Unit 3 Food and ethics-Listening and speaking 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-Listening and Speaking 教学目标和重难点 教学目标 Language Competence: Master food and ethics-related vocabulary and functional sentences to understand listening materials and express personal views fluently. Cultural Awareness: Understand dietary cultural differences and ethical issues globally to foster cross-cultural respect. Thinking Quality: Develop critical thinking by analyzing food ethical debates. Learning Ability: Improve autonomous and cooperative learning skills through listening and speaking activities. 教学重难点 Key Points: Understand the main ideas and key details of listening materials about food ethics; use core vocabulary and sentence patterns to discuss food-related ethical issues. Difficult Points: Grasp the implied meaning in listening materials; express views logically and politely in debates on food ethics. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a set of pictures on the screen, including various foods such as meat, vegetables, fast food, and traditional dishes, as well as scenes like animal feeding, food waste, and vegetarian restaurants. Then the teacher asks a series of guiding questions: “What do you usually eat for three meals a day? Do you prefer meat or vegetables? Have you ever thought about whether our eating habits are related to ethics?” After asking, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher timely guides students to mention words related to food and ethics, such as “vegetarian”, “meat-eater”, “food waste”, “animal welfare”, and writes these words on the blackboard to activate students’ existing vocabulary reserve. After the free sharing, the teacher plays a short video (1-2 minutes) that briefly introduces two different views on food ethics: one supports vegetarianism to protect animal welfare, and the other holds that eating meat is a natural habit and meets human nutritional needs. After playing the video, the teacher asks: “What are the two views in the video? Which one do you agree with more? Why?” This link guides students to initially contact the core topic of the unit—food and ethics, and stimulates their interest in learning and desire to express. Design Intention: The warm-up link combines pictures and videos to provide students with intuitive visual and auditory stimulation, which can quickly attract students’ attention and activate their learning enthusiasm. The guiding questions are closely related to students’ daily life, making it easier for students to participate in the interaction and reduce their psychological pressure when speaking in English. By collecting and sorting out relevant vocabulary, it lays a solid foundation for the smooth development of subsequent listening and speaking activities. At the same time, the video briefly introduces the core contradictions of food ethics, which helps students establish a preliminary understanding of the topic and pave the way for listening comprehension and subsequent discussions. Step 2: Pre-listening (Vocabulary and Prediction) First, the teacher focuses on explaining the key vocabulary and functional sentences needed for this lesson. The vocabulary mainly includes core nouns (e.g., ethics, welfare, vegetarian, meat-eater, consumption, sustainability), verbs (e.g., advocate, oppose, consume, preserve), adjectives (e.g., ethical, unethical, sustainable, nutritious), and phrases (e.g., animal welfare, food waste, be in favor of, be against, on behalf of). When explaining, the teacher combines simple examples and situational descriptions to help students understand the meaning and usage of words. For example, when explaining “animal welfare”, the teacher says: “Animal welfare means that we should treat animals kindly and not hurt them unnecessarily, such as providing them with enough food and a comfortable living environment.” When explaining functional sentences, the teacher focuses on sentences used to express views and reasons, such as “I think... because...”, “In my opinion, it is ethical to...”, “I disagree with... because...”, “From my point of view, we should...”. The teacher demonstrates the usage of these sentences through simple dialogues, and invites students to practice in pairs to ensure that each student can master the basic usage of the sentences. After the vocabulary and sentence explanation, the teacher introduces the listening task. The teacher tells students that the listening material is a dialogue between two students, Lily and Tom, who are discussing food ethics, focusing on whether it is ethical to eat meat and the problem of food waste. Then the teacher asks students to predict the content of the listening material based on the topic and the vocabulary they just learned. The teacher can guide students to put forward predictions such as: “They may talk about the advantages and disadvantages of eating meat.” “They may discuss how to reduce food waste.” “They may have different views on vegetarianism.” After students put forward their predictions, the teacher encourages them to write down their predictions in their notebooks, which helps them focus more on the listening material and improve their listening efficiency. Design Intention: The pre-listening link focuses on solving the language barriers of students. By explaining key vocabulary and functional sentences, it helps students avoid difficulties in understanding the listening material due to unfamiliar words or sentences, and lays a language foundation for listening comprehension. The prediction activity can stimulate students’ thinking, make them have a clear goal before listening, and actively participate in the listening process. At the same time, the prediction activity can also cultivate students’ ability to infer information based on existing knowledge and topics, which is in line with the requirements of improving students’ thinking quality. Step 3: While-listening (Comprehension and Practice) This link is divided into two rounds of listening to help students gradually deepen their understanding of the listening material, following the principle of “from overall to detail”. In the first round of listening, the teacher plays the listening material once, and asks students to focus on the main idea of the dialogue. After listening, the teacher invites students to share their understanding of the main idea, and summarizes it: Lily advocates vegetarianism, believing that eating meat is unethical because it harms animals and is not conducive to environmental sustainability; Tom opposes Lily’s view, holding that eating meat is a natural habit of humans, which can provide necessary nutrition, and as long as animals are treated kindly, eating meat is ethical. At the same time, the teacher checks students’ predictions and affirms the correct predictions, which enhances students’ confidence in learning. In the second round of listening, the teacher plays the listening material again, and asks students to complete the detailed listening task. The task is designed as a fill-in-the-blank exercise, which mainly involves key information such as the reasons why Lily advocates vegetarianism, the reasons why Tom opposes vegetarianism, and the suggestions they put forward to reduce food waste. For example: 1. Lily thinks eating meat is unethical because it ______ animals and is not ______ for the environment. 2. Tom says eating meat can provide humans with ______ nutrition, and we should treat animals ______. 3. They both agree that we should ______ food waste and buy only what we need. During the listening process, the teacher reminds students to take notes quickly, focusing on key words and sentences, and not to get stuck on a single word or sentence. After listening, the teacher invites students to share their answers, corrects mistakes in time, and explains the key points and difficult points in the listening material, such as the understanding of long sentences and the discrimination of similar expressions. After completing the fill-in-the-blank task, the teacher plays the listening material for the third time, and asks students to follow the recording to read aloud. During the reading process, the teacher guides students to pay attention to the pronunciation, intonation and emotional expression of the speakers, and corrects students’ incorrect pronunciation and intonation in time. For example, when reading the sentences expressing different views, the teacher guides students to use appropriate intonation to show their attitudes, so as to lay a foundation for subsequent oral expression. Design Intention: The while-listening link adopts the progressive mode of “overall understanding—detail grasp—imitation reading”, which conforms to the law of students’ listening comprehension. The first round of listening focuses on the main idea, helping students establish an overall understanding of the listening material; the second round of listening focuses on details, training students’ ability to capture key information; the third round of imitation reading not only helps students deepen their understanding of the listening material, but also improves their pronunciation and intonation, and accumulates language expression experience. The fill-in-the-blank task is designed to be targeted, focusing on the core content of the listening material, which can effectively test students’ listening effect. Taking notes and imitation reading can also cultivate students’ good learning habits and improve their listening and speaking ability. Step 4: Post-listening (Consolidation and Application) This link is mainly to help students consolidate the knowledge and skills learned in listening, and realize the transformation from listening input to speaking output, which is divided into three small activities. Activity 1: Dialogue Retelling. The teacher asks students to work in pairs to retell the dialogue between Lily and Tom based on the listening material and the fill-in-the-blank task they just completed. The teacher requires students to use the key vocabulary and functional sentences learned in this lesson, and ensure that the retelling is complete and fluent. During the retelling process, the teacher walks around the classroom, observes students’ performance, and provides timely help for students who have difficulties, such as reminding them of key words or sentences. After the pair retelling, the teacher invites 2-3 groups to present their retelling in front of the whole class, and makes comments, affirming the advantages and pointing out the areas that need improvement, such as the accuracy of vocabulary use and the fluency of sentences. Activity 2: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What are the ethical issues related to food in our daily life? How should we deal with these issues?” The teacher provides some guiding sub-questions to help students carry out the discussion: 1. Is it ethical to eat wild animals? Why or why not? 2. What do you think of food waste? How can we reduce food waste? 3. Do you support vegetarianism? Please give your reasons. 4. How should we balance human nutritional needs and animal welfare? During the discussion, the teacher requires each student to speak actively, express their own views, and listen to the views of other group members carefully. The teacher walks around each group, guides the discussion direction, reminds students to use the functional sentences learned in this lesson, and corrects their incorrect expressions in time. The discussion lasts for a period of time, and each group selects a representative to record the key views of the group. Activity 3: Group Presentation and Debate. After the group discussion, each group’s representative presents the group’s views to the whole class. When presenting, the representative needs to clearly state the group’s views and reasons, and use the key vocabulary and sentences learned in this lesson. After all groups have presented, the teacher organizes a small debate. The teacher divides the class into two groups: one group supports the view that “food choices should prioritize animal welfare and environmental sustainability”, and the other group supports the view that “food choices should prioritize human nutritional needs and living habits”. The two groups debate on the topic, and the teacher reminds students to express their views politely and logically, and use the functional sentences for expressing views and refuting views, such as “I don’t think so because...”, “Your view is reasonable, but...”, “From another point of view...”. During the debate, the teacher encourages students to actively participate, guides them to think critically, and helps them sort out their ideas when they encounter difficulties. After the debate, the teacher makes a summary, affirms the positive performance of both groups, points out the advantages and disadvantages of the debate, and guides students to realize that there is no absolute right or wrong in food ethics, and we should view these issues from a comprehensive perspective. Design Intention: The post-listening link focuses on the application of knowledge and skills, realizing the transformation from input to output. Dialogue retelling helps students consolidate the content of the listening material and the key vocabulary and sentences, and improves their oral expression ability. Group discussion provides students with a platform to exchange views, cultivates their cooperative learning ability and communication ability, and enables them to apply the learned language knowledge to practical situations. The debate activity not only stimulates students’ interest in expression, but also cultivates their critical thinking ability and logical thinking ability. It guides students to think deeply about food ethics issues, and helps them establish a correct view of food and ethics, which is in line with the requirements of cultivating students’ cultural awareness and thinking quality. At the same time, the teacher’s guidance and comments in the activity can help students find their own shortcomings and improve their oral expression ability in time. Step 5: Summary and Extension First, the teacher summarizes the content of this lesson with the students. The teacher leads the students to review the key vocabulary and functional sentences learned in this lesson, and sorts out the main content of the listening material and the core views of the discussion and debate. The teacher emphasizes that this lesson focuses on the topic of food and ethics, and we should not only master the relevant language knowledge, but also learn to think about food ethics issues from a comprehensive perspective, respect different views, and cultivate a sense of social responsibility. Then, the teacher designs the extension task. The extension task is divided into two parts: individual task and group task. The individual task is: Write a short passage (80-100 words) about your own views on food ethics, using the key vocabulary and sentences learned in this lesson. The group task is: Collect information about food ethics issues in different countries and regions, such as dietary taboos, food culture and ethical concepts, and prepare a short report for the next class. The teacher requires students to complete the individual task independently after class, and complete the group task by cooperating with group members. At the same time, the teacher reminds students to pay attention to collecting real and reliable information and learn to sort out and summarize information. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the topic. The extension task extends the classroom content to after class, which not only helps students consolidate the knowledge learned in class, but also expands their horizons, cultivates their autonomous learning ability and cooperative learning ability. The individual task focuses on training students’ written expression ability, and the group task focuses on cultivating students’ ability to collect and process information, which is in line with the requirements of improving students’ learning ability. At the same time, the extension task also helps students further understand the cultural differences of food ethics and enhance their cross-cultural awareness. 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 $