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

Unit 1 Food for Thought-Developing ideas 内容导航 This section focuses on the theme of food and health, taking "Cold Truths" as the core text. It shows different people’s eating habits and lifestyles through fridge inspections, guides students to explore the relationship between diet and health, and inspires them to think critically about scientific eating and form healthy living concepts. It also provides language support for students’ oral expression and writing practice. 教学目标和重难点 1. 教学目标 Language Ability: Students will master food and health-related vocabulary, understand the text structure of interviews and descriptions, and improve their abilities in reading comprehension, oral discussion and written expression. Cultural Awareness: They will understand the diversity of eating habits in different countries and regions, respect cultural differences, and establish a scientific and rational view of diet. Thinking Quality: It cultivates students’ critical thinking by analyzing the relationship between diet and lifestyle, and guides them to put forward reasonable suggestions. Learning Ability: Students will learn to use reading strategies such as skimming and scanning, and improve their autonomous learning and cooperative inquiry abilities through group activities. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., fridge, lifestyle, nutrition, avoid, balanced) and sentence patterns (e.g., had better, needn’t, dare not); understanding the main content and structure of the text "Cold Truths"; being able to talk about personal eating habits and put forward suggestions on healthy diet. Difficult Points: Analyzing the logical relationship between different people’s eating habits and their lifestyles; using appropriate vocabulary and sentence patterns to express opinions and suggestions fluently; cultivating critical thinking about unscientific eating habits and applying what they have learned to practical communication. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up and Discussion The teacher starts the class with a question: “Do you often look into your fridge? What do you usually have in your fridge? Do you think the food in your fridge reflects your lifestyle?” Then, the teacher shows some pictures of different fridges (e.g., a fridge full of vegetables and fruits, a fridge with lots of fast food, an empty fridge) on the screen. Ask students to work in pairs to discuss the following questions: ① What kind of person might have such a fridge? ② What eating habits does this person probably have? ③ Is this eating habit healthy? Why or why not? After 5 minutes of pair discussion, invite 2-3 groups to share their opinions. The teacher makes simple comments and summarizes: “Different fridges contain different foods, which can reflect people’s different eating habits and lifestyles. Today, we will read a passage called ‘Cold Truths’, which will show us five people’s fridges and their lifestyles. Let’s explore the relationship between food and health together.” Design Intention: This lead-in activity is closely related to students’ daily life. By asking questions and showing pictures of fridges, it can quickly arouse students’ interest and activate their prior knowledge about food and lifestyles. Pair discussion provides students with opportunities to practice oral expression, lays a foundation for the subsequent text reading, and naturally leads to the theme of the lesson. Step 2: Pre-reading (Preparatory Activity) Activity 1: Vocabulary Preview The teacher presents the core vocabulary of this lesson on the screen, including nouns (fridge, lifestyle, nutrition, yogurt, honey, apartment), verbs (avoid, save, end up, gather), adjectives (empty, quick, tired, healthy), and modal verb phrases (had better, needn’t, dare not). For each word, the teacher provides the phonetic symbol, Chinese meaning and a simple example sentence related to the theme of food and health. For example: ① fridge (n.): a piece of electrical equipment used for keeping food cold. Example: There is some milk in my fridge. ② avoid (v.): to stay away from something. Example: We should avoid eating too much junk food. ③ had better: used to give advice. Example: You had better eat more vegetables. Then, organize students to do a quick vocabulary matching exercise: match the words with their Chinese meanings. After that, ask students to make 1-2 sentences with the words they have learned, and invite some students to share their sentences. The teacher corrects mistakes in pronunciation and grammar and gives positive feedback. Design Intention: Vocabulary is the foundation of reading and expression. Previewing core vocabulary before reading can help students remove language obstacles in the subsequent text reading, improve reading efficiency. The example sentences related to the lesson theme can help students understand the usage of words in context, and the sentence-making exercise can consolidate students’ mastery of vocabulary and lay a solid foundation for oral and written expression. Activity 2: Predicting the Text The teacher shows the title of the text “Cold Truths” and the pictures of the five people in the text (Ellie, Jenny, etc.) on the screen. Ask students to predict: ① What do you think the “cold truths” refer to? ② What will the passage talk about? ③ What information can you get from the pictures of the five people? Encourage students to express their predictions freely. The teacher writes down the key points of students’ predictions on the blackboard, and then says: “Let’s read the passage to check whether your predictions are correct. While reading, please pay attention to the main content of the passage.” Design Intention: Predicting the text before reading can stimulate students’ reading desire and initiative. By analyzing the title and pictures, students can form a preliminary understanding of the text content, cultivate their ability of logical reasoning and prediction, and make their reading more targeted. Step 3: While-reading (Text Reading and Analysis) Activity 1: Skimming for Main Idea Ask students to read the passage quickly (skimming) and finish the following tasks: ① What kind of passage is this? (Interview / Narrative / Expository) ② What is the main idea of the passage? ③ How many people are mentioned in the passage? Who are they? After students finish reading, invite them to answer the questions. The teacher summarizes: “This is an interview-style passage. It introduces five people’s fridges and their eating habits, and explores the relationship between diet and lifestyle. The five people are Ellie, Jenny, Peter, Mark and Sarah.” Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the genre and main idea of the passage, train their ability to extract key information, and lay a foundation for in-depth reading. Activity 2: Scanning for Specific Information Ask students to read the passage again (scanning) and fill in the following table. The table includes four columns: Name, Occupation, Fridge Content, and Lifestyle/Eating Habits. The teacher provides a blank table on the screen or handout. Name Occupation Fridge Content Lifestyle/Eating Habits Ellie Junior doctor Half empty, some leftovers, toast, yogurt with honey Busy, tired, doesn’t cook often, saves meals for next day, eats quick food Jenny Teacher Fresh vegetables, fruits, whole-grain bread, no processed food Avoids processed food, eats healthy and balanced diet, cooks at home Peter Student Lots of snacks, fast food, soda, no vegetables Likes snacks and fast food, doesn’t eat vegetables, irregular diet Mark Chef Various fresh ingredients, spices, homemade food Loves cooking, uses fresh ingredients, pays attention to nutrition and taste Sarah Retired person Homemade jam, pickles, fresh eggs, vegetables from her garden Grows vegetables herself, makes homemade food, eats a simple and healthy diet After students finish filling in the table, ask them to check their answers in pairs. Then, the teacher invites a student to present the table on the blackboard, and corrects and supplements the answers. At the same time, the teacher emphasizes some key information and difficult sentences, such as “There’s not enough room to swing a cat in my small apartment” (meaning the apartment is very small) and “I often end up saving part of my meal for the next day” (end up doing sth. means finally do sth.). Design Intention: Scanning is a strategy to find specific information quickly. By filling in the table, students can systematically sort out the key information of the passage, deepen their understanding of each person’s eating habits and lifestyles, and at the same time, they can learn and master some difficult sentences and phrases in the context, improving their reading comprehension ability. Activity 3: In-depth Analysis of the Text The teacher divides students into groups of 4-5, and assigns the following discussion tasks to each group: ① What are the advantages and disadvantages of each person’s eating habits? ② Why do different people have different eating habits? (Hint: combined with their occupations, lifestyles, etc.) ③ What do you think of the saying “You are what you eat”? Do you agree with it? Why or why not? ④ What suggestions would you give to the people with unhealthy eating habits in the passage? Each group chooses a recorder and a presenter. After 10 minutes of group discussion, each group sends a presenter to share their discussion results. The teacher listens carefully, makes comments and supplements, guides students to think deeply, and emphasizes the importance of a balanced and healthy diet. For example, when talking about Ellie’s eating habits, the teacher can guide students to think: “Ellie is a doctor, she knows the importance of healthy diet, but she doesn’t have time to cook because of busy work. What can she do to improve her eating habits?” When talking about Peter’s eating habits, guide students to realize the harm of eating too many snacks and fast food. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. Through in-depth discussion of the text, students can not only deepen their understanding of the text content, but also cultivate their critical thinking ability. They can analyze the advantages and disadvantages of different eating habits, put forward reasonable suggestions, and combine the text with real life, laying a foundation for the subsequent application of knowledge. Activity 4: Text Structure Analysis The teacher guides students to analyze the structure of the passage: ① The first paragraph is the introduction, which puts forward the topic by asking questions (“Is there any truth behind the saying ‘You are what you eat?’”) and leads to the main content of the passage (interviewing five people about their fridges and lifestyles). ② The middle paragraphs are the main body, which introduces each person’s situation one by one, including their occupation, fridge content and lifestyle/eating habits. ③ The last paragraph is the conclusion, which summarizes the relationship between diet and lifestyle, and encourages readers to reflect on their own eating habits. Then, the teacher asks students to find the topic sentence of each paragraph and analyze the connection between paragraphs. For example, the topic sentence of the first paragraph is “Is there any truth behind the saying ‘You are what you eat? We put this to the test by asking five people to open their fridge doors and talk about their lifestyles.’” It plays a role in leading to the following content. The topic sentence of each person’s introduction is usually the first sentence of the paragraph, which briefly introduces the person’s identity. Design Intention: Analyzing the text structure can help students understand the logical relationship of the passage, master the writing method of interview-style articles, and lay a foundation for their own writing. Finding topic sentences can improve students’ ability to extract key information and understand the main idea of each paragraph. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation Task 1: Fill in the blanks with the correct form of the given words. The words include the core vocabulary learned in this lesson, such as avoid, save, end up, gather, healthy, tired. For example: ① She is very busy with her work, so she often ______ (end up) eating fast food. ② We should ______ (avoid) eating too much sugar. ③ After a long day’s work, he feels very ______ (tired). Task 2: Rewrite the sentences using the given modal verb phrases (had better, needn’t, dare not). For example: ① It’s good for you to eat more fruits. → You had better eat more fruits. ② You don’t need to try this kind of food if you don’t like it. → You needn’t try this kind of food if you don’t like it. ③ He is afraid to eat spicy food. → He dare not eat spicy food. After students finish the tasks, the teacher checks the answers, corrects mistakes, and explains the key points of usage. For example, explain the usage of “end up doing sth.” (finally do sth. because of some reasons), “had better” (used to give advice, the negative form is “had better not”), etc. Design Intention: Through filling in the blanks and rewriting sentences, students can consolidate the mastery of core vocabulary and sentence patterns, and flexibly use them in different contexts. This activity can help students deepen their understanding of language knowledge and lay a foundation for oral and written expression. Activity 2: Oral Practice Organize students to carry out a role-play activity. Divide students into groups of 3: one is the interviewer, one is the interviewee (choosing one of the five people in the passage), and one is the recorder. The interviewer asks the interviewee about his/her fridge content, eating habits and lifestyle, and the interviewee answers according to the text content. Then, the recorder summarizes the interview content. After the role-play, invite 1-2 groups to perform in front of the class. The teacher makes comments on their performance, focusing on their use of vocabulary and sentence patterns, pronunciation and intonation, and communication skills. After the role-play, ask students to work in pairs to talk about their own fridge content, eating habits and lifestyle. They can use the vocabulary and sentence patterns learned in this lesson. For example: “In my fridge, there are usually vegetables, fruits and milk. I eat a balanced diet every day. I think I had better eat less junk food and exercise more.” Design Intention: Role-play and pair discussion can provide students with real oral communication scenarios, improve their oral expression ability and communication skills. By talking about their own situation, students can apply the knowledge learned in this lesson to real life, realize the practical value of language, and enhance their confidence in learning English. Activity 3: Writing Practice Ask students to write a short passage (about 100-120 words) titled “My Eating Habits and Lifestyle”. The requirements are as follows: ① Introduce the food in your fridge. ② Describe your eating habits and lifestyle. ③ Evaluate your own eating habits (advantages and disadvantages). ④ Put forward suggestions for improvement. Before writing, the teacher gives some tips: ① Use the vocabulary and sentence patterns learned in this lesson, such as fridge, balanced diet, avoid, had better, etc. ② Refer to the structure of the text, which is “introduction - main body - conclusion”. ③ Pay attention to the coherence and logic of the passage. After students finish writing, ask them to check their own passages (check for spelling, grammar, punctuation mistakes) and then exchange passages with their deskmates to check and revise each other. The teacher walks around the classroom to provide guidance for students who have difficulties in writing. Then, invite 2-3 students to read their passages in front of the class. The teacher makes comments, affirms their advantages, and puts forward suggestions for improvement. Design Intention: Writing practice is an important way to consolidate language knowledge and improve written expression ability. By writing about their own eating habits and lifestyle, students can apply the knowledge learned in this lesson to practical writing, improve their writing skills. Peer review can help students find their own mistakes and learn from each other, improving their learning ability. Step 5: Summary and Extension Activity 1: Lesson Summary The teacher invites students to summarize the main content of this lesson. For example: “What did we learn today? What new vocabulary and sentence patterns did we master? What did we know about the relationship between diet and lifestyle?” Then, the teacher makes a final summary: “Today, we read the passage ‘Cold Truths’, understood five people’s eating habits and lifestyles, mastered some core vocabulary and sentence patterns related to food and health, and discussed the importance of healthy diet. We also practiced oral expression and writing, applying what we have learned to real life. I hope everyone can reflect on their own eating habits and form a healthy and balanced lifestyle.” Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic understanding of the lesson content. Inviting students to summarize can also improve their ability of induction and expression. Activity 2: Extension Activity Assign an after-class task: ① Survey your family members’ eating habits and lifestyles, and fill in a survey form (similar to the table in the while-reading activity). ② Write a short report (about 150 words) based on the survey results, analyzing the advantages and disadvantages of their eating habits and putting forward reasonable suggestions. ③ Share the survey report in the next class. In addition, the teacher recommends some English materials related to healthy diet to students, such as English articles about balanced diet, short videos about healthy eating habits, etc., and encourages students to read and watch them after class to expand their knowledge and improve their English ability. Design Intention: The extension activity connects classroom learning with real life, enables students to apply the knowledge learned in class to practice, and cultivates their ability of investigation and research. Recommending English materials can help students expand their horizons, increase their vocabulary, and improve their comprehensive English ability. Step 6: Homework Arrangement 1. Review the core vocabulary and sentence patterns learned in this lesson, and recite 5 key sentences. 2. Finish the after-class extension task (survey and report). 3. Preview the next part of the unit (Presenting ideas). 4. Read the passage “Cold Truths” again and retell the main content in your own words. Design Intention: Homework is an important way to consolidate classroom learning. Reviewing vocabulary and sentences can help students deepen their memory; the extension task can cultivate students’ practical ability; previewing can lay a foundation for the next class; retelling the passage can improve students’ ability of language organization and expression. 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 $