Unit 3 Food and ethics-Exploring literature 2 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-Exploring Literature 2 教学目标和重难点 教学目标 It focuses on language application, cultivates critical thinking about food ethics in literary works, shapes cultural awareness of food culture differences, and develops emotional attitudes of respect and responsibility towards food and life. 教学重难点 Key: Understand the literary connotation of the excerpt and master core vocabularies/phrases about food and ethics. Difficulty: Analyze the connection between plots and food ethics and express personal views in English. 教学过程 Lead-in: Connect Theme and Arouse Interest The teacher starts the class by showing a series of pictures, including delicate food at a garden party, simple daily meals of ordinary people, and food waste scenes. Then the teacher asks two guiding questions: “What kind of food do you usually see at a party? Do you think food only satisfies our physical needs, or does it carry more profound meanings?” After asking the questions, the teacher invites 2-3 students to share their answers freely in English. Then the teacher makes a brief comment, points out that food is closely related to ethics, emotions and social classes, and naturally leads to the theme of this lesson—Exploring Literature 2, which selects an excerpt from Katherine Mansfield’s The Garden Party. In this excerpt, food in the garden party is closely linked to class differences and moral choices, which will help us deeply understand the connection between food and ethics. Design Intention: The visual pictures can quickly attract students’ attention and activate their prior knowledge about food and parties. The guiding questions guide students to think beyond the basic function of food and realize its cultural and ethical connotations, laying a foundation for the in-depth study of the literary excerpt. Meanwhile, the free sharing session helps students build confidence in oral English expression and creates a positive classroom atmosphere. Pre-reading: Remove Obstacles and Lay a Foundation Vocabulary and Phrase Learning Combined with the context of the excerpt, the teacher focuses on teaching core vocabularies and phrases closely related to the theme, including “marquee”, “lavender”, “leftovers”, “bereaved”, “compassion”, “privilege” and phrases such as “set up a marquee”, “take a bite of”, “brush aside”, “in a daze”. For each vocabulary and phrase, the teacher first presents the original sentence in the excerpt, then explains its meaning and usage, and gives appropriate examples related to food and ethics. For example, when teaching “compassion”, the teacher says: “In the excerpt, Laura feels compassion for the bereaved family after knowing the worker’s death. Compassion means a feeling of sympathy for others’ misfortune. If you see someone suffering from hunger, you may feel compassion and want to help them.” Then the teacher invites students to make sentences with the new words and phrases in pairs, and checks their mastery by asking several pairs to present their sentences in class. Design Intention: Vocabulary is the basis for understanding literary works. Focusing on teaching words and phrases related to the theme can help students avoid obstacles in reading and better understand the content of the excerpt. The combination of context and examples makes vocabulary teaching more vivid and practical, and the pair work can enhance students’ participation and deepen their memory of new words. Background Introduction The teacher briefly introduces the author Katherine Mansfield and the background of The Garden Party in English. The teacher says: “Katherine Mansfield is a famous modernist writer in the 20th century, who is good at depicting delicate emotions and social details. The Garden Party tells the story of the Sheridan family, a middle-class family, holding a garden party. During the preparation, they learn that a nearby worker has accidentally died. The protagonist Laura’s inner conflict and growth are the core of the story. The excerpt we will learn today focuses on the scene where Laura participates in the garden party and learns about the worker’s death, which reflects the conflict between class privileges and human compassion.” At the same time, the teacher supplements that the background of the story is the early 20th century, when the class gap in British society was obvious, and food, as a symbol of class, reflects the differences between the upper-middle class and the lower class. This helps students understand the deeper connotation of the excerpt. Design Intention: Understanding the author and the social background of the work is conducive to students’ in-depth interpretation of the theme of the excerpt. By introducing the class gap reflected in the story, students can better grasp the connection between food in the garden party and class ethics, laying a foundation for the subsequent analysis of the text. While-reading: In-depth Analysis and Comprehension Skimming for Main Idea The teacher asks students to read the excerpt quickly and answer the following question: “What is the main content of the excerpt? What is Laura’s emotional change during the process?” After students finish reading, the teacher organizes a class discussion. Students can freely express their views, and the teacher summarizes and sorts out: “The excerpt mainly describes the preparation and process of the Sheridan family’s garden party, and Laura’s emotional change from excitement and joy at the beginning to shock and compassion after learning about the worker’s death. The delicious food at the garden party contrasts sharply with the misfortune of the worker’s family.” Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main content of the excerpt and understand the emotional clues of the protagonist, which helps them establish an overall understanding of the text and lay a foundation for in-depth reading. Scanning for Key Details The teacher asks students to read the excerpt again carefully and complete the following tasks in groups of 4: (1) List the food and drinks mentioned in the excerpt and describe their characteristics. (2) Find the sentences that reflect Laura’s emotional changes and analyze the reasons for the changes. (3) Identify the sentences that reflect class differences and explain how they are reflected. After the groups finish the tasks, each group sends a representative to present their results. The teacher makes comments and supplements, focusing on guiding students to find the connection between food and class differences. For example, the teacher points out: “The excerpt mentions ‘pink lilies’, ‘buttered toast’, ‘leftovers’ and other foods. The pink lilies are luxurious and delicate, symbolizing the prosperity of the middle class; the buttered toast is a common food for the middle class, while the leftovers may be the only delicious food for the lower class. This contrast reflects the obvious class gap.” Design Intention: Scanning helps students accurately extract key information from the text. Group cooperation can stimulate students’ thinking, let them learn from each other and complement each other. By analyzing the details of food and the protagonist’s emotions, students can deeply understand the relationship between food, class and ethics, and cultivate their ability to analyze and interpret texts. Close Reading for Literary Connotation The teacher selects key paragraphs from the excerpt for in-depth analysis, focusing on the use of literary techniques and their expression effects. For example, the teacher selects the paragraph where Laura talks with the workers and the paragraph where she learns about the worker’s death. First, the teacher asks students to read the paragraphs aloud, then guides them to analyze the use of dialogue and psychological description. The teacher asks: “What kind of personality does Laura show when she talks with the workers? How does the author use psychological description to show Laura’s inner conflict after learning about the worker’s death?” Students discuss in pairs, and then the teacher summarizes: “When talking with the workers, Laura’s shyness and sincerity show her innocence and lack of class prejudice. The psychological description of ‘she felt a strange pang of regret’ reflects her inner conflict between the joy of the garden party and the compassion for the worker’s family. This conflict is the core of the excerpt, reflecting the author’s criticism of class privilege and the call for human compassion.” At the same time, the teacher guides students to think about the theme of the excerpt: “What is the connection between the garden party food and ethics in the excerpt? What does the author want to convey through this excerpt?” The teacher guides students to realize that the luxurious food at the garden party not only reflects the class privileges of the middle class, but also highlights the indifference of the upper-middle class to the misfortune of the lower class. Laura’s emotional change reflects the awakening of human nature and compassion, which is the embodiment of ethical consciousness. Food, as a carrier, connects class, emotion and ethics, and conveys the author’s thinking about social ethics. Design Intention: Close reading is the key to understanding literary works. By analyzing the literary techniques and theme connotation of key paragraphs, students can improve their ability to appreciate literary works and deepen their understanding of the connection between food and ethics. The guiding questions help students think deeply and cultivate their critical thinking ability. Post-reading: Expand and Apply Group Discussion The teacher puts forward the following discussion topics: (1) Do you think the Sheridan family should cancel the garden party after learning about the worker’s death? Why or why not? (2) What role does food play in reflecting class differences and ethics in the excerpt? (3) Combined with the current society, what can we learn from the excerpt about food ethics? Students discuss in groups of 5, and each group appoints a recorder to record the key points of the discussion. After the discussion, each group sends a representative to make a speech in class, and other groups can supplement and question. The teacher makes a final comment, emphasizing that food ethics is not only related to class, but also to our attitude towards food, life and others. We should respect every kind of food, care for the vulnerable groups, and establish a correct food ethics concept. Design Intention: Group discussion can stimulate students’ thinking, let them express their views freely, and improve their oral English expression ability and cooperative learning ability. The discussion topics combine the text with real life, which helps students apply the learned knowledge to practice, deepen their understanding of food ethics, and cultivate their sense of social responsibility. Language Practice The teacher designs two language practice tasks for students to choose one to complete: (1) Write a short passage (about 150 words) to describe a food-related scene in your life that reflects ethical connotations, and explain your understanding of food ethics. (2) Imagine you are Laura, write a diary to record your inner feelings on the day of the garden party, focusing on your emotional changes and your understanding of food and ethics. After students finish writing, the teacher selects several works to read in class, makes comments on their language expression and content, and puts forward suggestions for improvement. For example, the teacher may say: “This student’s diary vividly describes Laura’s inner conflict, uses the new words and phrases learned in this lesson correctly, and deeply expresses her understanding of food ethics. It would be better if we can add more details about food to highlight the theme.” Design Intention: Language practice is an important link to consolidate the learned knowledge. By writing tasks, students can improve their written English expression ability, and at the same time, deepen their understanding of the theme of food and ethics. The optional tasks can meet the needs of different students and improve their learning enthusiasm. Theme Expansion The teacher introduces some real-life cases related to food ethics, such as food waste, unfair distribution of food, and the problem of food safety. The teacher says: “In our daily life, we often see food waste. Every year, a lot of food is thrown away, while many people in the world are suffering from hunger. This is a kind of unethical behavior. In addition, the unfair distribution of food also reflects the gap between the rich and the poor in society. What should we do to practice food ethics?” Then the teacher invites students to share their views and put forward specific suggestions, such as “save food, refuse waste”, “care for the vulnerable groups and help those who are short of food”, “choose environmentally friendly and healthy food”. Finally, the teacher summarizes: “Food is a gift from nature, and food ethics is a reflection of human civilization. We should establish a correct concept of food ethics, respect food, cherish life, and use our own actions to practice food ethics.” Design Intention: Theme expansion connects the literary text with real life, helps students transfer the knowledge and understanding learned in class to real life, and cultivates their sense of social responsibility and environmental awareness. At the same time, it enriches the content of the lesson and deepens the theme of food and ethics. Summary and Homework Summary The teacher leads students to summarize the content of this lesson: “In this lesson, we learned an excerpt from The Garden Party, understood the main content and theme connotation of the excerpt, mastered the core vocabularies and phrases related to food and ethics, and analyzed the connection between food, class and ethics. Through group discussion and language practice, we deepened our understanding of food ethics and cultivated our critical thinking ability and language application ability. We also realized that food is not only a material need, but also carries profound ethical and cultural connotations.” Design Intention: Summarizing the lesson helps students sort out the knowledge system of the lesson, consolidate the learned content, and form a complete understanding of the lesson. Homework The teacher assigns three levels of homework to meet the needs of different students: (1) Basic homework: Review the core vocabularies and phrases learned in this lesson, and recite the key sentences in the excerpt. (2) Intermediate homework: Complete the language practice task not chosen in class, and revise it according to the teacher’s comments. (3) Advanced homework: Read the full text of The Garden Party, write a book review (about 200 words) to analyze the theme of food and ethics in the work, and put forward your own views. At the same time, the teacher asks students to observe the food-related behaviors around them in daily life and record their thoughts on food ethics. Design Intention: Hierarchical homework can meet the learning needs of different levels of students, help students consolidate the learned knowledge, and expand their learning scope. The homework of observing daily life can let students apply the knowledge learned in class to practice, and deepen their understanding of food ethics. 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 $