Unit 1 Food Matters-Project 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 1 Food Matters-Project 教学目标和重难点 1. 教学目标 It focuses on language competence by practicing food-related expression; cultivates cultural awareness through understanding food cultures at home and abroad; develops thinking quality via critical discussion on food issues; and fosters learning ability by guiding independent and cooperative inquiry. 2. 教学重难点 Key points: Master food-related vocabulary and sentence patterns, and complete a food-themed project through group cooperation. Difficult points: Use English accurately to express food production processes and deeply analyze the cultural connotation of food. 教学过程 Step 1: Lead-in (Warm-up & Topic Introduction) The teacher starts the class with a vivid food-related video clip, which shows different kinds of traditional food from China and foreign countries, such as dumplings, noodles, sushi, and pizza. While playing the video, the teacher asks simple and interesting questions in English: “What food can you see in the video? Which one is your favorite? Why do people from different countries have different food preferences?” After the video, invite 3-4 students to share their answers in English. Then, the teacher naturally leads to the topic of this Project: “Today, we will work in groups to complete a food-themed project. We will explore delicious food, learn to introduce food in English, and even try to design a simple recipe or a food promotion poster.” Design Intention: The video can quickly attract students’ attention and arouse their interest in the topic, as food is closely related to their daily life. The simple questions help activate students’ existing knowledge and language reserve about food, laying a foundation for the subsequent group cooperation and project practice. Meanwhile, the introduction of the project theme makes students clear about the learning objectives of this class, guiding them to enter the learning state actively. Step 2: Preparatory Stage (Knowledge Input & Skill Guidance) 2.1 Vocabulary and Sentence Pattern Review & Expansion First, the teacher organizes students to review the food-related vocabulary and sentence patterns learned in the previous units, such as ingredients (flour, sugar, oil, vegetables, meat), cooking methods (fry, boil, steam, bake), and descriptive adjectives (delicious, crispy, tender, spicy). The teacher writes the core vocabulary on the blackboard and invites students to read them aloud and make simple sentences. For example, “I like to eat fried chicken because it is crispy.” “To make dumplings, we need flour, water and meat.” Then, the teacher expands some new vocabulary and sentence patterns that are necessary for the project, such as “recipe” “seasoning” “cut into pieces” “mix well” “simmer for 10 minutes” “It is rich in nutrition.” “It is a traditional food with a long history.” The teacher explains the meaning and usage of these new expressions with specific examples, and lets students practice in pairs. For example, students work in pairs to talk about how to make their favorite food using the new sentence patterns. Design Intention: Reviewing the learned knowledge helps consolidate students’ language foundation, while expanding new vocabulary and sentence patterns provides sufficient language support for their subsequent project practice. Pair practice enables students to apply the new knowledge in time, improving their language expression ability and laying a solid foundation for the smooth development of the project. 2.2 Project Task Introduction & Group Division The teacher introduces the specific requirements of the Project clearly: Each group of 4-5 students needs to complete one of the following tasks (groups can choose freely): Task 1: Design a recipe of a traditional Chinese food, including ingredients, cooking steps and tips, and write a short introduction in English. Task 2: Make a food promotion poster for a kind of food (can be traditional or creative), with English descriptions of its features, origin and cultural meaning. Task 3: Conduct a simple survey on classmates’ food preferences, sort out the survey results, and write a short survey report in English. Then, the teacher organizes students to divide into groups freely. After grouping, each group elects a group leader, who is responsible for coordinating the group’s work and recording the progress. The teacher reminds the groups to communicate and discuss together, clarify the division of labor of each member, and determine the task they want to complete. During this process, the teacher walks around the classroom, answers students’ questions, and guides groups that have difficulty making choices to determine their tasks. Design Intention: Clearly introducing the project tasks helps students understand the specific requirements and directions of the practice, avoiding blindness in the process of completing the project. Free grouping and clear division of labor can fully mobilize students’ enthusiasm and initiative, cultivate their sense of cooperation and responsibility, and ensure that each student can participate in the project actively. 2.3 Sample Analysis & Method Guidance The teacher presents a sample of each task on the screen. For Task 1, the teacher shows a complete English recipe of dumplings, and analyzes its structure: ingredients (with specific quantity), cooking steps (in chronological order, using imperative sentences), and tips (practical suggestions). The teacher emphasizes: “When writing a recipe, we should use accurate words to describe the quantity of ingredients and cooking steps, and the steps should be clear and logical.” For Task 2, the teacher shows a food promotion poster of mooncakes, analyzes the layout of the poster (pictures, English descriptions, slogans) and the key points of English description (origin, features, cultural meaning). The teacher points out: “The English description on the poster should be concise and vivid, highlighting the characteristics of the food and attracting people’s attention.” For Task 3, the teacher shows a simple survey report on students’ breakfast preferences, including survey objects, survey questions, survey results and simple analysis. The teacher guides students to find out the structure of the survey report and the key points of expression. After analyzing the samples, the teacher gives targeted guidance on the methods of completing each task, such as how to collect information, how to organize language, and how to cooperate efficiently in groups. For example, for groups choosing Task 1, the teacher suggests that they can consult their parents or search for relevant information online to ensure the accuracy of the recipe; for groups choosing Task 3, the teacher guides them to design simple and reasonable survey questions. Design Intention: Sample analysis helps students have a clear understanding of the standards and requirements of completing the project, and provides a reference for their own practice. Method guidance can help students master the skills of completing the project, avoid detours in the practice process, and improve the efficiency and quality of the project. Step 3: Practice Stage (Group Cooperation & Project Implementation) After the preparatory stage, students start to complete the project in groups. The group leader organizes the members to hold a short discussion, clarifies the specific division of labor of each member, such as who is responsible for collecting information, who is responsible for writing English content, who is responsible for designing (for Task 2), who is responsible for sorting out survey results (for Task 3), and who is responsible for checking and revising. Then, each member starts to complete their own tasks under the coordination of the group leader. During the group practice, the teacher walks around the classroom to observe the progress of each group, provides timely guidance and help, and solves the problems encountered by students. For example, if some students have difficulty in expressing a certain cooking step in English, the teacher helps them find appropriate words and sentence patterns; if some groups have differences in the division of labor, the teacher guides them to communicate and reach an agreement; if some students encounter difficulties in collecting information, the teacher gives them suggestions on information sources. At the same time, the teacher encourages students to communicate and cooperate actively in groups, share their ideas and opinions, and help each other. For example, for groups choosing Task 1, members can discuss the quantity of ingredients and the details of cooking steps together to ensure the rationality and accuracy of the recipe; for groups choosing Task 2, members can discuss the design style of the poster and the content of English description together to make the poster more attractive; for groups choosing Task 3, members can cooperate to distribute and collect questionnaires, and sort out the survey results together. Design Intention: Group cooperation is the core of the Project module. Through group practice, students can apply the learned language knowledge to practical activities, improving their language application ability. At the same time, group cooperation can cultivate students’ communication ability, cooperation spirit and problem-solving ability. The teacher’s timely guidance and help can ensure the smooth progress of the project, and encourage students to overcome difficulties and complete the task actively. Step 4: Display and Evaluation Stage (Achievement Show & Feedback Improvement) 4.1 Group Achievement Display Each group sends a representative to display their group’s project achievements in front of the whole class. The display form is determined according to the task type: for Task 1, the representative reads the recipe and the introduction aloud, and can show the pictures of the food (if available); for Task 2, the representative shows the poster and introduces the content of the poster in English, including the features, origin and cultural meaning of the food; for Task 3, the representative reports the survey results and analysis in English, and can use charts to show the survey data (if available). When each group displays, other students listen carefully, take notes, and put forward questions or suggestions after the display. For example, after a group displays the recipe of fried rice, other students can ask: “How much rice do we need to prepare?” “Can we use other ingredients instead of carrots?” The representative of the group answers the questions patiently. Design Intention: The achievement display provides a platform for students to show themselves, which can enhance their self-confidence and enthusiasm for learning. Listening to other groups’ displays can help students learn from each other, expand their horizons, and enrich their knowledge and experience. Asking and answering questions can further deepen students’ understanding of the project content and improve their oral expression ability and thinking ability. 4.2 Multi-dimensional Evaluation The evaluation adopts a multi-dimensional mode, including self-evaluation, group evaluation and teacher evaluation. First, self-evaluation: Each student fills in a simple self-evaluation form, reflecting on their own performance in the group cooperation, such as whether they have completed their own tasks actively, whether they have communicated with group members actively, and what problems they have encountered and how to solve them. Second, group evaluation: Each group discusses and evaluates the achievements of other groups, focusing on the accuracy of English expression, the rationality of the project design, the completeness of the content, and the performance of the group representative. Each group selects the most excellent project and explains the reasons. Third, teacher evaluation: The teacher makes a comprehensive evaluation on each group’s project achievements and the performance of each student in the process of group cooperation. The teacher affirms the advantages of each group, such as accurate English expression, creative design, and active cooperation, and points out the areas that need improvement, such as incorrect use of some vocabulary and sentence patterns, incomplete content, and insufficient communication in the group. At the same time, the teacher evaluates the performance of individual students, encourages students who have made progress, and gives guidance to students who have difficulties. The teacher summarizes the evaluation results, emphasizes the key and difficult points of this class, and puts forward suggestions for improvement, such as strengthening the accumulation and application of food-related vocabulary and sentence patterns, and improving the ability of group cooperation and communication. Design Intention: Multi-dimensional evaluation can make the evaluation results more comprehensive and objective, help students understand their own advantages and disadvantages, and enhance their awareness of self-reflection and improvement. Teacher’s evaluation and guidance can help students clarify the direction of improvement, and group evaluation can cultivate students’ ability of appreciation and critical thinking. Step 5: Summary and Extension (Knowledge Consolidation & Ability Improvement) 5.1 Class Summary The teacher summarizes the content of this class, reviews the key vocabulary, sentence patterns and project completion methods learned in this class, and emphasizes the importance of group cooperation and language application. The teacher says: “In this class, we have completed the food-themed project through group cooperation. We have not only consolidated our food-related English knowledge, but also improved our communication ability, cooperation ability and language application ability. Food is an important part of culture, and learning to introduce food in English can help us spread Chinese food culture and understand foreign food cultures better.” Design Intention: The class summary helps students sort out the knowledge and skills learned in this class, consolidate the learning results, and deepen their understanding of the theme and learning objectives of the class. 5.2 Extension Activity The teacher assigns an extension task: Ask students to improve their group’s project according to the evaluation suggestions, and then share their improved project with their family members in English, introducing the food, recipe, survey results or poster content. At the same time, ask students to collect information about foreign food cultures after class, and prepare to share it in the next class. Design Intention: The extension activity connects classroom learning with daily life, enabling students to apply the learned knowledge to real communication scenarios, further improving their language application ability. Collecting foreign food culture information can expand students’ cultural vision, cultivate their cultural awareness, and lay a foundation for the subsequent cross-cultural communication learning. Step 6: Homework Arrangement 1. Improve the group’s project according to the evaluation suggestions and the teacher’s guidance, and hand in the electronic version or paper version of the project achievement in the next class. 2. Collect 3-5 foreign food names and their brief English introductions, and write them down in the exercise book. 3. Practice introducing your favorite food in English, using the vocabulary and sentence patterns learned in this class. Design Intention: Homework is an important part of consolidating classroom learning. Improving the project can help students make up for their deficiencies and improve the quality of the project. Collecting foreign food information and practicing oral expression can further consolidate the learned knowledge and improve students’ language ability and cultural awareness. 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 $