Unit 3 Food and ethics-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 3 Food and ethics-Cultural focus 教学目标和重难点 教学目标 Language Competence: Master core vocabularies and expressions about food culture and ethics, and use English to express, compare and comment on relevant cultural phenomena. Cultural Awareness: Understand food cultural differences and commonalities between China and foreign countries, respect cultural diversity, and establish cross-cultural communication awareness. Thinking Quality: Cultivate critical thinking to analyze the ethical implications behind food culture and develop the ability to explore the connection between food and ethics. Learning Ability: Master strategies like autonomous inquiry and cooperative discussion to independently acquire and apply relevant cultural and linguistic knowledge. 教学重难点 Key Points: Master core vocabularies and expressions related to food culture and ethics, understand the main content of Cultural focus materials, and briefly introduce food cultural characteristics and ethical connotations in different regions. Difficult Points: Understand the deep ethical connotations behind different food cultures, accurately compare cultural differences, and express personal views on food ethics in English logically and fluently. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Topic The teacher starts the class with open-ended questions in English: “What kinds of traditional food do you usually eat in daily life? Do you know the cultural meanings behind these foods? Have you ever thought about whether some food choices are related to ethics?” After asking the questions, the teacher invites 3-4 students to share their views freely. Then, the teacher shows some pictures and short video clips, including Qingtuan for the Qingming Festival in China, Sichuan spicy food, Western fast food, and vegetarian food in some countries, and guides students to observe and discuss: “What do these pictures and videos show? What cultural or ethical factors may be hidden behind these food choices?” After the discussion, the teacher summarizes the students’ views and naturally leads in the topic of this lesson: “Today, we will focus on the Cultural focus of Unit 3 — Food and ethics. We will explore the food cultures in different regions, analyze the ethical implications behind food choices, and learn to express these cultural and ethical issues in English.” Design Intention: This link takes students’ daily life experience as the starting point, activates their prior knowledge about food and food culture, and stimulates their learning interest through visual pictures and video materials. The open-ended questions and free discussion encourage students to actively participate in classroom interaction, help them establish a connection between their existing knowledge and the new lesson content, and lay a solid foundation for the subsequent study of cultural materials and ethical exploration. At the same time, it imperceptibly cultivates students’ ability to observe and think about the relationship between food, culture and ethics. Pre-exploration: Preview Vocabulary and Clear Learning Obstacles First, the teacher presents the core vocabularies and expressions related to the lesson on the screen, including food culture, ethical implication, cultural diversity, vegetarian diet, traditional cuisine, moral choice, sustainability, respect for life, etc. For each vocabulary and expression, the teacher explains its meaning in simple English, combines it with specific examples related to food and ethics, and guides students to read it aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “ethical implication”, the teacher gives an example: “Eating wild animals has serious ethical implications, because it not only harms animals but also may threaten human health.” When explaining “sustainability”, the teacher connects it with food production: “Sustainable food production means that we can produce food without damaging the environment, so that future generations can also have enough food.” Then, the teacher arranges a small group activity: each group is given 2-3 vocabularies or expressions, and they need to make simple sentences related to food and ethics within a certain time and share them with the whole class. After the sharing, the teacher comments on the students’ sentences, corrects the wrong usages, and strengthens their mastery of the core vocabularies and expressions. In addition, the teacher briefly introduces the background of the Cultural focus part: it mainly introduces the food cultures in different countries and regions, focuses on the ethical issues involved in food choices, such as vegetarianism, food waste, and the protection of food resources, and guides students to think about how to make ethical food choices. Design Intention: Vocabulary is the foundation of language learning. By previewing and explaining the core vocabularies and expressions, we can help students eliminate the language obstacles in the subsequent reading and discussion, and lay a foundation for their smooth participation in classroom activities. The group sentence-making activity not only makes the vocabulary learning more interesting but also promotes students’ cooperative learning ability and the ability to apply vocabulary in practice. The brief introduction of the background helps students have a preliminary understanding of the content of the lesson, clarify the learning focus, and improve their learning pertinence. In-depth Exploration: Read and Analyze Cultural Materials This link is divided into two parts: intensive reading and interactive discussion, to help students deeply understand the content of the Cultural focus materials and explore the cultural and ethical connotations behind them. First, the teacher distributes the English materials of the Cultural focus part to the students. The materials mainly include three parts: food culture and ethics in China (taking Qingtuan and Sichuan spicy food as examples), food culture and ethics in Western countries (taking vegetarian diet and fast food as examples), and the common ethical issues in global food consumption (food waste, sustainable food production). The teacher guides students to read the materials intensively, and puts forward the following guiding questions to help them sort out the key information: 1. What is the cultural meaning of Qingtuan in China? What ethical concepts does it reflect? 2. Why do some Westerners choose a vegetarian diet? What ethical factors are involved? 3. What are the common ethical issues in global food consumption? How do these issues affect our lives? During the reading process, the teacher walks around the classroom, observes the students’ reading situation, and provides timely help for students who have difficulties in reading, such as explaining difficult sentences, guiding them to find key information, and helping them understand the deep meaning of the materials. After the intensive reading, the teacher invites students to answer the guiding questions one by one, and summarizes and supplements their answers to ensure that all students can understand the main content of the materials, master the key information, and initially perceive the connection between food culture and ethics. Then, the teacher organizes an interactive group discussion. The students are divided into groups of 4-5, and each group is assigned a discussion topic: 1. Compare the food culture and ethical concepts between China and Western countries, and talk about their similarities and differences. 2. Do you agree with vegetarianism? Why or why not? Please combine ethical factors to explain your views. 3. What can we do as high school students to reduce food waste and make ethical food choices? During the discussion, the teacher requires students to use the core vocabularies and expressions learned in the lesson, express their views in English, listen to their group members’ opinions carefully, and put forward their own suggestions. The teacher walks around each group, participates in their discussions, guides them to think in depth, and corrects their wrong expressions in English in time. After the group discussion, each group selects a representative to share the group’s discussion results with the whole class. The other groups can ask questions or put forward different views after listening, and the teacher makes comments and summaries, guides students to think from multiple perspectives, and deepens their understanding of food culture and ethics. For example, when a group shares their views on vegetarianism, the teacher can guide other students to think: “Is vegetarianism the only way to reflect ethical food choices? What other food choices can we make to protect the environment and respect life?” Design Intention: Intensive reading helps students accurately grasp the key information of the materials, improve their reading ability and ability to extract information. The guiding questions can guide students to read with purpose, avoid blind reading, and help them deeply understand the cultural and ethical connotations behind the materials. Group discussion is an important way to cultivate students’ cooperative learning ability and oral expression ability. Through discussing different topics, students can express their views in English, exercise their logical thinking ability and critical thinking ability, and at the same time learn from each other’s views, broaden their horizons, and deepen their understanding of food ethics. The teacher’s participation and guidance can ensure the effectiveness of the discussion and help students correct their language mistakes in time. Consolidation and Application: Practical Activities and Language Output To consolidate the knowledge learned in the lesson and improve students’ ability to apply language and explore ethics, this link designs two practical activities: role-playing and short essay writing. First, the role-playing activity. The teacher divides the students into groups of 3, and assigns different roles to each group: Role 1: A reporter who interviews people about their food choices and ethical views; Role 2: A person who advocates vegetarianism and can explain the ethical reasons; Role 3: A person who likes traditional food and can introduce the cultural and ethical connotations behind it. The groups need to design a short interview dialogue according to the roles, and use the core vocabularies and expressions learned in the lesson. After the groups finish preparing, each group performs their dialogue in front of the whole class. The teacher evaluates their performance from the aspects of language accuracy, fluency, role interpretation, and whether they reflect the ethical connotations of food, and puts forward suggestions for improvement. Then, the short essay writing activity. The teacher asks students to write a short essay with the title “My Views on Ethical Food Choices” in English. The requirements are: 1. Briefly introduce one or two ethical issues related to food; 2. Express your own views on these issues; 3. Put forward specific suggestions on how to make ethical food choices; 4. Use at least 5 core vocabularies and expressions learned in the lesson. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out the writing ideas, correcting their grammatical mistakes, and guiding them to use appropriate sentences to express their views. After the students finish writing, the teacher collects some representative essays, reads them aloud in class, and comments on them, affirming the advantages and pointing out the deficiencies, so as to help students improve their writing ability. Design Intention: Role-playing activity combines language learning with practical scenarios, making language learning more vivid and interesting, and helping students improve their oral expression ability and ability to apply language in real situations. At the same time, it can deepen students’ understanding of food ethics and make them more vividly perceive the application of ethical concepts in daily food choices. Short essay writing is an important way to test students’ language output ability. Through writing, students can sort out their own views on food ethics, consolidate the vocabularies and expressions learned in the lesson, and improve their logical thinking ability and writing ability. The teacher’s guidance and comment can help students find their own deficiencies and improve their writing level. Expansion and Extension: Connect with Real Life and Cultivate Social Responsibility First, the teacher plays a short English video about global food waste and sustainable food production. The video introduces the current situation of global food waste, the impact of food waste on the environment and society, and some effective measures to promote sustainable food production. After watching the video, the teacher guides students to discuss: “What do you think of the problem of food waste? What measures can we take in our daily life to reduce food waste? How can we promote sustainable food production?” The students can share their views freely, and the teacher encourages them to put forward practical suggestions. Then, the teacher introduces some international organizations and activities related to food ethics, such as the United Nations’ “Zero Hunger” initiative, and some public welfare activities that advocate ethical food choices. The teacher guides students to realize that food ethics is not only a personal choice but also related to the sustainable development of the whole society and the world. It is everyone’s responsibility to make ethical food choices and protect food resources. In addition, the teacher assigns an after-class task: ask students to investigate the food culture and ethical issues around them, such as the food waste situation in their family or school canteen, the traditional food with ethical connotations in their hometown, etc., and write a short investigation report in English, which will be shared in the next class. Design Intention: The video and related introductions help students connect the knowledge learned in the lesson with real life, broaden their horizons, and let them realize the importance of food ethics in the global context. The discussion and after-class investigation task encourage students to pay attention to the food issues around them, cultivate their social responsibility and sense of mission, and at the same time further consolidate their language ability and improve their ability to investigate and practice. This link also conforms to the requirements of core literacy, which not only cultivates students’ language ability but also shapes their correct values and sense of social responsibility. Summary and Reflection: Sort Out Knowledge and Improve Learning Ability First, the teacher invites students to summarize the content of this lesson independently. The students can share what they have learned, including the core vocabularies and expressions, the food culture and ethical connotations in different regions, the views on food ethics, and the practical suggestions on making ethical food choices. After the students’ summary, the teacher makes a comprehensive summary, sorts out the key points and difficulties of the lesson, and emphasizes the connection between food culture, ethics and daily life, as well as the importance of cultivating ethical food awareness. Then, the teacher guides students to reflect on their own learning process: “What did you do well in this lesson? What difficulties did you encounter? How can you improve in the next learning? Do you have any new understanding of food ethics?” The students can think and share their reflections freely, and the teacher gives positive feedback and encouragement, helping students establish a correct learning attitude and master effective learning methods. Finally, the teacher reviews the after-class task again, reminds students to complete the investigation report carefully, and encourages them to apply the knowledge learned in the lesson to real life, develop the habit of ethical food choices, and contribute their own strength to the sustainable development of food resources. Design Intention: The student-led summary helps students sort out the knowledge learned in the lesson, strengthen their memory and understanding, and improve their ability to summarize and sort out knowledge. Learning reflection is an important part of improving learning ability. Through reflection, students can find their own deficiencies, adjust their learning methods, and improve their learning efficiency. The teacher’s summary and feedback can help students further clarify the key points of the lesson, enhance their confidence in learning, and guide them to apply the knowledge learned to real life, realizing the integration of knowledge and practice. 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 $