Unit 1 Food Matters-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability, thinking quality, cultural awareness and learning ability, enabling them to use English to express food-related views, think critically, understand dietary cultural differences and master effective learning strategies. 2. 教学重难点 Key points: Master food-related core vocabulary and expressions, and use listening, speaking, reading and writing skills to complete integrated tasks. Difficult points: Capture key listening information and flexibly use language to discuss healthy diet in real contexts. 教学过程 1. Lead-in The teacher starts the class by showing a set of vivid pictures on the screen, including various common foods such as fresh vegetables, fruits, fried foods, fast food, whole grains and dairy products. Then the teacher asks open-ended questions in English: “What do you usually eat for three meals a day? Do you think your diet is healthy? Why or why not?” After asking the questions, the teacher invites 3-4 students to share their answers freely, and gives positive comments and appropriate guidance, such as praising students for their fluent expression and supplementing relevant vocabulary when students have difficulty expressing. Design Intention: The topic of food is closely related to students’ daily life. By showing food pictures and asking daily questions, it can quickly arouse students’ interest in learning, activate their existing knowledge reserve of food-related English vocabulary and expressions, and create a relaxed and active English communication atmosphere for the follow-up integrated skills training. At the same time, it can naturally lead to the core theme of this lesson — food and health, laying a good foundation for the smooth development of subsequent teaching links. 2. Pre-listening: Vocabulary and Background Preview First, the teacher sorts out the core vocabulary and phrases related to the listening material, writes them on the blackboard or shows them on the screen, including nutritious, balanced diet, calorie, portion size, nutrient, junk food, whole-grain, dairy product, dietary habit and so on. For each vocabulary, the teacher explains its pronunciation and meaning in simple English, and gives example sentences combined with daily life, such as “A balanced diet includes a variety of fruits and vegetables” and “Eating too much junk food is bad for our health”. Then, the teacher organizes students to read the vocabulary together twice to ensure that each student can pronounce it correctly. Next, the teacher briefly introduces the background of the listening material: “Today we will listen to a conversation between a student and a nutritionist. They will talk about how to keep a healthy diet and solve some diet problems. Please think about what questions you might ask a nutritionist if you have diet troubles.” Students are allowed to discuss in pairs for a short time, and then several groups are invited to share their ideas. Design Intention: Vocabulary is the foundation of listening comprehension. Previewing core vocabulary before listening can help students avoid difficulties in understanding caused by unknown words, improve their listening efficiency. At the same time, introducing the background of the listening material can help students predict the content of the listening material in advance, cultivate their listening prediction ability, and make them more targeted when listening. 3. While-listening: Skill Training and Information Extraction The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea of the conversation, and then answer the question: “What is the main topic of the conversation between the student and the nutritionist?” After students finish answering, the teacher checks the answers and summarizes the main idea: The student asks the nutritionist for advice on how to keep a balanced diet, and the nutritionist gives specific suggestions. For the second time, the teacher distributes listening task sheets to students. The task sheets include two parts: filling in the blanks and answering questions. The filling-in-the-blank questions are mainly about the key information in the conversation, such as the types of food the nutritionist suggests eating more (fruits, vegetables, whole grains) and the food to eat less (fried food, junk food, high-sugar drinks). The questions are mainly about the specific suggestions given by the nutritionist, such as “What advice does the nutritionist give on portion size?” and “Why does the nutritionist suggest eating more whole grains?” During the listening process, the teacher reminds students to focus on key words and sentences, and take simple notes if necessary. After playing the listening material, the teacher invites students to share their answers, corrects the wrong answers in time, and explains the key points and difficulties in listening, such as how to capture key information through signal words like “first, second, besides” and how to understand the implied meaning of the speaker’s words. For students who have great difficulties in listening, the teacher plays the relevant parts of the listening material again and gives patient guidance. Design Intention: Listening training is carried out in two steps, from grasping the main idea to extracting key details, which conforms to the law of students’ listening comprehension and can gradually improve their listening ability. The design of listening tasks is closely combined with the content of the listening material, which can effectively test students’ listening effect. At the same time, guiding students to master listening skills such as capturing key words and taking notes can help them form good listening habits and lay a foundation for their future listening learning. 4. Post-listening: Consolidation and Extension First, the teacher organizes students to role-play the conversation between the student and the nutritionist. Students are divided into pairs, one acts as the student and the other acts as the nutritionist. They need to complete the role-play according to the content of the listening material, and can appropriately expand the conversation according to their own understanding, such as adding more questions about healthy diet and corresponding suggestions. During the role-play, the teacher walks around the classroom, observes students’ performance, and gives guidance and help to students who have difficulty in expression, such as reminding them of relevant vocabulary and sentences. Then, the teacher asks students to discuss in groups: “Combined with the advice of the nutritionist in the listening material, what changes should you make to your own dietary habits?” Each group has 4-5 students, and they need to discuss freely and record the key points of the discussion. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher makes comments on the students’ sharing, affirms their positive ideas, and puts forward reasonable suggestions. Design Intention: Role-play can help students consolidate the language knowledge and listening content they have learned, improve their oral expression ability and communication ability in real contexts. Group discussion can stimulate students’ thinking, let them combine the listening content with their own actual life, realize the migration and application of knowledge, and at the same time cultivate their cooperative learning ability and critical thinking ability. 5. Pre-reading: Topic Guidance and Prediction The teacher shows a short passage about healthy diet on the screen, and asks students to read the title and the first paragraph quickly, then predict the main content of the passage. The title of the passage is “How to Keep a Balanced Diet in Daily Life”, and the first paragraph introduces that a balanced diet is essential for people’s health, but many people have unhealthy dietary habits. After students make predictions, the teacher invites several students to share their ideas, and then briefly introduces the structure of the passage: the first paragraph puts forward the topic, the middle paragraphs list specific methods to keep a balanced diet, and the last paragraph summarizes the importance of a balanced diet. At the same time, the teacher reminds students of the reading skills to be used in this part: skimming and scanning. Skimming is used to grasp the main idea of the passage, and scanning is used to find specific information quickly. The teacher gives a brief demonstration of the two skills, such as how to skip unimportant details when skimming and how to find key words when scanning. Design Intention: Guiding students to predict the content of the passage before reading can stimulate their reading interest and improve their reading initiative. Introducing reading skills can help students master scientific reading methods, improve their reading efficiency, and lay a foundation for the follow-up reading tasks. 6. While-reading: Information Comprehension and Skill Application First, students are asked to read the passage carefully by themselves, and complete the following tasks: 1. Underline the key sentences of each paragraph; 2. Answer the questions on the reading task sheet, such as “What are the specific methods to keep a balanced diet mentioned in the passage?” and “Why is it important to have a regular diet?” During the reading process, the teacher walks around the classroom, answers students’ questions in time, and reminds students to use the skimming and scanning skills learned earlier. After students finish reading, the teacher organizes the whole class to check the answers together. For the key sentences underlined by students, the teacher invites students to share them, and summarizes the main content of each paragraph, helping students sort out the structure of the passage and deepen their understanding of the passage. Then, the teacher focuses on explaining the difficult sentences in the passage, such as “Eating a variety of foods not only provides us with different nutrients, but also makes our diet more enjoyable.” The teacher analyzes the sentence structure (not only...but also...) and explains its usage, and asks students to make sentences with this structure. In addition, the teacher guides students to analyze the author’s writing purpose and attitude. The teacher asks: “What is the author’s purpose of writing this passage?” Students discuss and conclude that the author’s purpose is to tell readers the importance of a balanced diet and teach them how to keep a balanced diet. The author’s attitude is sincere and helpful. Design Intention: Letting students read independently and complete reading tasks can cultivate their independent reading ability. Checking answers together and explaining difficult points can help students solve problems in reading and deepen their understanding of the passage. Analyzing the author’s writing purpose and attitude can train students’ critical thinking ability and improve their reading comprehension level. 7. Post-reading: Consolidation, Application and Expansion First, the teacher organizes students to retell the passage in their own words. Students can retell the passage individually or in pairs. The teacher reminds students to use the key vocabulary and sentences learned in the passage, and pay attention to the logic of the retelling. After retelling, the teacher gives comments and guidance, such as affirming students who retell fluently and completely, and helping students who have difficulty in retelling sort out the logic and supplement relevant content. Then, the teacher assigns a writing task: “Write a short passage about your own dietary habits, including your current dietary habits, whether they are healthy, and what changes you will make to keep a balanced diet.” The teacher reminds students to refer to the vocabulary, sentences and structure in the listening and reading materials, and pay attention to the coherence and correctness of the passage. Students write independently, and the teacher walks around to give guidance to students who have difficulty in writing, such as helping them sort out the writing ideas and correct grammatical mistakes. After students finish writing, the teacher collects some students’ works, reads them in front of the whole class, and makes comments, affirming the advantages of the works and putting forward suggestions for improvement. Then, students are allowed to exchange their works with their deskmates, and help each other correct mistakes and put forward improvement suggestions. In addition, the teacher introduces some dietary cultures in different countries, such as the emphasis on balanced diet in Chinese culture, the popularity of fast food in Western countries, and the dietary taboos in some countries. Students are invited to share what they know about dietary cultures in different countries, and the teacher makes supplements and summaries, helping students understand the differences and similarities of dietary cultures in different countries and enhance their cultural awareness. Design Intention: Retelling the passage can help students consolidate the content and language knowledge of the passage, and improve their oral expression ability and logical thinking ability. The writing task can realize the integration of listening, speaking, reading and writing skills, let students apply the learned language knowledge to practical writing, and improve their writing ability. Introducing dietary cultures in different countries can broaden students’ horizons, enhance their cultural awareness and cross-cultural communication ability. 8. Summary and Homework First, the teacher summarizes the content of this lesson with the whole class: “In this lesson, we have learned a lot of food-related vocabulary and expressions, trained our listening, speaking, reading and writing skills through a series of tasks, and understood the importance of a balanced diet and the dietary cultures in different countries. We also discussed how to improve our own dietary habits.” The teacher emphasizes the key and difficult points of this lesson again, and reminds students to review the knowledge learned in this lesson in time. Then, the teacher assigns after-class homework: 1. Review the core vocabulary and sentences learned in this lesson, and make 5 sentences with the key phrases; 2. Finish the remaining exercises in the textbook related to Integrated Skills; 3. Interview your family members about their dietary habits, and write a short report in English based on the interview results; 4. Read an English article about healthy diet after class, and take notes of the key points. Design Intention: Summarizing the lesson can help students sort out the knowledge system of this lesson, deepen their memory of the key and difficult points. The design of after-class homework is hierarchical, including the consolidation of basic knowledge, the practice of skills, and the expansion of extracurricular knowledge. It can not only help students consolidate the knowledge learned in class, but also cultivate their independent learning ability and practical application ability. 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 $