人教版（2024）七年级下册英语Unit 4 Eat Well 教案

第第页人教版（2024）七年级下册英语Unit4EatWell教案单元主题框架单元主题分析本单元围绕“饮食习惯”这一主题展开,该主题与课标要求的“人与自我”主题范畴中的“饮食与健康”这一子话题密切相关。饮食习惯与学生的生活息息相关,在学习本单元的过程中,学生一方面会和同学们交流自己一日三餐吃什么,另一方面也会反思自己的饮食习惯是否健康。本单元的大问题“Howdoweeatwell？”引导学生探究健康饮食的意义。SectionA的引导性问题是“Whatdoweliketoeat？”,该部分呈现了学生每天的饮食习惯,让学生通过听和模仿对话学会谈论自己的一日三餐。SectionB主要围绕引导性问题“Howdowemakehealthyeatingchoices？”展开,通过一则诊所的简报,介绍不良的饮食习惯对人们身体的伤害。总而言之,本单元旨在让学生理解健康饮食习惯的重要性,能对单元大问题“Howdoweeatwell？”有更深刻的理解,同时也希望学生通过本单元的学习,反思自己不良的饮食习惯,正确理解价值引领句“Foodislife.”,养成健康良好的饮食习惯。单元教学目标通过本单元学习,学生能够：1.谈论自己及他人每餐吃什么食物。2用英语说出自己一日三餐的食物。3.询问别人的食物喜好,并提供选择。4.辨别字母o及字母组合oa,oo,ou,ow在单词中的不同发音,并注意选择疑问句中单词的语调。5.掌握可数名词和不可数名词的用法。6.了解健康饮食的重要意义,帮助学生培养良好的饮食习惯。单元教学重难点重点：1.能够用英语说出自己一日三餐的食物。2.询问别人的食物喜好,并提供选择。3.将字母o及字母组合oa,oo,ou,ow的发音规律准确运用到认读单词中。4.掌握选择疑问句的句型和语调。5.掌握可数名词和不可数名词的用法。难点：1.学会字母o及字母组合oa,oo,ou,ow的发音。2.掌握可数名词和不可数名词的用法。第一课时SectionA(1a－1d)&Pronunciation学习目标Inthislesson,studentswill：1.understandtheconversationaboutfoodchoicesbetweenJaneandLiMeng；2.talkaboutwhattheyeatforbreakfast,lunchanddinner；3.pronounceletteroandlettercombinationsoa,oo,ou,owcorrectly.教学建议Step1Lead­in1.ShowthetitleandphotoonPage25andaskstudentstothinkaboutthequestion：◆Lookatthetitleandthephoto.Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions：◆Canyounameanyofthefoodsordishesinthephoto?◆Whichdishwouldyouliketoeatthemost?◆Whatisyourfavouritefood？Doyouofteneatit?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生的兴趣。

Step2Listening&Speaking(1a—1d)Pre­listeningPage26,1a1.ShowsomepicturesoffoodsandreviewtheEnglishnamesofthesefoods.2.Askstudentstowritethenameofthefoodsontheblanklineunderthepictures.Thenaskthemtoanswerthequestion：Whichfood(s)doyoulike?回顾和复习常见食物的英文名称。谈论自己喜欢的食物,引起学生对话题的兴趣。While­listeningPage26,1b1.Askstudentstoreadthewordsin1bandguesswhichanswermaybechosen.2.Askstudentstolistentothefirstconversation.ThentickwhatLiMengandJanewouldlikeforlunch.3.Checktheanswerswiththeclass.Page26,1c1.Askstudentstoreadthewordsin1candmakesuretheyunderstandthemeanings.Leadstudentstounderstandthesentencepatterns“WhatdoyouhaveforB/L/D？”and“Ihave...forB/L/D.”e.g.T：Inthemorning,Ihavetwoeggs.SoIcanalsosayIhavetwoeggsforbreakfast.Then,whatdoyouhaveforbreakfast?2.Askstudentstolistentothesecondconversation.WhatdoesJanehaveforbreakfast(B),lunch(L)anddinner(D)?3.Checktheanswers,andthenaskstudentstocorrectthefalsesentences.理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。Post­listeningPage2,1d1.Letstudentsworkinpairs,andthenasktheirclassmatesabouttheirmealsfollowingtheexamplein1d.2.Invitesomegroupstosharetheirconversations.分组操练本节课的目标语言。SummaryAskstudentstosummarisethesentencesthatcanbeusedtodescribewhattheyeatformeals：—Whatdoyouusuallyhaveforbreakfast/lunch/dinner?—Iusuallyhave...forbreakfast/lunch/dinner.总结本节课需要掌握的句型。Step3Pronunciation(1—2)Page27,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettersandlettercombinations.3.Letstudentsaddmorewordstoeachgroup.通过边听边跟读练习发音,并通过观察总结发音规则。Page27,21.ShowtheconversationinPronunciation2tostudentsandaskthemtoread.2.Askstudentstolistentotherecordingandrepeatthepronunciation.Thenletstudentsnoticetheintonation.3.Explaintheintonationinalternativequestions.◆选择疑问句提供两种或两种以上情况,问对方选择哪一种,选择项用or连接。选择疑问句不能用Yes或No来回答。朗读时or前面部分用升调,后面部分用降调。通过边听边读感受选择疑问句中的语调规则。ExtensionActivity1.Prepareadifferentconversationwithalternativequestionsforstudents.2.Askstudentstoreadtheconversation.3.Invitesomestudentstorole­playtheconversationtothewholeclass.Step4Homework1.Makeasurveyaboutyourfamilymember'smealsandthensharewithyourclassmatesnextclass.2.Finishtheexercises教学反思第二课时SectionA(2a－2e)学习目标Inthislesson,studentswill：1.understandtheconversationbetweenTom'sfamilyandthewaiter；2.practisetheintonationinthealternativequestionsintheconversation；3.learnhowtoorderatarestaurant.教学建议Step1Lead­inShowavideooforderingatarestauranttostudents.Thenaskstudentstoanswerthequestions：◆Whataretheydoing?◆Whatwouldtheyliketoeat?利用视频引起学生对本课话题的兴趣。Step2Listening&Speaking(2a—2e)Pre­listeningShowstudentsthephotoin2aandaskthemthequestions：◆Whatarethesedishes?◆Canyouguesswhattheconversationisabout？/Canyoupredictwhatinformationyouwillhearintheconversation?引导学生观察图片,通过背景信息对交际内容做出预测。While­listeningPage27,2a1.Askstudentstolistentotheconversationandcirclethecolouredwordstheyhear.2.Checktheanswerswithstudentsandthencomparethedifferencesofthecolouredwords.Page28,2b1.Askstudentstoreadtheconversationandcompletethetablein2b.2.Checktheanswerswithstudents.Page28,2c1.Askstudentstolistentotheconversationagainandpayattentiontotheintonationinthealternativequestions.2.Invitetwoorthreepairsofstudentstorole­playtheconversation.Page28,2d1.Showthewordsin2dtostudentsandthenmakesuretheyunderstandthemeaningsbydoinggraphicmatchinggames.2.Giveatopicfordiscussion：Whatfoodanddrinkwouldyouandyourpartnerliketoorderatarestaurant?3.Discussandfinishthetable.理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。Post­listeningPage28,2e1.Askstudentstoworkinpairsandthenrole­playaconversationbetweenacustomerandawaiterorawaitressatarestaurant.2.Showthesentencepatternsin2etostudents.Theycanusetheinformationfrom1a－2d.3.Invitetwoorthreepairsofstudentstorole­playtheconversation.对目标语言进行迁移运用。SummaryAskstudentstosummarisethesentencepatternsthatcanbeusedtoorderatarestaurant.◆I'dlike...◆Doyouhave...？◆...,please.总结本节课的重要句型。Step3Homework1.Makeaconversationoforderingfoodatarestaurant.2.Finishtheexercises教学反思第三课时GrammarFocus(3a－3d)学习目标Inthislesson,studentswill：1.mastertheusageofcountableanduncountablenouns；2.learntoaskothersfortheirfoodpreferencesandofferchoices.教学建议Step1Lead­inAskstudentstofindapartnerandrole­playaconversationbetweenacustomerandawaiterorawaitressatarestaurant.复习听说课中的点餐对话,自然过渡到语法课内容。Step2GrammarTeaching(3a－3d)Page29,3a1.Askstudentstoreadthesentencesin3a,andaskthemtocircleallthenounsaboutfoodanddrinks.2.Thenaskthemtoanswerthequestion：Aretheycountableoruncountableinthecontext?3.Checktheanswerswiththeclass.4.Explaintheusageofcountableanduncountablenouns.可数名词和不可数名词◆名词按其所表示的事物的性质可分为可数名词和不可数名词。可数名词有单数和复数两种形式,如anapple—twoapples,abag—somebags等。不可数名词一般只有一种形式,没有复数形式,如milk、bread、rice等。还有一些词既可以充当可数名词,也可以充当不可数名词,如fruit、fish、chicken等。Page29,3b1.Showtheconversationsin3btostudents.Thentellthemtheconversationsarehumorous.2.Askstudentstocompletetheconversationswiththecorrectformsofthenounsinbrackets.3.Checktheanswerswiththestudents.Page29,3c1.Askstudentstocompletethepassagewiththecorrectformsofthenounsinbrackets.2.Checktheanswerswiththestudents.Page29,3d1.Askstudentstoimaginethattheirfriendsareattheirhomes.Theyneedtoofferthemfoodanddrinks.2.Showthesentencepatternsin3dtostudents.3.Invitetwoorthreepairsofstudentstorole­playtheconversationsinclass.结合本单元主题,综合运用语法知识。Step3Homework1.Rememberthewordsandphrasesinthislesson.2.Finishtheexercises教学反思第四课时SectionB(1a－2c)学习目标Inthislesson,studentswill：1.understandandmasterthevocabularyandexpressionsrelatedtohealthyeating；2.talkaboutandwriteabouttheirowneatinghabits；3.makegoodfoodchoicesandbuildhealthyeatinghabits.教学建议Step1Lead­inPage30,1a1.Askstudentstoworkinpairsandthenlistwhattheywanttoeattomorrow.2.Askstudentstodiscussiftheirchoicesarehealthy.Thengivetheirreasons.通过让学生说出自己的饮食偏好,讨论自己的饮食是否健康,引出关于饮食习惯的话题。Step2ReadingComprehension(1b－1d)Pre­reading1.Giveavideoofdoctorsdiscussinghealthyeating.2.Showthepictureandthetitlein1btostudentsandthenaskthemtopredictwhatthepassagetalksabout.首先通过视频获取与文章相关的信息,再通过让学生根据图片和标题预测文章内容,激发学生的兴趣,培养学生的预测能力。While­readingPage30,1b1.Askstudentstoreadthearticlequickly.Thenanswerthequestion：Howmanypooreatinghabitsarementioned?2.Checktheanswerswiththeclass.Analysearticlestructure.Page31,1c1.Askstudentstocompletethetablewiththeinformationfromthearticle.2.Invitethreestudentstosharetheiranswersforeachpooreatinghabit.3.Checktheanswerswiththeclass.Page31,1d1.Askthestudentstoreadthearticleagainandanswerthequestions.Thistime,theyshouldpayattentiontodetailedinformation.◆Whatfoodshavelotsofsaltandfat?◆Whatfoodshavelotsofsugar?◆Whatdoes“Youarewhatyoueat”mean?◆Doyouthinkthepooreatinghabitsinthearticlearecommonamongyoungpeople？Whyorwhynot?2.Asksomestudentstosharetheiranswerswiththeclass.3.Checkandtalkabouttheanswerswiththeclass.通过完成阅读任务,提高学生理解文本和抓取关键信息的能力。Post­reading(2a—2c)Writing(以读促写)Page31,2a1.ShowLisa'sposttostudentsandthenaskthemtoanswerthequestions.◆HowmanyeatinghabitsdoesLisawriteabout?◆Whatarethey?2.Checktheanswerswiththeclass.Page31,2b1.Askstudentstotalkabouttheirowneatinghabits.2.Showsomequestionstohelpthem.①Whatgoodhabit(s)doyouhave?②Whatbadhabit(s)d