Unit 7 Ways to be healthy-Lesson 1 You are what you eat! 教学设计 2024-2025学年冀教版英语七年级下册

Unit 7 Ways to be healthy-Lesson 1 You are what you eat! This lesson is from Unit 7 "Ways to be healthy" of the English textbook for Grade 7 published by Hebei Education Press (2024). The main content is a conversation between Jenny and Danny. Danny shares his experience of changing his eating habits. After eating a lot of donuts as usual and being advised by his uncle, he had a dream that he became a donut and everyone tried to eat him. This dream made him realize the importance of a balanced diet and decide to change his eating habits. Through this lesson, students will learn vocabulary and expressions related to healthy eating, understand the significance of a balanced diet, and improve their listening, speaking, reading and writing skills. 教学目标 1. Knowledge Objectives Students can master the key words and phrases such as "surprising, truth, habit, usual, health, become, awful, poor, balanced, diet, to tell you the truth, as usual, wake up, a balanced diet". Students can understand and use the sentence patterns related to expressing healthy eating habits, for example, "be good for, decide to do sth." Students can recognize and pronounce the phonetic symbols /ʊ/, /ə/, /eɪ/, /tr/, /ts/ and master the letters or letter combinations that make these sounds. 2. Ability Objectives Students can improve their listening ability by listening to the conversation between Jenny and Danny, and be able to obtain important information such as Danny's change of eating habits. Students can develop their speaking ability by talking about their own and others' eating habits, and express their views on healthy eating. Students can enhance their reading ability by reading the text carefully to understand the details and main idea. Students can train their writing ability by writing a short passage about their own healthy eating plans. 3. Emotional Objectives Students can understand the importance of a balanced diet and be motivated to form healthy eating habits. Students can cultivate an interest in learning English through discussing the topic related to daily life. 教学重难点 1. Teaching Key Points Key words, phrases and sentence patterns related to healthy eating. Comprehending the conversation content and obtaining key information. Expressing healthy eating habits in English. 2. Teaching Difficult Points Mastering the pronunciation of new words and the recognition of the phonetic symbols /ʊ/, /ə/, /eɪ/, /tr/, /ts/ and the corresponding letter combinations. Applying the learned knowledge to real - life situations to express views on healthy eating accurately. to tell you the truth 说实话 as usual 像往常一样 decide to do sth. 决定做某事 eating habit 饮食习惯 have a dream 做梦 try to do sth. 设法做某事 wake up 醒来 a balanced diet 均衡饮食 be good for 对…… 有好处 be bad for 对…… 有坏处 Key Sentence Patterns Well, vegetables are healthy. They are good for us. To tell you the truth, I decided to change my eating habits. It’s not good for your health. Phonetic Knowledge /ʊ/: would, should, could /ə/: yesterday, later, teacher /eɪ/: eat, tea, please /tr/: tree, try, train /ts/: cats, hats, coats 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different kinds of food on the PPT, including healthy food like vegetables, fruits, and unhealthy food like hamburgers, donuts. Then ask students: “What kind of food do you like? Do you know which food is healthy and which is unhealthy?” Let students discuss in pairs for about 2 minutes and then invite some pairs to share their ideas. 2. New Words Teaching (8 minutes) Present the new words one by one on the PPT, along with pictures and examples. For example, when teaching “surprising”, show a picture of a person with a surprised expression and say “It is surprising that he got full marks in the exam.” Read the word and ask students to repeat several times, paying attention to the pronunciation. After presenting all the new words, play a word - reading game. Read the words quickly and ask students to follow. Then randomly point to a word and ask a student to read it out. If the student reads it correctly, give praise. Explain the meanings and usage of some key words briefly. For “health”, write the phrases “be in good health” and “keep healthy” on the blackboard and give examples: “We should do more exercise to be in good health.” “Eating more vegetables can help us keep healthy.” 3. Pre - listening (5 minutes) Write the title “You are what you eat!” on the blackboard and ask students: “What do you think this sentence means?” Let students think for a while and then share their understandings. Then introduce the context of the conversation. Say: “Today we will listen to a conversation between Jenny and Danny. Danny has some changes in his eating habits. Let’s listen and find out what happened.” Show some pre - listening questions on the PPT, such as “What did Danny eat as usual last night?” “What did Danny’s uncle tell him?” and let students read the questions to get prepared for listening. 4. While - listening (10 minutes) Play the recording of the conversation for the first time. Students listen carefully and answer the true - or - false questions on the textbook. After listening, check the answers together. Play the recording again. This time, students listen and answer the detailed questions on the PPT. Pause the recording at appropriate places to give students enough time to write down the answers. For example, when Danny is talking about what his uncle said, pause the recording and let students write down his uncle’s words. After listening for the second time, ask students to work in pairs to check their answers. Then invite some pairs to report their answers to the whole class. 5. Language Points Explanation (8 minutes) Write some important language points on the blackboard, such as “be good for, decide to do sth., as usual”. Explain “be good for” with examples: “Doing morning exercises is good for our health. Drinking milk is good for our bones.” Let students make their own sentences using “be good for”. For “decide to do sth.”, first give an example: “I decided to go to the library this afternoon.” Then ask students to change the example sentence with their own ideas. Explain “as usual” and give an example: “She went to school by bike as usual this morning.” Let students describe their daily activities using “as usual”. Also, explain the new sentence pattern “It’s not good for your health.” and let students make sentences about unhealthy things. 6. Post - listening (7 minutes) Divide students into groups of four. Let them discuss the following questions: “What are your favorite foods? Are they healthy? Do you think you have good eating habits? How can you improve your eating habits?” Each group chooses a leader to record the group members’ ideas. After 5 minutes of discussion, invite some groups to share their discussions with the whole class. Encourage other students to ask questions or give comments. Then ask students to write a short passage about their own healthy eating plans according to their discussions. Give them about 2 minutes to write. After that, ask some students to read their passages aloud. 7. Summary and Homework (2 minutes) Summarize the key points of this lesson, including new words, phrases, sentence patterns and the importance of a balanced diet. Assign homework: Ask students to write a more complete healthy eating plan, including three meals a day and some snack suggestions, at least 80 words. Let students search for more information about healthy eating in English on the Internet or in books and share it with the class next time. 教学反思 After this class, I think the following aspects are worthy of reflection. 1. Advantages The lead - in part successfully attracted students' attention by showing pictures of various foods, which made students actively participate in the discussion of healthy and unhealthy foods. This activated their prior knowledge and laid a good foundation for the following learning. In the process of teaching new words, the combination of pictures and examples made the words more vivid and easier for students to understand. The word - reading game also increased students' enthusiasm for learning new words. The listening practice was well - designed. The pre - listening questions helped students get familiar with the context and key information in advance, and the two - time listening with different tasks gradually improved students' listening ability. The group discussion in the post - listening part provided students with a good opportunity to communicate in English. Students actively expressed their opinions on eating habits, which not only improved their speaking ability but also made them think deeply about their own eating behaviors. 2. Disadvantages In the explanation of language points, although I gave many examples, some students still seemed a little confused when using the sentence patterns to make sentences. Maybe I didn't give them enough time to practice and imitate. When inviting groups to share their discussions, some groups were a little nervous and didn't express their ideas very smoothly. I should have given them more encouragement and guidance during the group discussion process. In the time arrangement, the writing part was a little rushed. Some students didn't have enough time to organize their thoughts and write a complete passage. 3. Improvements For the explanation of language points, in the future, I will design more in - class practice activities, such as sentence - making competitions or filling - in - the - blanks exercises, to let students master the usage of sentence patterns more proficiently. During group discussions, I will walk around the classroom more often, give more individual guidance to groups that have difficulties, and help them build confidence. In terms of time management, I will adjust the time allocation more reasonably. For example, I can appropriately shorten the time of new words teaching and allocate more time to the writing part to ensure that students have enough time to complete their writing tasks. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $