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

Unit 1 Food for Thought-Presenting ideas 内容导航 This section focuses on helping students integrate the unit’s knowledge about food culture, healthy eating and language points. It guides students to present ideas on food-related topics through group cooperation, oral presentation and written proposal, improving their comprehensive language application ability. 教学目标和重难点 1. 教学目标 Language Ability: Students master food-related vocabulary and sentence patterns, and can express food opinions clearly. Cultural Awareness: They understand food culture differences between China and foreign countries, respect diverse cultures and enhance cultural confidence. Thinking Quality: They develop logical, critical and innovative thinking through analyzing food issues. Learning Ability: They cultivate autonomous and cooperative learning habits, and improve the ability to collect, sort out and use information in English. 2. 教学重难点 Key Points: Mastering food-related vocabulary (e.g., cuisine, staple food, nutrition) and functional sentence patterns for presenting opinions; being able to complete oral presentations and written proposals smoothly. Difficult Points: Using appropriate logical connectors to organize ideas coherently; integrating cultural elements into presentations naturally; expressing personal views on food issues with clear logic and sufficient reasons. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Food Culture Sharing The teacher starts the class by showing pictures of typical food from different countries, such as Chinese hot pot, British full breakfast, Italian pizza and Indian curry. Then the teacher asks students to answer the following questions in pairs: “What’s your favorite food in these pictures? Why? What cultural meanings does this food have?” After 5 minutes of pair discussion, invite 3-4 groups to share their answers in front of the class. During the sharing, the teacher comments positively and supplements relevant cultural background knowledge, such as the origin of hot pot in China and the eating habits of British breakfast. Activity 2: Review of Unit Knowledge The teacher reviews the key contents of the previous sections: first, leads students to recall the new words and phrases related to food in the unit, such as “snack, cuisine, toast, thanks to, take to, suffer from”, and invites students to make sentences with these words and phrases orally; second, reviews the main idea of the text “A child of Two Cuisines”, emphasizing the cultural differences reflected in food and the attitude of respecting cultural diversity; finally, reviews the usage of modal verbs such as “must, should, had better, needn’t” learned in Using language, which lays a foundation for students to present ideas in this section. Design Intention: The food culture sharing activity can quickly arouse students’ interest in learning, combine their daily life experience with the unit theme, and let students feel the close connection between food and culture. The knowledge review helps students consolidate the learned content, connect the previous sections with Presenting ideas, form a complete knowledge system, and avoid the fragmentation of learning. At the same time, the review of modal verbs and food-related vocabulary provides language support for students’ subsequent presentation and writing. Step 2: Presentation of New Knowledge (Guidance on Presenting Ideas) Activity 1: Analysis of Presentation Examples The teacher presents a sample presentation script about “Healthy Eating in Campus” on the screen. The script includes three parts: opening (putting forward the topic), main body (stating opinions and reasons) and closing (summarizing and putting forward suggestions). The teacher guides students to read the script carefully and discuss in groups: “What are the parts of a good presentation? What logical connectors are used in the script? How to express opinions clearly and persuasively?” After the group discussion, the teacher summarizes the key points of a good presentation: first, the opening should be attractive, which can be introduced by questions, proverbs or real-life phenomena (such as the saying “You are what you eat”); second, the main body should have clear logic, each opinion should be supported by specific reasons or examples (such as “We should eat more vegetables because they are rich in vitamins”); third, the closing should be concise and clear, which can summarize the main points or put forward practical suggestions; fourth, appropriate logical connectors should be used, such as “firstly, secondly, besides, however, therefore” to make the presentation coherent. At the same time, the teacher supplements the common sentence patterns for presenting ideas: ① I think / In my opinion, we should... ② From my point of view, it is important to... ③ One reason is that..., another reason is that... ④ We’d better... because... ⑤ It is a good idea to... since... Activity 2: Analysis of Proposal Examples On the basis of the oral presentation, the teacher presents a sample written proposal about “Organizing a Campus Healthy Food Week”. The proposal includes the purpose of the activity, the time, the specific activities and the expected effect. The teacher guides students to analyze the structure and language features of the proposal, emphasizing that the proposal should be practical, specific and logical, and the language should be formal and concise. The teacher also points out the key points of writing a proposal: clear purpose, detailed activities, reasonable arrangement and feasible suggestions. Design Intention: By analyzing the sample presentation and proposal, students can have a clear understanding of the structure, language features and key points of presenting ideas, which avoids the blindness of students’ subsequent practice. The summary of logical connectors and sentence patterns provides specific language tools for students, helping them solve the problem of “not knowing how to express” in English. At the same time, the combination of oral presentation and written proposal meets the requirements of the section, laying a foundation for students’ subsequent group practice. Step 3: Group Practice (Cooperative Exploration and Practice) Activity 1: Group Task Assignment The teacher divides students into groups of 4-5, and assigns three optional tasks to each group (each group chooses one task): Task 1: Oral Presentation - “My Favorite Food and Its Cultural Meaning” Requirements: Introduce your favorite food, its origin, production method, cultural meaning, and explain why you like it. The presentation should last 3-5 minutes, with clear logic and fluent expression. Task 2: Oral Presentation - “Advice on Healthy Eating for Teenagers” Requirements: Put forward practical advice on healthy eating for teenagers, explain the reasons for each piece of advice, and combine with real-life examples (such as the harm of junk food, the benefits of balanced diet). The presentation should be persuasive. Task 3: Written Proposal - “Organizing a Campus Food Culture Festival” Requirements: Write a proposal including the purpose, time, place, specific activities and expected effect of the festival. The proposal should be formal, logical and feasible. After assigning the tasks, the teacher clarifies the division of labor in the group: each group should have a leader (responsible for organizing the discussion and coordinating the progress), a recorder (responsible for recording the key points of the discussion and the draft of the presentation or proposal), a speaker (responsible for the oral presentation), and a reviser (responsible for revising the draft and putting forward suggestions for improvement). The teacher reminds students to use the learned vocabulary, sentence patterns and logical connectors in the practice process, and integrate cultural elements into their works. Activity 2: Group Discussion and Practice Students carry out group discussion and practice under the guidance of the teacher. The teacher walks around the classroom, observes the situation of each group, and provides timely help: for groups with unclear ideas, the teacher guides them to sort out the structure and clarify the key points; for groups with insufficient language expression, the teacher reminds them to use the learned sentence patterns and vocabulary; for groups with cultural misunderstandings, the teacher corrects them and supplements relevant cultural knowledge. For example, if a group talks about Chinese food culture, the teacher can supplement the cultural meaning of dumplings and mooncakes; if a group talks about Western food culture, the teacher can introduce the dining etiquette of Western countries. During the practice, the teacher encourages students to put forward their own opinions boldly, respect the different views of their group members, and cultivate the ability of cooperative learning. At the same time, the teacher reminds students to pay attention to the coherence of the presentation and the formality of the proposal, and to avoid grammatical errors and inappropriate expressions. Design Intention: Group cooperative learning can stimulate students’ learning enthusiasm, let students learn from each other and help each other, and improve their cooperative ability and communication ability. The optional tasks meet the different learning needs and interests of students, so that each student can participate in the practice actively. The clear division of labor in the group ensures the efficiency of the practice, and the teacher’s guidance and help can solve the problems encountered by students in the practice process in time, ensuring the effect of the practice. At the same time, combining cultural elements in the practice helps students deepen their understanding of food culture and enhance their cultural awareness. Step 4: Display and Evaluation (Feedback and Improvement) Activity 1: Works Display Each group sends a representative to display their works. For groups that choose oral presentation, the speaker gives a presentation in front of the class; for groups that choose written proposal, the representative reads the proposal and shows the written draft on the screen. During the display, other students listen carefully and take notes, paying attention to the structure, language expression and logical coherence of the works. The teacher arranges 3-4 groups for each task to display, ensuring that different types of works are displayed, and students can learn from each other. After each group’s display, the teacher invites other students to comment first, and then the teacher makes a summary comment. Activity 2: Multi-dimensional Evaluation The evaluation adopts a multi-dimensional evaluation method, including student self-evaluation, group mutual evaluation and teacher evaluation. 1. Student Self-evaluation: Each student fills in a self-evaluation form, which includes the following contents: Did I actively participate in the group discussion? Did I master the key points of presenting ideas? What are my advantages and shortcomings in the practice process? How can I improve? 2. Group Mutual Evaluation: Each group evaluates the displayed works of other groups from the aspects of structure, language expression, logical coherence, cultural connotation and feasibility (for proposals), and puts forward specific improvement suggestions. For example, “The presentation is fluent, but there are few logical connectors, which can be added to make it more coherent.” “The proposal is practical, but the specific activities are not detailed enough, which can be supplemented.” 3. Teacher Evaluation: The teacher evaluates each group’s works comprehensively, affirming the advantages of the works (such as fluent expression, clear logic, rich cultural elements) and pointing out the shortcomings and improvement suggestions (such as grammatical errors, unclear structure, insufficient reasons). At the same time, the teacher evaluates the performance of each group in the cooperative learning process, encourages the groups with good performance, and gives guidance to the groups with insufficient performance. In the evaluation process, the teacher focuses on encouraging students, pays attention to their progress and efforts, and avoids excessive criticism, so as to protect students’ learning enthusiasm. At the same time, the teacher emphasizes the key points and difficult points of the section again, and guides students to correct their mistakes and improve their works. Design Intention: The works display provides a platform for students to show themselves, helps students enhance their self-confidence and oral expression ability. Multi-dimensional evaluation can make the evaluation more comprehensive and objective, let students clearly understand their own advantages and shortcomings, and learn from each other. Student self-evaluation and group mutual evaluation can cultivate students’ self-reflection ability and critical thinking ability, while teacher evaluation can provide professional guidance and help students improve their learning effect. The evaluation process is also a process of reviewing and consolidating knowledge, which helps students deepen their understanding of the key points and difficult points of the section. Step 5: Consolidation and Extension (Deepen Understanding and Application) Activity 1: Revision and Improvement of Works After the evaluation, each group revises and improves their works according to the evaluation opinions (self-evaluation, mutual evaluation and teacher evaluation). The teacher walks around the classroom to guide students to revise, focusing on helping students correct grammatical errors, improve the logical coherence of the works, and enrich the cultural connotation and practicality of the works. For example, for a group whose presentation lacks examples, the teacher guides them to add specific examples to make the presentation more persuasive; for a group whose proposal is not feasible, the teacher guides them to adjust the activity arrangement to make it more practical. After the revision, each group submits their revised works (written proposal or presentation script) to the teacher for review, and the teacher gives feedback again if necessary. Activity 2: Extension Activity - Food Culture Investigation The teacher assigns an after-class extension activity: ask students to investigate the food culture of their own family or community, such as the traditional food of their hometown, the eating habits of their family, the cultural meaning of food in festivals, etc. Students need to record the investigation results in English, including text description and pictures, and prepare a short oral report (1-2 minutes) to share in the next class. At the same time, the teacher recommends some English materials about food culture, such as English documentaries “A Bite of China” (English version), English articles about global food culture, etc., and asks students to read or watch them after class to expand their knowledge and improve their English reading and listening ability. Design Intention: The revision and improvement of works helps students consolidate the knowledge and skills learned in this section, correct their mistakes, and improve their comprehensive language application ability. The extension activity of food culture investigation connects classroom learning with real life, lets students feel the charm of food culture in life, and further enhances their cultural awareness and learning interest. The recommended English materials help students expand their horizons, accumulate more food-related vocabulary and expressions, and lay a foundation for their future English learning. Step 6: Summary and Reflection (Sort out Knowledge and Improve Ability) Activity 1: Classroom Summary The teacher leads students to summarize the key contents of this class: first, the structure and key points of presenting ideas (oral presentation and written proposal); second, the common vocabulary, sentence patterns and logical connectors used in presenting ideas; third, the methods of integrating cultural elements into presentations and proposals; fourth, the importance of cooperative learning and mutual evaluation. The teacher emphasizes that Presenting ideas is an important part of the unit, which not only tests students’ comprehensive language application ability, but also helps students understand food culture better and cultivate their critical thinking and cooperative ability. The teacher encourages students to apply the knowledge and skills learned in this class to their daily life, and actively use English to express their views on food and other topics. Activity 2: Student Reflection Ask students to think about the following questions and share their reflections in pairs: “What have I learned in this class? What difficulties have I encountered? How have I solved them? What aspects do I need to improve in the future?” After the pair sharing, invite 2-3 students to share their reflections in front of the class. The teacher listens carefully and gives positive comments and guidance, encouraging students to form the habit of self-reflection and continuous improvement. Design Intention: The classroom summary helps students sort out the knowledge and skills learned in this class, form a complete knowledge framework, and deepen their understanding of the key points and difficult points. Student reflection can help students clearly understand their own learning situation, find their own shortcomings, and put forward improvement measures, which is conducive to improving their learning ability and learning effect. At the same time, the sharing of reflections can let students learn from each other and promote common progress. 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 $