Unit 4 Eat Well Section A 1a-1d 教学设计 2024-2025学年人教版（2024）七年级英语下册

Unit 4 Eat Well-Section A 1a-1d This unit focuses on the theme of "Eat Well", with a strong emphasis on the relationship between diet and health. The topic map at the beginning of the unit presents a table filled with a variety of dishes, such as steamed fish, green vegetables, spare ribs, oranges, rice, and tea, vividly setting the scene for the exploration of healthy eating. The central question "How do we eat well?" runs through the unit, guiding students to think deeply about maintaining health through proper diet. In the "Look and share" section, students are required to observe the dishes in the photo, identify and discuss the foods, and share their attitudes and opinions towards certain foods. 教学目标 Students will be able to master key vocabulary related to food, including "carrot", "onion", "cookie", "mutton", "cabbage", "watermelon", "dumpling", "noodle", "tea", "juice", etc. They will understand and be able to use sentence patterns for asking about food preferences, such as "What would you like to have?" and "What do you usually have for breakfast/lunch/dinner?" Students will learn to distinguish between countable and uncountable nouns when talking about food and drinks, and use them correctly in sentences. 教学重难点 Mastery of food - related vocabulary and sentence patterns for asking about food preferences. Correct usage of countable and uncountable nouns in the context of food and drinks. Ability to conduct simple conversations about diet, including asking for and expressing food preferences. 1 Vocabulary Food nouns: Countable nouns: "carrot" (胡萝卜), "onion" (洋葱), "cookie" (饼干), "dumpling" (饺子), "noodle" (面条), "watermelon" (西瓜) Uncountable nouns: "mutton" (羊肉), "cabbage" (卷心菜), "tea" (茶), "juice" (果汁) Useful phrases: "would like to do sth." (想要做某事), "have... for breakfast/lunch/dinner" (早 / 午 / 晚餐吃……) 2 Sentence Patterns Asking about food preferences: "What would you like to have?" (你想要吃 / 喝什么？) "What do you usually have for breakfast/lunch/dinner?" (你通常早 / 午 / 晚餐吃什么？) Answering about food choices: "I'd like...", "I usually have..." 3 Grammar Countable and uncountable nouns: Countable nouns can be counted and have singular and plural forms. For example, "a carrot", "two carrots". Uncountable nouns cannot be counted in the usual sense and do not have a plural form. For example, "milk", "tea". Some uncountable nouns can be made countable by using "a cup of", "a glass of", "a piece of", etc. For example, "a cup of tea", "a piece of bread". 教学过程 1 Warming - up (5 minutes) Activity: Show students some pictures of delicious foods on the PPT, including both healthy and unhealthy options. Ask them to quickly name the foods they see in Chinese. Purpose: Activate students' prior knowledge about food and arouse their interest in the topic of this class. Also, it helps to create a relaxed and active classroom atmosphere. 2 Presentation (12 minutes) Vocabulary teaching: Present the new food - related vocabulary one by one on the PPT, along with clear pictures. For example, show a picture of a carrot and say, "This is a carrot. C - A - R - R - O - T, carrot." Let students repeat after the teacher several times. Do the same for all the new words. Divide the words into two groups on the blackboard: countable nouns and uncountable nouns. Explain the concept briefly to students. Point to the pictures and the words, and say, "We can count carrots, so it is a countable noun. But we can't count mutton in the same way, so it is an uncountable noun." Sentence pattern teaching: Create a simple dialogue scenario. The teacher acts as a waiter in a restaurant and asks a student, "Hello, what would you like to have?" Encourage the student to answer with one of the food names just learned. Then, write the sentence "What would you like to have?" on the blackboard. Explain the meaning and usage of "would like". Next, ask students, "What do you usually have for breakfast?" Demonstrate the answer by saying, "I usually have bread and milk for breakfast." Write this sentence pattern on the blackboard as well. Let students practice asking and answering in pairs. 3 Listening (10 minutes) Pre - listening: Show students the pictures in 1a on the PPT. Point to the two characters, Jane and Li Meng, and introduce the situation: They are in a restaurant, talking about what they would like to have for lunch. Let students look at the food options in the box and predict what Jane and Li Meng might choose. While - listening: Play the recording of 1a for the first time. Ask students to listen carefully and tick the food and drinks that Jane and Li Meng would like for lunch. Play the recording again. This time, ask students to pay attention to the details of the conversation, such as why they choose certain foods. Post - listening: Check the answers with the whole class. Then, choose several students to role - play the conversation between Jane and Li Meng, using the sentences they heard in the recording. 4 Speaking (12 minutes) Group work: Divide students into groups of four. Each group is given a piece of paper with a table on it, which has three columns labeled "Breakfast", "Lunch", and "Dinner", and several rows. Students in each group take turns asking each other, "What do you usually have for breakfast/lunch/dinner?" and write down their group members' answers in the table. After filling in the table, each group selects one representative to report to the class about the eating habits of their group members. For example, "In our group, Tom usually has bread and milk for breakfast. Lucy likes dumplings for lunch, and for dinner, Mike often has fish and vegetables." Role - play: Set up a restaurant - like scene in the classroom. Some students act as waiters/waitresses, and some act as customers. The "customers" need to use the sentence patterns learned, such as "What would you like to have?" and "I'd like...", to order food. The "waiters/waitresses" should respond appropriately. Encourage students to be creative and add more details to their conversations, like asking about the ingredients of the food or making recommendations. 5 Summary and Homework (6 minutes) Summary: Review the key vocabulary, sentence patterns, and grammar points of this class with the students. Write them on the blackboard again and ask students to read them aloud. For example, go over the food nouns, the two main sentence patterns for asking about food preferences, and the concept of countable and uncountable nouns. Emphasize the importance of a healthy diet, referring back to some of the foods discussed in class and their nutritional value. Homework: Ask students to make a list of their own three - day diet, including what they eat for each meal. They should write it in English, using the sentence pattern "I have... for breakfast/lunch/dinner". Encourage students to research about the nutritional value of one of their favorite foods and share it with the class in the next class. 教学反思 In this class, through various activities such as warming - up, presentation, listening, speaking, summary, and homework assignment, students were actively involved in learning about food - related vocabulary, sentence patterns, and grammar knowledge. The use of pictures, real - life scenarios like the restaurant role - play, and group work effectively engaged students and improved their language skills. However, some students still had difficulty distinguishing between countable and uncountable nouns, especially when using them in complex sentences. In future classes, more practice activities, such as grammar games and error - correction exercises, should be designed to strengthen this point. Also, during the speaking activities, some students were a bit shy and less active. More encouragement and guidance should be given to these students to build their confidence in speaking English. Overall, this class laid a good foundation for students to further explore the topic of healthy eating and improve their English language proficiency. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$