Unit 3 Food matters-Starting out 教学设计 2024-2025学年外研版英语七年级下册

Unit 3 Food matters-Starting out This unit, "Food matters", falls within the theme category of "People and Society", specifically related to "History, Society and Culture", with a sub - theme of "Cross - cultural Communication and Exchange, Language and Culture", and also touches upon "Diet and Health" in the "People and Self" theme. The "Starting out" part is the opening section of this unit, aiming to arouse students' interest in the topic of food. It begins with presenting various pictures of food, which serves as a visual stimulus for students. By showing these pictures, students are guided to recall and share their prior knowledge about different foods. They are then asked to match the pictures with relevant words and expressions, which helps them review and reinforce food - related vocabulary. Moreover, questions like "What is your favorite food? Why?" are posed to encourage students to express their personal preferences and start thinking about the reasons behind their choices. This not only activates their existing language knowledge but also paves the way for further exploration of the relationship between food and emotions, health, and culture in the subsequent lessons of this unit. 教学目标 Students will be able to recognize and pronounce new words and expressions related to food, such as "dumpling", "pizza", "sushi", "tasty", "smelly", "healthy", etc. They can master the usage of key sentence patterns like "What's your favorite food? Why do you like it?" and "How do you feel about...?" Students will understand the basic concept of signature dishes and be able to describe them briefly. 教学重难点 Teaching Key Points Key vocabulary and sentence patterns related to food. How to express food preferences and reasons. Understanding the concept of signature dishes and being able to talk about them. Teaching Difficult Points Using appropriate adjectives to vividly describe the taste, smell, appearance and other characteristics of food. Organizing thoughts and expressing opinions clearly in English when talking about food - related topics. Helping students understand the cultural connotations behind different foods. Vocabulary Food names: "dumpling", "pizza", "sushi", "hamburger", "sandwich", "noodles", "rice", "chicken", "beef", "fish", "vegetables" (such as "tomato", "potato", "cabbage", "carrot"), "fruits" (such as "apple", "banana", "orange", "strawberry") Adjectives for describing food: "tasty", "delicious", "yummy", "smelly", "healthy", "unhealthy", "sweet", "sour", "bitter", "spicy" Other related words: "signature dish", "ingredient", "reason", "like", "love", "prefer" Sentence Patterns What's your favorite food? My favorite food is... Why do you like it? Because it's... (tasty/delicious/healthy, etc.) How do you feel about... (a certain food)? I think it's... 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show some colorful pictures of various foods on the PPT, including both common local foods and some well - known international foods. While showing the pictures, ask students casually: "Look at these pictures. What can you see? Do you like these foods?" Encourage some students to answer briefly. This step aims to quickly draw students' attention and arouse their interest in the topic of food. Step 2: Vocabulary Presentation (10 minutes) Present the new words related to food on the PPT one by one. Pronounce each word clearly and ask students to repeat after you several times. For example, when showing the word "dumpling", say: "This is a 'dumpling'. D - U - M - P - L - I - N - G, dumpling. Repeat after me." Use some simple body language or pictures to help students understand the meaning of new words. For the word "smelly", you can wrinkle your nose and make a disgusted expression while saying the word. After presenting all the words, play a word - matching game. Divide the class into two groups. Show some pictures of foods on one side of the PPT and the corresponding words on the other side in a jumbled order. Ask students from each group to come to the front of the class and match the pictures with the words as quickly as possible. The group that finishes correctly first wins. This game can help students review and consolidate the new vocabulary in a fun way. Step 3: Listening (5 minutes) Tell students that they are going to listen to a short conversation between two students about their favorite foods. Before playing the recording, ask them to look at the questions on the textbook: "What is the boy's favorite food? What is the girl's favorite food? Why do they like these foods?" Play the recording for the first time. Let students listen carefully and try to get a general idea of the conversation. Play the recording again. This time, ask students to listen more attentively and write down their answers to the questions. Check the answers with the whole class. Ask some students to read out their answers, and then play the recording one more time if necessary to clarify any misunderstandings. This listening activity can improve students' listening comprehension ability and help them practice using the key sentence patterns in a real - life context. Step 4: Speaking (15 minutes) Pair - work Ask students to work in pairs. Each pair should take turns to ask and answer the questions: "What's your favorite food? Why do you like it?" Encourage them to use the new words and sentence patterns they have just learned. Walk around the classroom, listen to their conversations, and offer help and guidance when needed. After a few minutes, ask some pairs to come to the front of the class and share their conversations with the whole class. Praise their good performance and correct any mistakes gently. Group - discussion Divide the class into groups of four or five. Pose a more in - depth question for each group to discuss: "What is the signature dish in your city or region? What are its main ingredients? Why is it so popular?" Give each group enough time to discuss. Encourage students to express their opinions freely and listen to others' ideas. You can provide some additional guidance or vocabulary if the students encounter difficulties. Select one representative from each group to report the group's discussion results to the whole class. The other groups can ask questions or make comments. This group - discussion activity can not only enhance students' speaking skills but also cultivate their teamwork spirit and ability to think critically. Step 5: Summary and Homework (10 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, and the main ideas they have discussed about food. Write the important words and sentences on the blackboard again to reinforce students' memory. Ask students to recall what they have learned in this class and share their learning gains with the class. Homework Ask students to write a short passage about their favorite food. They should include the name of the food, its appearance, taste, and the reason why they like it. The passage should be at least 50 words. Let students search online for some information about a foreign signature dish and prepare to share it in the next class. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in terms of students' participation, most students showed high enthusiasm during the pair - work and group - discussion activities. However, there were still a few students who were relatively passive. In future classes, I should pay more attention to these students and encourage them to participate actively by giving them more opportunities to speak and providing more positive feedback. Secondly, regarding the teaching content, the new vocabulary and sentence patterns were generally well - received by students. But when it came to using adjectives to describe food in more detail, some students still had difficulties. I might need to design more relevant exercises or provide more examples in the next class to help them improve this ability. Thirdly, for the teaching methods, the games and group activities seemed to be effective in engaging students. However, the time management in some activities could be improved. For example, the group - discussion took a bit longer than expected, which made the summary part a little rushed. In future classes, I will be more strict with time control to ensure that each teaching step can be carried out smoothly. Overall, through this reflection, I will adjust my teaching strategies and methods to make the following classes more efficient and interesting for students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$