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

Language Ability: Master food-related vocabulary and complex sentences to improve reading and expression skills.

Cultural Awareness: Understand food cultures at home and abroad to enhance cross-cultural communication.

 Thinking Quality: Develop critical thinking through analyzing food culture connotations.

 Learning Ability: Cultivate autonomous and cooperative learning habits to lay a foundation for lifelong learning.

Key Points: Grasp the main idea and structure of the extended reading passage, master key vocabulary and sentence patterns about food culture.

Difficult Points: Understand the deep connection between food and culture, and use English to express personal views on food culture.

Step 1: Lead-in (Warm-up and Activation)

The teacher starts the class by showing pictures of typical Chinese food (such as Sichuan hot pot, Nanjing salted duck) and foreign food (such as British fish and chips, Italian pizza) on the screen. Then the teacher asks students two questions in English: “What’s your favorite food? Can you tell a short story about it?” After asking, the teacher invites 3-4 students to share their answers in front of the class. After each student shares, the teacher gives simple comments and guidance, such as “Your story is very interesting. It shows that food is closely related to our life.” Then the teacher summarizes: “Food is not only a necessity for our survival, but also carries our memories, emotions and cultural connotations. Today, we will learn the Extended Reading of Unit 1 Food Matters to explore more stories and cultures behind food.”

Design Intention: This lead-in link takes food, which is closely related to students’ daily life, as the starting point. By showing familiar food pictures, it can quickly attract students’ attention and arouse their learning interest. Asking students to share their favorite food stories can activate their existing knowledge reserve, let them use English to express their own experiences, and lay a foundation for the subsequent reading teaching. At the same time, it can naturally lead to the theme of the extended reading, connecting students’ life experience with the teaching content, making the teaching closer to students’ life.

Step 2: Pre-reading (Vocabulary and Background Preview)

First, the teacher lists the key vocabulary and phrases in the extended reading passage on the blackboard or PPT, including “comfort food, homesickness, cultural roots, delicate, flavor, associate...with..., remind...of...”. For each vocabulary, the teacher explains its meaning in simple English, combines it with simple example sentences, and guides students to read it aloud to master the correct pronunciation. For example, when explaining “comfort food”, the teacher says: “Comfort food is a kind of food that makes us feel better when we are sad or lonely. For example, when I feel down, I like to eat my mother’s dumplings—it’s my comfort food.”

Then, the teacher briefly introduces the background of the extended reading passage. The teacher says: “The extended reading passage mainly talks about comfort food. It introduces what comfort food is, why it can make us feel better, and the connection between comfort food and culture. It also mentions the differences of comfort food in different countries, which can help us understand the food cultures of different nations.” At the same time, the teacher asks students to predict the content of the passage according to the title and the background introduction: “What do you think the passage will talk about? Please write down 2-3 predictions on your notebook.” After students finish writing, the teacher invites several students to share their predictions and encourages them to keep their predictions in mind and verify them in the process of reading.

Design Intention: Vocabulary is the foundation of reading. Previewing key vocabulary before reading can help students

reduce reading obstacles, improve reading speed and comprehension. Using simple English to explain vocabulary and combining with example sentences can help students understand the usage of vocabulary in context, rather than just memorizing the meaning mechanically. The background introduction can help students have a preliminary understanding of the theme and content of the passage, and the prediction link can stimulate students’ reading motivation, make them read with questions, and improve their reading initiative and pertinence.

Step 3: While-reading (Intensive Reading and Comprehension)

This step is divided into three parts: fast reading, careful reading and deep reading, to help students gradually understand the content of the passage from the surface to the deep.

First, Fast Reading: The teacher asks students to read the passage quickly, pay attention to the main idea of each paragraph, and complete two tasks: 1. Find out the topic sentence of the passage; 2. Divide the passage into several parts and summarize the main content of each part. After students finish reading, the teacher organizes students to discuss in groups of 4, exchange their answers, and then invites each group to send a representative to report the discussion results. The teacher corrects and summarizes: The topic sentence of the passage is “My experience with rice pudding illustrates the unique power of ‘comfort food’.” The passage can be divided into 4 parts: Part 1 (Paragraph 1) introduces the author’s personal experience with rice pudding, showing the power of comfort food; Part 2 (Paragraph 2) defines comfort food and points out its unique power; Part 3 (Paragraphs 3-4) explains that comfort food is highly individual and related to personal experience and cultural background, especially for people who leave their hometown; Part 4 (Paragraph 5) summarizes the significance of comfort food—it is food for the soul.

Design Intention: Fast reading training can help students develop the ability to grasp the main idea of the passage quickly, improve reading speed. Group discussion can promote students’ cooperative learning, let them learn from each other, and deepen their understanding of the structure of the passage. Summarizing the main content of each part can help students sort out the logical structure of the passage and lay a foundation for further careful reading.

Second, Careful Reading: The teacher asks students to read the passage carefully, and answers the following questions according to the passage: 1. What is the author’s comfort food? Why does it make the author feel better? 2. What is comfort food in its broadest sense? 3. Why are comfort foods highly individual? 4. Why is comfort food particularly important for people who move away from their home country? 5. What is the “taste of home” mentioned in the passage? After students finish answering, the teacher checks the answers one by one, explains the difficult points in the questions, and guides students to find the corresponding sentences in the passage to verify their answers. For example, when answering the fourth question, the teacher guides students to find the sentence “According to some food experts, there are some aspects of culture that people will lose right away, but with food, there are more opportunities to connect to memory, family and place.” and explains that comfort food can help people connect with their hometown culture and relieve homesickness.

At the same time, the teacher focuses on analyzing the key sentences in the passage, such as “It often makes up for bad feelings by helping us recall happy memories of the people, things or places we love.” and “One mouthful of comfort food takes us back to our cultural roots, giving us the ‘taste of home’ that we cry out for and relieving feelings of homesickness.” The teacher analyzes the sentence structure, explains the usage of the phrases “make up for”, “recall...of...”, “take...back to...”, and guides students to read the sentences aloud to feel the emotional connotation of the sentences.

Design Intention: Careful reading is the key link to improve students’ reading comprehension ability. By setting targeted questions, it can guide students to read the passage carefully, find key information, and deepen their understanding of the details of the passage. Analyzing key sentences can help students master the usage of complex sentences and key phrases, improve their language ability, and at the same time let students feel the emotional expression in the passage, laying a foundation for deep reading.

Third, Deep Reading: The teacher guides students to conduct in-depth thinking and discussion around the theme of the