Unit 2 Food and Health Topic Talk 教学设计 2024-2025学年北师大版（2024）七年级英语下册

该初中英语教学设计聚焦“食物与健康”主题，围绕饮食习惯表达与健康意识培养展开，通过歌曲导入、猜谜游戏和情境对话层层递进，构建从感知到输出的学习支架。从词汇识别到句型操练，再到语法应用与真实交流，知识脉络清晰，活动衔接自然，有效支持学生语言能力的逐步提升。 本资料亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，通过“What do you usually eat for breakfast?”等句型引导学生反思自身饮食行为，促进批判性思维发展；利用闪卡配对和小组对话强化语言实践，提升交际能力；课后写作任务鼓励学生用英语描述日常饮食，实现知识迁移与自主学习。教师可直接套用此设计，既激发兴趣又落实素养目标，助力学生形成健康生活观念，同时优化课堂结构，提高教学效率。

Unit 2 Food and Health-Topic Talk This topic talk in Unit 2 of the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on the theme of food and health. It aims to engage students in conversations about daily eating habits, favorite foods, and the importance of a balanced diet. Through various activities such as listening, speaking, and pair work, students will be exposed to relevant vocabulary, expressions, and sentence patterns related to food and health. The song "I Love Food" at the beginning not only creates a pleasant learning atmosphere but also paves the way for the following discussions about food. The topic talk also encourages students to think about their own eating behaviors and make connections between food choices and health. 教学目标 A. Knowledge Objectives Students will be able to master the following key vocabulary: healthy food, junk food, balanced diet, stay healthy, eat regularly, as well as common food names like porridge, bread, butter, milk, fruit, vegetables, noodles, eggs, etc. Students can correctly use sentence patterns such as "What do you usually eat for breakfast/lunch/dinner?", "I usually have...", "How often do you eat...?", "I try to eat... every day." Understand the usage of the simple present tense in expressing habitual or regular actions related to diet. B. Ability Objectives Improve students' listening ability to understand conversations about food and diet. Develop students' speaking skills to express their own eating habits and preferences in daily conversations. Train students' communicative competence to interact with partners about food and health topics, and be able to ask and answer relevant questions. C. Emotional Objectives Foster students' interest in learning English through the topic of food, which is closely related to their daily lives. Raise students' awareness of maintaining a healthy diet and develop a positive attitude towards a healthy lifestyle. 教学重难点 A. Key Points Key vocabulary and sentence patterns about food and health. Using the simple present tense to describe daily eating habits. Encouraging students to actively participate in conversations about food and health. B. Difficult Points Helping students use the learned vocabulary and sentence patterns fluently and appropriately in real - life communication. Guiding students to think critically about the relationship between food and health and express their own opinions in English. A. Vocabulary Food Categories Healthy Food: fruit (apples, bananas, oranges, etc.), vegetables (carrots, cabbages, potatoes, etc.), whole grain bread, porridge, milk, eggs, fish, chicken Junk Food: fried chicken, ice cream, soft drinks, chips, cookies Diet - related Phrases healthy food, junk food, balanced diet, stay healthy, eat regularly, have breakfast/lunch/dinner, a bowl of, a cup of, a piece of B. Sentence Patterns Asking about Eating Habits What do you usually eat for breakfast/lunch/dinner? How often do you eat...? Answering about Eating Habits I usually have... I sometimes have... I try to eat... every day. Expressing Preferences My favourite food is... C. Grammar - Simple Present Tense Structure Affirmative: Subject + verb (base form or -s/-es for third - person singular) + object. For example, I eat fruit every day. He likes bread. Negative: Subject + don't/doesn't + verb (base form) + object. For example, I don't eat junk food. She doesn't like milk. Interrogative: Do/Does + subject + verb (base form) + object? For example, Do you eat healthy food? Does he like vegetables? 教学过程 A. Warming - up (5 minutes) Play the song "I Love Food" for students. After listening, ask students some simple questions like "What can you hear in the song?", "Do you like cooking or eating?" to arouse their interest in the topic of food. Show some pictures of different kinds of food on the PPT, including healthy food and junk food, and quickly review the names of these foods with students. B. Lead - in (5 minutes) Present a guessing game. Describe some characteristics of a kind of food, for example, "It's round, usually red or green, and very sweet. We can eat it raw. What is it?" Let students guess the food. This can activate students' prior knowledge about food. Then, introduce the topic of today's class - food and health. Explain to students that in this class, they will learn how to talk about their eating habits and the importance of a healthy diet in English. C. Presentation (12 minutes) Vocabulary Teaching Use the PPT to show the new words and phrases about food and health, such as "healthy food", "junk food", "balanced diet", etc. Read them aloud for students and let students repeat several times. Pay attention to the pronunciation of some difficult words. Divide students into pairs. Give each pair a set of flashcards with food words on one side and pictures on the other side. One student shows the picture, and the other student says the corresponding word. Then they switch roles. Sentence Pattern Teaching Write the sentence pattern "What do you usually eat for breakfast?" on the blackboard. Explain its meaning and usage. Then ask a few students to answer the question according to their own situations. For example, "I usually have bread and milk for breakfast." Present other sentence patterns in a similar way, such as "How often do you eat vegetables?" and let students practice asking and answering questions in pairs. Grammar Explanation - Simple Present Tense Briefly introduce the concept of the simple present tense in the context of expressing eating habits. Use some examples on the PPT, like "I eat an apple every day." and "He plays basketball on weekends." to show that the simple present tense is used for habitual or regular actions. Explain the formation rules of the simple present tense, especially the changes of verbs in the third - person singular form. Do some simple exercises on the blackboard, for example, give the base form of a verb and ask students to change it to the third - person singular form. D. Practice (15 minutes) Listening Practice Play a short dialogue about Kate and Lily's breakfast on the recorder. Before listening, ask students to read the questions on the textbook first, such as "What does Lily usually have for breakfast?" and "What does Kate usually eat for breakfast?" Let students listen to the dialogue for the first time and try to get the general idea. Then play it again, and ask students to write down the answers. Check the answers together. Speaking Practice Pair - work: Let students work in pairs. They need to talk about their own eating habits using the learned vocabulary and sentence patterns. One student starts with "What do you usually eat for breakfast?", and then they continue to talk about lunch, dinner, and how often they eat certain kinds of food. Walk around the classroom to monitor and offer help if necessary. After pair - work, invite some pairs to come to the front of the classroom and share their conversations with the whole class. Encourage other students to listen carefully and give applause. E. Summary (5 minutes) Review the key vocabulary, sentence patterns, and grammar points learned in this class with students. Write them on the blackboard and ask students to read them aloud together. Ask students to summarize what they have learned in this class briefly. Invite several students to share their summaries. F. Homework (3 minutes) Ask students to write a short passage about their daily eating habits, including what they eat for each meal and how often they eat healthy or junk food. They should use at least five sentences. Encourage students to pay attention to their diet in their daily lives and try to have a more balanced diet. 教学反思 After this 45 - minute class, overall, the teaching objectives were basically achieved. The warming - up and lead - in activities successfully attracted students' attention and motivated their interest in the topic. Most students actively participated in the vocabulary, sentence pattern, and grammar learning processes, and they showed good performance in the practice part. However, there were also some areas that need improvement. During the vocabulary teaching, although the flashcard activity was well - received by students, some students still had problems with the pronunciation of certain words. In the future, more time should be spent on individual pronunciation correction. In the grammar explanation of the simple present tense, some students seemed a bit confused, especially when it came to the usage of the third - person singular form. Maybe more vivid examples and additional practice exercises could be provided. In the speaking practice, most pairs could communicate smoothly, but a few students were still a little shy and not very confident in speaking English. In the following classes, more opportunities should be given to these students to speak in front of the class, and more encouragement should be provided to boost their confidence. Overall, through continuous reflection and improvement, the teaching effect of this unit can be further enhanced. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $