Unit 3 Food-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修二册

Unit 3 Food-Reading B-Further Exploration 教学目标和重难点 教学目标 Language Ability: Enable students to master core vocabulary and complex sentences related to food culture, global culinary diversity and food sustainability, and improve their abilities in reading comprehension, critical analysis and oral/written expression. Cultural Awareness: Help students understand the characteristics of food cultures in different countries, respect cultural diversity, enhance their recognition of Chinese food culture and cultivate cross-cultural communication awareness. Thinking Quality: Guide students to think critically about food globalization, food waste and other issues, and develop their logical thinking, analytical and problem-solving abilities. Learning Ability: Cultivate students’ autonomous learning habits, such as skimming, scanning and cooperative inquiry, so that they can actively acquire and apply knowledge and form lifelong learning awareness. 教学重难点 Key Points: Master the core vocabulary (e.g., culinary, adaptation, sustainability, donate) and sentence patterns (e.g., attributive clauses, causal compound sentences) in the text; understand the main idea, structure and logical relationship of the text; grasp the specific content about global food diversity and food conservation. Difficult Points: Comprehend the deep meaning of food culture behind the text, distinguish between cultural integration and cultural appropriation; use the learned knowledge to express personal views on food-related issues critically and logically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a set of pictures and short videos about global food, including Italian pizza, Japanese sushi, Chinese dumplings, Mexican tacos and other representative foods from different countries. Then the teacher asks the following questions to guide students to participate in the discussion: “What’s your favorite food in these pictures? Do you know the origin and cultural connotation of these foods? With the development of globalization, how have these foods spread and changed around the world?” After that, the teacher invites 3-4 students to share their views, and then naturally leads to the topic of this lesson: “Today we will further explore the theme of food through Reading B, focusing on global culinary diversity, cultural integration and the importance of food sustainability.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic of food, which conforms to the cognitive characteristics of senior high school students who are prone to accept intuitive and vivid information. The guiding questions can activate students’ prior knowledge about food culture, stimulate their thinking and desire to express, and lay a good foundation for the subsequent reading and exploration. At the same time, it can naturally connect the previous knowledge of the unit with the content of this lesson, realizing the continuity and coherence of teaching. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of this lesson on the blackboard or multimedia courseware, including culinary, adaptation, sustainability, donate, reduce food waste, cultural appropriation, culinary diversity, socio-economic shifts, etc. For each word and phrase, the teacher explains its meaning, pronunciation and usage with simple and easy-to-understand language, and combines it with examples related to food to help students understand and remember. For example, when explaining “culinary”, the teacher says: “Culinary means related to cooking or food preparation. For example, culinary skills refer to the skills of cooking food.” When explaining “sustainability”, the teacher combines the current social hot topic of food conservation: “Sustainability here refers to the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs. In terms of food, it means we should reduce food waste and protect food resources.” Then, the teacher briefly introduces the background knowledge related to the text: With the acceleration of globalization, food, as an important carrier of culture, has crossed national borders and become a bridge for cross-cultural communication. However, in the process of food globalization, there are both positive cultural integration and negative phenomena such as cultural appropriation and food waste. This text will lead us to explore these issues and think about how to treat global food culture and achieve food sustainability. After that, the teacher arranges a small group activity: students work in groups of 4 to discuss the following questions based on the previewed vocabulary and background knowledge: “What do you think of the spread of global food? What problems may arise in the process? How can we avoid these problems?” Each group selects a representative to record the discussion results, and then shares them with the whole class. The teacher comments on the students’ sharing, affirms their positive views and supplements relevant knowledge. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. Combining vocabulary explanation with food-related examples makes the vocabulary learning more vivid and practical, which is conducive to students’ mastery and application. The introduction of background knowledge helps students understand the social and cultural context of the text, deepen their understanding of the text theme, and lay a foundation for critical thinking in the subsequent reading process. The group discussion activity can cultivate students’ cooperative learning ability and autonomous thinking ability, and enable them to actively participate in the teaching process, changing from passive acceptance to active learning. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from the overall to the local, from the surface to the deep. First, Skimming: The teacher asks students to read the text quickly within a certain range, and then answer two questions: “What is the main idea of the text?” and “What are the two main topics discussed in the text?” After students finish reading, the teacher invites several students to answer the questions, and then summarizes: The main idea of the text is to explore the phenomenon of global food diversity, discuss the positive and negative impacts of food globalization, and put forward suggestions on food sustainability. The two main topics are global culinary diversity and cultural integration, and food waste and sustainability. Design Intention: Skimming is a basic reading skill that can help students quickly grasp the main idea of the text and form an overall understanding of the text structure. This link is designed to cultivate students’ ability to extract key information quickly, which is in line with the requirements of senior high school English reading teaching for students’ reading speed and efficiency. Second, Scanning: The teacher asks students to read the text again, focusing on extracting specific information, and completes the following form. The form is presented on the multimedia courseware, including three columns: “Culinary Examples”, “Cultural Connotation” and “Changes in the Process of Globalization”. Students need to find relevant information from the text and fill in the form. After students finish filling in, the teacher invites a student to present his/her form, and then corrects and supplements it together with the whole class, ensuring that students grasp the specific content of the text. Design Intention: Scanning is another important reading skill, which helps students accurately extract specific information from the text. The form design makes the information extraction more targeted and systematic, which is conducive to students’ understanding of the details of the text and the logical relationship between different parts. At the same time, it can train students’ ability to sort out and summarize information, laying a foundation for the subsequent intensive reading and critical analysis. Third, Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, logical relationships and deep meaning of each paragraph. For the first paragraph, the teacher focuses on analyzing the topic sentence: “Food is not only a necessity for human survival, but also a carrier of culture, reflecting the history, customs and values of a nation.” The teacher asks students: “What is the function of this sentence in the paragraph?” Guide students to realize that this sentence is the topic sentence, which leads to the theme of the text - the relationship between food and culture. Then the teacher asks: “How does the author support this view in the paragraph?” Students find examples of different countries’ food in the paragraph, and the teacher comments and summarizes, helping students understand the way of supporting the topic sentence with examples. For the paragraphs about cultural integration and cultural appropriation, the teacher first asks students to find the definitions of “cultural integration” and “cultural appropriation” in the text, and then asks: “What is the difference between cultural integration and cultural appropriation? Can you find examples in the text to illustrate them?” Students discuss in groups, and then share their views. The teacher explains and supplements: “Cultural integration refers to the mutual absorption and integration of different cultures in the process of communication, which is a positive phenomenon. For example, the text mentions that pizza, which originated in Naples, Italy, has been adapted in different countries according to local tastes, which is a kind of cultural integration. Cultural appropriation refers to the act of one culture using the elements of another culture without respect, which may damage the cultural characteristics of the original culture. The text mentions that some countries use the name of a certain food from another country but change its core production method and cultural connotation, which is a kind of cultural appropriation.” Then the teacher asks students: “What do you think we should do to promote cultural integration and avoid cultural appropriation?” Guide students to think deeply and express their views. For the paragraphs about food waste and sustainability, the teacher focuses on analyzing the data and examples in the text, such as “Every year, about one-third of the food produced in the world is wasted, which is enough to feed hundreds of millions of people.” The teacher asks students: “What impact does food waste have on society and the environment? What suggestions does the author put forward to reduce food waste?” Students read the text carefully and answer the questions. The teacher summarizes the suggestions put forward by the author, such as reducing food purchase, storing food properly, and donating surplus food, and guides students to think about their own food consumption habits and how to practice food conservation in daily life. In the process of intensive reading, the teacher also focuses on explaining the complex sentences in the text, such as attributive clauses and causal compound sentences, helping students understand the structure and meaning of the sentences, and guiding students to analyze the logical relationship between sentences (such as cause and effect, contrast, example, etc.), so as to improve their ability to understand complex texts. Design Intention: Intensive reading is the key link of reading teaching, which helps students deeply understand the content, structure and deep meaning of the text. By analyzing topic sentences, key sentences and logical relationships, students can improve their ability to understand and analyze texts. By discussing cultural integration and cultural appropriation, food waste and other issues, students can be guided to think critically, which is conducive to the cultivation of their thinking quality and cultural awareness. The explanation of complex sentences can help students break through reading difficulties and improve their language ability. Step 4: Post-reading (Consolidation and Application) This step is designed to help students consolidate the knowledge learned in the lesson, apply it flexibly, and further improve their core competencies. It is divided into three activities: Activity 1: Vocabulary and Sentence Pattern Practice. The teacher presents a set of exercises on the multimedia courseware, including vocabulary filling, sentence rewriting and sentence making. For example, vocabulary filling: “We should pay attention to the ______ of food resources to ensure that future generations can also have enough food. (sustainability)”; Sentence rewriting: “Pizza originated in Naples, Italy. It has been adapted in different countries. (Combine the two sentences into an attributive clause) → Pizza, which originated in Naples, Italy, has been adapted in different countries.”; Sentence making: Ask students to make sentences with the words “culinary”, “donate” and “reduce food waste”. Students complete the exercises independently first, then check the answers with their deskmates, and the teacher comments and explains the key and difficult points. For students who have made mistakes, the teacher gives targeted guidance to help them master the vocabulary and sentence patterns. Design Intention: This activity aims to consolidate the core vocabulary and sentence patterns learned in the lesson, help students master their usage flexibly, and lay a foundation for their oral and written expression. The combination of different types of exercises can meet the needs of different students and improve the effectiveness of consolidation. Activity 2: Group Debate. The teacher divides students into two groups, and sets the debate topic: “Does food globalization do more good than harm?” Group 1 holds the view that “food globalization does more good than harm”, and Group 2 holds the view that “food globalization does more harm than good”. Before the debate, students have 10 minutes to prepare, collect relevant arguments from the text and their own life experience. During the debate, each group takes turns to express their views and refute the opposite group’s views. The teacher acts as the host and judge, guides the students to debate in a civilized and orderly manner, and reminds them to use the knowledge and sentence patterns learned in the lesson. After the debate, the teacher comments on the performance of both groups, affirms their advantages, points out their deficiencies, and summarizes the pros and cons of food globalization, guiding students to form a comprehensive and objective understanding of food globalization. Design Intention: The debate activity can not only cultivate students’ oral expression ability and logical thinking ability, but also guide them to think critically about the theme of the text, which is conducive to the cultivation of their thinking quality. At the same time, it can let students apply the knowledge learned in the lesson to practice, improve their ability to use language comprehensively. The group cooperation in the debate can also enhance students’ cooperative learning ability and sense of teamwork. Activity 3: Writing Practice. The teacher asks students to write a short passage (about 150 words) with the title “My Views on Food Sustainability”. The requirements are: 1. Express their own views on food sustainability; 2. Put forward at least two suggestions on how to achieve food sustainability; 3. Use the vocabulary and sentence patterns learned in the lesson. Students write independently, and the teacher walks around to guide them, helping students solve the problems encountered in the writing process. After students finish writing, the teacher selects 2-3 excellent compositions and 1-2 compositions with common problems, reads them out in class, and comments on them, affirming the advantages of excellent compositions and pointing out the problems and improvement methods of the other compositions. Then students exchange their compositions with their deskmates, revise and improve them according to the teacher’s comments and their deskmates’ suggestions. Design Intention: Writing practice is an important way to test students’ language application ability. This writing topic is closely related to the text theme, which can let students apply the knowledge learned in the lesson to written expression, improve their writing ability. The teacher’s guidance and comments, as well as the mutual revision between students, can help students find their own problems, improve their writing level. At the same time, it can deepen students’ understanding of food sustainability and cultivate their sense of social responsibility, which is conducive to the cultivation of their cultural awareness and learning ability. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize the content of this lesson, including the main idea of the text, core vocabulary and sentence patterns, and the views on global food culture and food sustainability. Then the teacher makes a comprehensive summary, emphasizing the key and difficult points of this lesson, and reviewing the four-dimensional key competencies cultivated in this lesson, helping students sort out the knowledge system and form a complete understanding of the lesson. Then, Extension: The teacher assigns an after-class task: 1. Read the text again and recite the core vocabulary and key sentences; 2. Interview their family members or friends about their views on food waste, and write a short interview report (about 100 words); 3. Search for information about a kind of Chinese food that has spread to other countries, and introduce its cultural connotation and changes in the process of spread (to be shared in the next class). At the same time, the teacher encourages students to pay attention to food conservation in daily life, practice the concept of food sustainability, and respect the food culture of different countries. Design Intention: The summary link helps students sort out the knowledge learned in the lesson, consolidate the learning results, and form a systematic knowledge structure. The after-class extension task not only helps students consolidate the knowledge learned in class, but also extends the teaching content to daily life, enabling students to apply the knowledge to practice, cultivate their autonomous learning ability and inquiry ability. At the same time, it can further deepen students’ understanding of food culture and food sustainability, and achieve the goal of cultivating students’ core competencies. 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 $