Unit 2 Food and Health Lesson 1 Lunchtime 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 2 Food and Health-Lesson 1 Lunchtime This lesson is from Unit 2 Food and Health of the 2024 edition of the English textbook for Grade 7, Beijing Normal University Press. The theme of this unit focuses on the relationship between food and health, which is closely related to students' daily lives. Lesson 1 Lunchtime specifically aims to help students master vocabulary and sentence patterns related to lunch, and understand the importance of a balanced diet through the context of lunchtime scenarios. The content mainly includes learning new words about food items commonly eaten for lunch, such as "noodles", "rice", "soup", etc., as well as sentence patterns for ordering food and expressing preferences like "What do you usually have for lunch?", "I usually have...", "Would you like some...?". By studying this lesson, students are expected to be able to describe their lunch habits and communicate about lunch in English. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary related to lunch food, such as "school canteen", "order food", "a bowl of noodles", "a cup of tea", etc. Students will be able to understand and use the sentence patterns for daily communication during lunchtime, like "What do you usually have for lunch?", "I would like...", "Would you like some...? Yes, please. / No, thank you." Students will know some basic knowledge about a balanced diet and the importance of healthy eating for lunch. 2. Ability Objectives Students can improve their listening ability by understanding conversations about lunch in different situations. Students will be able to communicate fluently about lunch topics in English, including asking about others' lunch choices, expressing their own preferences and making polite offers, thus enhancing their speaking skills. Students will be able to read short texts about lunch and extract key information, improving their reading comprehension skills. Students will be able to write a short passage to introduce their own lunch habits, which helps to develop their writing ability. 3. Emotional Objectives Students will develop an interest in learning English through discussing the familiar topic of lunch. Students will enhance their awareness of maintaining a balanced diet and a healthy lifestyle, and form good eating habits. Students will experience the joy of cooperation and communication in group work, and improve their teamwork spirit. 教学重难点 1. Teaching Key Points The key vocabulary and sentence patterns related to lunchtime, enabling students to use them correctly in real - life situations. Helping students understand the concept of a balanced diet and how to make healthy lunch choices. 2. Teaching Difficult Points How to guide students to use the learned sentence patterns flexibly and accurately to express their own ideas and communicate with others in various lunch - related scenarios. Cultivating students' awareness of healthy eating and making them internalize this awareness into their daily lives. 1. Vocabulary Food items: noodles, rice, soup, sandwich, hamburger, pizza, dumpling, hot dog, salad, fruit (apple, banana, orange, etc.), vegetable (carrot, potato, tomato, etc.) Related terms: school canteen, order food, menu, pay the bill, have lunch Descriptive words: delicious, healthy, unhealthy, fresh 2. Sentence Patterns Asking about lunch: What do you usually have for lunch? Answering about lunch: I usually have... Making offers: Would you like some...? Responding to offers: Yes, please. / No, thank you. 3. Grammar Focus The usage of "would like" to express polite requests or preferences. Structure: Subject + would like + (to do) sth. For example, I would like a glass of water. She would like to eat an apple. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then show some pictures of different kinds of food on the PPT, including healthy food like vegetables and fruits, and junk food like fried chicken and hamburgers. Ask students to quickly name the food they see in English. T: "Boys and girls, look at the pictures. What can you see? Raise your hands and tell me in English." This activity can quickly arouse students' interest and review some food - related vocabulary they have learned before, laying a foundation for the new lesson. 2. Presentation (12 minutes) Vocabulary teaching: Present new vocabulary related to lunch on the PPT one by one, along with pictures. For example, when showing the picture of a bowl of noodles, say, "Look, this is a bowl of noodles. N - o - o - d - l - e - s, noodles. Read after me." Let students repeat several times, and then use the same method to teach other new words. After teaching all the words, play a word - matching game. Divide the words into two columns on the blackboard, one column is food items, and the other is related terms. Ask students to come to the blackboard and draw lines to match the correct pairs. Sentence pattern teaching: Create a dialogue scenario. Suppose the teacher is in a school canteen. Say to a student, "Hello, what do you usually have for lunch?" Encourage the student to answer. If the student can't answer, guide him/her to answer with "I usually have...". Then practice this question - answer pattern with several students. Next, teach the sentence pattern "Would you like some...?" Use the real objects (such as a box of juice) to demonstrate. Hold up the box of juice and say to a student, "Would you like some juice?" Teach the student to answer "Yes, please." or "No, thank you." Practice this pattern in pairs. 3. Listening (8 minutes) Let students open their textbooks to the listening part. First, ask students to look at the pictures and the questions related to the listening material briefly, so that they have a general understanding of what they will hear. Play the recording for the first time. Students listen carefully and try to get the general idea. Play the recording for the second time. This time, students listen and answer the questions in their textbooks. After that, check the answers together. T: "Now, let's listen again. Listen carefully and fill in the blanks or choose the correct answers." 4. Reading (8 minutes) Present a short passage about a student's lunch on the PPT. The passage can include information about what the student usually eats for lunch, why he/she makes such choices, and the importance of a balanced lunch. Let students read the passage silently for the first time, and then ask them to summarize the main idea of the passage in one sentence. Read the passage again with the students sentence by sentence. Explain some new words or difficult sentence structures in the passage. After that, ask some detailed questions about the passage, such as "What does the student have for lunch today?", "Why does the student think it's a healthy lunch?" Let students answer these questions. 5. Practice (10 minutes) Group work: Divide students into groups of four. Each group is given a menu with different food items. The students in each group need to act out a scene in a school canteen. One student plays the role of the canteen worker, and the other three play the roles of students ordering food. They should use the learned sentence patterns in the dialogue, such as "What would you like to have?", "I would like...", "Would you like some...?", etc. Role - playing show: Invite some groups to come to the front of the classroom and perform their role - playing. After each group's performance, let the other students give some comments, such as what they did well and what they can improve. 6. Summary and Homework (2 minutes) Summary: Summarize the key vocabulary and sentence patterns learned in this class with students. Review the importance of a balanced diet for lunch together. Homework: Ask students to write a short passage about their ideal lunch, including what food they would like to have and why. They should use at least five new words and three sentence patterns learned in this class. Let students ask their family members about their lunch habits and share the information with the class next time. 教学反思 After teaching this lesson, I have the following reflections: Positive aspects: The warming - up activity was effective in attracting students' attention and making them quickly involved in the class. The word - matching game and role - playing activities greatly stimulated students' interest in learning and their enthusiasm for participation. Most students actively participated in group work and role - playing, which effectively improved their speaking ability and teamwork spirit. The combination of listening, reading and speaking practice in the teaching process enabled students to comprehensively improve their English skills. Through listening and reading, students got more input of language knowledge, and then through speaking practice, they were able to output what they had learned. Areas for improvement: In the vocabulary teaching part, although I used pictures and games to help students remember words, some students still had difficulty in spelling some long words. In the future, I can design more spelling - related exercises to strengthen students' memory. When guiding students to express their own ideas about healthy eating, some students had limited vocabulary and sentence patterns, which made their expressions not smooth enough. In the follow - up teaching, I should provide more relevant language materials and create more opportunities for students to practice expressing their opinions. In the time control of the teaching process, the group work part took a little longer, which made the summary part a bit hasty. In the future, I need to better manage the time of each teaching link to ensure that the teaching process is more complete and smooth. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $