Unit 4 Eat Well Section A(1a-1d) What do we like to eat（教学设计）-2024-2025学年人教版（2024）英语七年级下册

Unit 4 Eat Well Section A(1a-1d) What do we like to eat? 语篇研读 【What】本课有 2 个语篇，均为餐厅情境下的朋友对话，围绕“饮食”主题展开。对话中涉及了询问和回答点餐意向和日常饮食、提供点餐选择等语言结构，帮助学生掌握表达点餐意愿和一日三餐饮食的语言技能。在第一段对话中，Li Meng 询问 Jane 想要吃哪种馅的饺子、喝什么饮品，并表明自己想要吃牛肉白菜面的意向；在第二段对话中，Li Meng 就英国人的一日三餐情况向 Jane 做了解，Jane 说她早餐吃面包、喝牛奶，有时吃鸡蛋和豆子；午餐在学校，有时吃鸡肉或牛肉，有时吃三明治，有时吃鱼肉薯条，喝果汁或酸奶；晚餐和家人一起吃比萨和沙拉，饭后甜点吃冰淇淋或曲奇饼干。 【Why】本课时是单元的第一个课时。学生在教师的指导下，能通过浏览开篇页大问题明确学习目标，理解本单元的主要学习任务，以终为始，明确任务重难点。通过贴近日常生活的对话内容，学生可以在真实的语境中学习和掌握如何用英语谈论饮食意愿、询问食物偏好以及提供食物选择，从而加深对健康饮食重要性的认识。此外，通过对话中的互动和分享，学生还能学会尊重他人的饮食选择、理解不同食物带来的营养益处，并培养开放和包容的价值观。 【How】本课采用对话的形式来呈现语篇内容，使得语言学习更加贴近生活和实用。在对话中，学生角色通过询问和回答，展示了如何在实际情境中运用语言来谈论饮食。对话中穿插了可数名词和不可数名词（如 dumplings, noodles, bread, milk, juice 等）的使用，使学生在具体情境中感知学习这些语法规则。同时，对话还通过询问和分享食物偏好（如 beef or mutton, bread and milk, pizza and salad 等），让学生了解了不同人的饮食习惯，并鼓励他们尝试多样化的食物。此外，对话还通过询问和提供饮料选择（如 tea or juice, watermelon juice 等），让学生思考并分享了自己的饮品喜好，同时也学习了如何在不同场合下提供合适的饮料选择。 学情分析 K (Know) — 已知 已积累一定关于食物名称的基 础词汇，对一般现在时的基本 结构也有一定了解，为谈论食 物偏好提供了词汇支撑和句型 基础；在日常生活中对各类食 物有直观认识，也有过点餐经 历，对餐厅点餐话题较熟悉， 能结合自身经验理解相关英语 表达； W (Wonder) — 想知 对英国一日三餐食物构成充满 好奇，想了解英式早餐、午餐 和晚餐典型食物，同时，也想 知道英国人与中国人在饮食喜 好、用餐习惯上的差异；对于 如何在餐厅用英语准确点餐， 以及如何用英语清晰表达对食 物的喜好和看法，渴望掌握相 关地道表达。 L (Learn) — 能知 掌握一系列与食物相关的词汇和短语，并能 学会运用“Which would you like, A or B?” “What would you like to drink?”“What do you usually eat for breakfast?”等核心句型来 谈论饮食选择和喜好；听力理解能力得到提 升，对于日常对话能较好地把握主旨和获取 要点；在口语表达上，发音更加准确，语调 更加自然；了解不同国家在饮食方面的文化 差异。 学习重点难点 重点：掌握食物、饮料相关词汇，学会一些餐厅场景常用表达，熟练运用 “Which would you like, A or B?” “What would you like to drink?”“What do you usually eat for breakfast?”等句式；听懂含重点词汇句型的内容，清晰、准确地就饮食意向、选择和喜好进行交流； 难点：对于部分食物词汇的可数不可数问题混淆不清；would like to do 结构的正确使用；语音语调的准确把握，根据场景恰当使用语言。 学习目标 1.能够在真实的餐厅场景中，识别并掌握与食物、饮料相关的词汇和短语； 2.能够运用恰当的听力策略，获取对话中关于食物选择和偏好的关键信息，运用 “Which would you like, A or B?” “What would you like to drink?”“What do you usually eat for breakfast?”等句式与同伴进行角色扮演，分享食物喜好；（应用实践） 3.能够以“合理饮食”为主题，创编一段对话，体现出对健康饮食的重视和理解。（迁移创新） 教学活动设计 学习活动 教师导学 学习评价 Step 1. Lead-in. Watch a short video about foods. Try to read and understand the aims of the unit. Read the three tasks together. Task 1 Choose food Task2 Introduce meals Task 3: Survey people about their meals. Observe the pictures and learn to read the words based on different kinds. Ss: Beef/mutton/ pork/ chicken/ shrimp/ fish. Ss need to write the foods on their learning paper. Put the“food”into the right“basket”.under the pictures. Then talk Write the foods in the box about the food(s) they like. Sa: I like watermelons, but I don’t like carrots. Sb: Play a short video and encourage Ss to dance to the video. Show the goals of this unit and make sure Ss can understand them. Make sure the students clear about their three tasks in this class. T: Ladies and gentlemen, Here three tasks for you. Each time you passed one task, you will get one prize card. Whoever gets all the prize cards is the winner! The winner be the VIP of our school canteen! Our school are thinking about improving the food quality (食 品质量)for our students . This morning，Li Meng and Jane went to the food warehouse with the school canteen worker to choose food. Let’s see what they have in their warehouse. Guide the Ss to see the foods in the warehouse and summarize the different foods. Guide the Ss to tell the healthy food and unhealthy food and tell the reasons. Guide the students to express their likes and dislikes. T:Li Meng and Jane are responsible for us. They choose some food and they put them into two baskets, look at them carefully and tell us the reason, who knows? Yes, we can define healthy food and unhealthy food like this: Healthy food makes you fit. Unhealthy food makes you fat. together T: Now, Can you write the foods in the box under the pictures? Which food(s) do you like? T:We are excited to see you express yourselves with more words about food. The following sentence pattern may help you. I like ______, but I don’t like _______. 师评：判断学生是否能通 过视频猜到本节课的主题。 师评:观察学生能否通过 浏览单元标题和目标，大 致预测单元的基本内容， 明确单元的主要内容。能 否根据单元的主题图，用 准确的语言回答问题，并 在教师的指导下，能否积 极踊跃地回答问题。 师评。观察学生在观看视 频和图片时，能否表现出 专注和好奇，在听到问题 后是否能够迅速进入思考 状态，在餐厅情境下正确 读出有关食物的词汇，并 积极主动地与同伴合作交 流，就自己对食物的健康 与否进行准确分类与流。 自评、师评。观察学生能 否清晰、具体地说出自己 喜欢的食物，以及可能的 理由或偏好背后的原因； 能否在教材中迅速找到与 图片相对应的食物名称， 并准确匹配；是否能够在 核对答案时积极参与讨论 是否能够倾听并尊重他人 的观点。 【设计意图】通过呈现具有导向性的单元目标，以终为始，形成学习期待，提高学生的学习积极性。通过视频、图片等多媒体资源创设餐厅寻找合格服务员的学习情境，帮助学生在较真实的语境中初步感知本课所涉及的食物名称词汇及其分类，为下一步的听力环节做铺垫 Step 2. Listening. Observe the picture and make predictions. Sa: They’re at the school canteen. Sb: It’s 11 o’clock. Listen to the first conversation. Tick what Li Meng and Jane would like for lunch. Then report their answers. Sa: Jane would like to have beef and carrot dumplings and watermelon juice. Ss guess the meaning of “set food” according to the description of the teacher. Ss need to prepare conversations to PK other groups. Work in pairs to show their conversations. Listen to the second conversation. What does Jane have for breakfast(B), lunch (L), and dinner (D)? 2 students to share their answers ,try to describe Jane’s three meals with the following sentence patterns . ...has...for breakfast/lunch/dinner(supper). Task 2 Guide the students introduce three meals. T: After choosing the food, look at this picture, let’s predict: Where are Li Meng and Jane ? when is it? What would they like to eat? 1)Listen to the first conversation. Tick what Li Meng and Jane would like for lunch. Now, listen carefully. (Play the recording) 2)Who volunteer to tell us the answer? 3)Pay attention to set food ,it refers to staple plus drinks and other things. Can you guess what’s the meaning of it? 1) Now it’s your DIY time，and also your prepare time to PK other groups. Prepare with the sentence pattern: what would you like for ...? I ’d like to have... for breakfast/lunch/dinner(supper). 2) PK time! Work in pairs and which pair is the fastest? Go! 6)Look, Jane and Li Meng are enjoying the food. What are they talking about while eating? Listen to the second conversation. What does Jane have for breakfast(B), lunch (L), and dinner (D)? (Play the recording) (出示答案，全对的发过关卡) 7) I’d like 2students to share your answers ,try to describe Jane’s three meals with the following sentence patterns . 自评、师评。观察学生能 否从教师提供的线索中合 理推断出听力材料可能涉及的主题，是否保持高度 专注，准确捕捉到 Jane 和Li Meng 所喜欢的食物，语言准确、流畅，用完整的句子表达自己的想法。 自评、师评。观察学生能否准确捕捉录音中的关键信息，将食物按三餐分类；在听力播放过程中是否保持专注，能否有效理解并快速响应录音内容；在核对答案时，能否自我识别并纠正填写错误的单词。 【设计意图】活动 1b 要求学生根据 Li Meng 和 Jane 在学校餐厅的对话勾选他们挑选的食物，引导学生关注对话的主要信息，并训练他们的听力理解和信息提取能力；DIY 环节之灾给学生消化学到的单词和句型并且进一步应用在下一步的 PK 环节中，锻炼学生询问和表达三餐的能力；活动 1c 让学生根据对话内容将呈现的食物分别归入 Jane 的早餐、午餐和晚餐食物类别中，主要训练学生获取细节信息、整理信息，并用单词首字母大写快速记录重要信息的能力。 Step 3. Post-listening. Listen and imitate the pronunciation and intonation. Write how to ask about three meals. Watch the video about<School Lunches around the world> and make a decision to work hard to try different lunches around the world. Ss need to write what they like for breakfast, lunch and dinner. Then ask their groupmates about their meals. Ss need you write the meals of you and your groupmates, and then you can evaluate(评价) the meals. Sa: In our group, I like eating bread and eggs for breakfast, but I don’t like... Sb:......... Ss work together to evaluate(评价) the reports. Ss check their‘pass card’ to decide the winner. 8) Jane and Li Meng are very enjoyable about their meals, and they also share their videos with us ,let’s imitate it. 8 )Then ,what can you fill in these three blank lines? Who can? You have a good memory! 9)Boys and girls ,lunches around the are different, a short video together! Different lunches in different countries. You might be thinking: try the delicious food around the world ,so work hard to achieve your dream. Task3 Survey people about their meals. 1)Different people also like different meals. Write what you like for breakfast, lunch and dinner. Then ask your groupmates about their meals. go! 2)Report time! In this part, you need you write the meals of you and your groupmates, and then you can evaluate(评价) the meals. Show your report to other students watch carefully and give your stars to evaluate her report. Thank you ,all of you did a good job. 3) Who have got the most pass card? Yeah----- You are the VIP of our school canteen! 师评。观察学生能否准确模仿录音中的语音，识别并模仿听力原文中出现的升调、降调。 自评、互评、师评。观察学生在创编对话过程中，能否关注老师给出的评价量规，注重语言的准确性、表达的清晰度和内容的合理性；观察学生在班级中进行展示时，能否做到自信流畅；在展示后，能否根据教师和同伴的反馈进 行反思和总结，进一步完善自我。 【设计意图】鼓励学生模仿语言示范进行对话,旨在让学生通过实际交流巩固所学的与食物和饮食习惯相关的词汇和句型，并提高他们的听力理解和口语表达能力。观看‘世界各地的学校午餐’，旨在激发探索世界的欲望，并激发内驱力。 Step 4. Conclusion. With T’s help, have a conclusion about what they’ve learned this lesson. Make clear about the homework. 4) we need to Keep a balanced diet. Homework 自评、师评。观察学生能否准确对本节课所学作出小结。 【设计意图】引导学生进行课堂小结和学情反思，增强其饮食健康意识。 板书设计 作业设计 必做 1) Summarize and recite the foods learned in this lesson. 2) Make a survey about the foods your family like or usually eat for breakfast, lunch and dinner. 选做 Based on the survey results, design a page about the three meals a day that your family like 学科网（北京）股份有限公司 $