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

Unit 3 Food-Reading A-Moving Forward 教学目标和重难点 教学目标 It focuses on language ability by improving students’ reading and expression skills about food culture. It cultivates cultural awareness by comparing Chinese and foreign food cultures. It develops thinking quality through logical analysis and critical thinking. It fosters learning ability by guiding autonomous and cooperative learning. 教学重难点 Key points: Master core vocabulary and sentence patterns about food and cultural shock; understand the text’s structure and main ideas. Difficult points: Analyze the deep meaning of food culture and express personal views on cultural differences in English. 教学过程 Warm-up and Lead-in The teacher starts the class with a multimedia presentation, showing pictures of various typical foods from different countries and regions, such as Sichuan peppercorns, Shandong boiled dumplings, French bread, Italian pizza and Japanese sushi. Then the teacher asks students two questions in English: “What’s your favorite food? Can you tell us something about its origin or cultural meaning?” After inviting 3-4 students to share their answers, the teacher naturally leads to the topic of the lesson: “Food is not only a kind of nourishment for our body, but also a carrier of culture. Today, we will read a passage about a foreigner’s experience of Chinese food and explore the cultural connotations behind food.” Design Intention: This part aims to activate students’ prior knowledge and interest in the topic. By showing familiar and unfamiliar food pictures, students can quickly enter the food culture context. Asking open-ended questions encourages students to express their own views in English, which not only exercises their oral expression ability but also lays a foundation for the understanding of the text. At the same time, it naturally connects the daily life of students with the teaching content, making the teaching closer to students’ life and reducing their psychological distance from the new lesson. Pre-reading Vocabulary Preview The teacher presents the core vocabulary and phrases in the text on the blackboard or PPT, including authentic, cuisine, pepper, vinegar, wander, stuff, tradition, friendship, cultural shock, adapt to, consist of, be unfamiliar with. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “authentic”, the teacher says: “Authentic means real and traditional. In the text, the author talks about authentic Chinese food, which is different from the Chinese food in America that has been changed to suit American tastes.” Then the teacher asks students to make simple sentences with these words and phrases in pairs, and checks their mastery. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading speed and comprehension efficiency. Explaining vocabulary in English helps students form an English thinking habit. Making sentences in pairs not only enhances students’ memory of vocabulary but also promotes their cooperative learning ability, laying a solid language foundation for the subsequent reading link. Background Introduction The teacher briefly introduces the background of the text: The author is a foreigner who came to China and experienced different kinds of Chinese food in different regions of China, such as Sichuan, Shandong and Xinjiang. In the process, he encountered cultural shock caused by food and dining customs, and finally realized the close connection between food and culture. The teacher also mentions the famous saying by the French author Jean Anthelme Brillat-Savarin: “Tell me what you eat, and I will tell you what you are.”, and explains its meaning simply, leading students to think about the relationship between food and people, food and culture. Design Intention: Understanding the background of the text helps students better grasp the author’s writing purpose and the deep meaning of the text. The introduction of the famous saying can arouse students’ thinking about the theme of food and culture, and lay a foundation for the in-depth understanding of the text. At the same time, it enriches students’ cultural knowledge and helps them cultivate cultural awareness. While-reading Skimming The teacher asks students to read the text quickly and answer two questions: (1) What is the main idea of the text? (2) What places did the author go to in China and what food did he taste? After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: The text mainly tells about a foreigner’s experience of tasting authentic Chinese food in different regions of China, his experience of cultural shock and his understanding of Chinese food culture and friendship. 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 text. The designed questions are targeted, which can guide students to focus on the key information in the process of skimming, avoid blind reading, and improve students’ reading efficiency. Summarizing the main idea by the teacher helps students correct their misunderstandings and deepen their overall understanding of the text. Scanning The teacher asks students to read the text again carefully and fill in the following table. The table includes three columns: Places in China, Food Tasted, and Feelings/Discoveries. Students need to find relevant information in the text and fill in the table accurately. After students finish filling in, the teacher checks the answers with the whole class, and explains the key information points that students may miss, such as the author’s feeling of friendship when eating Sichuan food and his discovery that family is important to Shandong people through boiled dumplings. Places in China Food Tasted Feelings/Discoveries Beijing Sichuan food (Sichuan peppercorns) Wonderful and different; gained friendship Shandong Province Boiled dumplings with vinegar, pancake rolls stuffed with sliced Chinese green onions Family is important to local people; making dumplings is a family affair Northern Xinjiang Boiled or roasted meats (such as lamb kebab) Local people traditionally wander the open range on horses; food is easy to cook over an open fire South China and Central China Guangdong dimsum, Hubei stewed noodles Food is varied; Chinese people show friendship and kindness through food Design Intention: Scanning is a skill to find specific information quickly. By filling in the table, students can systematically sort out the key information in the text, clarify the logical context of the text, and improve their ability to extract specific information. At the same time, the table can help students better understand the author’s travel route and the connection between different foods and local cultures, laying a foundation for the in-depth analysis of the text. Close Reading The teacher divides the text into three parts and guides students to read each part carefully, analyze the details and explore the deep meaning. Part 1 (Paragraphs 1-2): The teacher asks students to read this part and answer the following questions: (1) What does the saying “You are what you eat” mean in most people’s eyes today? (2) What did Brillat-Savarin actually mean by this saying? (3) Why does the author take Chinese cuisine as a case in point? After students discuss in groups, the teacher invites each group to send a representative to share their views, and then summarizes: Most people today relate this saying to healthy eating, but Brillat-Savarin meant that food reflects people’s personality, character and culture. The author takes Chinese cuisine as a case in point because Chinese cuisine is rich and has distinct cultural characteristics, which can well illustrate the relationship between food and culture. Part 2 (Paragraphs 3-6): This part describes the author’s experience of tasting food in different regions of China. The teacher asks students to read this part and think about the following questions: (1) What difficulties did the author encounter when he first arrived in Beijing to eat? How was it solved? (2) What did the author find about Shandong people through boiled dumplings? (3) Why are the traditional foods of Kazak and Inner Mongolian people mainly boiled or roasted meats? The teacher guides students to analyze the details in the text, such as “Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten.”, which reflects the kindness of Chinese people. Through the analysis, students can deeply understand the cultural connotations behind different foods and the friendship conveyed by food. Part 3 (Paragraph 7): The teacher asks students to read this part and answer: (1) What conclusion did the author draw after his travel in China? (2) What does the author mean by “culture and cuisine go hand in hand”? The teacher guides students to think deeply, and helps students understand that food is an important part of culture, and understanding food culture is an important way to understand a country’s culture. Only by experiencing food culture can we really understand a country’s culture. Design Intention: Close reading is the key link to in-depth understanding of the text. By dividing the text into parts and designing hierarchical questions, students can analyze the text from the surface to the deep, grasp the details and deep meaning of the text. Group discussion encourages students to exchange ideas, learn from each other, and improve their cooperative learning ability and critical thinking ability. The teacher’s guidance and summary help students clarify their thinking and deepen their understanding of the text’s theme. Post-reading Text Structure Analysis The teacher guides students to sort out the structure of the text together. The text adopts a narrative structure, which can be divided into three parts: the beginning (Paragraphs 1-2) introduces the theme through a famous saying, pointing out that food is closely related to culture; the body (Paragraphs 3-6) tells the author’s experience of tasting food in different regions of China and his feelings; the end (Paragraph 7) draws a conclusion, emphasizing that culture and cuisine go hand in hand. The teacher asks students to draw a mind map of the text structure in groups, and then invites several groups to show their mind maps and explain them. The teacher makes comments and supplements. Design Intention: Analyzing the text structure helps students grasp the logical context of the text and improve their ability to sort out and summarize information. Drawing a mind map can make the text structure more intuitive, help students form a systematic understanding of the text, and exercise their logical thinking ability. Group cooperation in drawing mind maps can also enhance students’ cooperative learning ability and sense of participation. Language Points Deepening The teacher focuses on explaining the key sentence patterns and grammatical points in the text, combining with the context to help students master their usage. (1) “Prior to coming to China, my only experience with Chinese cooking was in America, with Chinese food that had been changed to suit American tastes.” The teacher explains the structure “prior to doing sth.”, which means “before doing sth.”, and the attributive clause “that had been changed to suit American tastes” modifying “Chinese food”. The teacher asks students to make sentences with “prior to doing sth.” and the attributive clause. (2) “This is probably not an authentic Chinese recipe, however, so it cannot tell us much about the Chinese.” The teacher explains the usage of “however” and “so” in this sentence. “However” is used to express转折, and “so” is used to express cause and effect. The teacher guides students to analyze the logical relationship between clauses and practice using these conjunctions to connect sentences. (3) “Where making dumplings has always been a family affair with everyone—from the youngest to the oldest—joining in to help.” The teacher explains the non-restrictive attributive clause “where making dumplings...help”, and the participial phrase “joining in to help” as an attribute modifying “everyone”. The teacher asks students to analyze the structure of the sentence and translate it into Chinese to deepen their understanding. Design Intention: Deepening the understanding of language points helps students master the key sentence patterns and grammatical knowledge in the text, and improve their ability to use language accurately. Combining with the context to explain language points can make students understand the usage of language points more vividly and avoid mechanical memory. Sentence making and sentence analysis exercises can help students consolidate the knowledge they have learned and apply it flexibly. Discussion and Expression The teacher divides students into groups of 4-5 and puts forward the following discussion topics: (1) What cultural connotations do the foods in your hometown have? Please introduce them in English. (2) Have you ever experienced cultural shock caused by food or dining customs? If yes, please share your experience and feelings; if not, please imagine what it would be like. (3) How should we treat the differences between Chinese and foreign food cultures? After students discuss for a period of time, the teacher invites several groups to share their discussion results. The teacher makes comments and guidance, emphasizing that we should respect the diversity of food cultures, learn from each other, and promote cultural exchange. Design Intention: Discussion and expression is an important link to apply the knowledge learned and improve students’ oral expression ability. The discussion topics are closely related to students’ life and the theme of the text, which can arouse students’ interest and enthusiasm. Through group discussion, students can exchange ideas, broaden their horizons, and improve their cooperative learning ability and oral expression ability. The teacher’s comments and guidance help students establish a correct attitude towards cultural differences and cultivate their cultural awareness and cross-cultural communication ability. Summary and Reflection The teacher invites students to summarize what they have learned in this lesson, including the main idea of the text, core vocabulary and sentence patterns, and their understanding of food culture. Then the teacher makes a summary: In this lesson, we read a passage about a foreigner’s experience of Chinese food, mastered the core vocabulary and sentence patterns related to food and culture, understood the close connection between food and culture, and learned to respect the diversity of food cultures. The teacher asks students to reflect on their own learning in this lesson: What have you learned? What difficulties have you encountered? How to solve them? Design Intention: Summarizing the lesson helps students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their memory. Reflection encourages students to think about their own learning process, find out their own advantages and disadvantages, and improve their learning ability. At the same time, it helps the teacher understand students’ learning situation and adjust the teaching plan in time. Homework 1. Read the text aloud for several times and recite the key paragraphs (Paragraphs 1 and 7). 2. Finish the exercises related to the text in the textbook, focusing on the mastery of vocabulary and sentence patterns. 3. Write a short passage (about 100 words) introducing a kind of food in your hometown, including its ingredients, production method and cultural connotation. 4. Preview the next part of the unit and collect information about foreign food cultures. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge they have learned in class and apply it flexibly. Reading aloud and reciting can help students familiarize themselves with the text and improve their sense of language. Finishing textbook exercises can consolidate students’ mastery of vocabulary and sentence patterns. Writing a short passage can exercise students’ writing ability and deepen their understanding of food culture. Previewing and collecting information can lay a foundation for the next lesson and cultivate students’ autonomous 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 $