Unit 4 Eat Well全单元5课时公开课一等奖创新教学设计（6份打包）人教版（2024）英语七年级下册

Unit4EatWell全单元5课时公开课一等奖创新教学设计（6份打包）人教版（2024）英语七年级下册第二课时SectionA(2a—2e)

Activity1Warmingupandrevision(感知与注意)

T：Let'sreviewwhatwelearnedinthelastclass.First，I'llsayaword，andyoutellmewhichvowelsoundithas.

T：Onion.

S1：Ithasthe//sound.

T：Verygood.Now，let'slookatsomepicturesoffood.CanyouremembertheEnglishwordsforthefood

(Theteachershowssomepicturesoffood，suchasmutton，cabbage，etc.andasksthestudentstosaytheEnglishwords.)

S2：That'smutton.

…

T：Excellent.Now，wearegoingtolearnmoreaboutorderingfoodinarestauranttoday.

设计意图：通过复习上一节课所学的元音发音，巩固学生的语音知识，为后续听力练习中的单词识别做好准备。回顾食物单词，激活学生上节课所学的词汇，自然地导入新课关于餐厅点餐的话题，使学生能够更好地进入学习状态。

Activity2Listening(获取与梳理)

T：Let'sworkon2a.Listentotheconversationandcirclethecolouredwordsyouhear.(Aftertheaudioends，theteachercheckstheanswerswiththestudents.)

T：Whatcolouredwordsdidyoucircle

S1：Icircledthewords“order"and“salad”．

T：Welldone.Anyotherwords

S1：Ialsocircled“noodles"．

T：Great.Let'slistenagainandcheckifyoumissedany.

(Playthedialogueagain，andhavethestudentschecktheirownanswers.)

T：Now，whocantellmewhattheconversationisabout

S2：It'saboutafamilyorderingfoodinarestaurant.

T：Goodjob.

设计意图：听力练习有助于提高学生捕捉关键信息的能力，通过圈出听到的单词，让学生更加专注于对话内容，同时加深对新词汇的印象。

Activity3Reading(获取与梳理)

T：Let'sworkon2b.Readtheconversationcarefullyandcompletethetable.Thetableshowsthechoicesofdifferentpeopleinthefamilyforthemeal.Lookfortheinformationintheconversationandfillintheblanks.

(Theteachercirculatesaroundtheclassroomtomonitorstudents'progressandprovidesguidanceasneeded.)

T：Haveyoufilledinalltheblanks？Let'schecktheanswerstogether.WhatdidTomchoose

S1：TomchoseGongbaochickenandrice.

T：Right.AndwhataboutMum

…

T：Welldone.Now，let'sreadtheconversationagainandlearnhowtoorderfoodinEnglish.

设计意图：阅读练习培养学生在语篇中获取信息的能力，通过完成表格，让学生更加系统地梳理对话内容，明确不同人物的饮食选择。同时加深对食物词汇和点餐表达的记忆。

Activity4Reading(获取与梳理)

T：Let'sworkon2c.Listentotheconversationagainandpayattentiontotheintonationinthealternativequestions.(Playtherecordingagain.)

T：Now，findapartnerandpractisetheroleplay.Oneofyouwillbethewaiterandtheotherwillbethecustomer.Trytousethecorrectintonation.

(Studentspractise.)

T：Let'sseeonepairperform.(Askapairtoroleplayinfrontoftheclass.)

S1(asawaiter)：Hello！Whatwouldyouliketoorder

S2(asacustomer)：WhataboutGongbaochicken

…

T：Verygood.Youbothdidagreatjobwiththeintonation.Let'shaveanotherpair.

设计意图：通过再次听对话并关注语调，培养学生的语感，让学生在角色扮演中学会正确运用语调来表达语义，提高学生的口语表达能力。

Activity5Practice(概括与整合)

T：Let'sworkon2d.Now，thinkaboutwhatfoodanddrinkyouandyourpartnerwouldliketoorderatarestaurant.Takenotesanddiscussyourideas.Youcanusethewordsonthescreentohelpyou.Thenshareyourchoiceswiththeclass.(Showthelistoffoodanddrinkwordsonthescreen.)

S1：Whatwouldyouliketoeat

S2：IwouldliketoorderBeijingroastduckandacupoftea.Whataboutyou

S1：Iwantbeefnoodlesandjuice.

S2：Thatsoundsgood.Butyoucanalsotrysomevegetableswithyourmeal.It'shealthier.

(Afterafewminutes，theteacherasksafewgroupsofstudentstosharetheirmealchoices.)

T：Whichgroupwouldliketoshareyourideas

S3：WewouldliketoorderDongpopork，fishsoup，andsomestrawberrycake.Wealsowanttohavejuiceandtea.

设计意图：此活动让学生将所学知识运用到实际情境中，培养学生的自主思考和合作交流能力。在讨论和分享的过程中，学生能够进一步巩固食物和饮料的词汇，掌握单元功能句型，提升语言综合运用能力。

Activity6Practice(内化与运用)

T：Let'sworkon2e.Now，it'stimetoroleplayaconversationbetweenacustomerandawaiterorwaitressatarestaurant.Oneofyouwillbethecustomer，andtheotherwillbethewaiter/waitress.Usetheexpressionsandwordswelearnedtoday.Let'sseewhichgroupcanactthebest.

(Onestudentactsasacustomer，placinganorder，whiletheotheractsasthewaiter/waitresswhoprovidesserviceandanswersthecustomer'squestions.)

Forexample：

S1(asawaiter)：Welcometoourrestaurant.Hereisamenuforyou.Whatwouldyouliketodrink

S2(asacustomer)：I'dlikeacupofgreentea.

S1：OK.Nowwhatwouldyouliketoeat

S2：Doyouhavedumplings

S1：Yes.Wouldyoulikeporkdumplingsorbeefdumplings

S2：Tenbeefdumplings，please.

设计意图：角色扮演活动为学生创造了真实的语言运用情境，让学生在实践中提高口语表达和交际能力。通过扮演不同的角色，学生能够更好地理解餐厅点餐的流程和常用表达方式，增强语言运用的灵活性和准确性。

Activity7Homework(分层作业)

必做题：Writedowntheconversationyouhadintheroleplayin2e.

选做题：Designamenuforyourdreamrestaurant，includingatleastfivedifferentdishesanddrinks，withtheirnamesandpricesinEnglish.

第二课时SectionA(2a—2e)Keywords：taste，anything，dish，choice，menu，etc.Keysentencepatterns：Welcometoourrestaurant！Hereisamenuforyou.Whatwouldyouliketoeat/order/drinkDoyouhaveanythingwithtofuWouldyoulikericeornoodlesI'dlikesomevegetables.

Duringtheteachingprocess，itwasobservedthatstudentshaveagoodgraspoffoodanddrinkvocabulary.However，theystillhavesomeproblemsdistinguishingcountableanduncountablenounsaswellasusingintonationcorrectly.Forthedistinctionbetweencountableanduncountablenouns，morecomparativeexercisesandpracticalexamplesshouldbeaddedtofuturelessonstoenhanceunderstandingandmasteryindifferentcontexts.Asforintonation，morespecializedexercisesonintonationcanbeincorporatedintofutureclassroomactivities，andstudentsshouldalsobeencouragedtopayattentiontointonationintheirdailyspokenexpressions.第五课时SectionB(2a—Reflecting)

Activity1Warmingupandrevision(感知与注意)

T：Todaywearegoingtolearn2a.Beforethat，let'sreviewwhatwehavelearnedaboutfoodandeatinghabits.Iwillshowyousomepicturesoffood，andyoutellmewhethertheyarehealthyornotandwhy.

(Theteachershowspicturesonthescreen.)

T：Whatdoyouthinkofthispizza？Isithealthy

S1：Ithinkit'snotveryhealthybecauseithasalotofcheeseandmeat，anditmayhavealotoffatandcalories.

…

T：Excellent.Now，weknowthatdifferentfoodshavedifferenteffectsonourhealth.Todaywewilllearnmoreabouthowtomakehealthyeatingchoices.

设计意图：通过回顾食物的健康与否，激活学生已有的知识。同时，以图片展示和问答的形式展开，能够吸引学生的注意力，激发学生的学习兴趣，自然地导入新课关于健康饮食选择的话题。

Activity2Presentation(获取与梳理)

T：Let'sworkon2a.ReadLisa'spostandthinkaboutthequestions：HowmanyeatinghabitsdoesLisawriteabout？Whatarethey

S1：Lisawritesabouttwogoodeatinghabits.Sheeatsthreemealsaday，andshealsoeatsalotofvegetables.

T：Verygood.Anyotherhabits

S2：Shedrinkstoomanysoftdrinks.

T：Right.Now，let'sreadthepostagainandunderlinethewordsandphrasesthatdescribehereatinghabits.

(Theteacherchecksanswerswiththestudentstodeepentheirunderstandingofthevocabularyusedtodescribeeatinghabits.)

设计意图：通过阅读他人的饮食习惯分享，让学生了解不同的饮食模式，同时学习如何用英语描述饮食习惯。

Activity3Practice(概括与整合)

T：Let'sworkon2b.Writeamessageusingyourinformationandpostitontheboard.Youcanwriteaboutyourgoodandbadeatinghabitsandwhatyoucandotoimprovethem.

(Studentswritetheirmessages.)

S1：Ihaveagoodhabitofdrinkingalotofwatereveryday.ButIalsohaveabadhabitofeatingtoomanysnacksatnight.Iwilltrytoeatlesssnacksandhavesomefruitinstead.

T：That'sagreatmessage.Let'sseeanotherone.

S2：Iusuallyeatbreakfast.Itisgood.ButIdon'tlikevegetablesverymuch.Iwilleatmorevegetablestobehealthier.

T：Excellent.Thesemessagesshowthatyouarethinkingaboutyoureatinghabits.

设计意图：鼓励学生反思自己的饮食习惯，并用英语表达出来，锻炼学生的书面表达能力和自我反思能力。通过在黑板上展示学生的留言，促进学生之间的交流和学习，让学生从他人的分享中获得启发。

Activity4Practice(内化与运用)

T：Let'sworkon2c.Writeaboutyourowneatinghabitswiththeinformationfrom2b.Youcanstartwithyourdailymeals，andthentalkaboutyourgoodandbadhabits.Finally，mentionwhatyouplantodotoimproveyoureatinghabits.

(Studentsdescribetheireatinghabitsindetailbasedontheframeworkandideasin2b.)

S1：Forbreakfast，Iusuallyhavebreadandmilk.Ithinkit'sagoodhabit.Butforlunch，Isometimeseathamburgers.Theyarenotveryhealthy.Ishouldmakesomehealthierchoiceslikesandwichesorsalads.Fordinner，Ioftenhavericeandvegetables.Iwanttoeatmorefishandlessmeatinthefuturetomakemymealsmorebalanced.

T：Welldone.Youdescribedyourhabitsclearlyandalsohadgoodideasforimprovement.Now，let'saskafewmorestudentstosharetheirwriting.

设计意图：在之前活动的基础上，进一步要求学生系统地描述自己的饮食习惯，培养学生的综合语言运用能力。通过分享和倾听他人的文章，学生可以接触到更多不同的饮食情况和改进措施，丰富自己的知识储备，同时也能提高学生的批判性思维能力。

Activity5Project(概括与整合)

T：Let'sworkon3a.Ingroups，createarestaurantmenu.YoucanchoosedishesfromChinaoranyothercountry.First，discusswithyourgroupmemberswhatkindsofdishesyouwanttoinclude.

(Studentsdiscussingroupstodeterminethestyleandgeneralcontentofthemenuitems.)

S1：IthinkwecanincludesometraditionalChinesedisheslikeGongbaochickenandMapotofu.Theyareverypopular.

S2：Goodidea.AndwecanalsoaddsomeWesterndisheslikefishandchipsandpizzatoattractmorecustomers.

T：Thatsoundsgreat.Remembertoconsiderthevarietyandbalanceofthedishes.Now，starttochoosethespecificdishesandwritethemdown.

设计意图：引导学生设计餐馆的菜单，可以激活学生对食物和饮料的记忆，同时可以帮助学生了解世界不同国家的饮食习惯和饮食文化，有利于培养文化意识。

Activity6Makeyourownmenu(描述与阐释)

T：Now，let'sworkon3b.Makeadetailedmenu.Writedownthenamesofthedishes，theirprices，andtheingredientsifpossible.

(Basedonthediscussionresults，thestudentscreateamenu.)

S1：ForGongbaochicken，wecanwrite“Gongbaochicken—$10.Ingredients：chicken，peanuts，greenonions，chilipepper”．

S2：Andforthespaghetti，“Spaghettiwithmeatsauce—$12.Ingredients：spaghetti，groundbeef，tomatoes，onions"．

T：Verygood.Makesurethepricesarereasonableandtheinformationisclear.IfyouhaveanyquestionsabouttheEnglishwordsforingredients，youcanaskme.

设计意图：通过小组合作设计餐厅菜单，培养学生的团队协作能力和创新思维。在讨论、制作和修改菜单的过程中，学生能够运用所学的食物词汇、价格表达方式和健康饮食知识，提高英语的综合运用能力。

Activity7Swapyourownmenu(内化与运用)

T：Nowlet'sworkon3c.Swapyourmenuwithanothergroup.Now，checktheirmenuaccordingtothefourpointsgivenin3c.Givethemsomesuggestionsforimprovement.

S1：Yourmenuhasalotofvariety，butIthinkyoucanaddsomehealthierchoiceslikesalads.

S2：Thanksforyoursuggestion.Wewillconsideraddingsomesalads.Andyourmenuhassomeinterestingspecialdishes.Welikeit.

T：Goodjob，everyone.Listencarefullytothesuggestionsandmakerevisionstoyourmenu.

设计意图：菜单交换检查环节促进了学生之间的交流与学习，让学生从他人的作品中获得启发，进一步完善自己的菜单。

Activity8Poleplay(想象与创造)

T：Next，let'smoveonto3d.Now，workwithapartnerfromadifferentgroup.Oneofyouwillbethecustomer，andtheotherwillbethewaiter/waitress.Roleplayorderingfoodatarestaurantusingthemenusyoucreated.

(Studentsfindpartnersfromdifferentgroupsandbeginroleplaying.)

S1(asawaitress)：Goodevening.Welcometoourrestaurant.Hereisourmenu.Wouldyoulikesomethingtodrinkfirst

S2(asacustomer)：Yes，please.Whatdrinksdoyouhave

S1：Wehavemilk，coffee，colaandthreekindsofjuice：apple，orangeandwatermelon.

S2：I'dlikeaglassoforangejuice，please.

…

(Theninviteseveralpairstoactitout.Aftershowing，seewhichpairperformsbest.)

设计意图：角色扮演活动为学生提供了真实的语言情境，让学生在模拟餐厅点餐的过程中，巩固所学的点餐句型和表达方式，增强口语交际能力，同时也让学生体验到合作学习的乐趣。依据表演开展评价，可以引导学生积极反思，发现不足，有利于提升学习能力。

Activity9Homework(分层作业)

必做题：Writeashortreportabouttheadvantagesanddisadvantagesofthemenuyourgroupcreated.

选做题：Planahealthymealforyourfamily.Includethemenu，ingredients，andthestepsofcooking.Shareitwiththeclassnexttime.

第五课时SectionB(2a—Reflecting)Keywords：goodeatinghabits，badeatinghabits，threemealsaday，ontime，toomany，enough，thirsty，soft，etc.Keysentencepatterns：Ihavesomegoodeatinghabits.WouldyoulikesomethingtodrinkfirstWhatdrinksdoyouhave？

Inthesectionsondescribingeatinghabitsanddesigningmenus，studentswereabletocombinetheiractualsituationswiththeknowledgelearned，showingcreativelearningoutcomes.However，someissueswerealsoidentifiedduringtheteachingprocess.Somestudentslackrichlanguageexpressionswhendescribingeatinghabitsandneedtofurtherstrengthentheirvocabularyandsentencepatternaccumulation.Whendesigningmenus，theEnglishexpressionsforsomeingredientswerenotaccurateenough，indicatingthatrelatedvocabularyteachingshouldbeintensifiedinsubsequentlessons.第四课时SectionB(1a—1d)

Activity1Warmingupandrevision(感知与注意)

T：Class，beforewestarttoday'snewlesson，let'sdoaquickreview.Iwillshowyousomepicturesoffoodonthescreen.Whenyouseethepicture，pleasetellmeifitishealthyfoodorunhealthyfoodandwhyyouthinkso.

(Showsomefoodpictures，suchashamburgers，apples，fishandchips，vegetablesalads，etc.)

S1：Thatisahamburger.Itisunhealthyfoodbecauseithasalotoffatandcalories.

T：Verygood！Whataboutthisone？(Pointingatthepictureofanapple)

S2：It'sanapple.Itishealthyfood.Itisrichinvitaminsandfiber.

T：Excellent！Now，whocantellmewhatkindoffoodweshouldeatmoretokeephealthy

S3：Weshouldeatmorefruitsandvegetables.

T：Great！TodaywearegoingtolearnSectionB，andwewilldiscusshowtomakehealthyeatingchoices.Areyouready

Ss：Yes!

设计意图：通过图片展示和问答的方式复习已学的关于食物健康与否的知识，激活学生的已有认知，为学习新课做好铺垫。同时，以问题引导学生思考健康饮食的选择，自然地导入新课主题。

Activity2Presentation(获取与梳理)

T：Let'sworkon1a.Now，pleasetakeoutapieceofpaper.Iwantyoutolistwhatyouwanttoeattomorrow.Afterthat，discusswithyourpartnerifyourchoicesarehealthy.Anddon'tforgettogiveyourreasons.Youcanstartnow.

(Afterdiscussing)

T：Okay，let'shearsomeofyourchoices.Whowantstoshare

S1：Iwanttoeatfriedchickenandicecreamtomorrow.ButIknowtheyarenotveryhealthybecausefriedchickenhasalotoffatandicecreamisfullofsugar.

T：Goodselfawareness！So，whatcouldyouchooseinsteadtomakeitahealthiermeal

S1：MaybeIcouldhavegrilledchickenandsomefreshfruitinsteadoficecream.

T：Excellentidea！Anyotherstudentswanttoshare

…

设计意图：让学生列出自己明天想吃的食物并讨论其健康性，促使学生主动思考饮食选择，将所学知识与实际生活联系起来。在互动过程中，教师引导学生分析食物不健康的原因，并鼓励学生寻找更健康的替代品，培养学生的健康饮食意识和解决问题的能力。

Activity3Practice(概括与整合)

T：Let'sworkon1b.Readthearticlefromaclinic'snewslettercarefully.Whilereading，trytofindouthowmanypooreatinghabitsarementionedinthearticle.

(Studentslookthroughthearticle.)

T：Timeisup.Whocantellmehowmanypooreatinghabitsthereare

S1：Ifoundthreepooreatinghabits.Oneishavingfastfoodtoooften，anotherisnothavingbreakfast，andthethirdiseatingtoomanysweetthings.

T：Greatjob!

设计意图：引导学生带着问题快速阅读，初步了解文章的基本信息。培养学生的略读及快速提取信息的能力。

Activity4Practice(概括与整合)

T：Let'sworkon1c.Now，let'scompletethetableontheblackboardtogether.Wewillfillintheinformationaboutthepooreatinghabits，results，reasonsfortheresults，andideas/advicefromthearticle.Pleasereadthearticleagainandfindtherelevantinformation.

(Studentsreadthearticle.)

T：Forthefirstpooreatinghabit，havingfastfoodtoooften，whatistheresult

S1：Itcanmakeusputonweightandmaycauseheartproblemslater.

T：Good.Andwhatisthereasonforthisresult

S2：Becausefastfoodhaslotsofsalt，fat，andsugar.

T：Right.So，whatistheidea/advicegiveninthearticle

S3：Theadviceistocookourownhealthybalancedmealsinstead.

T：Great！Let'scontinuewiththenextone.Whataboutnothavingbreakfast？Whatistheresult

S4：Wewillfeelsleepyandfindithardtofocusonourworkorstudies，becausefoodgivesusenergyandweneeditinthemorning.

T：Good.So，whatshouldwedo

S5：Weshouldhavebreakfastontime.

设计意图：通过表格形式帮助学生梳理文章内容，使学生更清晰地理解不良饮食习惯、结果、原因及建议之间的关系，培养学生的归纳总结能力。在师生互动过程中，教师引导学生从文章中准确获取信息并进行整合。

Activity5Practice(内化与运用)

T：Next，let'smoveonto1d.Now，pleasereadthearticleagaincarefullyandanswerthequestionsonthescreen.Youcandiscusswithyourpartnerifyouneedhelp.

(Afterreadinganddiscussing)

T：Okay，let'sanswerthequestionsonebyone.Whatfoodshaslotsofsaltandfat

S1：Fastfoodlikepizzaandhamburgershaslotsofsaltandfat.

…

T：Excellentexplanation！Now，forthelastquestion.

S4：Ithinktheyarecommon.Manyyoungpeopleliketoeatfastfoodbecauseitisconvenientandtastesgood.Andsomeyoungpeopledon'tliketoeatbreakfastbecausetheywanttosleepmore.Also，alotofyoungpeoplelikesweetthings.

T：That'sagoodpoint.Anyotheropinions

S5：Ipartlyagree.ButIalsothinkthatmoreandmoreyoungpeoplearestartingtopayattentiontotheirhealthandaretryingtoeatmorehealthily.

T：Verygooddiscussion.Itshowsthatyouhavethoughtaboutthisissuecarefully.

设计意图：要求学生再次阅读文章回答问题，进一步加深对文章细节和主旨的理解。在回答问题过程中，鼓励学生发表自己的观点，培养学生的批判性思维能力。

Activity6Homework(分层作业)

必做题：Writeashortparagraphaboutyourowneatinghabits.Includewhatyouusuallyeat，andhowyoucanimprovethemifyouhaveanypooreatinghabits.

选做题：SearchformoreinformationabouthealthyeatingontheInternetorinbooksandmakeaposteraboutit.Shareitwiththeclassnexttime.

第四课时SectionB(1a—1d)

PooreatinghabitResultReasonfortheresultIdea/Advicehavefastfoodtoooftenputonweight；causeheartproblemsfastfoodhaslotsofsalt，fat，andsugarcookourownhealthybalancedmealsnothavebreakfastfeelsleepy；hardtofocusonworkorstudiesneedfoodforenergyhavebreakfastontimeeattoomanysweetthingscausetoothproblemsweetthingshavelotsofsugarhavefruitforsnacks

Duringtheteachingprocessofthislesson，throughvariousteachingactivitiessuchasreviewandintroduction，groupdiscussions，readinganalysis，andquestionanswering，studentsactivelyparticipatedintheclassandgainedadeeperunderstandingofhealthyeating.Moststudentswereabletomasterkeyvocabularyandphrases，understandunhealthyeatinghabitsandtheirimpacts，andcompleterelatedtasksbasedonthearticlecontent.Unit4EatWell

Thethemeofthisunitis“EatWell”．Itaimstoguidestudentsthroughaseriesofactivitiesanddialoguestounderstandtheimportanceofhealthyeating，learnhowtodiscusstheirownandothers'dailymeals，exploretheimpactoffoodonhealth，andcultivatehealthyeatinghabits.Thisthemeiscloselyrelatedtostudents'lives，easilysparkingtheirinterestandresonance，andhelpsimprovetheirlifeskillsandhealthawareness.

UnitContentAnalysis(单元内容分析）

◆VocabularyandSentencePatterns

Vocabulary：Itincludesavarietyoffoodanddrinknouns，suchascarrot，onion，mutton，cabbage，watermelon，beef，dumpling，noodle，soup，salad，juice，rice，tofu，etc.

SentencePatterns：Usesentenceslike“Whatwouldyouliketoorder/eat？"“Wouldyoulike…or…？”“I'dlike…”，and“Whatdoyouusuallyhavefor…？”toaskaboutandexpressfoodpreferencesandmealchoices.

◆ListeningandSpeaking

ListeningActivities：Inparts1b，1c，2a，2c，etc.，studentslistentoconversationsaboutdailymealdiscussionsandfoodordersinrestaurants.Theylistenfordetailssuchasthetypesoffoodpeoplewanttoeat，thechoicestheymakebetweendifferentoptions(e.g.differenttypesofdumplings，drinks)，andwhatpeoplehavefordifferentmealsoftheday.Thishelpsstudentsunderstandhowtotalkaboutfoodinreallifeconversationsandimprovetheirlisteningcomprehensionskillsinthiscontext.

SpeakingPractice：1d，2c，2dand2e，videspeakingopportunities.Studentsarerequiredtotalkabouttheirownmealhabits，makefoodanddrinkordersinroleplayconversations(ascustomersandwaiters/waitresses)，anddiscussfoodpreferenceswithpartners.Theyneedtousethelearnedvocabularyandsentencepatternstocommunicateeffectively，expressingtheirlikesanddislikes，andmakingchoicesaboutfoodanddrink.

◆ReadingandWriting

ReadingMaterials：Thereadingmaterialsincludeconversationsaboutorderingfoodinarestaurantandanarticleaboutimprovingeatinghabits.Thearticlediscussescommonpooreatinghabits(suchashavingtoomuchfastfood，skippingbreakfastandeatingtoomanysweets)，theirconsequences(suchasweightgain，heartproblemsandtoothproblems)，andprovidessuggestionsforhealthyeating.Thishelpsstudentsunderstandtheimportanceofhealthyeatingandtheimpactofdifferenteatinghabitsonhealth.

WritingTasks：Studentsareaskedtowritedowntheirdailymealchoices，writeamessageabouttheirowneatinghabits，andcreatearestaurantmenuingroups.Thesewritingtasksrequirestudentstousethelearnedvocabularyandgrammarcorrectly，organizetheirideasclearly，andexpresstheirunderstandingoffoodandeatinghabitsinwriting.

◆GrammarandPronunciation

Grammar：Thekeygrammarpointistheuseofcountableanduncountablenounsforfoodanddrink.Studentslearntoidentifywhichnounsarecountableandwhichareuncountable，andhowtousethemcorrectlyinsentences.Exercisesin3b，3cand3dhelpstudentspractisethisgrammarrules.

Pronunciation：Pronunciationpracticefocusesonvowelsoundsandintonation.In1and2，studentslistenandrepeatwordswithdifferentvowelsounds(//，//，//，/u/，//，/a/)toimprovetheirpronunciationaccuracy.Intheconversations，theypayattentiontotheintonationinalternativequestions(Wouldyoulike…or…？)tosoundmorenaturalinspeaking.

KeyPoints1.Masterfoodanddrinknouns，includingtheusageofcountableanduncountablenouns.2．Learntoaskandofferfoodpreferences，engageinorderingconversations，understandtheimportanceofhealthyeating，andformahealthydietconcept.

KeyDifficulties1.Differentiatebetweencountableanduncountablenounsinfoodanddrinkcontexts.2．Usethelearnedknowledgefororderingconversations，improveoralexpressionabilities，reflectonpersonaleatinghabits，andproposespecificimprovementsuggestions.

Studentswillbeabletomasterfoodanddrinknounsproficiently，includingtheusageofcountableanduncountablenouns.Studentswillbeabletoaskandofferfoodpreferencesfluently，engageinorderingconversations，readandunderstandarticlesabouthealthyeating，andextractkeyinformation.

Studentswillbeabletounderstandtheeatinghabitsandculturesofdifferentcountriesandregions，enhancingcrossculturalcommunicationskills.Studentswillrealizetheimportanceofhealthyeatingforphysicalhealthandformahealthydietconcept.

Studentswilldevelopcriticalthinkingandproblemsolvingabilitiesbyanalyzingandcomparingthenutritionalcomponentsandhealthimpactsofdifferentfoods.Studentswillcultivateselfreflectionandselfmanagementskillsbyreflectingontheirowneatinghabitsandproposingimprovementsuggestions.

Studentswillenhancelearningefficiencyandteamworkskillsthroughindependentandcooperativelearning.Studentswillimprovetheirabilitytosolvepracticalproblemsusingcomprehensiveknowledgethroughpracticeandinnovation.

LearningSituationAnalysis(学情分析）

Studentshavesomeunderstandingoffoodanddrinknounsbutmaynotclearlydistinguishbetweencountableanduncountablenouns.Theyareawareoftheimportanceofhealthyeatingbutmaylackspecificpracticalexperiencesandimprovementsuggestions.

Usepicturesandrealobjectstohelpstudentsdistinguishbetweencountableanduncountablenounsinfoodanddrinkcontexts.Enhancestudents'oralexpressionskillsandorderingtechniquesthroughroleplayingandsituationalsimulations.Guidestudentstoreadarticlesonhealthyeating，extractkeyinformation，andengageindiscussionsandreflectionstoproposeconcreteimprovementsuggestions.

第一课时SectionA【(1a—1d)&Pronunciation1—2】

第二课时SectionA(2a—2e)

第三课时SectionA(GrammarFocus3a—3d)

第四课时SectionB(1a—1d)

第五课时SectionB(2a—Reflecting)第三课时SectionA(GrammarFocus3a—3d)

Activity1Warmingupandrevision(感知与注意)

T：Class，todaywearegoingtolearnthegrammarfocuspart.Beforethat，let'sreviewwhatwelearnedinthelastclass.Whocantellmesomeofthefoodsanddrinkswetalkedabout

S1：Wetalkedaboutbeef，noodles，juice，andcoffee.

T：Great！Now，let'sreadthenewsentencesonthescreenandfindouttherulesofsentencestructureandtheusageofnouns.

设计意图：通过复习上节课的内容，激活学生已有知识，自然引入新课。引导学生观察句子中名词的用法，初步感知可数与不可数名词的区别。

Activity2Presentation(获取与梳理)

T：Now，let'sworkon3a.Readthesentencescarefully.Circleallthenounsforfoodanddrink.Then，thinkaboutwhethertheyarecountableoruncountableinthecontext.

(Afterseveralminutes)

T：Okay，whocantellmethenounsyoucircledinthesesentences

S2：Icircledthewords“bread”，“milk”，“rice”，“noodles”，“juice”，“coffee”and“tea"．

T：Verygood.Is“rice”countableoruncountable

S3：Uncountable.Wecan'tsay“arice"or“tworices”．

T：Exactly！Whatabout“noodles"？

S4：Countable.Wecansay“abowlofnoodles”or“threenoodles"．

T：Great！Let'scontinuewiththeothersentences.

设计意图：让学生通过自主阅读和分析句子，明确任务要求，培养学生获取信息和分析问题的能力。在师生互动中，引导学生深入理解可数与不可数名词在具体语境中的判断方法，加深对语法知识的理解。

Activity3Presentation(获取与梳理)

T：Next，let'sworkonpletethejokeswiththecorrectformsofthenounsinbrackets.Payattentiontothenouns.Aretheycountableoruncountable

(Thestudentsreadthedialogueandfillintheblanks.)

T：Let'slookatthefirstconversation.Whatdidyoufillinthefirstblank

S5：Ifilledin“fish”becauseit'suncountablewhenwetalkaboutthefood.

T：Verygood！Whataboutthesecondone

S6：Ifilledin“bill"becauseit'scountable.Wecansay“abill”or“thebill"．

T：Excellent！Now，let'schecktheotherblankstogether.

设计意图：通过完成幽默对话中的填空练习，进一步强化学生对可数与不可数名词正确形式的运用能力。幽默的对话内容能够增加学习的趣味性，激发学生的学习积极性。

Activity4Practice(概括与整合)

T：Now，it'stimefor3c.Completethepassagewiththe