Unit 3 Be healthy, be happy-A Getting ready 教学设计 2024-2025学年沪外教版英语七年级上册

该初中英语教学设计围绕“健康生活”主题，聚焦饮食与健康的关系，通过“What makes a healthy lifestyle?”这一核心问题层层推进，从图片导入激发兴趣，到词汇分类建立认知框架，再到阅读理解深化语境应用，最后以小组讨论实现语言输出，形成清晰的学习支架，帮助学生由浅入深地建构知识体系。 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，在词汇教学中借助图片直观呈现健康与不健康食物，强化语言输入；在小组讨论环节引导学生对比Ava和Henry的饮食习惯，培养批判性思维与价值判断能力；通过写作任务鼓励学生迁移运用新词与前缀“un-”，提升自主表达与反思能力。这种以真实情境驱动语言实践的教学方法，既增强学生跨文化意识，又促进其主动学习习惯养成，为教师提供可直接实施、效果显著的课堂范式。

Unit 3 Be healthy, be happy-A Getting ready 1. Content Overview This unit focuses on the theme of "Be healthy, be happy". The "Getting ready" part serves as an introduction to the unit, mainly guiding students to think about and discuss what constitutes a healthy lifestyle. It starts with the key question "What makes a healthy lifestyle?", leading students to consider various aspects such as sleep, food, exercise, hygienic habits, and mood. Through reading mini - texts about Ava and Henry's daily diet, students are expected to distinguish between healthy and unhealthy foods, which also helps them build vocabulary related to food. Additionally, students will learn about the prefix "un -" and its function of forming the opposite meaning of adjectives. This part lays a solid foundation for students to further explore the topic of healthy living in the following lessons. 教学目标 2.1 Knowledge Objectives Students will be able to recognize and use vocabulary related to healthy and unhealthy foods, such as "bread", "milk", "hamburger", "cola", etc. Learn the prefix "un -" and be able to form new words with it, like "unhealthy", "unhappy", etc. Understand the concept of a balanced diet and its importance in maintaining a healthy lifestyle. 2.2 Ability Objectives Develop students' reading skills by reading and understanding the mini - texts about daily diet. Improve students' ability to categorize and compare information, for example, classifying foods as healthy or unhealthy. Enable students to express their opinions about healthy living through oral communication. 2.3 Emotional Objectives Raise students' awareness of the importance of a healthy lifestyle and encourage them to make healthy choices in their daily lives. Foster students' interest in learning English by connecting the learning content with real - life situations. 教学重难点 3.1 Key Points Vocabulary learning: food - related words and the use of the prefix "un -". Understanding the differences between healthy and unhealthy diets. Mastering the key sentence patterns for expressing dietary preferences and the reasons, such as "I like... for breakfast. They give me...", "Hamburgers, chips, and cola are... but they taste...". 3.2 Difficult Points Helping students to form a correct understanding of a balanced diet and how to apply this knowledge in real life. Teaching students to use the prefix "un -" accurately in different contexts and to create new words independently. 4.1 Vocabulary Healthy foods: bread, milk, egg, meat, fish, salad, fruit (apple, banana, orange, etc.), vegetables (cucumber, carrot, tomato, etc.) Unhealthy foods: hamburger, chips, cola, fried food, cakes, high - calorie foods Prefix: un - (unhealthy, unkind, unhappy, etc.) 4.2 Sentence Patterns Ava: I like bread, milk, and eggs for breakfast. They give me energy and keep me active all morning. Ava: I always eat some meat or fish at lunch time. It helps me be strong. Ava: For dinner, salad is my favourite. I try to eat at least five kinds of fruit and vegetables a day. Henry: Mum always says, “Have a good breakfast.” But I don’t have much time in the morning, so I only eat an egg. Henry: Hamburgers, chips, and cola are all high - calorie foods, but they taste so good. I can’t help eating them. Henry: Before dinner, I like to eat fried food and cakes. Then I rarely eat dinner. 教学过程 5.1 Lead - in (5 minutes) Greet the students and show them some pictures related to health, such as people exercising, a plate of fresh fruits and vegetables, and a person looking tired and unhealthy. Ask the students: "What can you see in these pictures? What do you think is the difference between a healthy lifestyle and an unhealthy one?" Encourage students to express their initial ideas freely. 5.2 Presentation (15 minutes) Vocabulary Introduction Show pictures of different foods one by one on the PPT, including healthy and unhealthy ones. As each picture appears, say the word clearly and ask students to repeat after you, for example, "This is a bread. B - R - E - A - D, bread. It's a kind of healthy food." Do the same for other foods like "milk", "hamburger", "cola", etc. After presenting all the food pictures, divide the blackboard into two parts, write "Healthy Food" on one side and "Unhealthy Food" on the other. Then randomly call on students to come to the blackboard and write the food words in the corresponding columns. Prefix "un -" Teaching Write the word "healthy" on the blackboard. Then add the prefix "un -" in front of it to form "unhealthy". Explain to the students that the prefix "un -" means "not", so "unhealthy" means "not healthy". Give some other examples, such as "kind - unkind", "happy - unhappy". Let students read these words aloud and understand the change of meaning. Then ask students to work in pairs to create more words with the prefix "un -" based on the adjectives they know. 5.3 Reading Activity (10 minutes) Hand out the text materials about Ava and Henry's diet to the students. Let them read the mini - texts silently for the first time, and while reading, ask them to circle the food words they have just learned. After the first reading, play the recording of the texts. Students listen carefully and follow the pronunciation and intonation. For the third time, ask students to read the texts again, this time more carefully, and then do the matching exercise on the textbook: match the pictures with what Ava and Henry eat for breakfast, lunch, and dinner. Walk around the classroom to offer help if necessary. 5.4 Group Discussion (10 minutes) Divide the students into groups of four. Pose the following discussion questions: "What do you think of Ava's diet? Is it healthy? Why or why not?" "What about Henry's diet? What problems do you think there are in his diet?" "If you were Henry, what changes would you make to your diet to make it healthier?" Each group discusses these questions. Encourage every student in the group to express their opinions. The group leader is responsible for recording the main points of the discussion. After the discussion, invite several groups to share their discussion results with the whole class. Listen carefully and give positive feedback and appropriate guidance. 5.5 Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary about foods, the function of the prefix "un -", and the understanding of healthy and unhealthy diets. Emphasize the importance of a healthy lifestyle again and encourage students to apply what they have learned in their daily lives. Homework Ask students to write a short passage about their own daily diet, including what they eat for breakfast, lunch, and dinner, and whether they think their diet is healthy. They should use at least five new words and one sentence with the prefix "un -" in their passage. Let students search for more information about healthy living on the Internet or in books and prepare to share it in the next class. 教学反思 Positive Aspects The use of pictures in the lead - in and vocabulary presentation stage effectively attracted students' attention and made the abstract knowledge more vivid and easy to understand. Most students were actively involved in the word - learning activities, such as repeating after the teacher and classifying words on the blackboard. The group discussion activity provided students with a good opportunity to practice oral English and express their own opinions. Students actively participated in the discussion, and different ideas were exchanged, which not only improved their language skills but also deepened their understanding of the topic. Areas for Improvement In the reading activity, some students had difficulty understanding the texts due to their limited vocabulary and reading skills. In the future, more pre - reading guidance should be given, such as explaining some difficult words and sentence structures in advance. When teaching the prefix "un -", although students seemed to understand the concept, they still made mistakes when creating new words independently. More exercises and examples need to be provided in class to strengthen their understanding and application ability. Future Adjustments Design more reading - comprehension - based exercises to help students improve their reading skills, including skimming for general information and scanning for specific details. For grammar - related knowledge like prefixes, design more interesting and practical activities, such as word - making games and fill - in - the - blanks exercises with context, to enhance students' learning effect. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $