Unit 3 More Than a Meal-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language Competence: Master core words and complex sentences to express food culture.

Cultural Awareness: Understand global food cultures and respect diversity.

Thinking Quality: Develop critical thinking by comparing cultural differences.

Learning Ability: Improve autonomous and cooperative learning skills in exploration.

Key Points: Grasp core vocabulary and sentence patterns about food culture; understand the connection between food and culture.

Difficult Points: Use English to discuss cultural differences of food fluently and deeply explore the cultural connotation of food.

Lead-in: Activate Prior Knowledge and Arouse Interest

The teacher starts the class by showing a set of pictures and short videos about food from different countries, including Chinese dumplings, Italian pizza, Japanese sushi, and Mexican tacos. After playing the video, the teacher asks questions in English: “What food do you see in the video? What does this food mean to people in its country? Do you think food is just for eating?” Then, the teacher invites 3-4 students to share their answers freely. After the sharing, the teacher makes a brief summary: “Food is more than a meal to satisfy hunger. It carries culture, emotions and traditions. Today, we will explore the cultural connotation behind food in Section 4 Expanding Our Horizons.”

Design Intention: The visual materials of food from different countries can quickly attract students' attention and stimulate their interest in learning. By asking open-ended questions, students are guided to connect their own life experience with the theme of the lesson, activate their prior knowledge about food culture, and lay a good foundation for the subsequent teaching. At the same time, the teacher's summary naturally leads to the core content of the section, helping students clarify the learning focus of the lesson.

Pre-reading: Preview Vocabulary and Clear Obstacles

First, the teacher presents the core vocabulary of this section on the screen, including “symbolism, tradition, significance, represent, gather, celebration, respect, diversity” and so on. For each word, the teacher explains its meaning in simple English, gives example sentences related to food culture, and guides students to read the words aloud to grasp their pronunciation and usage. For example, when explaining “symbolism”, the teacher says: “Symbolism means something represents another thing. For example, dumplings in China have the symbolism of reunion.” Then, the teacher arranges a small group activity: each group is given 2-3 words, and they need to make short sentences related to food culture within 3 minutes and share them with the whole class. After the group sharing, the teacher corrects the wrong sentences and emphasizes the key usage of the words.

Next, the teacher briefly introduces the background of the text: “This text mainly talks about the food cultures in different countries, including the symbolic meaning of food in festivals, the connection between food and family, and the importance of respecting food cultural diversity.” Then, the teacher asks students to predict the content of the text according to the title “Expanding Our Horizons” and the background introduction: “What do you think the text will talk about? Which countries' food cultures may be mentioned?”

While-reading: In-depth Analysis and Improve Reading Ability

This link is divided into three steps: fast reading, careful reading and intensive reading, to help students gradually understand the text from the overall to the local.

First, fast reading. The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea