Unit 2 Food and Health-Lesson 3 Eat Well! 教学设计 2025-2026学年北师大版英语七年级下册

该初中英语教学设计聚焦“健康饮食”主题，围绕词汇、句型与阅读理解展开，通过图片导入激活旧知，借助词义匹配游戏搭建词汇支架，再以体育明星案例引导学生从整体到细节理解文本，层层递进构建语言输入与输出的完整链条。 本资料亮点突出，融合语言能力、思维品质与学习能力培养。例如，在阅读环节中，学生通过skimming提取主旨，scanning圈画关键词，careful reading小组合作填写表格，有效训练了信息处理与逻辑分析能力，体现了思维品质的提升。同时，教师巧妙运用真实情境（如Cindy的饮食习惯）激发学生跨文化认知，增强文化意识，并通过写作任务将所学转化为个人计划，促进自主学习能力发展。此设计既帮助学生掌握核心语言知识，又推动其形成健康生活观念，为教师提供可直接落地的教学范式。

Unit 2 Food and Health-Lesson 3 Eat Well! This lesson, "Eat Well!" from Unit 2 Food and Health in the 2024 Beijing Normal University Edition English textbook for Grade 7, focuses on the theme of healthy eating. It presents students with knowledge about different types of food, their nutritional values, and how to make healthy food choices. The content includes vocabulary related to food and health, sentences expressing healthy eating concepts, and a passage about a sports star's healthy eating habits. Through various activities, students will enhance their understanding of healthy eating and improve their English language skills in the context of this topic. 教学目标 A. Knowledge Objectives Students will be able to master the following vocabulary related to food and health: healthy, nutritious, junk food, balanced diet, fruits, vegetables, meat, dairy products, water, snacks, breakfast, lunch, dinner, etc. Students will understand and be able to use the following key sentences: Why is eating well important? It helps us stay healthy and strong. How can we eat well? We should eat more vegetables and fruit. You should drink more water. You shouldn't eat too much sugar. Students will be familiar with the usage of modal verb "should" to give advice. B. Ability Objectives Develop students' reading skills, including skimming for the main idea, scanning for specific information, and careful reading for detailed understanding. Improve students' speaking ability by enabling them to talk about healthy eating habits and give advice on diet. Strengthen students' writing skills by guiding them to write a short passage about healthy eating. C. Emotional Objectives Raise students' awareness of healthy eating and encourage them to form good eating habits in their daily lives. Foster students' interest in learning English through the topic of food, which is closely related to their daily lives. 教学重难点 A. Key Points Vocabulary learning: Make sure students can correctly pronounce, understand the meaning, and use the words related to food and health. Sentence patterns: Enable students to master and use the sentences about healthy eating to communicate. Reading comprehension: Guide students to understand the passage about a sports star's healthy eating habits and extract key information. B. Difficult Points The usage of modal verb "should": Help students correctly use "should" and "shouldn't" to give appropriate advice in different situations. Applying knowledge to real life: Encourage students to apply what they have learned about healthy eating to their own lives and make positive changes. A. Vocabulary Healthy food-related: healthy (adj.), nutritious (adj.), fruit (n.), vegetable (n.), whole grain bread, dairy products (milk, cheese, yogurt), lean meat (chicken, fish, beef), etc. Unhealthy food-related: junk food, fast food, hamburger, fried chicken, ice cream, soft drink, etc. Others: balanced diet, snack, breakfast, lunch, dinner, water, avoid (v.), enough (adj.), stay healthy, keep fit, etc. B. Sentence Patterns Asking about diet: What do you usually eat for breakfast/lunch/dinner? Do you like...? How often do you eat...? Expressing opinions: I think... is healthy/unhealthy. In my opinion, we should... Giving advice: You should/shouldn't... It's important to... We'd better... 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures on the PPT, including different kinds of food such as fruits, vegetables, hamburgers, and ice cream. Then ask students: "Boys and girls, look at these pictures. Can you tell me which food is healthy and which is unhealthy? Why do you think so?" Encourage students to express their opinions freely. This activity aims to arouse students' interest in the topic of healthy eating and activate their prior knowledge. B. Vocabulary Presentation (10 minutes) Teach the new vocabulary related to food and health one by one. Use the pictures on the PPT to illustrate the meaning of each word. For example, when teaching "fruit", show pictures of various fruits like apples, bananas, and oranges. Pronounce the words clearly and ask students to repeat after you several times. After presenting all the words, play a word - matching game. Divide the words into two columns on the blackboard, one column with food names and the other column with descriptions (such as "a kind of healthy food rich in vitamins" for "fruit"). Ask students to come to the blackboard and match the words. This game can help students better remember the new words. C. Pre - reading (5 minutes) Show a picture of a famous sports star on the PPT and ask students: "Do you know this sports star? What do you think he/she eats to keep fit and energetic?" Let students have a brief discussion in pairs. Then introduce the reading passage: "Today we are going to read an article about a volleyball star named Cindy and her eating habits. Let's see what we can learn from her." This step can build students' anticipation for the reading content and help them better focus on the reading. D. While - reading (12 minutes) Skimming: Ask students to quickly read the passage silently and answer the question: "What is the main idea of this article?" Give them 2 - 3 minutes to read. After that, ask some students to share their answers. This activity can train students' ability to get the general idea of a text. Scanning: Read the passage again with the students. This time, ask them to circle the food words in the passage. Then check the answers together. Next, ask some detailed questions related to the specific food Cindy eats for different meals, such as "What does Cindy like for breakfast?" "Does Cindy eat hamburgers for dinner?" Let students find the answers in the passage. This can improve students' ability to scan for specific information. Careful reading: Read the passage for the third time. Divide students into groups of four. Ask each group to discuss and summarize Cindy's eating habits, and then fill in a form on the PPT. The form can include columns like "Meal", "Food Cindy Likes", and "Food Cindy Dislikes". After that, ask some groups to present their forms to the class. This step helps students understand the passage in more detail and promotes their cooperation ability. E. Language Points Explanation (5 minutes) Focus on the key sentence patterns and grammar points in the passage. Explain the usage of "should" and "shouldn't" to give advice. For example, take the sentence "You should eat more vegetables" from the passage. Explain that we use "should" here to tell someone what is a good thing to do. Then give some more examples and ask students to make sentences using "should" and "shouldn't" according to the pictures on the PPT. Also, explain some useful phrases in the passage, such as "be good for", "be bad for", and "a balanced diet". Use simple examples to help students understand their meanings. F. Post - reading (5 minutes) Organize a group discussion. Ask students: "What can we learn from Cindy's eating habits? How can we eat well like her?" Let each group discuss for 3 - 4 minutes and then choose a representative to share their group's ideas with the class. After the discussion, ask students to write a short passage about their own healthy eating plans. They can use the words and sentence patterns they have learned in this class. Give them 3 - 4 minutes to write. This activity can help students internalize the knowledge they have learned and improve their writing ability. G. Summary and Homework (3 minutes) Summary: Summarize the key points of this class, including the new vocabulary, sentence patterns, and the importance of healthy eating. Ask students to recall what they have learned in this class. Homework: Ask students to make a poster about healthy eating. They can draw pictures and write some tips on healthy eating on the poster. Encourage students to share their healthy eating plans (the passage they wrote in class) with their parents and try to follow the plans in their daily lives. 教学反思 After teaching this lesson, I need to reflect on the following aspects. Firstly, in the vocabulary teaching part, although the word - matching game was helpful, some students still had difficulty remembering the new words. Maybe I could use more real - life examples or have a word - spelling competition next time to enhance their memory. Secondly, during the group discussion, some groups were not very active. I should have provided more specific guidance and encouragement to make sure every student participates. Thirdly, in the writing part, some students made grammar mistakes when using the sentence patterns we learned. I need to strengthen grammar practice in future classes. Overall, through this lesson, students have shown an interest in the topic of healthy eating, but there is still room for improvement in teaching methods to better achieve the teaching objectives. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $