Unit 1 Food for Thought-Starting out 教案-2025-2026学年高中英语外研版必修第二册

Unit 1 Food for Thought-Starting out 内容导航 This section, Starting out of Unit 1 Food for Thought, mainly uses videos, pictures and simple dialogues to introduce typical foods from different countries, activates students’ prior knowledge of food topics, and guides them to initially perceive food culture differences, laying a foundation for the whole unit’s learning. 教学目标和重难点 1. 教学目标 Language Ability: Students can master food-related core vocabulary and simple sentence patterns, and briefly describe and evaluate foods in English. Cultural Awareness: They can understand the representative foods of different countries, recognize and respect the diversity of food cultures, and establish cross-cultural communication awareness. Thinking Quality: They can analyze and compare food differences between different cultures and develop simple logical reasoning and critical thinking. Learning Ability: They can actively participate in interactive activities, use multi-channel resources to learn, and form good autonomous and cooperative learning habits. 2. 教学重难点 Key Points: Mastering core vocabulary related to food (such as cuisine, snack, braised, etc.) and basic sentence patterns for describing food taste, characteristics and preferences; understanding the main content of the video and pictures and being able to talk about food topics simply. Difficult Points: Using the learned vocabulary and sentence patterns to express personal views on food and food culture accurately; understanding the cultural connotation behind different foods and cultivating cross-cultural communication sensitivity. 教学过程 Step 1: Lead-in (导入环节) Activity 1: Daily Talk & Warm-up The teacher greets students and starts with a daily topic related to food: “Good morning, everyone. What did you have for breakfast today? Can you describe it briefly?” Invite 3-4 students to share their breakfast, and guide them to use simple words such as “delicious”, “tender”, “salty” and sentences like “I had... for breakfast. It tastes...”. After students’ sharing, the teacher summarizes: “Food is an important part of our daily life. It not only satisfies our hunger, but also carries different cultural connotations. Today, we will start our journey of exploring food culture in Unit 1 Food for Thought.” Design Intention: Starting with students’ daily life, the topic of food can quickly arouse students’ interest and enthusiasm for participation, activate their existing vocabulary and expression ability related to food, and lay a natural foundation for the subsequent teaching content. At the same time, the teacher’s summary can smoothly lead to the unit theme, helping students clarify the learning focus of this lesson. Activity 2: Visual Aids Presentation The teacher shows pictures of representative foods from different countries on the screen, including Chinese Dongpo braised pork, British roast beef, American hamburgers, Japanese sushi, Indian curry, etc. For each picture, the teacher briefly introduces the food in simple English, such as “This is Dongpo braised pork from China. It is made of streaky pork, braised slowly with green onion and ginger. It tastes tender and not greasy.” Then, ask students to match the food pictures with the corresponding countries and invite them to try to describe the food they know with simple words. Design Intention: Using vivid pictures can直观 present the representative foods of different countries, help students form a direct cognitive impression, and expand their vocabulary and knowledge of food. The matching activity can test students’ prior knowledge of international food culture, and the description link can further stimulate students’ expression desire, laying a foundation for the understanding of the subsequent video content. Step 2: Presentation (新知呈现环节) Activity 1: Video Watching & Comprehension The teacher plays the video in the Starting out section (an American’s food trip in China, showing Chinese representative foods such as Peking duck, hairy crabs and hot pot). Before playing, the teacher puts forward two guiding questions to help students focus on the key points: 1. What Chinese foods does the video show? 2. How does the American feel about these Chinese foods? After playing the video for the first time, invite students to answer the guiding questions together, and the teacher corrects and supplements them. Then, play the video again, and ask students to take notes of the key words and sentences in the video, such as “delicious”, “amazing”, “I have never tasted such delicious food before”, “Peking duck is my favorite”. After the second playing, the teacher organizes students to share their notes, sorts out the core vocabulary and sentences on the blackboard, and explains their meanings and usages briefly, such as the pronunciation and meaning of “cuisine”, “braised”, “tender”, and the usage of the sentence pattern “I think... is the most delicious because...”. Design Intention: The video is a multi-modal teaching resource that can combine audio and video, making the teaching content more vivid and interesting, and helping students better understand the food culture connotation conveyed in the video. The guiding questions before playing can help students clarify the viewing focus and improve the efficiency of information acquisition. The note-taking link can cultivate students’ ability to capture key information, and the teacher’s explanation of vocabulary and sentences can help students master new knowledge in time, laying a foundation for the subsequent application link. Activity 2: Vocabulary Consolidation The teacher organizes a “Vocabulary Matching Game” to consolidate the newly learned food-related vocabulary. Prepare two sets of cards: one set with vocabulary (such as cuisine, snack, braised, tender, greasy, commemorate) and the other set with corresponding English explanations or Chinese meanings. Divide students into groups of 4, and each group sends a representative to take turns matching the vocabulary with the explanations. The group that matches correctly and quickly gets a small reward. After the game, the teacher randomly asks students to use the newly learned vocabulary to make sentences, such as “Can you use ‘braised’ to make a sentence?” and guides students to make reasonable sentences, such as “My mother often cooks braised pork for me.” Design Intention: The form of a game can increase the fun of vocabulary learning, arouse students’ learning enthusiasm, and help students memorize vocabulary in a relaxed atmosphere. The sentence-making link can test students’ mastery of vocabulary and their ability to use vocabulary in context, further strengthening the understanding and application of new knowledge. Activity 3: Picture Analysis & Topic Discussion The teacher shows the pictures in the Starting out section of the textbook, which show different people eating food from different countries. The teacher guides students to observe the pictures carefully and asks the following questions: 1. What are the people doing in the pictures? 2. What foods are they eating? 3. Do you think these foods are typical of their countries? Why? Then, organize students to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, listens to students’ discussions, and gives appropriate guidance and help to students who have difficulty expressing themselves, such as reminding them to use the newly learned vocabulary and sentence patterns. After the group discussion, each group sends a representative to share their discussion results. The teacher summarizes and comments on students’ sharing, affirms their positive performance, and supplements relevant knowledge, such as introducing the cultural background of some foods briefly, such as Dongpo braised pork was named after Su Dongpo, a great poet in the Northern Song Dynasty. Design Intention: The picture analysis can cultivate students’ observation ability and information extraction ability. The group discussion can provide students with more opportunities to speak English, exercise their oral expression ability and cooperative learning ability. The teacher’s guidance and comments can help students correct their mistakes in expression, deepen their understanding of food culture, and cultivate their cross-cultural awareness. Step 3: Practice (巩固练习环节) Activity 1: Pair Work - Talk About Your Favorite Food Ask students to work in pairs to talk about their favorite food. The teacher provides a discussion outline to guide students: 1. What is your favorite food? 2. Where is it from? 3. What does it taste like? 4. Why do you like it? Students need to use the newly learned vocabulary and sentence patterns in the discussion, such as “My favorite food is Dongpo braised pork. It is from China. It tastes tender and juicy. I like it because it is very delicious and has a long history.” During the pair work, the teacher walks around the classroom, observes students’ communication, and helps students who have difficulty expressing themselves, such as prompting them with key words or sentence patterns. After the pair work, invite 2-3 pairs to present their dialogue in front of the class. The teacher comments on their performance, affirms their advantages, and puts forward suggestions for improvement, such as correcting pronunciation errors or inappropriate sentence structures. Design Intention: The pair work is a targeted oral practice activity, which can help students apply the newly learned vocabulary and sentence patterns to practical communication, improve their oral expression ability and language application ability. The discussion outline can guide students to organize their ideas and ensure the smooth progress of the discussion. The teacher’s guidance and comments can help students find their own problems and improve their language expression level. Activity 2: Fill in the Blanks The teacher distributes exercise sheets to students, which include fill-in-the-blank questions related to the teaching content. The questions are designed as follows: 1. Dongpo braised pork is a famous dish in Zhejiang ______ (cuisine/snack). 2. The meat of Dongpo braised pork is ______ (tender/greasy) and juicy. 3. The American felt ______ (amazing/amazed) when he tasted Chinese food. 4. We often ______ (commemorate/celebrate) Su Dongpo by eating Dongpo braised pork. Students complete the exercises independently, and then the teacher checks the answers together with the students, explains the reasons for the answers, and emphasizes the usage of key words and the discrimination of similar words, such as the difference between “amazing” and “amazed”. Design Intention: The fill-in-the-blank exercise is a simple and effective way to consolidate vocabulary and grammar knowledge, which can test students’ mastery of the newly learned key words and help them deepen their understanding of word usage. The teacher’s explanation of the answers can help students clarify the doubts in the learning process and further consolidate the learned knowledge. Activity 3: Group Competition - Food Culture Quiz Divide students into 4 groups, and the teacher asks quiz questions related to food culture and the teaching content of this lesson, such as: 1. What is the name of the famous Chinese dish named after a poet? (Dongpo braised pork) 2. What kind of food is Peking duck? (A typical Chinese food) 3. What does “braised” mean in Chinese? (炖) 4. Which sentence is correct? A. I think this food is very delicious. B. I think this food very delicious. Each group answers the questions in turn, and the group that answers correctly gets 1 point. The group with the highest score at the end gets a collective reward. During the quiz, the teacher encourages students to actively answer questions and explains the relevant knowledge points in time for the questions that students answer incorrectly. Design Intention: The group competition can stimulate students’ competitive awareness and learning enthusiasm, make students consolidate the learned knowledge in a relaxed and pleasant atmosphere, and at the same time expand students’ knowledge of food culture. The quiz questions are closely related to the teaching content, which can effectively test students’ mastery of the knowledge of this lesson. Step 4: Consolidation & Extension (巩固拓展环节) Activity 1: Cultural Extension - Food Culture Sharing The teacher introduces the food culture of different countries briefly, such as the table manners of British people when eating roast beef, the way Japanese people eat sushi, and the characteristics of Indian curry. Then, ask students to share the food culture they know, such as the food customs of their hometown, or the food culture of other countries they have learned from books, videos or other channels. The teacher guides students to focus on the cultural connotation behind the food, such as how food is related to the history, customs and living habits of a country. After students’ sharing, the teacher summarizes: “Every country has its own unique food culture, which is an important part of the world’s cultural diversity. We should respect and understand the food culture of different countries, and at the same time inherit and carry forward our own traditional food culture.” Design Intention: The cultural extension link can expand students’ horizons, deepen their understanding of food culture, and cultivate their cross-cultural awareness and cultural confidence. Letting students share their own knowledge can stimulate their learning initiative and sense of participation, and help students establish the concept of respecting cultural diversity. Activity 2: Writing Practice - My Favorite Food Ask students to write a short passage about their favorite food, with a length of 50-80 words. The teacher provides writing requirements: 1. Introduce the name and origin of the food. 2. Describe the taste and characteristics of the food. 3. Explain why you like it. Students need to use the newly learned vocabulary and sentence patterns in the writing. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulty writing, such as helping them organize their ideas, prompt key words and sentence patterns. After students finish writing, invite 2-3 students to read their passages in front of the class. The teacher comments on their writing, affirms their advantages (such as correct use of vocabulary and sentence patterns, clear logic), and puts forward suggestions for improvement (such as adding more detailed descriptions, correcting grammatical errors). Then, collect all students’ passages and check them carefully after class, and give targeted comments and guidance to each student. Design Intention: The writing practice can test students’ comprehensive language application ability, integrate the vocabulary, sentence patterns and cultural knowledge learned in this lesson, and help students consolidate and apply the learned knowledge. The teacher’s guidance and comments can help students improve their writing level and correct their mistakes in writing. Step 5: Summary & Homework (总结与作业环节) Activity 1: Lesson Summary The teacher invites students to summarize the content of this lesson together. Ask students: “What have we learned today? What new vocabulary and sentence patterns have we mastered? What do we know about food culture?” Guide students to sort out the key points of this lesson, including core vocabulary (cuisine, snack, braised, tender, etc.), basic sentence patterns for describing food, and the representative foods and cultural connotations of different countries. Then, the teacher makes a final summary: “Today, we have learned the Starting out section of Unit 1 Food for Thought. We have mastered the vocabulary and sentence patterns related to food, understood the representative foods of different countries, and realized the diversity of food culture. I hope you can apply the knowledge you have learned to your daily life and pay more attention to the food culture around you.” Design Intention: Letting students summarize the lesson by themselves can cultivate their ability to sort out and summarize knowledge, and help them deepen their understanding and memory of the knowledge of this lesson. The teacher’s final summary can help students clarify the key points of the lesson and form a systematic knowledge framework. Activity 2: Homework Arrangement Assign three levels of homework to meet the needs of different students: 1. Basic Homework: Review the core vocabulary and sentence patterns learned in this lesson, copy each vocabulary 5 times and make 2 sentences for each; recite the key sentences sorted out in class. 2. Intermediate Homework: Revise the short passage written in class according to the teacher’s comments, and add more detailed descriptions; talk with your family members about your favorite food in English, and record the dialogue (you can record it in audio or video form). 3. Advanced Homework: Search for information about the food culture of a foreign country that you are interested in, write a short introduction (80-100 words), and prepare to share it in the next class. Design Intention: The hierarchical homework can meet the learning needs of students with different levels, help students consolidate the learned knowledge according to their own actual situation, and expand their learning space. The basic homework focuses on consolidating vocabulary and sentence patterns; the intermediate homework focuses on applying knowledge to practical communication; the advanced homework focuses on expanding students’ knowledge and cultivating their autonomous learning ability. 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 $