Unit 2 Food and Health-Speaking Workshop 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“Food and Health”主题，围绕词汇、句型与真实语境展开，通过图片导入激发兴趣，以分类游戏和角色扮演搭建语言支架，逐步引导学生从模仿到运用，实现从知识输入到输出的自然过渡。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在餐厅角色扮演中强化语言能力，学生用“Can I have...?”等句型完成完整对话；在中外饮食文化对比讨论中培育文化意识，如分析中西饮食差异并表达观点；小组合作设计健康食谱则锻炼思维品质，鼓励学生批判性思考营养搭配。教学环节环环相扣，活动形式多样，既提升学生口语表达与跨文化理解力，又帮助教师高效落实新课标要求，增强课堂实效性。

Unit 2 Food and Health-Speaking Workshop This Speaking Workshop in Unit 2 of the 2024 version of the Beijing Normal University Edition English textbook for Grade 7 focuses on the topic of "Food and Health". It aims to enhance students' speaking skills in the context of discussing food choices, healthy eating habits, and related cultural aspects. Through various speaking activities, students will practice using relevant vocabulary and expressions they have learned in this unit, such as different types of food (vegetables, fruits, meat, grains, etc.), descriptions of food's nutritional value, and common dialogues in a restaurant or when talking about diet. The workshop provides students with real - life - like scenarios to apply their language knowledge, promoting their ability to communicate effectively in English about food and health - related topics. 教学目标 1. Knowledge Objectives Students will be able to master and correctly use food - and - health - related vocabulary, including names of various foods (e.g., broccoli, strawberry, beef, rice), adjectives to describe food (e.g., healthy, delicious, nutritious, junk), and expressions related to diet (e.g., keep a balanced diet, be good for health). Students will be proficient in using common sentence patterns for ordering food in a restaurant, such as "Can I have...?", "Anything else?", "Would you like...?", and be able to describe their food preferences and make suggestions in English. 2. Ability Objectives Improve students' oral English communication skills, enabling them to express their opinions and ideas clearly and fluently when discussing food and health topics. Develop students' listening comprehension skills in the context of food - related dialogues, helping them accurately understand key information and respond appropriately. Cultivate students' ability to work in groups, cooperate with their peers during speaking activities, and share their thoughts and experiences. 3. Emotional Objectives Foster students' interest in learning English by connecting the language learning with a practical and interesting topic like food. Raise students' awareness of healthy eating and encourage them to form good eating habits in their daily lives. Enhance students' cross - cultural communication awareness by exploring different food cultures around the world. 教学重难点 1. Teaching Key Points The acquisition and correct usage of food - and - health - related vocabulary and sentence patterns. For example, students should be able to distinguish between healthy and unhealthy foods and use the corresponding vocabulary to describe them. The development of students' speaking skills in practical scenarios, such as ordering food in a restaurant. They need to be able to carry out a complete dialogue, including greeting, ordering, asking for suggestions, and making responses. 2. Teaching Difficult Points Helping students overcome shyness and fear of making mistakes, and encouraging them to actively participate in speaking activities. Some students may be reluctant to speak English in public due to lack of confidence. Training students to use English to express complex ideas about food and health, such as analyzing the reasons for healthy eating or comparing different food cultures. This requires them to organize their thoughts and use appropriate language structures. 1. Vocabulary Food Categories: vegetables (broccoli, carrot, spinach), fruits (apple, banana, orange), meat (beef, pork, chicken), grains (rice, bread, noodles), dairy products (milk, yogurt, cheese) Describing Food: healthy, unhealthy, delicious, nutritious, junk, fresh, fried, boiled, baked Diet - related Expressions: keep a balanced diet, have breakfast/lunch/dinner, eat too much, drink enough water, put on weight, lose weight, be good for, be bad for, be rich in 2. Sentence Patterns Ordering Food: Can I take your order? Yes, can I have...? Anything else? Would you like something to drink with that? Not..., thank you. I'd like... Describing Food Preferences and Making Suggestions: I like... because... My favorite food is... You should/ought to... It's a good idea to... 3. Grammar Focus Using simple present tense to talk about daily eating habits, e.g., "I usually have bread and milk for breakfast." Using gerunds as subjects, e.g., "Eating too much junk food is bad for your health." 教学过程 1. Warming - up (5 minutes) Show students some pictures of different kinds of food on the PPT, including healthy foods like fruits and vegetables and unhealthy foods like fried chicken and hamburgers. Ask students to work in pairs and discuss: "What kind of food do you see in the pictures? Which ones are healthy and which ones are unhealthy? Why do you think so?" Invite several pairs to share their discussions with the whole class. 2. Presentation (10 minutes) Vocabulary Review: Use flashcards to review the food - and - health - related vocabulary learned before. Point to each flashcard and ask students to read the word aloud and briefly explain its meaning. For example, when showing the flashcard of "broccoli", ask students to say the word and describe it as a kind of green vegetable that is very healthy. Conduct a quick vocabulary game. Divide the class into two groups. Show a series of food pictures on the PPT one by one. The first group starts by naming a food category (e.g., "vegetables"), and then the second group has to name a specific food in that category (e.g., "cabbage"). The groups take turns, and if a group fails to respond within 5 seconds, the other group gets a point. Sentence Pattern Introduction: Play a short audio recording of a dialogue in a restaurant. The dialogue includes sentences like "Can I take your order?", "Yes, can I have noodles with vegetables and eggs?", "Anything else?", "I'd like some orange juice." Play the recording again, pausing at each sentence. Explain the meaning and usage of each sentence pattern to the students. Let students repeat each sentence after the recording. Write the key sentence patterns on the blackboard and analyze their structures with the students. 3. Practice (15 minutes) Role - play Activity: Divide the class into groups of four. Two students in each group will play the roles of customers in a restaurant, and the other two will play the roles of waiters/waitresses. Provide each group with a menu that includes a variety of foods and drinks, both healthy and unhealthy. The menu is written in English, with pictures next to each item to help students understand. Instruct the "customers" to order food and drinks using the sentence patterns they just learned, and the "waiters/waitresses" to take the orders, ask for additional information, and make recommendations. Encourage students to be creative and add some extra details to their dialogues, such as asking about the ingredients of a dish or making special requests. Walk around the classroom while the students are role - playing, providing guidance and correcting any language mistakes they make. After 10 minutes, ask several groups to come to the front of the class and perform their role - plays for the whole class. The rest of the students should listen carefully and evaluate the performances in terms of language use, fluency, and creativity. Group Discussion: Divide the students into new groups of five or six. Present the following discussion topics on the PPT: What are the advantages of having a balanced diet? How can we encourage our family members to eat healthier? What are the differences in food cultures between China and Western countries? Instruct each group to choose one topic to discuss. Each student in the group should express their opinions, and the group should try to reach some conclusions. After 5 minutes of discussion, invite one representative from each group to report the group's discussion results to the class. 4. Production (10 minutes) Healthy Food Brochure Design: Explain to the students that they are going to design a healthy food brochure. They can work in pairs. Each pair needs to choose several healthy foods and write a short introduction for each food, including its name, what it looks like, what nutrients it contains, and why it is good for health. They can also draw or print pictures of the foods to make the brochure more attractive. Provide some reference materials, such as magazines about healthy eating or websites with information on food nutrition, for students to consult if they need. After 8 minutes, ask each pair to share their healthy food brochures with the class. They can briefly introduce the foods they chose and why they think these foods are important for a healthy diet. 5. Summary and Homework (5 minutes) Summary: Review the key vocabulary and sentence patterns of this class with the students. Ask students to recall some of the important words and sentences they used during the speaking activities. Summarize the main points of the discussions about healthy eating and food cultures. Emphasize the importance of using English to communicate about these real - life topics. Homework: Ask students to write a short passage about their own healthy eating plans. They should include what they usually eat for each meal, and what changes they plan to make to have a more balanced diet. Encourage students to have a conversation with their parents in English about healthy eating at home. They can share what they learned in class and ask their parents for their opinions on healthy food choices. 教学反思 After this class, overall, students showed a high level of enthusiasm in most of the speaking activities. The role - play in the restaurant scenario was quite successful, as most students were able to use the target sentence patterns to carry out the dialogues. However, during the group discussions, some students still had difficulty expressing their complex ideas clearly. They tended to use very simple sentences and basic vocabulary, which limited the depth of their discussions. In the future, more pre - discussion guidance on how to organize thoughts and use more advanced language structures should be provided. The healthy food brochure design activity was a great way to let students integrate what they learned. They were creative in presenting the information. But some students might have needed more time to perfect their brochures. Next time, the time allocation for this activity could be adjusted. In terms of class management, the transition between different activities could be smoother. There was a bit of chaos when re - grouping students for different tasks. Clearer instructions and more efficient grouping methods should be considered. Overall, through this speaking workshop, students' speaking skills were improved to some extent, but there is still room for further enhancement in future classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $