【新教材】人教版（2024）七年级下册英语Unit 4 Eat Well 单元教学设计

第第页【新教材】人教版（2024）七年级下册英语Unit4EatWell单元教学设计一、单元整体分析主题:Food,DietandHealthyChoices语法重点:Alternativequestions;Countableanduncountablenouns核心词汇:dumpling,noodle,cabbage,mutton,beef,tofu,salad,watermelon,juice,menu,wouldyoulike...?核心技能:Orderingfoodandexpressingpreferences;Talkingaboutmealsandeatinghabits;Readingabouthealthyeating;Writingaboutone’sowneatinghabits.二、单元教学目标Bytheendofthisunit,studentswillbeableto:1.Namecommonfoodsanddrinks,andexpresslikes/dislikes.2.Orderfoodinasimplerestaurantconversationusingalternativequestions.3.Distinguishbetweencountableanduncountablenounswhentalkingaboutfood.4.Readatextabouthealthyeatinghabitsandunderstandcauseandeffect.5.Writeashortparagraphabouttheirowneatinghabits.分课时教学设计Period1:SectionAListening&Speaking(FoodPreferences)教学内容分析:本课时为单元导入课，围绕“食物”与“点餐”展开。学生将学习常见食物和饮料的词汇，并通过在餐厅点餐的真实情境，初步感知和运用核心句型“Whatwouldyoulike?”及“I‘dlike...”。目标是激发学生对话题的兴趣，建立基本的词汇和交际基础。【教学目标】知识与技能：能够听懂、会说常见食物和饮料词汇；能够运用“Whatwouldyoulike?”和“I‘dlike...”进行点餐对话。过程与方法：通过情境导入、听力理解、角色扮演，在模拟点餐中学习和运用目标语言。情感态度价值观：了解餐厅点餐的基本礼仪，培养礼貌交际的习惯。教学重难点:重点:Learningnamesofcommonfoodsanddishes;Understandingandusing“wouldyoulike...?”and“Whatabout...?”toofferchoices.难点:Pronunciationoffoodwords(`cabbage`,`mutton`,`tofu`).Theconceptof“Whatabout...?”asasuggestion.教学方法与教学准备:方法：情境导入法、视听法、角色扮演法。准备：食物图片/卡片、餐厅场景图、菜单样本、教材听力录音。教学流程:1.Warm-up&Lead-in(5mins)Showpicturesofabreakfast,lunch,anddinnertable.Ask:“Whatfoodcanyousee?Whatdoyouliketoeat?”Transition:“Great!Weallhaveourfavouritefoods.Let‘slearnmorefoodwordssowecantalkaboutthembetter.”2.Vocabulary&Listening(15mins)Presentfoodvocabularyusingpicturesorrealia(e.g.,arealapple,bread).Drillpronunciation.Do1a:matchwordstopictures.Listento1b(JaneandLiMeng).Whatwouldtheylikeforlunch?Listento1c:WhatdoesJanehaveforB/L/D?Transition:“Weheardabouttheirmealchoices.Now,let‘stalkaboutourownmeals.”3.ControlledPractice(15mins)Drill:“Whatwouldyoulikeforbreakfast?I’dlikesomebreadandmilk.”“Whataboutyou?”Pairwork:Askyourpartnerwhattheyusuallyeatforbreakfast,lunch,anddinner.Takenotes.Transition:“Somanydifferentmeals!Now,let‘simagineweareinarestaurant.Howdoweorderfood?”4.Wrap-up&Assignment(5mins)Reviewkeyfoodvocabulary.Assignhomework:Drawyouridealdinnerplateandlabel3foodsonitinEnglish.Transition:“Knowingwhatyoulikeisthefirststeptoeatingwell.”Homework:必做：1.抄写并记忆本课学习的食物词汇（至少10个，包括noodles,rice,chicken,beef,vegetables,juice,milk等）。2.完成课本1a-1c的听力练习，并跟读录音模仿发音。3.用英语写出自己一日三餐常吃的食物，每餐至少写一种。例如："Forbreakfast,Ilikemilkandbread."选做：1.创意菜单：为自己理想的一餐设计一份简单的英文菜单（包含2-3道菜和1种饮料），并画出来。2.家庭调查/与家人或同伴模拟一次简单的点餐对话：用英语询问家人晚餐想吃什么，记录下他们的回答。例如："Whatwouldyoulikefordinner?""I'dlikesomefish."Blackboarddesign:```Unit4EatWell(Period1)Food&Drink:noodles,rice,chicken,beef,vegetables,juice,milk...KeySentences:--Whatwouldyoulike(toeat/drink)?--I‘dlike(some)...,please.--Howmuchisit?/Hereyouare.教学反思关注点:Werestudentsabletograspandpronouncethenewfoodvocabulary?Didtheyunderstandthefunctionof“Whatabout...?”inthedialogue?Wasthepairsurveyaboutmealsconductedsuccessfully?Period2:SectionAPronunciation&Dialogue(2a)教学内容分析:本课时将语音训练与对话学习相结合。重点练习/ɔː/,/ɒ/,/ʌ/三个元音音素的发音。通过2a对话（在餐厅点餐并确认食物），学生在真实的交际语境中巩固发音，同时深化点餐流程的用语，并初步接触食物量的表达（abowlof...）。【教学目标】知识与技能：能够准确认读并区分元音音素/ɔː/,/ɒ/,/ʌ/；能够熟练朗读2a对话，掌握点餐流程用语和食物量的表达。过程与方法：通过对比模仿、角色扮演、小组合作，提升口语交际的准确性和流利度。情感态度价值观：在模拟点餐中体验服务与被服务的角色，培养尊重他人劳动的意识。教学重难点:重点:Pronouncingvowelsoundsin`o`,`oa`,`oo`,`ou`,`ow`;Role-playingarestaurantorderingdialoguewithalternativequestions.难点:Intonationpatterninalternativequestions(risingonthefirstoption,fallingonthesecond).Distinguishingbetween/aʊ/(`about`)and/əʊ/(`know`).教学方法与教学准备:方法：对比模仿法、角色扮演法、小组合作。准备：音标卡片（含例词，如ball,hot,cup）、对话录音、实物或图片（一碗面条、一杯果汁）。教学流程:1.PronunciationFocus(15mins)Model:`/əʊ/`(no,coat),`/ɒ/`(hot),`/ʌ/`(come),`/aʊ/`(about,down).Listenandrepeat.Categorizewordsbysound.Transition:“Payspecialattentiontotheintonationwhenwehavetwochoices.Listen:‘WouldyoulikeTEAorCOFFEE?’”2.DialogueLearning(20mins)Listento2a(familyatarestaurant).Firstlistening:Whatdishesdotheyorder?(Gongbaochicken,Mapotofu...)Secondlistening:Focusonthealternativequestions:“WouldyoulikeAorB?”Completethetablein2b.Practicereadinginpairs,mimickingtheintonation.Transition:“Now,youarethewaiterandthecustomer.Actoutthisorderingscene!”3.Role-play&Expansion(10mins)Pairsperform.Then,usingasimplemenu(onboardorhandout),createanew,shortorderingconversationwithatleastonealternativequestion.Transition:“Orderingfoodisausefulskill.Butdoyouknowwhichfoodsare‘countable’andwhicharenot?We’lllearnthatnext.”Homework:1.跟读录音，练习三个音标及例词。2.熟读或背诵2a对话，注意语音语调。【分层作业】必做：1.跟读录音，反复练习/ɔː/,/ɒ/,/ʌ/三个元音音素的发音，并各写出3个例词。2.熟读或背诵2a点餐对话，注意语音语调和重音。3.用英语写出对话中出现的食物量词表达，如"abowlofnoodles"。选做：1.创编对话：与同伴合作，模仿2a对话，创编一段新的餐厅点餐对话（可使用不同食物），并尝试表演出来。2.发音收集：从本单元的其他单词中，找出含有/ɔː/,/ɒ/,/ʌ/发音的单词，列出清单并与同学分享。Blackboarddesign:```Unit4(Period2)Pronunciation:/ɔː/ball,water/ɒ/hot,orange/ʌ/cup,butterDialogue(2a):--MayItakeyourorder?--I‘dlikeabowlofbeefnoodles.--Whatwouldyouliketodrink?--Orangejuice,please.--OK.That‘s...教学反思关注点:Couldstudentsimitatethecorrectintonationforalternativequestions?Weretheyabletoextractspecificfoodordersfromthedialogue?Didthecreateddialoguesreusethe“Wouldyoulike...or...?”structure?Period3:SectionBReading(ImprovingEatingHabits)教学内容分析:本课时是阅读课，主题为“健康饮食”。学生将阅读一篇关于均衡饮食和健康生活习惯的短文。目标是训练学生通过寻找主题句和关键词来理解文章主旨和细节的阅读技能，并完成相关的信息匹配或判断题，引导学生反思自己的饮食习惯。【教学目标】知识与技能：能够理解关于健康饮食的短文，提取主旨和细节信息；能够完成信息匹配或判断题。过程与方法：运用略读和扫读策略，结合健康饮食金字塔图，梳理文本内容。情感态度价值观：反思自己的饮食习惯，树立均衡营养、健康饮食的观念。教学重难点:重点:Identifyingpooreatinghabitsandtheirconsequencesfromatext;Understandingsimpleadviceforhealthyeating.难点:Understandingcause-effectlanguage(“Eatingfastfood...maycauseheartproblems.”).Vocabularylike`balanced`,`focus`,`nutrients`.教学方法与教学准备:方法：略读与扫读、信息图归纳法、小组讨论。准备：阅读文本PPT或讲义、“健康饮食金字塔”图片、关键词卡片（如fruit,vegetable,junkfood,exercise）。教学流程:1.Pre-reading(5mins)Discuss:Whatdoyouthinkaresome“bad”eatinghabits?(e.g.,skipbreakfast,eattoomuchcandy).Transition:“Let‘sreadadoctor’sarticletoseewhattheysayabouteatinghabits.”2.While-reading(20mins)Read“ImproveYourEatingHabits”.Firstreading:Howmanypoorhabitsarementioned?(Three:fastfood,nobreakfast,toomanysweets).Secondreading:Completeachart:PoorHabit->Result->Advice.Transition:“So,whatweeataffectsourhealth.Thearticlealsomentions‘countable’and‘uncountable’foods.”3.Post-reading(10mins)Discuss:Doyouoryourfriendshaveanyofthesehabits?Whatcanyoudo?Brieflyintroducethegrammartopic:Lookatthefoodsinthearticle.“Pizza”(uncountable?),“apple”(countable?).Transition:“KnowingifafoodiscountableornotisimportantforusingEnglishcorrectly.Let‘sstudythegrammarrules.”Homework:1.完成课本上的阅读理解练习。2.根据文章内容，列出三条健康饮食的建议。【分层作业】必做：1.完成课本上的阅读理解练习题。2.根据课文内容，列出文中提到的三种不良饮食习惯及其后果，用简单的英文短语或句子写下来。3.写出两条自己从课文中学习到的健康饮食建议。选做：1.健康海报：设计一张简单的英文健康饮食海报，包含“要多吃”的食物和“要少吃”的食物，图文并茂。2.自我反思：写一小段话（3-4句），反思自己的一项不良饮食习惯，并说明打算如何改进。例如："Ieattoomanysweets.Iwilleatfruitinstead."Blackboarddesign:```Unit4(Period3)HealthyEatingKeyIdeas:Eatlotsoffruitandvegetables.Eatsomemeatandeggs.Drinkmilkandwater.Don‘teattoomuchjunkfood.Remembertoexercise.教学反思关注点:Didstudentssuccessfullycompletethecause-effectchart?Couldtheyrelatethetextcontenttotheirownlivesinthediscussion?Wasthetransitiontothegrammartopicsmoothandlogical?Period4:GrammarFocus(AlternativeQs&Countable/UncountableNouns)教学内容分析:本课时系统学习本单元的核心语法点：选择疑问句的构成与回答，以及可数名词与不可数名词的区分与用法（重点是量的表达，如some,apieceof,acupof）。通过对比和大量情境操练，帮助学生掌握这两个易混淆的语法概念。【教学目标】知识与技能：掌握选择疑问句的构成与回答；能够清晰区分可数名词与不可数名词，并能正确使用量词（apieceof,aglassof等）。过程与方法：通过对比归纳、图表分类、情境造句，系统掌握两个语法点的用法。情感态度价值观：在语法学习中培养分类思维和细致观察的习惯。教学重难点:重点:Formingcorrectalternativequestions;Categorizingfoodnounsascountable(C)oruncountable(U);Usingcorrectquantifiers(`a/an`,`some`,`any`).难点:DecidingifafoodnounisCorU(e.g.,`cake`,`chicken`,`salad`canbeboth).Using`some`withuncountablenounsandpluralcountables.教学方法与教学准备:方法：归纳对比法、图表法、情境造句游戏。准备：可数与不可数名词实物/图片卡片、语法归纳表格、专项练习卷。教学流程:1.GrammarPresentation(10mins)AlternativeQuestions:Writeexamplesfrom2a.Circle“or”.Practiceintonation.Countable/Uncountable:Userealfooditems(anapple,somerice,bread).Explaintheconcept:Canyoucountit?Use`a/an`ornumbers?Ifnot,it‘suncountable,use`some`.Transition:“Let’spracticethesetwoimportantpoints.”2.ControlledPractice(15mins)Exercise1:Completealternativequestions(e.g.,Wouldyoulikejuice____coffee?).Exercise2:SortalistoffoodwordsintoCandUcolumns.Exercise3:Fillinblankswith`a/an`,`some`,or`any`.Transition:“Good.Nowlet‘splayagametomakeitfun!”3.GuidedPractice(10mins)Activity:“MarketStall”.Setupa“market”withfoodpicturecards.Studentsinpairs:Oneisseller(“Wouldyoulikesomericeorsomenoodles?”),theotherisbuyer(“I’dlikesomerice,please.”).Theymustusecorrectquantifiers.Transition:“Excellentshopping!Nowyoucanaskforfoodcorrectly.Tomorrow,we‘llwriteaboutourownhabits.”Homework:1.完成语法专项练习卷。2.用选择疑问句和不可数名词的量词结构各造3个句子。Period4:GrammarFocus(AlternativeQs&Countable/UncountableNouns)【分层作业】必做：1.完成语法专项练习卷，重点巩固选择疑问句的构成和可数/不可数名词的区分。2.将下列食物单词分类，分别写在Countable和Uncountable两栏：apple,milk,egg,rice,banana,bread,carrot,water,chicken,orange。3.用选择疑问句造2个句子，用不可数名词的量词结构造2个句子。选做：1.语法小故事：用至少3个选择疑问句和3个不可数名词的量词结构，编写一个发生在餐厅的简短小故事或对话。2.分类游戏：制作一套食物单词卡片（中英文或图片），与家人或同学玩“可数/不可数”分类游戏。Blackboarddesign:```Unit4(Period4)Grammar1.AlternativeQuestions:Wouldyouliketeaorcoffee?I‘dlikecoffee./EitherisOK.2.Countable&UncountableNouns:C:apple->apples,vegetable->vegetablesUC:bread,milk,rice,meatQuantifiers:apieceofbread,aglassofmilk,abowlofrice,somemeat教学反思关注点:WhichfoodscausedthemostconfusionintheC/Ucategorization?Wastheuseof`some`withbothpluralCandUnounsunderstood?Didthe“MarketStall”activityencourageaccuratelanguageuse?Period5:SectionBWriting(MyEatingHabits)教学内容分析:本课时是写作课，主题为“MyEatingHabits”。学生将基于阅读课的输入和本单元所学，撰写一篇介绍个人饮食习惯的短文。重点在于学习使用连接词（如forbreakfast,then,also）使文章连贯，并准确运用可数/不可数名词及相关量词。【教学目标】知识与技能：能够运用本单元所学，按照“三餐-零食-饮料”的结构，写一篇介绍自己饮食习惯的短文。过程与方法：通过范文分析、过程写作、同伴互评，掌握描述性短文的写作方法。情感态度价值观：在写作中正视自己的饮食习惯，萌生改进不健康习惯的意愿。教学重难点:重点:Writingabalancedparagraphdescribingbothgoodandbadeatinghabits;Usingsequencers(`First`,`Second`)andcontrast(`However`).难点:Expressinghabitsinthesimplepresenttenseaccurately.Reflectingonhabitsandsuggestingimprovements.教学方法与教学准备:方法：头脑风暴、范文分析、过程写作、同伴互评。准备：写作框架worksheet、学生范文、同伴互评检查表。教学流程:1.Model&Structure(10mins)ReadLisa‘spost.Analyzethestructure:Goodhabits(withexamples)->Transitionword(“However”)->Badhabits(withexamples)->Planforimprovement.Highlightusefulphrases:“Ihavesomegood/badeatinghabits.”,“First,...Second,...”,“Infuture,Ishould...”Transition:“Now,thinkaboutyourownhabits.Let‘smakealist.”2.Planning&Drafting(15mins)Studentscompletea“HabitsTable”:GoodHabits(2),BadHabits(2),MyPlan(1).Usethetableandthemodelstructuretowritethefirstdraft.Encouragethemtousewordsfromthelist.Transition:“Useyourplantowriteyourfirstdraft.Trytouse‘However’toconnectyourideas.”3.Writing&Peer-check(10mins)Studentswritedrafts.Then,swapwithapartnertocheck:1)Aretherebothgoodandbadhabits?2)IstheSimplePresenttenseusedcorrectly(He/She/It+-s)?3)Isthereaplan?Transition:“Reviseyourparagraphbasedonyourpartner‘sadviceforthefinalversion.”Homework:完成题为“MyEatingHabits”的作文草稿，并进行一次修改。Period5:SectionBWriting(MyEatingHabits)【分层作业】必做：1.根据课堂上的写作规划和同伴反馈，完成题为"MyEatingHabits"的作文草稿，并进行一次修改。2.在作文中至少使用2个连接词（如forbreakfast,then,also,however）和2个不可数名词的量词表达。选做：1.图文并茂：为你的作文配上一幅简单的插图（如你的一餐饭或喜欢的食物）。2.录音分享：将你的作文朗读并录音，注意语音语调，可以分享到班级群或与同学交流。Blackboarddesign:```Unit4(Period5)WritingMyEatingHabitsPara1:Introduction(Ithinkmyeatinghabitsare...)Para2:Dailymeals-Forbreakfast,Ihave...-Forlunch,Ieat...-Fordinner,Iusually...Para3:Snacks&Drink(Isometimes...Ioftendrink...)Para4:Conclusion(Iwantto...)教学反思关注点:DidstudentsstruggletoidentifyordescribetheirownhabitsinEnglish?Wastheuseofthecontrastiveconnector“However”successful?Didpeer-checkeffectivelycatchverbagreementerrors?Period6:Project–CreateaRestaurantMenu教学内容分析:本课时是项目式学习课，是对单元知识的综合应用与创意输出。学生小组合作，为一家自创的餐厅设计一份英文菜单，包括餐厅名称、菜品分类、价格以及简单的健康标语。任务融合了词汇、句型、语法和美学设计，极具实践性和趣味性。教学方法与教学准备:方法：项目式学习、合作学习、展示与评价。准备：海报纸/卡纸、彩笔、参考菜单样本、项目评价量表。【教学目标】知识与技能：能够小组合作设计一份英文餐厅菜单，包括餐厅名称、菜品分类、价格和健康标语。过程与方法：通过项目式学习，经历“创意-设计-制作-展示”的完整创作过程。情感态度价值观：培养创新思维和团队协作能力，在设计中体验成就感。教学重难点:重点:Collaborativecreationofasimplemenu;Usingfoodvocabularyandcategorizingdishes.难点:Writingsimple,cleardishdescriptions;Pricingitems(optional,canuse¥).Usingcategories(Drinks,Maindishes,Desserts).教学流程:1.ProjectLaunch(5mins)Showexamplesofsimplemenus(Chinese/Western).Explainthetask:“Ingroups,createamenuforyourownrestaurant.Giveitanameandlistatleast5dishesand3drinks.”Transition:“First,brainstormthefoodsyouwanttoincludeinyourgroup.”2.GroupWork(20mins)Groupsdecideonarestaurantnameandtype(e.g.,NoodleHouse,HappyCafe).Theylistdishes,categorizethem,andsetsimpleprices.Theydesignthemenuonaposter,makingitcolourfulandclear.Transition:“Menuslookgreat!Now,practiceusingthem.Youwillrole-playorderingwithanothergroup.”3.Role-play&Sharing(15mins)Groupsswapmenus.Inpairs(onefromeachgroup),role-playacustomerandwaiterusingthenewmenu.Askafewpairstoperformfortheclass.Transition:“Creatingandusingamenuisafunwaytouseallourfoodlanguage!”Homework:完成小组的餐厅菜单海报设计，并准备一段1分钟的口头介绍（介绍餐厅特色和招牌菜）。必做：1.与小组成员共同完成餐厅菜单海报的设计与制作，确保菜单包含：餐厅名称、至少5道菜品（含分类）、3种饮料和价格。2.熟记自己负责介绍的部分，准备下节课的口头展示。选做：1.首席讲解员：担任小组的“餐厅经理”，准备一段完整的英文介绍词（1-2分钟），介绍餐厅特色、环境和招牌菜。2.宣传海报：为你们的餐厅设计一张额外的宣传海报，写上餐厅的口号（slogan）和诱人的广告语。Blackboarddesign:```Unit4(Period6)Project:MyRestaurantMenuRestaurantName:___________Slogan:Eatwell,Feelgood!Menu:Appetizers(Starters):...MainCourses:...Drinks:...Desserts:...Price:$...教学反思关注点:Didgroupscollaborateeffectivelyindesigningthemenu?Duringrole-play,didstudentsuselanguagefromtheunit,orrelyonthemenutext?Wastheactivitymotivatingandagoodculminationoftheunit?Period7:Review&ExtendedReading教学内容分析:本课时是单元复习与拓展课。通过分类游戏、情景问答等方式系统回顾本单元的核心词汇、句型和语法。拓展阅读部分提供一篇关于“常见食品误区”（如“可乐化骨”等）的趣味短文，旨在增加学生阅读量，培养批判性思维，并进一步巩固健康饮食的观念。【教学目标】知识与技能：系统复习本单元核心词汇、句型和语法；能够阅读关于“常见食品误区”的拓展短文，理解主要内容。过程与方法：通过游戏竞赛、任务型阅读，巩固知识并培养批判性思维。情感态度价值观：学会辨别关于食物的常见传言，树立科学理性的饮食观念。教学重难点:重点:Reviewingunitvocabulary,grammar,andfunctions;Readingandevaluatingcommonfoodmyths.难点:Understandingtheconceptofa“myth”andthefactualcorrections.Criticalthinkingaboutfoodbeliefs.教学方法与教学准备:方法：游戏竞赛法、任务型阅读法。准备：词汇分类卡片（食物/饮料/量词）、情景任务卡、拓展阅读文本及练习题、单元小测卷。教学流程:1.ReviewGame(15mins)Game:“CountableorUncountable?”Teacherholdsupfoodpictures/flashcards.Studentsstandonleft(C)