressions to talk about their own attitudes towards insect food, which further improves their language application ability. Step 4: Discussion and Expansion (Cultivation of Thinking Quality and Cultural Awareness) This step aims to guide students to think deeply about the theme of the video, expand their thinking, cultivate their critical thinking and cultural awareness, and realize the integration of language learning and cultural understanding. First, group discussion. The teacher divides students into groups of 4-5, and puts forward the following discussion topics: 1. What are the advantages and disadvantages of insect food? Do you think it is a good choice for future food? 2. Why do different people have different attitudes towards insect food? What factors affect people’s food choices? 3. In addition to insect food, what other special foods are there in the world? What do you think of the diversity of food cultures? Before the discussion, the teacher reminds students to use the vocabulary and sentences they have learned, and encourages each student to speak actively. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance when necessary, such as helping students organize their language or put forward supplementary opinions. After the group discussion, each group sends a representative to share their group’s views in front of the class. The teacher listens carefully, affirms the reasonable views of each group, and guides students to think from multiple perspectives. For example, when a group talks about the disadvantages of insect food, such as the strange taste and potential food safety problems, the teacher asks other groups to supplement: “What measures can we take to solve these problems?” When a group talks about the factors affecting people’s food choices, the teacher guides them to summarize: “People’s food choices are affected by culture, living habits, personal preferences and environmental factors.” Then, cultural expansion. The teacher introduces other special foods in the world, such as snake soup in Vietnam, haggis in Scotland, and durian in Thailand, and briefly introduces their cultural backgrounds. Then, the teacher guides students to think: “Why are there so many different kinds of food in the world? How should we treat the diversity of food cultures?” Through discussion, students realize that food culture is an important part of national culture, and we should respect different food cultures, understand the cultural connotation behind food, and establish a multicultural perspective. At the same time, the teacher connects the theme of the video with environmental protection, and guides students to think: “With the increasing shortage of global resources, what should we do to make our food choices more sustainable?” Students put forward their own suggestions, such as saving food, eating more green food, and trying to accept new sustainable food. This not only cultivates students’ environmental awareness, but also helps them establish a correct view of food. In addition, the teacher invites students to share their own experiences of trying special food, such as whether they have eaten durian, stinky tofu and other foods, and how they felt at that time. This not only enriches the discussion content, but also makes the class more vivid and interesting, and enhances the interaction between students. Step 5: Summary and Practice (Consolidation and Extension) This step aims to summarize the key content of the class, consolidate the learning results, and arrange appropriate after-class practice to extend the learning content and improve students’ comprehensive language ability. First, class summary. The teacher leads students to review the key content of the class: 1. The main content of the video: the introduction of insect food in Australia, including its advantages, people’s different attitudes and the explanation of entomologists. 2. Key vocabulary and sentences: the key words and sentences related to insect food and attitude expression. 3. Core views: the diversity of food cultures, the importance of sustainable food choices, and the need to respect different food cultures. The teacher emphasizes that in this class, we not only learned language knowledge, but also understood the diversity of global food cultures and the significance of environmental protection, which helps us improve our comprehensive quality. Then, after-class practice arrangement. The practice is divided into three levels, which are suitable for students of different levels, so as to achieve the purpose of hierarchical teaching. 1. Basic practice: Watch the video again after class, copy the key words and sentences, and recite them. This helps students consolidate the basic language knowledge. 2. Intermediate practice: Write a short passage (about 80-100 words) to introduce insect food in Australia, including its advantages and people’s attitudes. Students need to use the vocabulary and sentences they have learned. 3. Advanced practice: Investigate a special food in your own region or another country, understand its cultural background and characteristics, and prepare a short speech (about 100-120 words) to share in the next class. This not only expands students’ knowledge, but also improves their ability to collect information and express in English. In addition, the teacher encourages students to surf the Internet after class to find more information about sustainable food and food culture diversity, and share it with the class in the next class. This helps students expand their horizons and cultivate their autonomous learning ability. Step 6: Evaluation and Feedback (Promotion of Learning Improvement) Evaluation and feedback run through the whole teaching process, aiming to understand students’ learning situation in time, find out the problems existing in the learning process, and help students improve their learning methods and effects. In-class evaluation: During the lead-in, video watching, discussion and other links, the teacher evaluates students’ performance in time. For example, when students actively participate in the discussion and put forward reasonable views, the teacher gives praise: “Your opinion is very creative.” “You use the words and sentences we learned correctly.” When students have difficulties in answering questions, the teacher gives guidance and encouragement: “Don’t worry, think again. You can find the answer in the video.” The teacher also evaluates students’ group cooperation performance, such as whether each student participates in the discussion actively, whether the group can complete the discussion task smoothly. After-class evaluation: The teacher evaluates students’ after-class practice, focusing on checking students’ mastery of key vocabulary and sentences, the rationality of the short passage and speech, and the comprehensiveness of the information collected. For students who complete the practice well, the teacher gives affirmation and praise, and displays their works in the class. For students who have problems, the teacher communicates with them in time, points out the problems and gives guidance on how to improve. For example, if a student uses the wrong sentence structure, the teacher explains the correct structure again and asks the student to revise it. Student self-evaluation and mutual evaluation: After the class, the teacher asks students to conduct self-evaluation, reflecting on their own learning situation in this class, such as what they have learned, what difficulties they have encountered, and how to improve in the future. At the same time, students conduct mutual evaluation in groups, evaluating each other’s performance in the discussion and practice, and putting forward suggestions for improvement. This helps students understand their own advantages and disadvantages, and learn from each other, improving their learning ability. Through the above teaching process, students can not only master the key language knowledge related to the video, improve their language ability, but also understand the diversity of food cultures, cultivate their cultural awareness, thinking quality and learning ability, realizing the teaching goal of integrating language learning and quality improvement. The whole teaching process is student-centered, focusing on interaction and practice, making students actively participate in the learning process, and improving their comprehensive English literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $