Unit4教案-2024-2025学年人教版七年级英语下册

该教案聚焦初中英语Unit 4饮食主题，核心知识点涵盖可数与不可数名词辨析、选择疑问句用法及饮食相关词汇表达。课堂导入通过视频、图片、游戏等方式复习旧知，如食物分类、标识内容回顾，搭建学习支架衔接前后知识。 该资料亮点在于多维度培养核心素养，语言能力上通过听力抓取关键信息、阅读梳理表格、餐厅点餐角色扮演提升综合运用能力，文化意识方面融入中外饮食差异拓展跨文化认知，思维品质借助思维导图梳理文章结构培养逻辑思维。例如菜单设计项目让学生合作实践，激发学习兴趣，既帮助学生提升语言技能与文化视野，也为教师提供结构化教学流程和丰富活动设计。

XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 4 Grammar Focus 总课时 课时教学目标 通过本节课学习，学生能够： 1.学生能够通过观察和分析示例句子，深入理解并准确辨析可数名词与不可数名词以及选择疑问句表意功能。（学习理解） 2.学生能够掌握并运用可数名词和不可数名词的表达规则。（应用实践） 学生能够熟练运用可数名词和不可数名词，并以朋友来家里做客给朋友提供食物和饮品为情境，和同伴角色扮演。（迁移创新） 教材及学情分析 重点：学生能够掌握并运用可数名词与不可数名词以及选择疑问句。 难点：学生能够掌握并运用可数名词与不可数名词以及选择疑问句。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1.Greeting. 2.T guides Ss to look at the pictures and answer the questions in order to review the expressions about last class 3.T asks Ss to fill in the blanks. 学生在老师指导下复习1a关于标识的内容。 Step 2 Presentation 1.T asks Ss to look at the sentences in grammar and talk about the question: What’s the same of the sentences as follow? 2.T guides students to finish 3a -- Read the sentences. Circle all the nouns for food and drink. Are they countable or uncountable in the context? And answer the question. T asks Ss to summarize-- countable nouns&uncountable nouns. 学生通过观察刚才练习的句子思考问题，初步感知选择疑问句。 老师通过问题链引导学生总结祈可数名词和不可数名词相关语法知识。 学生在老师引导下完成相关练习题并核对答案。 Step 3 Practice 1.T asks students to finish the task in 3b—Complete the jokes with the correct forms of the nouns in brackets. T asks students to finish the task in 3c--Complete the passage with the correct forms of the nouns in brackets. 学生在教师的指导下，分析做题步骤并完成任务，在教师的指导下核对答案。 学生阅读短文写出名词的正确形式，并在老师的指导下，核对答案。 Step 4 Production 1.T asks students to finish 3d-- Imagine that your friends are at your home. Offer them food and drink. 2.T asks students to act out in the stage. 3.T guides Ss to have a further think: Do you think your partner’s food is healthy or not healthy? How to choose healthy food? T plays a video. 学生根据老师的要求先小组合作，运用所学的句式做对话，在班级前进行汇报。 学生在老师的引导下思考问题，升华主题思想。 Step 5 Summary Summarize the key content in this lesson. 跟随老师一起进行内容总结。 Step6 Practice Let Ss finish the exercises. Finish the exercises. 板书设计 XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 4 Section A 1a-pronunciation 总课时 课时教学目标 通过本节课学习，学生能够： 1.能够准确使用可数名词和不可数名词来描述食物和饮料，与同伴进行角色扮演，分享食物喜好。（学习理解） 2.用恰当的听力策略，能够获取听力中的关键信息，如食物种类、饮食偏好等，与同伴进行角色扮演，并掌握学习如何谈论饮食偏好关键词汇和表达方式。（应用实践） 运用相关的语言表达方式，准确描述多种食物种类，分享饮食偏好，并讨论某种食物或饮料的健康益处。（迁移创新） 教材及学情分析 重点：掌准确使用可数名词和不可数名词来描述食物和饮料，让学生能够理解和使用目标语言来谈论饮食偏好。 难点：掌准确使用可数名词和不可数名词来描述食物和饮料，让学生能够理解和使用目标语言来谈论饮食偏好。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1.Greeting. T plays a video and asks a question Do you think food can tell us something about culture? To start the lesson. 2.T shows the picture of this unit title. And ask these questions: 1) What can you see in this photo? What are they? 2) Which food do you often eat? Which food do you like the best? 学生根据单元大标题所示图思考问题。对本单元的话题进行初步的感知。 Step 2 Pre-listening 1.T guides Ss to look at the picture about food and guides Ss to classify them correctly. 2.T leads Ss to summarize different kinds of food. 3.T asks students to look at pictures in 1a—Write the foods in the box under the pictures.Which food(s) do you like? 1.学生观察图片说说出图片所进行的动作并在老师的引导下正确的食物归类。并进行总结。 2.学生根据自身情况与同学进行交流并展示。 Step 3 While-listening 1.T asks students to finish the task in 1b 2.T asks students to have predictions in 1c 3.T asks students to finish the task in 1c 4.T asks students to read the first and the second conversations. Fill in the blanks. And then check the answers. 1.完成书本1b任务。学生在完成任务前，先对早午晚餐的食物进行预测。 2.完成书本1c任务。学生读对话，完成根据听力材料改编的对话题 Step 4 Post-listening 1. T ask Ss write what Jane eat for breakfast, lunch and dinner according to 1c. 2.T asks students to finish 1d 3.T asks students to act out in the stage. 4.T guides Ss to think deeper: Compare two meals. What are the differences? T shows a video about How can food tell us something about culture? 完成书本1d部分。 进行汇报展示。 深入思考：食物是怎样反映文化的？ Step5 Pronunciation 1.T asks Ss to try to read these words. And find the rules. 2.Finish the Task 1 3.Finish the Task 2 (1)Listen and repeat. Notice the intonation. 学生关注加粗字母和字母组合的发音，在教师的引导下能够发现字母o及字母组合oa, oo, ou, ow的发音。 板书设计 XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 4 Section A 2a-2e 总课时 课时教学目标 语言能力：学生通过聆听特定信息，精准圈出听到的彩词，训练听力敏感度；阅读对话后完成对应表格，梳理关键内容；开展点餐对话的角色扮演，将知识用于实践，多维度提升综合语言技能。​ 文化意识：在学习过程中，深入理解中外饮食文化存在的差异，拓宽文化视野。思维品质：借助对对话信息的理解与整理，理清逻辑脉络，培养逻辑思维能力。学习能力：参与多样学习活动，如听、说、读、写的专项练习，全方位提升语言的听说读写能力 。 教材及学情分析 重点：1.Listen for key information and circle highlighted words.​ 2. Role - play a restaurant ordering dialogue. 难点：Learn to role - play a restaurant ordering dialogue. 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in&Review 1. Play a game: Eat quickly(show some food pictures and let Ss say the food as quickly as much) 2.Show two food pictures once and let Ss practice the sentence pattern: Which...would you like,... or...? 1. Stand up and say the food pictures as quickly as possible. 2.Watch the pictures and practice the sentences with group members one by one. Step 2 Pre-listening 1.Show the picture in 2a and guide Ss answer the questions: (Tips: predict the reading materials) a.What dish can you see on the table? b.Do you think the meal is healthy? 2.What would the dialogue mainly talk about? Look at the picture in 2a and answer the questions. Step 3 While-listening 1. Play the tape and make Ss circle the coloured words they hear. 2. Let Ss listen again and pay attention to the intonation in the alternative questions. 1.Listen to the tape and circle the words you hear. 2.Listen to the tape again and repeat carefully. Step 4 Post-listening 1.Lead Ss to peruse the conversation closely and complete the 2b table.​ 2.Display key terms, then make Ss recount the conversation.​ 3.Guide Ss to re - read the 2a conversation and dissect its structure and sentence patterns.​ 4.Have Ss collaborate with partners to list foods and drinks for a restaurant order.​ 5.Direct Ss to construct a dialogue between a customer and a waiter.​ 6.Select Ss to perform their dialogues in class and offer evaluations. 1. Read the dialogue and finish 2b. 2. Follow the teacher to retell the dialogue . 3. Work with your partner to make a dialogue about ordering food and drinks at a restaurant. Step 5 Summary& Practice 1.How to order food and drinks at a restaurant. 2. Finish the exercises. 板书设计 Unit 4 Eat well (Section A 2a-2e) Waiter: Customers: What would you like to order? What about/how about.? Would you like A or B? Do you have anything with...? We have...Would you like that? Good idea./Yes, please. That sounds good./Let’s get that. XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 4 Section B project 总课时 课时教学目标 通过本节课学习，学生能够： 1. 能够基于写作目的和要求，梳理介绍饮食习惯，了解文章的材料要点。（学习理 解） 2. 能够积极参与活动，将本单元所学的词汇、目标结构、句型以及各类功能表达应 用到自己的写作之中。（应用实践） 3. 通过个人经历激发学生对健康饮食的兴趣和重视，鼓励他们在日常生活中实践健 康饮食的理念。（迁移创新） 教材及学情分析 1. 重点：能够根据目标语言设计一张菜单海报，并分享交流。 难点：能够根据目标语言设计一张菜单海报，并分享交流。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Greeting. 2. T plays a video and asks Ss what they are talking about. 3. T guides Ss to think about： 1） What kind of cuisine do you know? And lead to start the new lesson--make a menu. 2）Play a zoo short video to spark students' interest and introduce the topic. 学生观看视频,在老师的带领下进行各国饮食的拓展。 Step 2 Presentation 1. T leads Ss to learn about French cuisine. and asks Ss about Chinese cuisine. 2. T guides Ss to learn about Chinese cuisine. 3. T asks students work in groups and think about how to make a menu. 观察图片和文字，了解法餐有哪些菜品。 在老师的带领之下，了解中国有哪些菜品。 思考要设计一副海报要注意哪些细节。 Step 3 Practice 1. T organizes groups and asks them to choose one of the goals. 2. T asks students to brainstorm 3-6 dishes. 3. T asks students work in groups and make a menu. 4.Finish 3b-Swap your menu with another group. Use the following points to check the menu 学生在老师的指导之下，观看菜单实例，进行小组讨论，并通过头脑风暴和参考菜品制定3-6个菜。 学生观察一些实例，小组分工合作制作菜单。 Step 4 Innovation 1. T shows an example. 2. T asks Ss to show up. And students have a reflecting. 3. T guides S to have a summary of the whole unit. 学生观看实例后，进而在班级前进行分享和展示，其余学生给出反馈。 Step 5 Summary Summarize the key content in this lesson. 跟随老师一起进行内容总结。 板书设计 Menu Logo Picture Categorize: gold dishes Hot dishes Soups Staples Drinks Desserts The introduction of dishes Price Contact XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 4 Section B 1a-1d 总课时 课时教学目标 通过本节课学习，学生能够： 1.识别并提取文章中提到的健康饮食习惯的关键要素，以及这些习惯对身心健康的主要影响。（学习理解） 2.将文章中提到的健康饮食习惯和建议进行梳理和概括，形成结构化的知识框架。（应用实践） 结合自己对健康饮食的了解和参与经历，写一段文段讲述自己喜欢的健康饮食方式及其原因。（迁移创新） 教材及学情分析 重点：识别并提取文章中提到的健康饮食习惯的关键要素，以及这些习惯对身心健康的主要影响。 难点：结合自己对健康饮食的了解和参与经历，写一段文段讲述自己喜欢的健康饮食方式及其原因。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Warm-up 1.Greeting. 2.T plays a video and ask students to think about do you think their eating habits are healthy? why? Teacher leads students to list what you want to eat tomorrow and work in groups and Think: If your choices are healthy, give your reasons. 学生在教师的引导下观看视频思考视频中两位女性的饮食习惯是否健康,并讨论理由。 学生讨论后交流自己明天的用餐计划，以及对自己饮食习惯的看法。 Step 2 Pre-reading 1.T asks Ss to look through The article: (1)Where can we find and read this article (2)What the topic of this article (3)What the structure of this article How many poor eating habits are mentioned?What are they? 学生阅读文章，学生在教师的指导下回答问题进行运用准确的语言分享答案。 Step 3 While-reading 1.T asks students to finish the task in 1c—read The article carefully and complete the table with the information from the article. 2.T asks Ss to finish the task in 1d—read the article again and answer the questions. T guides Ss to do a mind map about the article and try to retell. 学生第二次阅读短文，完成细节 阅读，根据文章的内容绘制思维导 图。学生在老师的指导下，完成结构框架。 学生三次阅读短文，完成细节信息的抓取。 Step 4 Post-reading 1. T asks students to finish 1b 1) Do you think the poor eating habits in the article are common among young people? Why or why not? 2) How can we guide young people to establish a healthy lifestyle? Post-reading: 1d. Read the article again and answer the questions. Tip: Circle the key words first. 1. What foods have lots of salt and fat? 2. What foods have lots of sugar? 3. What does “You are what you eat” mean? 学生在教师的指导下思考健康饮食的意义，并在小组中讨论，遵守 健康饮食对自己意味着什么。并在老师的指导下，合理地回答出问题。 Step 5 Summary Summarize the key content in this lesson. 板书设计 XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 4 Section B 2a-2c 总课时 课时教学目标 1.通过本节课学习，学生能够： 1.识别并提取文章中提到的健康饮食习惯的关键要素，以及这些习惯对身心健康的主要影响，掌握并正确运用词汇和短语：improve, habit, salt, fat, hamburger, weight, cause, balanced, sleepy, away, poor, result, article, common, among, put on, after all。 2. 理解文章的主要内容，了解不良饮食习惯带来的后果。（学习理解） 2.将文章中提到的健康饮食习惯和建议进行梳理和概括，形成结构化的知识框架。（应用实践） 结合自己对健康饮食的了解和参与经历，写一段文段讲述自己喜欢的健康饮食方式及其原因。（迁移创新） 教材及学情分析 重难点： 1. 掌握重点单词，短语和句型 2．学会表达如何选择健康的饮食 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Warm-up 1. Greeting! 2. Teacher uses some pictures about different foods. Let students say the names of the food. 3. Teacher asks students a question: -What do you think makes a healthy diet? Say the words about different food and answer the question. Step 2 Pre-reading 1. Teacher present the new words in 2a, for example protein,fat,sugar,salt and so on. T: Boy s and girls, look at the pictures. What is this? And do you know the meaning of the word? 1.Read the new words 2.Think the meaning of new words in 2a. Step 3 While-reading 1. T asks students to finish 2a-- The Joy Clinic wants teenagers to share their eating habits. Read Lisa’s post. T: How many eating habits does Lisa write about? What are they? 2.T asks students to finish 2b-- Talk about your own eating habits. Use the questions to help you. (1)What good habit(s) do you have? (2)What bad habit(s) do you have? (3)What can you do to improve your eating habits? 1.Read the passage twice, and finish the tasks in groups. 2.Share the answers. Step 4 Post-reading 1.T asks students to finish 2c-- Write about your own eating habits with the information from 2b. 2. Summary Summarize the main points of the passage and emphasize the importance of good eating habits and how can we have a healthy eating habit? 1. Finish the mind map. 2.Discuss the questions in groups, and present the ideas. Step 5 Writing 1. Ask students to read the questions in 2c and think about their good eating habits and poor eating habits. 2. Guide students to make an outline for their writing. They can start with the importance of good eating habits, then describe what the poor eating habits are, and finally explain how to improve our eating habits. 2. Let students write their own thinking for the post. Encourage them to use the words and sentence patterns they have learned. 4. Ask some students to share their writings with the class and give feedback and comments. Imitate the passage and write a posts about their favorite animals. 板书设计 学科网（北京）股份有限公司 $$