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

Unit 1 Food for Thought-Understanding ideas 内容导航 This part centers on the text “A Child of Two Cuisines”, telling a story of a child growing up with British and Chinese parents, showing the differences and integration of Chinese and Western food cultures, and conveying the recognition and respect for cross-cultural food customs. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and sentences related to food and culture, understand the narrative structure of the text, and express personal views on food cultures in simple English. Cultural Awareness: They will understand the differences and similarities between Chinese and Western food cultures, cultivate respect for diverse cultures and enhance cross-cultural communication awareness. Thinking Quality: Students can analyze the authors emotional changes and logical clues in the text, and develop critical thinking and inductive ability. Learning Ability: They will learn to use reading strategies to obtain key information and form good independent learning and cooperative inquiry habits. 2. 教学重难点 Key Points: Mastering core vocabulary such as “spicy, dare, take to, gather” and key sentence patterns like “Thanks to..., sb. has come to...”; understanding the main idea and detailed information of the text; grasping the authors emotional attitude towards cross-cultural food. Difficult Points: Understanding the cultural connotation behind food differences (e.g., the reasons for Dads hesitation to try certain Chinese food); correctly using the key sentence patterns in oral and written expression; analyzing the role of specific details in expressing the theme. 教学过程 Step 1: Lead-in (导入) Activity 1: Warm-up Discussion. The teacher shows pictures of typical Chinese and Western food (such as Sichuan spicy dishes, hot pot, full English breakfast, Sunday roast) on the screen, and asks students two questions: “What’s your favorite food? Do you know any differences between Chinese and Western food?” Then invite 3-4 students to share their answers in English. After that, the teacher makes a brief summary: “Food is not only for satisfying hunger, but also a carrier of culture. Today, we will read a story about a child who grows up with two different food cultures, to explore the charm of cross-cultural food.” Design Intention: This activity uses familiar food pictures to arouse students’ interest in the topic, activate their existing knowledge about food and food culture, and lay a foundation for the subsequent text reading. Meanwhile, it provides students with opportunities to practice oral expression, helping them build confidence in English communication. The brief summary at the end of the activity can naturally lead to the theme of the text, connecting the warm-up with the main teaching content. Activity 2: Vocabulary Preview. The teacher presents the core vocabulary of the text (spicy, dare, take to, gather, stinky, amaze, remind, typical) on the screen, with phonetic symbols, Chinese meanings and simple example sentences (e.g., “Mum often cooks spicy dishes.” “He dare not try stinky tofu.”). Then the teacher leads students to read the words aloud twice, correcting their pronunciation and intonation. After that, organize students to do a quick matching exercise: match the words with their corresponding meanings. Finally, ask 2 students to check the answers and explain the difficult words (such as “take to” means “start to like or get used to doing something”; “gather courage” means “summon up courage”). Design Intention: Previewing core vocabulary before reading can help students reduce difficulties in understanding the text, ensure the smooth progress of reading activities. Leading students to read aloud and do matching exercises can help them master the pronunciation, meaning and basic usage of the words, laying a solid language foundation for text comprehension. Explaining difficult words in simple English can also cultivate students’ ability to understand English explanations. Step 2: Pre-reading (读前) Activity 1: Predict the Text. The teacher shows the title of the text “A Child of Two Cuisines” and the picture of a family with British and Chinese parents, and asks students: “What do you think the text will talk about? What kind of food experiences may the child have?” Guide students to make predictions based on the title and picture, such as “The child may eat both Chinese and Western food at home.” “There may be some interesting stories about food between the child’s parents.” Then write down 2-3 typical predictions on the blackboard. Design Intention: Predicting the text content based on the title and picture can stimulate students’ reading desire and make them have a clear purpose when reading. It also helps students develop the reading strategy of predicting, which is an important part of improving reading ability. Writing down the predictions can also let students check whether their guesses are correct during reading, enhancing their sense of achievement. Activity 2: Introduce the Background. The teacher briefly introduces the background of the text in simple English: “The author of the text was born in England, with a British father and a Chinese mother. She grew up eating food from both countries, so she has a deep understanding of Chinese and Western food cultures. This text records her interesting experiences and feelings about food.” At the same time, the teacher mentions that Sichuan food is famous for being spicy and the full English breakfast is a typical Western breakfast, helping students better understand the related content in the text. Design Intention: Brief background introduction can help students understand the context of the text, reduce the difficulty of understanding cultural-related content, and enable them to better resonate with the authors feelings. Introducing the characteristics of Sichuan food and Western breakfast can also connect with the content in the text, making the background introduction more targeted. Step 3: While-reading (读中) Activity 1: Skimming for Main Idea. Ask students to read the text quickly (skimming) and answer the following question: “What is the main idea of the text?” After students finish reading, invite 2-3 students to share their answers. Then the teacher summarizes the main idea: “The text tells the authors growing experiences with Chinese and Western food cultures, showing the differences between Chinese and Western food, the authors love for both kinds of food, and the integration of the two cultures.” Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and improve reading efficiency. Asking students to share their answers can check their understanding of the main idea, and the teachers summary can help students form a correct and clear understanding of the texts theme, laying a foundation for in-depth reading. Activity 2: Scanning for Detailed Information. Ask students to read the text again carefully (scanning) and complete the following table. The table includes three columns: “Characters”, “Food-related Behaviors/Attitudes” and “Reasons”. The characters include “Mum”, “Dad” and “the author”. Students need to find relevant information from the text and fill in the table. After students finish filling in, organize them to exchange answers in groups of 4, check and correct each other. Then invite a representative from each group to present the groups answers, and the teacher makes comments and supplements. Specific tips for students: Pay attention to key sentences such as “Mum has sweet memories of the food from her home town in Sichuan, and often cooks spicy dishes.” “Dad has come to love hot pot, but he dare not try some dishes like chicken feet.” “I enjoy that sort of food myself and once tried stinky tofu.” Design Intention: Scanning for detailed information can help students deeply understand the content of the text, grasp the specific behaviors and attitudes of different characters towards food, and lay a foundation for analyzing the authors emotional attitude and the theme of the text. Group exchange can promote students’ cooperative learning, let them learn from each other, and improve their ability to find and organize information. The teachers comments and supplements can help students correct mistakes and deepen their understanding of the text. Activity 3: Close Reading for Language Points. Guide students to read the text paragraph by paragraph, and explain the key words, phrases and sentence patterns in each paragraph, combining with the context. At the same time, ask students to find the key sentences in each paragraph and analyze their functions. Paragraph 1: Key sentence: “Growing up in England with a British father and a Chinese mother, I’ve enjoyed food from both countries ever since I was able to hold a knife and fork …and chopsticks!” Explain the participial phrase “Growing up...” as an adverbial of accompanying circumstances. Let students imitate the sentence structure to make sentences, such as “Growing up in the countryside, I’ve enjoyed the fresh air and beautiful scenery.” Paragraph 2: Key words and phrases: “spicy, dare, take to”. Explain “dare” as a modal verb and a real verb (e.g., “He dare not try it.” vs “He does not dare to try it.”); explain “take to doing sth.” with the example in the text (“he still does not easily take to eating things like chicken feet”). Key sentence: “Thanks to this, Dad has come to love hot pot!” Explain “Thanks to...” and “has come to...”, and let students make sentences. Paragraph 3: Key sentence: “He must have thought I was joking.” Explain the usage of “must have done” to express a sure speculation about the past. Let students practice with examples, such as “She is not here. She must have gone home.” Paragraph 4: Key words: “typical, suffer from, traditional Chinese medicine”. Explain “suffer from” (e.g., “suffer from heat inside the body”) and the meaning of “traditional Chinese medicine” in simple English. Key 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.” Explain the usage of “had better not do sth.” and the adverbial clause of reason “as...”. Paragraph 5: Key words and phrases: “gather, amaze, remind...of...”. Explain “gather courage” and “remind sb. of sth.” with the example in the text (“it reminded me of blue cheese”). Key sentence: “But I gathered all my courage to take a bite and was amazed to find it wasnt so bad.” Analyze the structure of the sentence and let students imitate it. Paragraph 6: Key sentence: “People say that one mans meat is another mans poison, but I feel at home with food from both my cultures.” Explain the proverb “one mans meat is another mans poison” and the phrase “feel at home with...”. Guide students to understand the authors emotional attitude towards cross-cultural food from this sentence. Design Intention: Close reading is the key link to improve students’ language ability. By explaining key language points in the context, students can not only master the usage of words and sentences, but also understand their functions in expressing the theme and emotions. Imitation exercises can help students apply the learned language points to practice, improving their ability to use language flexibly. Analyzing key sentences can help students deeply understand the authors emotional changes and the logical structure of the text. Activity 4: Analyze the Authors Emotional Attitude. Ask students to read the text again and think about the following questions: 1. How does the author feel about Chinese food and Western food? 2. What does the author want to convey through the text? Then organize students to discuss in groups of 4, and invite several students to share their views. The teacher summarizes: “The author loves both Chinese and Western food, and she respects and accepts the differences between the two cultures. She wants to convey that food is a bridge connecting different cultures, and we should respect and appreciate diverse food cultures.” Design Intention: Analyzing the authors emotional attitude can help students deeply understand the theme of the text, cultivate their ability to analyze and infer the authors intention, and improve their thinking quality. Group discussion can stimulate students’ thinking, let them express their views freely, and enhance their cooperative inquiry ability. The teachers summary can help students form a correct understanding of the texts theme and emotional connotation. Step 4: Post-reading (读后) Activity 1: Retell the Text. Ask students to retell the text in their own words, with the help of the key information in the table completed in the scanning activity. The retelling should include the authors family background, the food behaviors of Mum, Dad and the author, and the authors feelings. First, let students practice retelling in pairs for 5 minutes. Then invite 2-3 students to retell the text in front of the class, and the teacher makes comments on their retelling (focusing on the completeness of content, the correctness of language and the fluency of expression). Design Intention: Retelling the text can help students consolidate the content of the text, improve their ability to organize and express language, and test their understanding of the text. Pair practice can let students help each other, correct mistakes, and improve their oral expression ability. The teachers comments can help students find their own shortcomings and improve their retelling ability. Activity 2: Group Discussion. Divide students into groups of 4, and give them the discussion topic: “What can we learn from the authors experience? How should we treat different food cultures in our daily life?” Ask students to discuss the topic fully, and each group should elect a representative to record the key points of the discussion. After 10 minutes of discussion, invite representatives from each group to share the groups views. The teacher makes a summary: “We should respect and appreciate different food cultures, be open-minded to try new food, and use food as a bridge to communicate with people from different cultures, so as to promote cross-cultural understanding and integration.” Design Intention: Group discussion can stimulate students’ deep thinking, let them connect the text content with real life, and cultivate their ability to think independently and cooperate. The discussion topic is closely related to the core literacy of cultural awareness, helping students establish the concept of respecting diverse cultures and enhancing their cross-cultural communication awareness. The teachers summary can guide students to form correct values and deepen their understanding of the texts theme. Activity 3: Language Practice. Ask students to complete the following exercises to consolidate the key language points learned in the text: 1. Fill in the blanks with the correct form of the given words (spicy, dare, take to, gather, amaze, remind...of...): ① My mother often cooks ______ dishes because she is from Sichuan. ② He ______ not go out alone at night. ③ After living in China for a year, he has ______ eating Chinese food. ④ She ______ all her courage to speak in front of the class. ⑤ I was ______ to find that he could speak Chinese fluently. ⑥ The old photo ______ me ______ my childhood. 2. Translate the following sentences into English using the key sentence patterns learned: ① 多亏了我的老师，我已经爱上了英语。(Thanks to..., have come to...) ② 你最好不要吃太多甜食，因为它对牙齿不好。(had better not do sth., as...) ③ 他一定是忘记了我们的约定。(must have done) After students finish the exercises, ask them to check the answers in pairs. Then the teacher explains the difficult exercises and corrects the common mistakes. Design Intention: Language practice is an important link to consolidate the learned knowledge. Through filling in the blanks and translation exercises, students can further master the usage of key words and sentence patterns, and improve their ability to use language flexibly. Checking answers in pairs can promote students’ mutual learning and help them find and correct mistakes in time. The teachers explanation can help students solve difficulties and deepen their understanding of language points. Activity 4: Extended Reading. The teacher provides a short passage about cross-cultural food (e.g., the differences between Japanese food and Western food, or the integration of Chinese food in foreign countries), and asks students to read it and answer 2-3 simple questions (e.g., “What are the characteristics of Japanese food?”, “How is Chinese food integrated in foreign countries?”). After students finish reading and answering, the teacher checks the answers and makes a brief comment. Design Intention: Extended reading can expand students’ horizons, let them learn more about cross-cultural food knowledge, and further consolidate the reading strategies and language points learned. It also helps students deepen their understanding of the theme of the text and enhance their interest in learning English. Step 5: Summary and Homework (总结与作业) Activity 1: Summary. The teacher leads students to summarize the content of this class: “In this class, we read the text ‘A Child of Two Cuisines’, understood the main idea and detailed information of the text, mastered the key words and sentence patterns related to food and culture, analyzed the authors emotional attitude towards cross-cultural food, and discussed how to treat different food cultures. We also practiced our reading, speaking and writing abilities through various activities.” Design Intention: Summarizing the class content can help students sort out the knowledge learned in this class, form a systematic understanding, and consolidate the key points. It also helps students cultivate the ability to summarize and sort out knowledge. Activity 2: Homework. Assign the following homework to students: 1. Read the text aloud for 15 minutes every day, and recite the key sentences in each paragraph. 2. Complete the language practice exercises in the class, and review the key words and sentence patterns learned today. 3. Write a short passage (80-100 words) about your favorite food, introducing its characteristics and why you like it, and try to use the key words and sentence patterns learned in this class. 4. Find a piece of information about cross-cultural food (e.g., a story, a news report) and share it with the class in the next class. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and improve their language ability. Reading aloud and reciting can help students master the pronunciation and intonation of the text and remember the key sentences. Writing exercises can improve students’ writing ability and the ability to use language flexibly. Finding information about cross-cultural food can expand students’ horizons and lay a foundation for the next class. 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 $