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

Unit 3 Food-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Competence: Students can master food-related vocabulary and sentence patterns, understand the main ideas and details of Reading A and Listening and Viewing materials, and express personal views on food culture and eating habits in simple English. Cultural Awareness: Students can learn about food cultures in different countries, compare the differences and similarities between Chinese and foreign food cultures, respect cultural diversity and enhance cultural confidence. Thinking Quality: Students can analyze the logical structure of the text, infer implied information, and develop critical thinking by discussing the advantages and disadvantages of different eating habits. Learning Ability: Students can master basic reading and listening skills, form good learning habits of previewing and reviewing, and improve their ability to cooperate and communicate in group activities. 教学重难点 Key Points: Mastering core vocabulary such as nutrition, diverse, pass down, identify with and key sentence patterns related to food introduction and cultural description; Understanding the main content, logical structure and cultural connotation of Reading A; Grasping listening skills to obtain specific information and main ideas from Listening and Viewing materials. Difficult Points: Using food-related vocabulary and sentence patterns flexibly in oral expression and writing; Inferring the author’s attitude and implied meaning from the text; Understanding and comparing the differences between Chinese and foreign food cultures and expressing personal insights. 教学过程 Step 1: Lead-in (Warm-up and Preview Check) The teacher starts the class with a multimedia presentation, showing pictures of various typical foods from different countries, such as Chinese dumplings, Italian pizza, Japanese sushi and Indian curry. Then the teacher asks students to answer the following questions in pairs: “What’s your favorite food? Why do you like it? What food is popular in your hometown?” After 3 minutes of pair discussion, invite 2-3 groups to share their answers with the whole class. Next, the teacher checks the preview results by asking students to read the new words in Reading A (such as nutrition, nutritious, diverse, diversity, access, accessible) and explain their meanings in simple English or make sentences. For students who have difficulty in pronouncing or understanding, the teacher corrects and explains patiently. Design Intention: The warm-up activity with food pictures can quickly attract students’ attention and arouse their interest in the unit theme, as food is closely related to students’ daily life. Pair discussion provides students with opportunities to practice oral expression and activates their existing knowledge about food. Preview check helps the teacher grasp students’ mastery of new words, lay a solid foundation for the subsequent reading and listening activities, and cultivate students’ good learning habit of previewing. Step 2: Reading A (Comprehension and Analysis) Activity 1: Skimming for Main Idea The teacher asks students to read Reading A quickly (skimming) and answer the following question: “What is the main topic of this passage?” After students finish reading, invite several students to share their answers. The teacher summarizes and confirms that the main idea of the passage is the diversity of world food cultures, the relationship between food and culture, and the importance of inheriting food culture. Then the teacher helps students divide the passage into three parts: the introduction of food diversity, the connection between food and culture, and the significance of protecting food culture. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and form an overall understanding of the passage. Dividing the text into parts helps students clarify the logical structure of the text, lay the foundation for in-depth reading, and cultivate their ability to sort out and summarize information. Activity 2: Scanning for Specific Information The teacher asks students to read Reading A again carefully (scanning) and complete the following table. The table includes three columns: Country/Region, Typical Food, and Cultural Meaning. Students need to find relevant information from the text and fill in the table. During the process, students can discuss with their group members if they have any difficulties. After students finish filling in the table, the teacher invites a representative from each group to present the group’s answers, and corrects and supplements them in time. At the same time, the teacher emphasizes key information and difficult sentences, such as “Food is not only a source of nutrition, but also a carrier of culture.” and “Different cultures have different food traditions, which reflect their unique values and lifestyles.” Design Intention: Scanning helps students improve their ability to find specific information quickly and accurately. Completing the table makes the scattered information in the text more systematic and intuitive, which is convenient for students to understand and remember. Group discussion encourages students to cooperate and communicate, and helps students solve problems together, improving their cooperative learning ability. Emphasizing key sentences helps students master the core content of the text and understand the deep meaning of the passage. Activity 3: In-depth Analysis and Critical Thinking The teacher puts forward the following questions to guide students to think in depth: 1. Why is food considered a carrier of culture? 2. What are the reasons for the diversity of world food cultures? 3. In your opinion, how should we inherit and develop our traditional food culture? Students are asked to discuss these questions in groups of 4-5. During the discussion, the teacher walks around the classroom, listens to students’ opinions, and gives appropriate guidance when necessary. After the discussion, each group selects a representative to express the group’s views. The teacher makes comments on students’ answers, affirms their reasonable views, and supplements and improves them. For example, when talking about inheriting traditional food culture, the teacher can guide students to think about how to combine traditional food with modern life to make it more popular among young people. Design Intention: In-depth discussion helps students go beyond the surface meaning of the text, understand the cultural connotation behind the text, and develop their critical thinking and logical reasoning ability. Group cooperation allows students to exchange different views, broaden their horizons, and improve their ability to express and argue. The teacher’s guidance and comments help students clarify their ideas and deepen their understanding of the theme. Activity 4: Language Points Learning Based on the text, the teacher focuses on explaining the key vocabulary and sentence patterns in Reading A. For vocabulary, such as “nutrition” (n.), “nutritious” (adj.), “diverse” (adj.), “diversity” (n.), the teacher explains their meanings, parts of speech, collocations and usage, and makes sentences combined with the text and students’ daily life. For example, “The food we eat every day should be nutritious to keep us healthy.” For key sentence patterns, such as “not only...but also...”, “which” guiding attributive clauses, the teacher analyzes their structure and usage, and asks students to make sentences by themselves. Then the teacher asks students to find other difficult sentences in the text and discuss with their group members to solve them. The teacher provides help for students who have difficulties. Design Intention: Combining the text to learn language points can make students understand the usage of vocabulary and sentence patterns in a specific context, which is conducive to their flexible application. Letting students find difficult sentences by themselves can cultivate their ability to discover and solve problems independently. Group discussion helps students learn from each other and improve their ability to analyze and understand sentences. Step 3: Listening and Viewing Activity 1: Pre-listening and Prediction The teacher introduces the background of the Listening and Viewing material: it is a short video about a foreign student experiencing Chinese food culture in China, including the introduction of Chinese food, the process of making dumplings, and the student’s feelings. Then the teacher asks students to predict the content of the video according to the background introduction: “What do you think the video will talk about? What Chinese food will be mentioned? How will the foreign student feel about Chinese food?” Students can express their predictions freely. The teacher writes down some reasonable predictions on the blackboard and tells students to check whether their predictions are correct when watching the video. Design Intention: Pre-listening prediction can activate students’ existing knowledge about Chinese food culture, arouse their interest in the listening and viewing material, and help them focus on the key content when watching the video, improving their listening and viewing efficiency. It also cultivates students’ ability to predict information based on existing clues. Activity 2: While-listening and Viewing (First Time) The teacher plays the video for the first time. After playing, the teacher asks students to answer the following questions: “What is the main content of the video? How does the foreign student feel about Chinese food?” Students can answer briefly. The teacher checks students’ answers and summarizes the main content of the video: a foreign student learns to make dumplings with Chinese friends, tastes various Chinese foods, and feels that Chinese food is delicious and meaningful. Design Intention: Watching the video for the first time helps students grasp the main idea of the material, which is consistent with the training of listening and viewing skills. The simple questions can reduce students’ pressure and help them build confidence in learning. Activity 3: While-listening and Viewing (Second Time) The teacher plays the video for the second time. This time, students are asked to complete a fill-in-the-blank exercise. The exercise includes key information such as the names of Chinese food mentioned in the video, the steps of making dumplings, and the foreign student’s feelings. During the playing process, the teacher can pause appropriately at key points to help students catch the information. After playing, students check their answers with their deskmates. The teacher then plays the video again for students to correct their mistakes, and explains the key points and difficult points in the exercise. Design Intention: Watching the video for the second time focuses on training students’ ability to obtain specific information, which is a key listening and viewing skill. The fill-in-the-blank exercise makes the listening and viewing task more specific and targeted, helping students improve their ability to catch key information. Pausing appropriately helps students who have poor listening ability keep up with the progress, ensuring that all students can participate in the activity. Activity 4: Post-listening and Viewing (Discussion and Expression) The teacher asks students to discuss the following questions in pairs: 1. What do you think of the foreign student’s experience? 2. What Chinese food would you recommend to foreign friends? Why? 3. How can we introduce Chinese food culture to the world? After 5 minutes of discussion, invite several pairs to share their answers. The teacher makes comments on students’ answers, encourages students to use the vocabulary and sentence patterns learned in this class, and guides students to realize the importance of spreading Chinese food culture and enhancing cultural confidence. Design Intention: Post-listening and viewing discussion connects the listening and viewing material with students’ daily life and the unit theme, helping students consolidate the knowledge learned and improve their oral expression ability. It also guides students to think about the inheritance and dissemination of Chinese food culture, which is in line with the requirements of cultural awareness in core literacy. Step 4: Consolidation and Application Activity 1: Vocabulary and Sentence Pattern Practice The teacher arranges a practice activity: students are asked to complete a short passage using the key vocabulary and sentence patterns learned in this class. The passage is about food culture in their hometown, including the introduction of typical local food, its cultural meaning, and their feelings about it. Students have 10 minutes to complete the passage. After completion, the teacher invites several students to read their passages in front of the class, and makes comments and corrections, focusing on the correct use of vocabulary and sentence patterns, and the logic and fluency of the passage. Design Intention: This activity helps students consolidate the key vocabulary and sentence patterns learned in this class, and apply them to practical writing, improving their writing ability. Writing about their hometown’s food culture can arouse students’ sense of identity and pride in their own culture, and further enhance their cultural awareness. Activity 2: Group Project Preparation The teacher divides students into groups of 4-5 and assigns a group project: each group needs to prepare a 5-minute presentation about a certain country’s food culture (including China). The presentation should include typical food, cultural meaning, eating habits, etc. Students are asked to use the knowledge and skills learned in this class, and can collect relevant information through the Internet or books after class. The teacher explains the requirements of the presentation and provides some suggestions, such as how to collect information, how to organize the content, and how to cooperate in the group. Design Intention: Group project is a kind of comprehensive application activity, which can integrate reading, listening, speaking and writing skills, and improve students’ comprehensive language ability. It also cultivates students’ cooperative learning ability, information collection ability and presentation ability. Preparing for the project after class can extend the teaching content and help students deepen their understanding of food culture. Step 5: Summary and Homework Summary The teacher summarizes the content of this class with the help of students: in this class, we learned Reading A about the diversity of world food cultures, mastered key vocabulary and sentence patterns related to food, and improved our reading skills; we also watched a video about Chinese food culture, trained our listening and viewing skills, and discussed the inheritance and dissemination of food culture. The teacher emphasizes that food is not only a source of nutrition, but also a carrier of culture, and we should respect cultural diversity and enhance our cultural confidence. Design Intention: Summarizing the class content with students helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the unit theme. Emphasizing the cultural connotation of food helps students achieve the goal of cultural awareness in core literacy. Homework 1. Review the key vocabulary and sentence patterns learned in this class, and make 5 sentences with each key word. 2. Complete the group project preparation, and collect relevant information for the presentation. 3. Write a short passage (80-100 words) about your favorite food, introducing its taste, origin and your feelings about it. 4. Preview the next part of the unit. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and making sentences helps students consolidate the language knowledge learned; completing the group project preparation lays the foundation for the next class’s presentation; writing a short passage improves students’ writing ability; previewing helps students get familiar with the next teaching content and cultivate their self-learning ability. 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 $