Unit 6 Section A (1a - 2d)教学设计 2025-2026学年人教版七年级上册

本文围绕Unit 6 Section A（1a - 2d）展开，聚焦食物相关词汇、句型及可数与不可数名词概念。承接基础英语知识，为后续深入学习英语交流奠基，呼应日常饮食单元主题。通过词汇、句型教学及听说活动，渗透语言、文化、思维和学习能力等核心素养。 本设计亮点在于运用多种教学方法，结合多媒体、实物等教具。从学生层面看，能提升语言运用与合作能力；从教师层面，提供清晰授课流程；从课堂效果而言，增强互动，有效突破“do”“does”用法及名词数的区分等教学难点。

Unit 6 Section A (1a - 2d)教学设计 I. Teaching Aims 1. Knowledge Aims Students can master the following key words: banana, hamburger, tomato, ice - cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, burger, vegetable, fruit, right, then. Students can master the following sentence patterns: Do you like salad? Yes, I do. / No, I don't. Does she/he like...? Yes, she/he does. / No, she/he doesn't. I like... / I don't like... He/She likes... / He/She doesn't like... Students can understand the concept of countable nouns (e.g., banana - bananas, hamburger - hamburgers) and uncountable nouns (e.g., milk, bread). 2. Ability Aims Students can listen to and extract key information about food preferences in conversations. Students can express their own and others' food preferences fluently in daily conversations. Students can cooperate with partners to complete tasks related to food preference surveys, improving their communicative and collaborative abilities. 3. Emotional Aims Stimulate students' interest in learning English by discussing food, a topic closely related to daily life. Raise students' awareness of a balanced diet and healthy eating habits through the discussion of food preferences. II. Teaching Key and Difficult Points 1. Teaching Key Points Mastery of new words and sentence patterns for expressing food preferences. Understanding and correct usage of countable and uncountable nouns. Improving listening and speaking skills related to the topic of food. 2. Teaching Difficult Points Correct use of "do" and "does" in general questions of the simple present tense when expressing likes and dislikes. Distinguishing between countable and uncountable nouns accurately and using their singular and plural forms correctly. III. Teaching Methods Communicative Teaching Method: Create real - life communication scenarios to encourage students to use English to express their ideas. Task - based Teaching Method: Design various tasks such as listening tasks, speaking tasks, and group work tasks to help students master knowledge and skills. Audio - visual Teaching Method: Use pictures, videos, and recordings to make the teaching content more vivid and intuitive. IV. Teaching Aids Multimedia (PPT, videos) Real objects (some food items like fruits and bread, if possible) Word cards V. Teaching Procedures 1. Warming - up (5 minutes) Play an English song about food, such as "Fruit Salad Samba". While playing, show some simple pictures of fruits and foods on the PPT to attract students' attention. After the song, ask students some simple questions like "What fruits or foods did you see in the pictures?" This can arouse students' interest in the topic of food and create a relaxed English - learning atmosphere. 2. Lead - in (5 minutes) Show a picture of a full dinner table with various foods on the PPT. Ask students: "Look at this picture. What can you see on the table? Do you like these foods?" Encourage students to answer in English and share their opinions briefly. This step can naturally lead to the topic of food preferences in this class. 3. Presentation (10 minutes) New words teaching: Use real objects (if available) or pictures on the PPT to teach new words. For example, when teaching "banana", show a real banana or a clear picture of a banana, and read the word aloud, emphasizing the pronunciation /b n n /. Then teach the plural form "bananas" and explain the pronunciation change. Do the same for other words like "hamburger", "tomato" (pay attention to the plural form "tomatoes"), "ice - cream", "salad", etc. After teaching all the words, play a word - reading game. Read the words randomly, and let students repeat quickly. The one who reacts fastest gets a small point. This can help students remember the words better. Sentence patterns teaching: Write the sentence pattern "Do you like...?" on the blackboard. Use a banana as an example and ask a student: "Do you like bananas?" Guide the student to answer "Yes, I do." or "No, I don't." Then let students practice this question - and - answer pattern in pairs with different foods. For the third - person singular form, take "he" or "she" as an example. Write "Does she like...?" on the blackboard. Suppose "she" refers to a female classmate in the class. Ask students: "Does she like apples?" And show them the answer "Yes, she does." or "No, she doesn't." Let students practice making sentences in groups. 4. Pre - listening (5 minutes) Show the pictures in 1a on the PPT. Let students look at the pictures carefully and ask them to predict what conversations might be like according to the pictures. For example, in one picture, there are some bananas and a boy. Students may predict that the conversation will be about whether the boy likes bananas. This can help students get prepared for the following listening task and improve their listening prediction ability. 5. While - listening (10 minutes) For 1b: Let students listen to the recording for the first time. Just listen and get a general idea of the conversations. Listen again, and ask students to number the conversations according to what they hear. After that, check the answers together. For 2a and 2b: Before listening to 2a, let students look at the list of foods. Then play the recording. Students listen and circle the foods they hear. For 2b, play the recording again. This time, students need to listen carefully and fill in the blanks in the conversation. Check the answers and let students read the complete conversation aloud to practice their pronunciation and intonation. 6. Post - listening (10 minutes) Pair work: Let students practice the conversations in 1b and 2b with their partners. They can role - play the conversations, changing the foods in the conversations to make them more interesting. Walk around the classroom to monitor and offer help if necessary. Group survey: Divide students into groups of four. Each group makes a food preference survey within the group. They need to ask each other "Do you like...?" and fill in a form. After that, each group chooses a representative to report the survey results to the whole class. This can improve students' speaking ability and cooperation ability. 7. 2d Activity (10 minutes) Let students read the dialogue in 2d silently first, and then answer some questions on the PPT, such as "What do they plan to do?", "What food does John like?", "What food don't they want to buy?" This can help students understand the dialogue better. Ask students to role - play the dialogue in groups of three. They can add some more details or change the food items according to their own ideas. Then invite some groups to perform the dialogue in front of the class. 8. Summary (3 minutes) Summarize the key words and sentence patterns learned in this class on the blackboard. Ask students to recall and repeat them. For example, review the new food words, the sentence patterns for asking and answering food preferences, and the usage of countable and uncountable nouns. Emphasize the key points and difficult points again, and answer students' remaining questions. 9. Homework (2 minutes) Ask students to write a short passage about their family's food preferences, using at least five sentences. Let students make a list of healthy foods and unhealthy foods, and share it with their classmates in the next class. 学科网(北京)股份有限公司 $$