Unit 3 More Than a Meal-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language Ability: Enable students to master core words and sentence patterns related to food culture, and improve their abilities of reading comprehension, oral expression and written output.

Cultural Awareness: Guide students to understand the symbolic significance of food in different cultures, respect cultural diversity and enhance cross-cultural communication awareness.

Thinking Quality: Cultivate students’ logical thinking through sorting out text information and critical thinking through discussing food culture differences.

Learning Ability: Help students master effective learning strategies such as autonomous reading and cooperative inquiry, and improve their ability of independent learning and collaborative problem-solving.

Key Points: Master the core vocabulary (e.g., symbolism, tradition, gather) and typical sentence patterns in the text; understand the main idea and detailed information of the text; grasp the connection between food and culture.

Difficult Points: Understand the deep cultural connotation behind food, accurately express personal views on food culture in English; apply the learned language knowledge to practical communication and writing.

Step 1: Warming-up and Lead-in

The teacher starts the class with a multimedia presentation, showing pictures of typical foods from different countries and regions, such as Chinese dumplings, American turkey, Italian pizza, and Japanese sushi. Then the teacher asks students to answer the following questions in pairs: “What’s your favorite food? What does this food mean to you or your family? Do you know any special meanings of these foods in the pictures?” After 3 minutes of pair discussion, invite 3-4 groups to share their answers with the whole class. When students share, the teacher appropriately guides them to connect food with festivals, family gatherings or cultural traditions, and writes key words mentioned by students (such as reunion, gratitude, celebration) on the blackboard.

Design Intention: This link takes food, a topic closely related to students’ daily life, as the starting point. Through pictures and group discussions, it can quickly arouse students’ learning interest and activate their existing knowledge and life experience about food. It not only creates a relaxed and active classroom atmosphere, but also paves the way for the follow-up study of the text’s theme “food is more than a meal”, and implicitly cultivates students’ initial awareness of food culture.

Step 2: Pre-reading

First, the teacher introduces the background of the text briefly: “Today we will read a passage about food and culture. It tells us that food is not only for satisfying hunger, but also carries rich cultural connotations and emotional feelings. Before reading, let’s learn some new words and phrases to help us understand the text better.” Then the teacher presents the core new words and phrases of the text, including symbolism, tradition, gather, remind...of..., be associated with, pass down, etc. For each word and phrase, the teacher explains its meaning and usage with simple English, and gives example sentences combined with food culture, such as “Dumplings have a special symbolism of reunion in Chinese culture.” “Family members gather together to have dinner on Spring Festival Eve.”

After explaining the new words, the teacher asks students to look at the title of the text “More Than a Meal” and the pictures in the textbook, and predict the main content of the text. The teacher guides students to put forward guesses, such as “The text may talk about the cultural meaning of food.” “It may introduce different foods in different cultures and their special meanings.” Then the teacher encourages students to write down their predictions on their exercise books, and check

whether their guesses are correct during the reading process.

Design Intention: The pre-reading link focuses on solving the language barrier for students to understand the text. By teaching core new words and phrases in combination with the theme, it helps students lay a solid language foundation. Predicting the main content of the text based on the title and pictures can cultivate students’ predictive ability, which is an important reading strategy. At the same time, it can stimulate students’ curiosity and motivation to read, making their reading more targeted.

Step 3: While-reading

This link is divided into three parts: fast reading, careful reading and deep reading, aiming to help students understand the text from the surface to the deep, and gradually improve their reading ability.

Fast Reading

The teacher asks students to read the text quickly within a certain time, and complete two tasks: first, find out the main idea of the text; second, divide the text into several parts and summarize the main idea of each part. After reading, students first discuss with their deskmates, then the teacher invites students to share their answers. The teacher summarizes and sorts out: the main idea of the text is to introduce that food is more than a meal to satisfy hunger, but also carries cultural connotations, emotional feelings and family memories. The text can be divided into three parts: the first part (Paragraph 1) puts forward the theme that food is more than a meal; the second part (Paragraphs 2-4) gives examples to illustrate the cultural significance of food in different occasions and cultures; the third part (Paragraph 5) summarizes the importance of food to people.

Design Intention: Fast reading focuses on training students’ ability to grasp the main idea of the text and sort out the text structure. Through group discussion and class sharing, it not only helps students form an overall understanding of the text, but also cultivates their ability of cooperative learning and expression. At the same time, it helps students master the reading strategy of fast reading, which is conducive to improving their reading efficiency.

Careful Reading

The teacher asks students to read the text carefully, and complete the following detailed tasks. The tasks are designed in the form of a worksheet, which is distributed to each student in advance.

Task 1: Fill in the blanks according to the text. 1. In Chinese culture, mooncakes are associated with ________ and ________. 2. On Thanksgiving Day in America, people usually eat ________ to express their gratitude to their families and friends. 3. Food can remind people of their ________ and ________. 4. The tradition of eating dumplings on Spring Festival has been ________ for thousands of years.

Task 2: Answer the following questions. 1. Why is food more than a meal according to the text? 2. What is the symbolism of mooncakes in Chinese culture? 3. How do people in America express their gratitude on Thanksgiving Day? 4. What role does food play in people’s memory?

After students finish the tasks independently, the teacher organizes them to check the answers in groups. For the wrong answers, the teacher guides students to find the corresponding sentences in the text and correct them, and emphasizes the key sentences and information points. At the same time, the teacher explains the difficult sentences in the text, such as “Food is not just a source of energy; it is a carrier of culture, emotions and memories.”, helping students understand the meaning and structure of the sentences.

Design Intention: Careful reading aims to help students grasp the detailed information of the text, consolidate the new words and sentence patterns learned, and solve the difficulties in understanding the text. The form of worksheet makes the tasks more specific and targeted, which is conducive to students’ independent reading and thinking. Group checking not only reduces the teacher’s burden, but also enables students to learn from each other and improve their ability of finding and solving problems.