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

Unit 1 Food for Thought-Using language 内容导航 This section focuses on integrating language knowledge and practical skills around the theme of food. It mainly involves the usage of modal verbs (must, should, needn’t, etc.), vocabulary related to food description and healthy eating, as well as oral and written practice such as food comments and recipe writing, helping students apply language in real food-related scenarios. 教学目标和重难点 1. 教学目标 Language Ability: Students will master modal verbs’ usage and food-related vocabulary, and improve their ability to express food opinions and write simple recipes. Cultural Awareness: They will understand dietary cultures at home and abroad, respect cultural differences in food, and enhance cross-cultural communication awareness. Thinking Quality: They will develop logical thinking through analyzing modal verbs’ functions and critical thinking through discussing healthy eating. Learning Ability: They will form good learning habits by summarizing language rules and cooperating in group activities, laying a foundation for autonomous learning. 2. 教学重难点 Key Points: The accurate usage of modal verbs (expressing advice, necessity, prohibition and lack of necessity) in food-related contexts; the mastery of common vocabulary and phrases for describing food taste, smell and healthy eating. Difficult Points: Distinguishing the subtle differences between similar modal verbs (e.g., must vs. have to, should vs. ought to); flexibly applying modal verbs and food vocabulary to complete oral communication and written tasks such as food comments and recipe writing naturally and appropriately. 教学过程 Step 1: Lead-in (Lead-in and Activation) Activity 1: Daily Food Talk The teacher starts the class with a question: “What did you have for breakfast today? Do you think it’s healthy? Why or why not?” Then, invite 3-4 students to share their answers. After that, show some pictures of common foods (e.g., fried chicken, vegetables, noodles, fruits, roast food) on the screen, and ask students to discuss in pairs: “Which of these foods are healthy? Which are not? What advice would you give to someone who likes eating unhealthy food?” Design Intention: This activity is closely connected with students’ daily life, which can quickly arouse their interest in the class theme. By talking about their own breakfast and discussing healthy and unhealthy foods, students can activate their existing vocabulary related to food and healthy eating, lay a foundation for the subsequent learning of modal verbs used to give advice. At the same time, pair discussion can cultivate students’ oral communication ability and let them participate in the class actively. Activity 2: Key Vocabulary Preview The teacher presents the key vocabulary of this section on the screen, including food description words (delicious, tasty, spicy, sweet, salty, crispy, soft), healthy eating-related words (balanced diet, nutrition, calorie, digest, suffer from heat), and common phrases (take to, gather courage, take a bite). For each word or phrase, the teacher provides a simple example sentence combined with the food theme, such as “This fried chicken is crispy but high in calories.” “We should have a balanced diet to keep healthy.” Then, ask students to read the words and sentences aloud after the teacher, and check their pronunciation and intonation. Finally, invite students to make simple sentences with the new words or phrases in pairs. Design Intention: Previewing key vocabulary in advance can help students remove language obstacles in the subsequent learning process. Combining vocabulary with food-themed example sentences makes it easier for students to understand and remember the words. Reading aloud and making sentences in pairs can not only help students master the pronunciation and usage of vocabulary, but also lay a solid foundation for the subsequent language application. Step 2: Presentation (Presentation of Key Knowledge) Activity 1: Modal Verbs Presentation (Focus on Advice, Necessity and Prohibition) First, the teacher presents several sentences from the unit reading passage and the Using language section on the screen, such as: 1. “Mum says we’d better not eat too much roast food as it may make us suffer from heat inside our bodies.” 2. “You must wash your hands before cooking.” 3. “You needn’t try it if you don’t want to.” 4. “We should eat more vegetables and fruits every day.” Then, guide students to observe these sentences and discuss in groups: “What do the underlined words (had better not, must, needn’t, should) mean? In what situations do we use them?” After the discussion, the teacher summarizes the usage of these modal verbs: 1. Should/ought to: Used to give advice, meaning “should”. For example, “We should keep a balanced diet.” 2. Must: Used to express necessity or strong advice, meaning “must”, and its negative form “mustn’t” means “must not/forbidden”. For example, “You mustn’t eat raw meat.” 3. Needn’t: Used to express lack of necessity, meaning “don’t need to/it’s not necessary to”. 4. Had better (not): Used to give advice, which is more direct and colloquial than should, meaning “had better (not)”. In the process of summary, the teacher combines food-related examples to explain each usage in detail, and emphasizes the differences between similar modal verbs: “Must” emphasizes subjective willingness, while “have to” emphasizes objective necessity (e.g., “I must finish my homework first” vs. “I have to go home early because my mom is ill”); “Should” and “ought to” have similar meanings, but “ought to” is more formal. Design Intention: Presenting modal verbs through familiar sentences from the textbook can help students connect new knowledge with existing learning experience, reducing the difficulty of learning. Group discussion can stimulate students’ thinking and let them explore language rules independently, which is more conducive to mastering knowledge than passive acceptance. Emphasizing the differences between similar modal verbs can help students avoid mistakes in practical application and improve the accuracy of language use. Activity 2: Modal Verbs Practice (Controlled Practice) The teacher designs controlled practice questions on the screen, asking students to fill in the blanks with appropriate modal verbs (should, must, needn’t, had better, etc.). The questions are closely related to the food theme, such as: 1. You ______ eat too much sugar; it’s bad for your teeth. (shouldn’t/had better not) 2. We ______ drink enough water every day to keep healthy. (must/should) 3. You ______ worry about the food; it’s safe to eat. (needn’t) 4. When cooking, you ______ wash the vegetables carefully. (must) Students complete the exercises individually first, then the teacher checks the answers in class. For the wrong answers, the teacher analyzes the reasons and reviews the usage of relevant modal verbs again. Then, invite students to read the completed sentences aloud to strengthen their memory. Design Intention: Controlled practice is a necessary link to consolidate new knowledge. By filling in the blanks, students can quickly apply the modal verbs they have just learned, deepen their understanding of their usage. Checking answers in class can help the teacher grasp students’ learning situation in time, find out the weak links and carry out targeted review, ensuring that every student can master the basic usage of modal verbs. Step 3: Practice (Consolidation and Application) Activity 1: Oral Practice – Food Advice Dialogue Divide students into groups of 4. Each group is given a specific scenario related to food, such as: Scenario 1: Your friend likes eating fast food every day and is getting fat. Give him/her some advice. Scenario 2: Your little sister refuses to eat vegetables. How would you persuade her? Scenario 3: You are going to cook a meal for your family. What should you pay attention to? Scenario 4: Your classmate wants to keep a healthy diet. What suggestions would you give him/her? Ask each group to discuss and prepare a 2-3 minute dialogue, using at least 3 modal verbs learned in this section. During the preparation process, the teacher walks around the classroom, provides guidance for students who have difficulties, and reminds them to use the food-related vocabulary previewed earlier. After the preparation, invite 2-3 groups to perform their dialogues in front of the class. After each performance, the teacher comments on their performance, affirming the advantages and pointing out the problems (such as incorrect use of modal verbs, lack of vocabulary, etc.), and asks other students to give suggestions. Design Intention: Oral dialogue practice can connect modal verbs and food vocabulary with real communication scenarios, helping students flexibly apply the knowledge they have learned. Group cooperation can cultivate students’ teamwork ability and communication ability. Performing in front of the class can enhance students’ confidence in speaking English, and teacher’s and classmates’ comments can help students find their own shortcomings and improve their oral expression ability. Activity 2: Vocabulary Consolidation – Food Description Competition Organize a food description competition. Divide students into groups of 3. The teacher shows pictures of different foods (e.g., Sichuan hot pot, Beijing roast duck, fruit salad, chocolate cake) on the screen. Each group selects a representative to describe the food in English, including its taste, smell, appearance and whether it is healthy. The description should use at least 5 food-related words or phrases learned in this section. Other groups score the description according to the accuracy of vocabulary, fluency of expression and richness of content. The group with the highest score wins a small reward. Design Intention: The competition form can stimulate students’ enthusiasm and initiative in learning. Through describing food, students can consolidate the food-related vocabulary and phrases they have learned, and improve their oral expression ability and logical thinking ability. Scoring by other groups can not only let students learn from each other, but also enhance their sense of participation. Activity 3: Written Practice – Food Comment Ask students to write a short food comment (about 80-100 words) on their favorite food. The comment should include: 1. What is the food? 2. What does it taste, smell and look like? 3. Is it healthy? Why or why not? 4. Give some advice on eating this food. Require students to use at least 2 modal verbs and 5 food-related words or phrases. Before writing, the teacher gives a sample comment on the screen, such as: “My favorite food is tomato and egg noodles. It looks bright red, with soft noodles and tender eggs. It tastes sweet and sour, very delicious. Tomato is rich in vitamins, and egg provides protein, so it’s a healthy food. You should cook it with less oil and salt. You needn’t add too many seasonings, because it can keep its original taste.” Students write individually. During the writing process, the teacher walks around to provide help for students who have difficulties in wording or sentence structure. After writing, ask students to exchange their comments with their deskmates and correct each other’s mistakes (such as grammar errors, incorrect use of modal verbs, wrong vocabulary, etc.). Then, select 2-3 excellent comments and 2-3 comments with common mistakes to analyze in class, affirming the advantages of excellent comments and explaining how to correct the mistakes. Design Intention: Written practice is an important way to consolidate language knowledge and improve writing ability. The sample comment can provide a model for students, helping them clarify the writing requirements and ideas. Exchanging and correcting with deskmates can cultivate students’ ability to find and correct mistakes independently. Analyzing comments in class can help students avoid common mistakes and improve the quality of their writing. Step 4: Extension (Extension and Expansion) Activity 1: Cross-Cultural Dietary Differences Discussion The teacher shows some pictures of dietary cultures at home and abroad (e.g., Chinese family reunion dinner, Western buffet, Japanese sushi, Indian curry). Then, ask students to discuss in groups: “What are the differences between Chinese dietary culture and Western dietary culture? What are the characteristics of dietary cultures in other countries? How should we treat different dietary cultures?” After the discussion, invite representatives of each group to share their views. The teacher summarizes: Different countries have different dietary cultures due to factors such as history, geography and customs. We should respect these differences, learn from each other’s advantages, and form a healthy and reasonable eating habit. At the same time, the teacher guides students to think about: “What can we do to promote Chinese dietary culture to the world?” Design Intention: This activity can expand students’ horizons, let them understand the diversity of dietary cultures, and enhance their cross-cultural communication awareness and cultural confidence. Discussing how to promote Chinese dietary culture can cultivate students’ sense of responsibility and patriotic feelings, and integrate cultural awareness into language teaching. Activity 2: Healthy Eating Poster Design Divide students into groups of 4. Ask each group to design a healthy eating poster. The poster should include: 1. A title (e.g., “Keep a Balanced Diet”, “Healthy Eating, Happy Life”). 2. Key advice on healthy eating (using modal verbs). 3. Pictures or drawings related to healthy food. 4. Some food-related vocabulary. The teacher provides some poster samples on the screen for students to refer to. During the design process, the teacher walks around to provide guidance, reminding students to use the knowledge learned in this section (modal verbs, food vocabulary) and pay attention to the layout and beauty of the poster. After the design is completed, each group hangs their poster on the blackboard and introduces their poster to the class, explaining the design ideas and the advice on healthy eating. Design Intention: Poster design is a creative activity that can combine language knowledge with practical operation, stimulating students’ creativity and imagination. Introducing the poster can not only consolidate the knowledge learned, but also improve students’ oral expression ability and teamwork ability. At the same time, the poster can also remind students to keep a healthy eating habit in daily life, realizing the combination of teaching and life. Step 5: Summary and Homework Activity 1: Class Summary The teacher invites students to summarize what they have learned in this class, including the usage of modal verbs, food-related vocabulary and phrases, and the skills of oral dialogue and written comment. Then, the teacher makes a comprehensive summary, emphasizing the key and difficult points of this class, and reminds students to pay attention to the correct use of modal verbs in daily communication and flexibly apply the knowledge learned to express their views on food and healthy eating. Design Intention: Letting students summarize the class content can help them sort out the knowledge system, deepen their memory of the knowledge learned, and cultivate their ability to summarize and induce. The teacher’s comprehensive summary can help students clarify the key and difficult points, and form a complete knowledge framework. Activity 2: Homework Arrangement 1. Basic Homework: Copy the key vocabulary and phrases of this section, and make 5 sentences with modal verbs (each sentence should be related to food or healthy eating). 2. Practical Homework: Interview your family members about their eating habits, give them some advice on healthy eating using modal verbs, and write a short interview report (about 100 words). 3. Extended Homework: Find information about the dietary culture of a foreign country, write a short introduction (about 100 words), and share it in the next class. Design Intention: The basic homework is to consolidate the language knowledge learned in class, ensuring that students master the key vocabulary and modal verbs. The practical homework connects the knowledge learned with real life, letting students apply the language to communicate with family members, improving their practical application ability. The extended homework can expand students’ knowledge, cultivate their ability to collect and sort out information, and lay a foundation for the next class’s sharing activity. 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 $