Unit 3 Food and ethics-Reading and interaction 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-Reading and interaction 教学目标和重难点 教学目标 It focuses on improving students’ language competence in food and ethics topics, cultivating cultural awareness of global food ethics differences, developing critical thinking to analyze food-related ethical issues, and fostering independent and cooperative learning abilities in reading and interaction. 教学重难点 Key points: Master core vocabulary and complex sentences about food production and ethics; grasp the text’s structure and main ideas. Difficult points: Analyze the logical relationship in the text and express personal views on food ethics in English accurately. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing pictures of various foods on the screen, including common daily foods, processed foods, and foods from different countries. Then, the teacher asks students two questions in pairs: “What is your favorite food? Do you know how it is produced?” After a short discussion, invite 2-3 groups to share their answers. Next, the teacher raises a more in-depth question: “When we enjoy delicious food, should we consider whether its production is ethical?” Then, the teacher briefly introduces the topic of “food and ethics” and tells students that today they will explore relevant ethical issues through the reading text, guiding students to enter the learning state of the unit theme. Design Intention: Starting from students’ familiar food topics, this link can quickly activate their prior life experience and vocabulary reserve related to food, reducing the sense of distance from the new lesson. The gradual transition from daily food to food ethics issues can effectively arouse students’ curiosity and thinking, lay an emotional and cognitive foundation for the subsequent reading and interaction activities, and also cultivate students’ initial oral expression ability and cooperative learning awareness through pair discussion. Pre-reading: Remove Vocabulary Barriers and Predict Text Content First, the teacher presents the core vocabulary and phrases in the text on the PPT, including “ethical”, “sustainable”, “factory farming”, “organic food”, “animal welfare”, “food waste” and so on. For each word or phrase, the teacher explains its meaning with simple English, combines pictures or short examples to help students understand, and guides students to read aloud to consolidate memory. For example, when explaining “factory farming”, the teacher shows pictures of large-scale chicken coops and pigsties, and explains: “Factory farming refers to raising a large number of animals in a confined space to produce food quickly.” Then, the teacher introduces the title of the reading text and asks students to predict the main content of the text based on the title and the vocabulary they just learned. The teacher can prompt: “What ethical issues may be mentioned in the text? Do you think the author will support or oppose certain food production methods?” Students can express their predictions freely, and the teacher writes down the key prediction points on the blackboard without correcting them temporarily. Design Intention: Vocabulary is the foundation of reading comprehension. By focusing on explaining core vocabulary related to the theme, we can help students remove language barriers in the subsequent reading process and improve reading fluency. Predicting the text content based on the title and vocabulary can stimulate students’ reading motivation, enable them to read with questions, enhance their sense of participation in reading, and also cultivate their ability to infer and predict text content based on existing information, which is an important part of improving their learning ability. While-reading: Conduct Hierarchical Reading and Master Text Details This link is divided into three levels: skimming, scanning and intensive reading, to help students gradually deepen their understanding of the text. First, skimming: Ask students to read the entire text quickly, ignore the details, and focus on grasping the main idea of the text and the overall structure. After reading, ask students to answer two questions: “What is the main topic of the text?” and “How is the text structured?” Guide students to summarize that the main topic of the text is the ethical issues existing in food production and consumption, and the text is structured in the form of “putting forward problems—analyzing problems—putting forward suggestions”. Then, the teacher sorts out the text structure with students, divides the text into three parts: the introduction of food ethical issues, the analysis of specific ethical problems (such as factory farming, food waste), and suggestions for solving food ethical problems, helping students establish a clear text framework. Design Intention: Skimming training can help students quickly grasp the core content of the text, avoid getting lost in details, and cultivate their ability to extract key information and sort out text structure. This link conforms to the law of reading comprehension from overall to local, and lays a foundation for in-depth understanding of text details. Second, scanning: Ask students to read the text again, focus on finding specific information, and complete the following information form (presented on the PPT): Ethical Issues Specific Performances Potential Harms Factory Farming Animals are raised in confined spaces; given antibiotics and hormones Harm to animal welfare; affect human health; pollute the environment Food Waste A large amount of food is discarded in restaurants and families; overproduction of food Waste of resources; increase environmental burden Unethical Food Production Using inferior raw materials; ignoring food safety standards Threaten human health; damage consumer rights After students complete the form independently, organize group exchanges to check and supplement each other’s answers. The teacher walks around the classroom to guide students who have difficulties, and finally explains the key points of the form to ensure that all students grasp the specific details of the text. Design Intention: Scanning training focuses on cultivating students’ ability to find specific information quickly and accurately, which is an important reading skill. Completing the information form can make the text details more systematic and intuitive, help students deepen their understanding of the text content, and at the same time cultivate their independent learning ability and cooperative communication ability through group exchanges. Third, intensive reading: Focus on analyzing key paragraphs and difficult sentences in the text. The teacher selects 2-3 key paragraphs (such as the paragraph about factory farming and the paragraph about solving food ethical problems) and guides students to read carefully. For difficult sentences, such as complex compound sentences and attributive clauses, the teacher helps students parse the sentence structure, explain the logical relationship, and guide students to translate and understand them. For example, for the sentence “Factory farming not only violates animal welfare but also brings potential risks to human health, as antibiotics and hormones in animals may enter the human body through food”, the teacher parses: “This sentence is a compound sentence. The main clause is ‘Factory farming not only violates... but also brings...’, and the subordinate clause is ‘as antibiotics... through food’ which explains the reason.” Then, guide students to discuss the connotation of the sentence, understand the author’s attitude towards factory farming, and cultivate their ability to analyze and understand complex sentences. At the same time, the teacher guides students to pay attention to the author’s emotional tendency and argumentative methods in the text, such as how the author puts forward viewpoints, what evidence is used to support the viewpoints, and helps students understand the author’s appeal: everyone should pay attention to food ethics and take actions to promote sustainable food development. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key paragraphs and difficult sentences, we can help students break through the reading difficulties, master the usage of complex sentences, and improve their language competence. Guiding students to analyze the author’s attitude and argumentative methods can cultivate their critical thinking ability and logical analysis ability, and help students form a correct understanding of food ethics. Post-reading: Strengthen Interaction and Apply Knowledge This link is divided into two parts: group discussion and individual expression, to realize the integration of reading and interaction, and help students apply the learned knowledge to practice. First, group discussion: Divide students into groups of 4-5, and assign discussion topics: “What can we do as senior high school students to promote food ethics? Please combine the text content and your own life experience to put forward specific suggestions.” The teacher provides appropriate prompts, such as “How to reduce food waste in daily life? Do you think we should choose organic food or ordinary food? Why?” During the discussion, the teacher walks around the classroom, listens to the students’ discussions, guides students to express their views in English, corrects their incorrect expressions in time, and encourages students to put forward different opinions. After the discussion, each group sends a representative to make a speech, introducing the group’s views and suggestions, and other groups can ask questions or supplement. Design Intention: Group discussion is an important form of interactive teaching, which can stimulate students’ thinking, encourage students to express their views in English, and improve their oral expression ability and cooperative communication ability. Combining the text content with life experience can help students connect theory with practice, deepen their understanding of food ethics, and cultivate their sense of social responsibility. At the same time, asking questions and supplementing can promote the interaction between students and create a positive classroom atmosphere. Second, individual expression: Ask students to write a short passage (80-100 words) titled “My Views on Food Ethics”, requiring them to use the core vocabulary and sentence patterns learned in the text, and express their own views on food ethics. After students finish writing, the teacher selects 2-3 excellent works and 1-2 works with common problems to comment on. For excellent works, affirm their advantages in vocabulary use and logical expression; for works with problems, put forward targeted suggestions, such as how to use complex sentences correctly and how to make views more clear. Then, let students exchange their short passages in pairs, and help each other revise and improve them. Design Intention: Writing practice is an important way to test students’ language application ability. Through writing short passages, students can consolidate the core vocabulary and sentence patterns learned in the text, and improve their written expression ability. Commenting and revising can help students find their own problems and improve their writing level. Pair exchange and revision can also cultivate students’ cooperative learning ability and the ability to evaluate and modify their own and others’ works. Summary and Extension: Consolidate Knowledge and Expand Vision First, summary: The teacher leads students to review the key content of this lesson, including the core vocabulary and phrases, the structure and main idea of the text, and the key points of food ethical issues. Then, the teacher summarizes: “In this lesson, we have learned about the ethical issues existing in food production and consumption, and discussed how we can promote food ethics. Food is closely related to our life, and paying attention to food ethics is not only responsible for ourselves but also for society and the environment.” Second, extension: Assign after-class tasks. 1. Read the supplementary materials about food ethics (provided by the teacher), and write a reading note to record the key points and your own feelings. 2. Investigate the food waste situation around you (such as in the school canteen or family), and put forward 2-3 practical suggestions to reduce food waste. 3. Preview the next part of the unit, and collect relevant materials about organic food and sustainable food development. Design Intention: Summarizing the key content of the lesson can help students sort out the knowledge system and consolidate the learned knowledge. The after-class extension tasks can expand students’ vision, let them further understand food ethical issues, connect classroom learning with real life, and cultivate their ability to collect and sort out information, independent learning ability and practical ability. At the same time, previewing the next part can lay a foundation for the subsequent teaching. 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 $