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

Unit 1 Food Matters-Extended reading 教学目标和重难点 1. 教学目标 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. 2. 教学重难点 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. 教学过程 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 passage. The teacher puts forward the following discussion questions: 1. Do you have your own comfort food? What is it? Why does it become your comfort food? 2. What is the connection between comfort food and culture? Can you give some examples to illustrate it? 3. What can we learn from the passage about the significance of food in our life? The teacher organizes students to discuss in groups of 4, and asks each group to record the key points of the discussion. After the discussion, each group sends a representative to share the discussion results, and the teacher makes comments and guidance. For example, when students talk about their own comfort food, the teacher encourages them to express their feelings and experiences, and guides them to realize that comfort food carries people’s memories and emotions. When students discuss the connection between comfort food and culture, the teacher guides them to combine the examples in the passage (such as Chinese dumplings and British fish and chips) and their own life experience to illustrate that comfort food is an important part of culture, reflecting the cultural characteristics of different nations. Design Intention: Deep reading can help students go beyond the surface meaning of the passage, understand the deep connotation of the theme, and develop their thinking quality. Group discussion can stimulate students’ thinking, let them express their own views, and improve their oral expression ability and cooperative learning ability. By connecting the content of the passage with students’ own life experience, it can deepen students’ understanding of the significance of food, and at the same time cultivate their cultural awareness and emotional experience. Step 4: Post-reading (Consolidation and Application) This step includes three activities: vocabulary consolidation, sentence simulation and theme discussion, to help students consolidate the knowledge learned and apply it to practice. First, Vocabulary Consolidation: The teacher designs a fill-in-the-blank exercise on the PPT, using the key vocabulary and phrases learned in the passage. For example: 1. When I feel lonely, my mother’s cooking is my ______ (comfort food / cultural root). 2. The smell of the cake ______ me ______ my childhood (remind...of... / associate...with...). 3. For people who live abroad, comfort food can relieve their ______ (homesickness / flavor). Students complete the exercise independently, and then the teacher checks the answers, explains the wrong questions, and guides students to master the usage of vocabulary and phrases flexibly. Design Intention: Vocabulary consolidation exercise can help students review and consolidate the key vocabulary and phrases learned, and improve their ability to use vocabulary in context. The fill-in-the-blank form is simple and easy to operate, which can help students master the usage of vocabulary more firmly. Second, Sentence Simulation: The teacher selects 2-3 key sentences from the passage, and asks students to simulate them to make their own sentences. For example, the key sentence: “It often makes up for bad feelings by helping us recall happy memories of the people, things or places we love.” The teacher guides students to simulate: “Listening to music often makes up for my tiredness by helping me relax and forget all my worries.” Students complete the sentence simulation independently, and then the teacher invites several students to share their sentences, gives comments and guidance, and encourages students to use the sentence patterns flexibly. Design Intention: Sentence simulation can help students master the usage of key sentence patterns, improve their ability to express in English, and lay a foundation for their future writing. By letting students make their own sentences, it can stimulate their creativity and improve their interest in learning English. Third, Theme Discussion: The teacher organizes a class discussion with the theme “Food and Culture”. The teacher puts forward the question: “In your opinion, how does food reflect a nation’s culture? What should we do to inherit and carry forward our own food culture?” Students can express their views freely, and the teacher guides them to realize that food is an important carrier of culture, which reflects the living habits, values and cultural traditions of a nation. We should understand and respect the food cultures of different nations, and at the same time inherit and carry forward our own food culture, so as to promote cross-cultural communication. After the discussion, the teacher summarizes the students’ views, and emphasizes the importance of food culture in cross-cultural communication. Design Intention: Theme discussion can help students further deepen their understanding of the connection between food and culture, cultivate their cultural awareness and critical thinking ability. By guiding students to think about how to inherit and carry forward their own food culture, it can enhance their sense of cultural identity and pride, and achieve the goal of cultivating students’ core literacy. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize the content of this class. The teacher asks: “What have we learned in this class? What have you gained?” Students can summarize from the aspects of vocabulary, sentence patterns, passage content and theme connotation. After students finish summarizing, the teacher makes a comprehensive summary: In this class, we have learned the extended reading passage about comfort food, mastered the key vocabulary and sentence patterns related to food culture, understood the definition, characteristics and significance of comfort food, and explored the connection between food and culture. At the same time, we have also improved our reading, speaking and thinking abilities. Second, Extension: The teacher assigns an after-class task: 1. Write a short passage (80-100 words) about your own comfort food, introducing what it is, why it becomes your comfort food, and how it makes you feel. 2. Collect information about the food culture of a foreign country, and share it in the next class. At the same time, the teacher encourages students to pay more attention to the food around them in daily life, observe and think about the cultural connotation behind food, and cultivate their ability to find and feel beauty in life. Design Intention: Summarizing the class content can help students sort out the knowledge learned in this class, form a systematic knowledge structure, and deepen their memory. The after-class extension task can extend the teaching content from the classroom to daily life, let students apply the knowledge learned to practice, improve their writing ability and information collection ability. At the same time, it can also cultivate students’ observation ability and thinking ability, and let them realize the close connection between English learning and daily life. Step 6: Evaluation and Feedback The evaluation in this class is mainly formative evaluation, which runs through the whole teaching process. In the lead-in link, the teacher evaluates students’ oral expression ability according to their sharing; in the pre-reading link, the teacher evaluates students’ vocabulary mastery and prediction ability; in the while-reading link, the teacher evaluates students’ reading comprehension ability and group discussion performance; in the post-reading link, the teacher evaluates students’ vocabulary application ability, sentence simulation ability and theme discussion performance. The teacher uses positive and encouraging language to evaluate students, such as “You did a good job! Your reading comprehension is very good.” “Your idea is very creative. I appreciate it very much.” At the end of the class, the teacher asks students to make a self-evaluation: “Please think about your performance in this class. What did you do well? What do you need to improve?” Students can write down their self-evaluation on their notebooks, and the teacher collects some students’ self-evaluation after class to understand their learning situation and adjust the teaching plan for the next class. Design Intention: Formative evaluation can timely reflect students’ learning situation, help teachers find problems in teaching and adjust teaching strategies. Positive evaluation can stimulate students’ learning motivation, enhance their self-confidence in learning English. Self-evaluation can help students realize their own advantages and disadvantages, cultivate their self-reflection ability, and improve their learning 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 $