Unit 3 Food-Reading A-Digging in 教案-2025-2026学年高中英语沪外版必修第二册

Unit 3 Food-Reading A-Digging in 教学目标和重难点 教学目标 Language Ability: Enable students to master core vocabularies and sentence patterns related to food culture, and improve their abilities to understand the blog text, extract key information and express personal views on food culture in English. Cultural Awareness: Guide students to understand the differences and connections between Chinese and foreign food cultures, cultivate respect for diverse cultures and form a sense of cross-cultural communication. Thinking Quality: Help students develop logical thinking through analyzing the structure of the blog, and critical thinking through discussing the significance of food culture inheritance. Learning Capacity: Equip students with effective reading strategies such as skimming and scanning, and cultivate their ability of autonomous learning and cooperative inquiry. 教学重难点 Key Points: Master the core vocabularies (e.g., frustrating, overwhelming, utensil, appetite) and phrases (e.g., run into, pass down, tend to) in the text; understand the main idea and structural characteristics of the blog about food culture shock; grasp the reading strategies of skimming and scanning. Difficult Points: Understand the deep meaning of food culture shock reflected in the text; accurately use the learned vocabularies and sentence patterns to express personal views on cross-cultural food differences; cultivate cross-cultural communication awareness. 教学过程 Pre-reading: Activation and Lead-in Activity 1: Warm-up Discussion The teacher starts the class by showing pictures of various traditional foods from different countries, including Chinese dumplings, French bread, Italian pizza and American hamburgers. Then the teacher asks students to discuss in pairs: “What’s your favorite traditional food? What cultural meanings does it carry? Have you ever experienced any differences in food customs when communicating with people from other countries?” After 5 minutes of discussion, invite 2-3 pairs to share their ideas with the whole class. During the sharing, the teacher properly guides students to focus on the differences in food customs and the feelings brought by these differences. Design Intention: This activity takes food, a topic closely related to students’ daily life, as the starting point. By showing pictures and organizing pair discussions, it can quickly arouse students’ interest in the class, activate their existing knowledge about food culture, and lay a foundation for understanding the subsequent text about food culture shock. At the same time, it helps students practice oral expression in English and improves their ability to communicate in pairs. Activity 2: Vocabulary Preview The teacher presents the core vocabularies and phrases of the text on the screen, including frustrating, overwhelming, utensil, appetite, run into, pass down, tend to, etc. For each vocabulary and phrase, the teacher explains its meaning in simple English, combines it with simple example sentences related to food culture, and guides students to read it aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “utensil”, the teacher says: “Utensils are tools used for eating, such as chopsticks in China and forks in Western countries.” When explaining “run into”, the teacher gives the example: “When I traveled to France, I ran into a lot of differences in food customs.” Design Intention: Previewing core vocabularies and phrases before reading can help students reduce reading obstacles, improve reading fluency, and lay a solid language foundation for understanding the text. Combining vocabularies with food culture-related examples makes it easier for students to understand and remember, and also connects vocabularies with the theme of the unit, realizing the integration of language knowledge and theme meaning. Activity 3: Text Prediction The teacher shows the title of the text “Digging in” and the picture of the blog (if available in the textbook), and asks students to predict: “What do you think this text is about? Who is the writer? What may happen in the text?” The teacher encourages students to put forward their own guesses freely, and writes down the reasonable guesses on the blackboard. Then the teacher says: “Let’s read the text to find out whether your guesses are correct.” Design Intention: Predicting the text content before reading can stimulate students’ curiosity and reading motivation, and help them form a preliminary cognitive framework for the text. At the same time, it cultivates students’ ability of logical reasoning and imagination, and guides them to enter the reading state actively. While-reading: Comprehension and Exploration Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer the following questions: 1. What kind of text is this? (A blog) 2. Who is the writer? (An American student studying in France) 3. What is the main content of the text? (The writer’s experience of food culture shock in France and her understanding of it) After students finish reading, invite them to answer the questions, and the teacher summarizes and confirms the main idea of the text, helping students grasp the overall content of the text. Design Intention: Skimming is an important reading strategy. Through this activity, students can learn to grasp the main idea of the text quickly by focusing on the title, beginning and ending of the text, which improves their reading efficiency. At the same time, it helps students clarify the type and core content of the text, laying a foundation for in-depth reading. Activity 2: Scanning for Key Information Ask students to read the text again (scanning) and fill in the following table about the writer’s food culture shock experience in France: Time Occasion Food Customs Encountered The Writer’s Feelings Her first weekend abroad A gathering with French friends 1. Slices of fresh bread were served first; 2. People used bread as a utensil; 3. People grabbed a coffee at a nearby café after the meal Shocked, frustrated, overwhelmed at first Later After learning from the International Programs Office Understanding the cultural connotation behind French food customs Accepting and respecting the differences After students finish filling in the table, organize them to check the answers in groups, and the teacher gives comments and corrections. For the key information that students miss, the teacher guides them to find it in the text again and emphasizes the key sentences. Design Intention: Scanning is a strategy to find specific information quickly. Through filling in the table, students can systematically sort out the key information of the text, deepen their understanding of the writer’s experience and emotional changes, and improve their ability to extract key information. Group checking can promote mutual learning and communication among students, and help them find and correct their own mistakes in time. Activity 3: Close Reading for Language and Deep Meaning Language Focus: The teacher guides students to read the text carefully, find out the key sentences and difficult sentences in the text, and explain them in detail. For example, the sentence “At first, the differences seemed frustrating and overwhelming.” The teacher analyzes the structure of the sentence (subject + predicate + predicative), explains the meanings of “frustrating” and “overwhelming”, and guides students to use the sentence pattern to describe their own feelings when encountering difficulties. Another example is the sentence “I learned that these customs are passed down from generation to generation and are an important part of French culture.” The teacher explains the phrase “pass down” and guides students to talk about the food customs passed down in their own families. Deep Meaning Exploration: The teacher puts forward a series of questions to guide students to think in depth: Why did the writer feel shocked and frustrated at first? What did the International Programs Office do to help the writer? What did the writer learn from this experience? What does the writer want to tell us through this blog? Organize students to discuss these questions in groups, and then invite representatives of each group to share their views. The teacher summarizes and guides students to understand that food culture is an important part of a country’s culture, and we should respect and包容 diverse food cultures. Design Intention: Close reading helps students grasp the language points in the text and improve their ability to understand and use language. By analyzing key sentences and difficult sentences, students can master the usage of core vocabularies and sentence patterns, laying a foundation for subsequent language output. The in-depth discussion questions guide students to think beyond the surface of the text, understand the deep meaning of the text, cultivate their critical thinking and cultural awareness, and realize the integration of language learning and literacy development. Activity 4: Text Structure Analysis The teacher guides students to analyze the structure of the blog text together. The text can be divided into three parts: Introduction (Paragraph 1): The writer introduces herself as an American student studying in France and mentions that she encountered food culture shock. Main Body (Paragraphs 2-4): The writer describes her specific experience of food culture shock and how she adjusted her attitude. Conclusion (Paragraph 5): The writer shares her understanding of food culture shock and the significance of respecting cultural differences. The teacher asks students to mark the dividing points of each part and summarize the main content of each part. Then the teacher emphasizes the structural characteristics of blog texts: combining personal experiences with personal feelings and insights, which is vivid and easy to resonate with readers. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text, improve their ability of text analysis and logical thinking. At the same time, it enables students to master the structural characteristics of blog texts, which is helpful for their subsequent writing of blog-style articles. Post-reading: Consolidation and Application Activity 1: Vocabulary and Sentence Pattern Drills Vocabulary Drill: The teacher presents some sentences with blanks, and asks students to fill in the blanks with the core vocabularies and phrases learned in the text. For example: When I first came to this city, I __________ (encountered) many difficulties. This tradition has been __________ (passed down) from our ancestors. She tends to __________ (feel) nervous when speaking in public. The heavy workload made her feel __________ (overwhelmed). Sentence Pattern Drill: Ask students to use the key sentence patterns learned in the text to make sentences related to food culture. For example, use the pattern “At first..., but later...” to describe their own experience of understanding a certain food custom. Invite some students to share their sentences, and the teacher gives comments and guidance. Design Intention: Vocabulary and sentence pattern drills help students consolidate the language knowledge learned in the text, improve their ability to use language flexibly. Combining drills with the theme of food culture makes the drills more targeted and practical, and realizes the connection between language learning and theme application. Activity 2: Group Discussion and Presentation Organize students to discuss in groups of 4-5: “What food culture differences have you found between China and other countries? How should we treat these differences?” Each group chooses a representative to record the discussion results, and then each group’s representative gives a 3-5 minute presentation in English. During the presentation, the teacher encourages other students to ask questions and interact with the representative. After all groups finish presenting, the teacher makes a summary, emphasizing that we should respect and understand diverse food cultures, and use an open and inclusive attitude to carry out cross-cultural communication. Design Intention: Group discussion and presentation can not only improve students’ oral expression ability and cooperative learning ability, but also guide students to apply the knowledge and concepts learned in the text to practical situations, deepen their understanding of cross-cultural food differences, and cultivate their cultural awareness and critical thinking. Interaction among students can also enhance the activity of the class and stimulate students’ learning enthusiasm. Activity 3: Writing Practice Ask students to write a short blog (80-100 words) about their own experience of food culture or their views on food culture differences. The requirements are: Use at least 3 core vocabularies and phrases learned in the text; Refer to the structure of the text in the textbook; Express their true feelings and views. After students finish writing, ask them to exchange their works with their deskmates and give suggestions for revision. Then invite 2-3 students to read their works in front of the class, and the teacher gives comments and guidance on their writing, focusing on the use of vocabularies and sentence patterns, the clarity of the structure and the authenticity of the feelings. Design Intention: Writing practice is an important link to test students’ language output ability. By writing a blog, students can apply the language knowledge and text structure learned in the class to practical writing, improve their writing ability. Exchanging works and giving suggestions can help students learn from each other and improve their ability of revision. Teacher’s comments can point out students’ advantages and shortcomings, guiding them to improve their writing level continuously. Summary and Extension Summary: The teacher summarizes the content of the class with the help of students: “In this class, we read a blog about food culture shock, mastered the core vocabularies and phrases related to food culture, learned the reading strategies of skimming and scanning, analyzed the structure of the text.” Extension: Assign after-class tasks: Read the text again and recite the key sentences; Collect information about the food culture of a foreign country and prepare a short report for the next class; Finish the writing practice and revise it according to the suggestions from the teacher and deskmate. At the same time, the teacher encourages students to pay more attention to the food culture around them and the food cultures of different countries in daily life, and cultivate their awareness of cross-cultural communication. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, strengthen memory and form a systematic knowledge framework. The after-class tasks not only consolidate the knowledge learned in the class, but also extend the learning content, guide students to learn independently after class, and connect classroom learning with daily life, realizing the continuity and extensibility of learning. 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 $