2024人教版七年级英语下册Unit4 Eat Well 教案（共6课时）

人教版（2024）七年级下册英语Unit4EatWell教案（共6课

时）

课题人教版七年级下册Unit4EatwellSectionAla-pronunciation教案

课型新授课|主备人

一、教学目标

1.语言能力目标

学生能够正确识别和说出与食物相关的词汇，如carrot,onion,cookie,

mutton,cabbage,watermelon等。

学生能够听懂关于饮食偏好和日常饮食的简单对话，并能正确回答相关

问题。

学生能够运用所学句型“Whatdoyouusuallyhavefor

breakfast/lunch/dinner?v询问他人的饮食，并做出相应的回答。

学生能够掌握正确的语音语调，包括单词的发音和句子的语调。

2.学习能力目标

通过听力和口语练习，培养学生的英语听说能力和信息获取能力。

引导学生通过小组合作和交流，提高学生的合作学习能力和语言表达能

力。

3.思维品质目标

培养学生的逻辑思维能力，如在对话中理解因果关系和先后顺序。

鼓励学生对不同的饮食选择进行思考和比较，培养批判性思维。

4.文化意识目标

了解中西方饮食文化的差异，培养学生的跨文化交际意识。

二、教学重难点

1.教学重点

掌握与食物相关的词汇和句型。

能够听懂并正确回答关于饮食的问题。

掌握正确的语音语调。

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2.教学难点

运用所学句型进行真实情境下的交流，询问和描述饮食。

理解听力材料中的细节信息。

三、教学方法

任务型教学法、情景教学法、互动教学法

四、教学过程

（一）导入（5分钟）

1.教师展示一些美食的图片，包括中餐和西餐，如饺子、披萨、面条、汉堡

等，问学生：“Whatcanyouseeinthepictures?”引导学生说出图片中的食物名

称，从而引出本节课的主题一一饮食。

2.教师提问："Doyoulikethesefoods?Whyorwhynot?”让学生自由发言，

分享自己对不同食物的喜好和原因，激发学生的兴趣和积极性。

（二）词汇学习（10分钟）

1.教师展示la中的图片，让学生将食物词汇写在相应的图片下方。

2.教师带读单词，学生跟读，纠正发音。

3.学生两人一组，互相提问：“Whichfood（s）doyoulike?"并回答。

（三）听力练习（5分钟）

1.教师播放1b的录音，学生边听边在表格中勾选Ella和Peter谈论的主

题。

2.教师再次播放录音，核对答案，讲解重点句型和词汇。

3.教师播放1c的录音，学生听完后填写Jane的饮食表格。

4.教师与学生一起核对答案，引导学生理解对话内容。

（四）口语练习（10分钟）

1.学生根据Id的要求，写下自己的早餐、午餐和晚餐通常吃什么。

2.学生两人一组，互相询问对方的饮食，运用句型“Whatdoyouusually

haveforbreakfast/lunch/dinner?v和“Iusuallyhave...”进行交流。

3.教师邀请几组学生进行展示，给予表扬和鼓励。

（五）语音学习（10分钟）

1.教师播放Pronunciation部分的录音，学生先听一遍，感受语音语调。

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2.教师带读，学生跟读，注意单词的发音和句子的语调。

3.教师让学生分组练习，每个小组选择一组单词或句子进行朗读，其他小组

进行评价。

4.教师再播放录音，让学生模仿，注意语音语调的变化。

（六）总结与作业布置（5分钟）

1.教师与学生一起回顾本节课所学的内容，包括食物词汇、句型和语音知

识。

2.布置作业：

让学生用所学句型询问家人的饮食，并记录下来。

背诵本节课所学的单词和句型。

五、教学反思

通过本节课的教学，学生对与食物相关的词汇和句型有了一定的掌握，能够

在一定程度上运用所学进行交流。在教学过程中，应多给学生创造语言实践的机

会，让学生在真实情境中运用英语，提高语言运用能力。同时，在语音教学方

面，还需要加强训练，让学生的发音更加准确、自然。

课题人教版七年级下册Unit4EatwellSectionA2a-2e英文教案

课型新授课主备人

一、TeachingObjectives

1.Languageskills

Studentswillbeabletounderstandandusethekeyvocabularyrelatedtofood

anddrinks,suchas"Gongbaochicken0,"tofu","salad","soup","rice","juice11,etc.

Studentswillbeabletolistenforspecificinformationandcirclethecoloured

wordstheyhear.

Studentswillbeabletoreadandcompleteatablebasedontheconversation.

Studentswillbeabletorole-playaconversationaboutorderingfoodand

drinksinarestaurant.

2.Languageknowledge

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Masterthenewwordsandphrases:Gongbaochicken,tofu,hot,cold,

alternativequestions.

Understandandusethesentencepatterns:Whatwouldyouliketo...?Would

youlike...or...?

3.Culturalawareness

UnderstandthedifferencesinfoodculturebetweenChinaandothercountries.

4.Thinkingquality

Developstudents*logicalthinkingabilitybyunderstandingandorganizingthe

informationintheconversation.

Encouragestudentstothinkcreativelywhenorderingfoodandmaking

choices.

5.Learningability

Improvestudents1listening,speaking,readingandwritingskillsthrough

variousactivities.

Cultivatestudents1abilitytocooperateandcommunicatewithothers.

二、TeachingKeyPoints

1.Keyvocabulary:Gongbaochicken,tofu,hot,cold,salad,soup,rice,juice,etc.

2.Keysentencepatterns:Whatwouldyouliketo...?Wouldyoulike...or...?

三、TeachingDifficultPoints

1.Theunderstandingandcorrectusageofalternativequestions.

2.Thepronunciationandintonationintheconversation.

四、TeachingMethods

1.Task-basedteachingmethod:Designvarioustaskstohelpstudentsmasterthe

languageknowledgeandskills.

2.Communicativeteachingmethod:Encouragestudentstocommunicateand

interactwitheachotherinEnglishtoimprovetheiroralEnglish.

3.Audio-visualteachingmethod:Useaudioandvideomaterialstostimulate

students*interestandhelpthembetterunderstandthecontent.

五、TeachingAids

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Multimedia,PPT,audiomaterials

六、TeachingProcedures

Step1:Warming-up(5minutes)

1.Greetthestudentsandhaveafreetalkaboutfood.Askstudentssomequestions

like:What'syourfavoritefood?DoyoulikeChinesefoodorWesternfood?

2.ShowsomepicturesofdeliciousfoodanddrinksonthePPTandaskstudentsto

namethem.

Step2:Pre-listening(5minutes)

1.Presentthenewwordsandphrasesrelatedtofoodanddrinks,suchasGongbao

chicken,tofu,hot,cold,salad,soup,rice,juice,etc.Teachthepronunciationand

meaningofthesewords.

2.Explainthetaskof2a.Askstudentstopredictwhatwordstheymighthearinthe

conversation.

Step3:While-listening(10minutes)

1.Playtheaudioof2aforthefirsttime.Studentslistenandcirclethecoloured

wordstheyhear.

2.Checktheanswers.Playtheaudioagainifnecessaryandexplainanydifficult

wordsorsentences.

Step4:Reading(10minutes)

1.Askstudentstoreadtheconversationin2bsilentlyandcompletethetable.

2.Checktheanswerstogether.Discusswithstudentswhytheymadethosechoices

andexplainanymisunderstandings.

Step5:Post-reading(5minutes)

1.Playtheaudioof2cagainandaskstudentstopayattentiontotheintonationin

thealternativequestions.

2.Explaintherulesofintonationinalternativequestions.Letstudentspracticethe

intonationbyrepeatingsomeexamplesentences.

Step6:Role-play(5minutes)

1.Askstudentstorole-playtheconversationinpairs.Onestudentactsasthe

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waiter/waitressandtheotheractsasthecustomer.

2.Walkaroundtheclassroomandofferhelpandguidance.Invitesomepairsto

performinfrontoftheclass.

Step7:Groupwork(3minutes)

1.Dividestudentsintogroupsoffour.Askthemtodiscusswhatfoodanddrink

theywouldliketoorderatarestaurantandtakenotes.

2.Encouragestudentstousethewordsandsentencepatternstheyhavelearned.

Step8:Presentationandfeedback(2minutes)

1.Invitesomegroupstopresenttheirideas.Theothergroupslistenandgive

comments.

2.Summarizethemainpointsofthislessonandpraisethestudentsfortheiractive

participation.

七、Homework

1.Reviewthenewwordsandsentencepatterns.

2.Writeashortdialogueaboutorderingfoodanddrinksinarestaurant.

课题人教版七年级下册Unit4EatwellSectionAGrammar英文教案

课型新授课主备人

一、TeachingObjectives

1.Languageskills

Studentswillbeabletounderstandandusecountableanduncountablenouns

correctlyindifferentcontexts.

Studentscancompletesentencesandpassageswiththecorrectformsof

nouns.

Theycanofferfoodanddrinktoothersusingthetargetlanguage.

2.Languageknowledge

Studentswillmastertherulesofcountableanduncountablenouns.

Learntheusageofsomecommoncountableanduncountablenounssuchas

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"noodles","rice",njuicen,"vegetable",etc.

3.Culturalawareness

Understandthedifferencesinfoodculturebetweendifferentcountriesand

regions.

4.Learningstrategies

Throughreadingandpractice,studentscansummarizetherulesofcountable

anduncountablenounsbythemselves.

Usecontextcluestoguessthemeaningandusageofunknownnouns.

5.Emotionalattitudeandvalues

Cultivatestudents1healthyeatinghabitsandawareness.

Enhancestudents1communicationskillsandcourtesyintheprocessof

offeringfoodanddrink.

二、TeachingKeyandDifficultPoints

1.Teachingkeypoints

Thedistinctionandusageofcountableanduncountablenouns.

Thecorrectformsofnounsindifferentsentencesandpassages.

2.Teachingdifficultpoints

Somenounscanbebothcountableanduncountabledependingonthecontext,

suchas"fish"and"chicken".

Howtoapplytheknowledgeofcountableanduncountablenounsaccurately

inpracticalcommunication.

三、TeachingMethods

1.Task-basedteachingmethod:Designvarioustaskstoguidestudentstocomplete,

helpingthemmasterthekeypoints.

2.Communicativeteachingmethod:Createrealcommunicationsituationsto

enablestudentstopracticethelanguage.

3.Inductiveteachingmethod:Letstudentssummarizetherulesofcountableand

uncountablenounsthroughexamples.

四、TeachingProcedures

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Step1:Lead-in(5minutes)

1.ShowsomepicturesoffoodanddrinkonthePPTandaskstudentstonamethem

inEnglish.

2.Dividethefoodanddrinkintotwogroups:countableanduncountable.For

example,applesarecountable,whilemilkisuncountable.

3.Askstudentstothinkaboutthedifferencesbetweencountableanduncountable

nounsandleadintothetopic.

Step2:GrammarFocus(10minutes)

1.PresentthesentencesinGrammarFocusonthePPT.

Wouldyoulikericeornoodleswithyourmeal?

Whichwouldyoulike,juiceorcoffee?

Whatdoyouusuallyhaveforbreakfast?Iusuallyhavebreadandmilk.

SometimesIhaveeggsandbeans.

2.Askstudentstoreadthesentencesaloudandcircleallthenounsforfoodand

drink.

3.Discussinpairs:Aretheycountableoruncountableinthecontext?Theninvite

somepairstosharetheirideas.

4.Summarizetherulesofcountableanduncountablenounswiththehelpof

students1answers.

Step3:Practice3a(8minutes)

1.Studentsreadthesentencesin3aindependentlyandcircleallthenounsforfood

anddrink.

2.Workingroupstodiscusswhethertheyarecountableoruncountableinthe

context.

3.Invitesomegroupstoreporttheirresultsandexplainthereasons.

Step4:Practice3b(8minutes)

1.Presentthehumorousconversationsin3bonthePPT.

2.Studentscompletetheconversationswiththecorrectformsofthenounsin

bracketsindividually.

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3.Checktheanswersinpairsandcorrectmistakesifany.

4.Invitesomestudentstosharetheiranswersandexplainthethinkingprocess.

Step5:Practice3c(5minutes)

1.Studentsreadthepassagein3candcompleteitwiththecorrectformsofthe

nounsinbrackets.

2.Sharetheanswersingroupsandhaveadiscussionifthereareanydifferences.

3.Theteachercheckstheanswersandexplainsthekeypoints.

Step6:Role-play3d(7minutes)

1.Imaginethatyourfriendsareatyourhome.Askstudentstoworkinpairsand

offerfoodanddrinktoeachotherusingthetargetlanguage.

A:Wouldyoulikeapplesorbananas?

B:rdlikebananas.

A:Whatjuicewouldyoulike,orangejuiceorapplejuice?

B:Orangejuice,please.

2.Walkaroundtheclassroomandofferguidanceandhelp.

3.Invitesomepairstoactouttheirconversationsinfrontoftheclass.

Step7:SummaryandHomework(2minutes)

1.Summarizethekeypointsofthislesson:thedistinctionandusageofcountable

anduncountablenouns.

2.Homework:

Writefivesentencesusingcountablenounsandfivesentencesusing

uncountablenouns.

Makeadialogueaboutofferingfoodanddrinkwithyourparentsathome.

课题人教版七年级下册Unit4EatwellSectionBla-ld英文教案

课型新授课主备人

一、TeachingObjectives

1.Languageskills

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Studentswillbeabletounderstandandusethekeyvocabularyand

expressionsrelatedtohealthyeating,suchas"fastfood","putonweight","feelsleepy",

"havebreakfast",etc.

Studentswillbeabletoreadandunderstandthearticleaboutpooreating

habitsandanswerrelatedquestions.

Studentswillbeabletolisttheirownfoodchoicesfortomorrowanddiscuss

whethertheyarehealthy,givingreasons.

2.Languageknowledge

Studentswilllearnaboutthenegativeeffectsofpooreatinghabitsandthe

importanceofhealthyeating.

Studentswillunderstandthestructureandmainideasofthearticle.

3.Emotionalattitudeandvalues

Studentswilldevelopanawarenessoftheimportanceofhealthyeatingand

formgoodeatinghabits.

Studentswillbeencouragedtomakewisechoicesintheirdailydiet.

4.Culturalawareness

Studentswillunderstandthedifferencesineatinghabitsbetweendifferent

culturesandtheinfluenceofdietonhealth.

5.Learningstrategies

Studentswilllearntosummarizethemainpointsofthearticleanddraw

conclusions.

Studentswillpracticecooperativelearningthroughgroupdiscussions.

二、TeachingKeyPoints

1.Keyvocabularyandexpressions:fastfood,putonweight,feelsleepy,have

breakfast,toomanysweetthings.

2.Understandingthearticleandansweringthequestions.

3.Discussingandevaluatingfoodchoices.

三、TeachingDifficultPoints

1.Analyzingandunderstandingthereasonsforthenegativeeffectsofpooreating

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habits.

2.EncouragingstudentstoexpresstheiropinionsandreasonsclearlyinEnglish

duringdiscussions.

四、TeachingMethods

1.Task-basedteachingmethod:Studentswillcompletevarioustaskstoachievethe

teachingobjectives.

2.Communicativeteachingmethod:Studentswillhaveopportunitiesto

communicateanddiscussinEnglishtoimprovetheirlanguageskills.

3.Readingcomprehensionstrategies:Skimming,scanning,anddetailedreadingto

understandthearticle.

五、TeachingAids

1.Multimediapresentation:PPT,pictures,andvideosrelatedtofoodandeating

habits.

2.Blackboardandchalk.

六、TeachingProcedure

Step1:Warming-up(5minutes)

1.Showsomepicturesofdifferentkindsoffood,suchasfastfood,fruits,

vegetables,andsweets.Askstudentstoclassifythemashealthyorunhealthy.

2.Haveashortconversationwithstudentsabouttheirfavoritefoodandwhether

theythinkitishealthy.

Step2:Pre-reading(5minutes)

1.Presentthetitleofthearticle"ImproveYourEatingHabits"andaskstudentsto

predictwhatthearticlemightbeabout.

2.Introducesomekeywordsandphrasesrelatedtothetopic,suchas"pooreating

habit","result",and"reason,1.

Step3:While-reading(15minutes)

1.Skimming

Askstudentstoreadthearticlequicklyandfindthemainidea.

Checktheirunderstandingbyaskingsomequestions,suchas"Whatisthe

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maintopicofthearticle?"

2.Scanning

Havestudentsreadthearticleagainandfindtheinformationtocompletethe

table.

Checktheanswerstogether.

3.Detailedreading

AskstudentstoreadthearticlecarefullyandanswerthequestionsinId.

Havestudentsworkinpairstodiscusstheiranswersandthensharewiththe

class.

Step4:Post-reading(10minutes)

1.Groupdiscussion

Dividestudentsintogroupsoffour.Askthemtodiscussthepooreatinghabits

mentionedinthearticleandsharetheirownexperiencesorobservationsaboutthese

habits.

Encouragestudentstothinkofwaystoimprovetheseeatinghabits.

2.Presentation

Inviteseveralgroupstopresenttheirdiscussionstotheclass.

Step5:Languagepractice(5minutes)

1.Askstudentstolistwhattheywanttoeattomorrowonapieceofpaper.

2.Havestudentsexchangepaperswiththeirpartnersanddiscusswhetherthe

choicesarehealthy.Theyshouldgivereasonsfortheiropinions.

Step6:SummaryandHomework(5minutes)

1.Summarizethekeypointsofthelesson,emphasizingtheimportanceofhealthy

eatingandgoodeatinghabits.

2.Assignhomework:

Writeashortparagraphabouttheirunderstandingofhealthyeatingandhow

theyplantoimprovetheirowneatinghabits.

Readthearticleagainandtrytoretellittotheirparentsorfriends.

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课题人教版七年级下册Unit4EatwellSectionB2a-2b英文教案

课型新授课主备人一

一、TeachingObjectives

1.Languageskills

Studentswillbeabletounderstandandusethekeyvocabularyand

expressionsrelatedtoeatinghabits,suchas"ontime","allkindsof","toomany",

"enough",etc.

StudentswillbeabletoreadandunderstandthepassageaboutLisa'seating

habitsandanswerrelatedquestions.

Studentswillbeabletowriteashortpassageabouttheirowneatinghabits.

2.Learningstrategies

Studentswilllearntosummarizethemainideaofthetextandextractkey

information.

Theywillpracticeself-assessmentandreflectionontheireatinghabitsand

thinkofimprovementmeasures.

3.Culturalawareness

Studentswillunderstandtheimportanceofabalanceddietandhealthyeating

habitsindifferentcultures.

4.Emotionalattitudeandvalues

Studentswilldevelopanawarenessoftheimportanceofhealthyeatingandbe

willingtoformgoodeatinghabits.

二、TeachingKeyPoints

1.HelpstudentsunderstandthetextaboutLisa'seatinghabitsandmasterthekey

wordsandphrases.

2.Guidestudentstoanalyzeandreflectontheirowneatinghabitsandexpress

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theminwriting.

三、TeachingDifficultPoints

1.Howtohelpstudentsusethelanguageaccuratelyandfluentlytodescribetheir

eatinghabitsandimprovementplans.

2.Howtoguidestudentstoformcorrectviewsonhealthyeatingandhavethe

motivationtochangebadeatinghabits.

四、TeachingMethods

1.Task-basedteachingmethod:Designvarioustaskstoguidestudentstocomplete,

suchasreadingcomprehension,groupdiscussion,andwritingpractice.

2.Communicativeteachingmethod:Encouragestudentstocommunicateandshare

theirideasandexperiencesinclass.

3.Situationalteachingmethod:Createreal-lifesituationstomaketheteaching

contentmorevividandinteresting.

五、TeachingProcedure

Step1:Lead-in(5minutes)

1.Showsomepicturesofdifferentkindsoffoodanddrinks,suchasvegetables,

fruits,softdrinks,andhamburgers.Askstudentstoclassifythemashealthyor

unhealthy.

2.Haveafreetalkwithstudentsabouttheirfavoritefoodanddrinksandwhether

theythinktheyhaveabalanceddiet.

Step2:Pre-reading(5minutes)

1.Presentthetitleofthepassage"Lisa'sEatingHabits"andaskstudentstopredict

whattheythinkthepassagewillbeabout.

2.Teachsomekeywordsandphrasesthatmayappearinthepassage,suchas"on

time**,Hallkindsof1,"toomany"，and"enough".

Step3:While-reading(15minutes)

1.Fastreading

Askstudentstoreadthepassagequicklyandanswerthequestion:Howmany

eatinghabitsdoesLisawriteabout?Whatarethey?

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Checktheanswerswiththewholeclass.

2.Carefulreading

Dividetheclassintogroupsoffour.Eachgroupisassignedaparagraphofthe

passagetoreadcarefullyanddiscussthefollowingquestions:

WhatareLisa'sgoodeatinghabits?

WhatareLisa'sbadeatinghabits?

WhydoesLisathinksoftdrinksarebadforher?

WhatshouldLisadotoimproveherdrinkinghabits?

Haveeachgroupreporttheirdiscussionsandanswers.Theteachergives

feedbackandexplanations.

Step4:Post-reading(10minutes)

1.Summary

AskstudentstosummarizeLisa'seatinghabitsandthemainideaofthe

passage.

Theteachersupplementsandemphasizesthekeypoints.

2.Discussion

Askstudentstothinkabouttheirowneatinghabitsandcomparethemwith

Lisa's.Dotheyhavesimilargoodorbadhabits?

Havestudentssharetheirthoughtsingroupsandthenhavesome

representativessharewiththeclass.

Step5:Writing(10minutes)

1.Askstudentstowriteashortpassageabouttheirowneatinghabitsbasedonthe

questionsin2b.TheycanrefertothestructureandlanguageofLisa'spassage.

2.Walkaroundtheclassroomandofferhelpandguidancetostudents.

Step6:PresentationandEvaluation(5minutes)

1.Invitesomestudentstocometothefrontandreadtheirpassagesaloud.

2.Theotherstudentslistencarefullyandgivecommentsandsuggestions.

3.Theteacheralsogivesevaluationsandpraisesthestudents1effortsand

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achievements.

六、Homework

1.Revisetheirwritingbasedonthefeedbackfromclassmatesandtheteacher.

2.Makeaplantoimprovetheireatinghabitsandshareit