Unit 2 Food and Health-Reading Club1&2 教学设计 2024-2025学年北师大版英语七年级下册

Unit 2 Food and Health-Reading Club1&2 This teaching plan is designed for Unit 2 Food and Health - Reading Club 1&2 in the 2024 version of the English textbook for Grade 7, Beijing Normal University Edition. Reading Club 1 focuses on different lunch choices in British schools, including packed lunches and school dinners, along with a discussion on their healthiness. Reading Club 2 delves into the importance of a balanced diet, the functions of various foods, and a delicious and healthy dish - fish with vegetables. Through these two reading materials, students will not only expand their vocabulary related to food and health but also gain a deeper understanding of the significance of healthy eating. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary about food and health, such as "packed lunch", "school dinner", "healthy", "unhealthy", "balanced diet", "salt", "oil", etc. Students will understand important sentence patterns like "I usually have...", "Are... healthy?", "It's important to...", etc., and be able to use them in daily communication. Students will be familiar with the reading materials and be able to summarize the main ideas and key details. B. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Develop students' oral and written communication skills. They should be able to talk about their own eating habits and express their opinions on healthy food in English. Cultivate students' critical thinking ability. They can analyze the advantages and disadvantages of different foods and diets, and make reasonable suggestions for a healthy lifestyle. C. Emotional Objectives Foster students' interest in learning English by connecting the learning content with their daily lives. Raise students' awareness of healthy eating, and encourage them to form good eating habits in their daily lives. 教学重难点 A. Teaching Key Points Key vocabulary and sentence patterns related to food and health. Understanding the main ideas and key details of the reading materials. Developing students' reading skills, especially skimming and scanning. B. Teaching Difficult Points Helping students understand the concept of a balanced diet and how different foods contribute to our health. Guiding students to use the learned language knowledge to express their own ideas and opinions about healthy eating accurately and fluently. Cultivating students' critical thinking ability in analyzing food and health - related issues. A. Vocabulary Food names: sandwich, fruit, chicken, fish, rice, potato, vegetable, beef hamburger, hot dog, chocolate cake, ice cream, salt, oil, bean, etc. Related terms: packed lunch, school dinner, healthy, unhealthy, balanced diet, cost, serve, energy, etc. B. Sentence Patterns I usually have... for lunch. Are... healthy? Well, my... is very healthy, but some of my friends... They usually serve... with... It's important to eat... because they give us the energy we need to... Too much of... will be bad for our body. C. Grammar Simple present tense is used to talk about daily habits and general facts, such as "I take a packed lunch to school." "They usually serve chicken or fish with rice or potatoes." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different kinds of food on the PPT, including healthy food like fruits and vegetables, and junk food like hamburgers and chips. Ask students to quickly say the names of the food in English. Then start a simple discussion: "Do you know which food is healthy and which is unhealthy? Why do you think so?" Encourage several students to share their ideas briefly. This activity aims to arouse students' interest in the topic and activate their prior knowledge about food. B. Pre - reading (10 minutes) Present the title of Reading Club 1 "Lunchtime" and ask students to predict what the passage might be about. Guide them to think about questions like "What do students usually eat for lunch at school?" "Are there different lunch choices?" etc. Teach some new words and phrases that will appear in the reading passage, such as "packed lunch", "school dinner", "cost", etc. Use pictures, real - life examples or simple explanations to help students understand their meanings. For example, show a picture of a student carrying a lunch box to explain "packed lunch", and talk about the price of school meals to illustrate "cost". Divide students into pairs. Let them discuss and make a list of possible food items they think might be included in a packed lunch and a school dinner. This activity can help students get familiar with the context of the reading material and prepare them for better understanding. C. While - reading (15 minutes) Reading Club 1 First, ask students to skim the passage quickly (within 2 minutes) and find out the main idea. Then invite a few students to share their understanding of the main idea. The main idea is to introduce two lunch choices in British schools - packed lunches and school dinners, and compare their healthiness. Next, let students read the passage carefully and answer some detailed questions on the PPT, such as "Who makes Sam's packed lunch?" "What does a school dinner usually cost?" "What do they usually serve in a school dinner?" etc. After students finish answering, check the answers together. This step helps students practice scanning for specific information. Then, ask students to find sentences in the passage that describe the healthiness of packed lunches and school dinners. Analyze these sentences together, for example, "Well, my lunch is very healthy, but some of my friends bring sweets and chips in theirs." and "School dinners are very healthy!" Let students understand how to express the concept of healthiness in English. Reading Club 2 Similar to Reading Club 1, first let students skim the passage about "Eat Well!" to get the general idea. The main idea is to introduce the importance of a balanced diet, the functions of different foods, and a healthy dish. Then, arrange a group - reading activity. Divide students into groups of four. Each group reads a part of the passage (about the functions of different foods, the healthy dish, etc.) and then summarizes the key points. After that, each group member shares the key points of their part with the whole group. After the group - reading, present some more in - depth questions, such as "Why is it important to eat a balanced diet?" "What are the functions of beans and fruits for our body?" etc. Let students discuss these questions in groups and then have a class - wide discussion. This can help students understand the passage more comprehensively and improve their cooperative learning ability. D. Post - reading (10 minutes) Conduct a group discussion. Divide students into groups of 5 - 6. Give each group a topic related to food and health, such as "How to make a healthy packed lunch?" or "The advantages and disadvantages of eating out." Each group discusses the topic for 5 minutes and then selects a representative to report their discussion results to the whole class. During the report, other groups can ask questions and make comments. This activity can help students use the knowledge they have learned in the reading materials to solve practical problems and improve their oral expression ability. Organize a writing activity. Ask students to write a short passage about their own healthy eating plan. They can refer to the knowledge in the reading materials and their group discussion. Encourage them to use the key vocabulary and sentence patterns they have learned. After students finish writing, ask some students to read their passages aloud in class, and the teacher gives some simple comments and suggestions on grammar, vocabulary use and content. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, sentence patterns and main ideas of the two reading passages with the students. Write the key points on the blackboard, such as important food names, sentence patterns about expressing eating habits and the importance of a balanced diet. Emphasize the importance of healthy eating again, and encourage students to pay attention to their diet in daily life. Homework Ask students to write a more detailed and polished version of their healthy eating plan at home. They should include at least 80 words and draw a simple picture related to their plan. Let students search for more information about healthy food on the Internet or in books and share it with the class next time. 教学反思 After this class, students should have a better understanding of food and health in English. The warm - up activity effectively aroused students' interest, and the pre - reading, while - reading and post - reading activities were designed to gradually improve students' reading, speaking and writing abilities. However, there are still some aspects that need improvement. For example, during the group discussion, some students were a bit shy and did not actively participate. In future classes, more encouragement and guidance should be given to these students. Also, in the writing activity, some students still made grammar mistakes. Maybe more grammar exercises related to food and health should be added in the next class to strengthen students' language foundation. Overall, this teaching plan achieved most of the teaching objectives, but continuous improvement is needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $