Unit 4 Eat Well Reading Plus（教学设计）-2024-2025学年人教版（2024）七年级英语下册

该初中英语教学设计聚焦饮食健康主题，围绕三个常见饮食误区展开阅读与探究，通过“导入—精读—讨论—输出”四步递进式学习路径，构建从语言输入到思维深化再到实践迁移的学习支架。教师借助视频、问题链和结构化板书引导学生厘清文本逻辑，实现知识内化。 本设计亮点突出，融合语言能力、思维品质与文化意识三大核心素养。例如，Step 2中通过对比错误观点与科学依据，培养学生批判性思维；Step 3小组讨论生活中的食物误区，强化真实语境下的语言表达与价值判断，体现跨文化健康观念的渗透。教师可直接套用其活动流程与评价机制，提升课堂实效，学生则在任务驱动下实现知行合一，养成科学饮食习惯。

Unit 4 Eat Well Reading Plus 学习目标 1. 能够在健康节目的情境中，准确认读并理解与饮食误区和健康饮食相关的词汇和语；理解三个饮食误区内容及对应的正确观点；梳理出语篇结构，即提出误区-解释误区-给出正确观点的行文逻辑；(学习理解) 2. 能够运用所学词汇和知识，在小组讨论中清晰阐述自己对饮食误区的看法和理解；(应用实践) 3. 能够通过查阅资料等方式，探究更多关于饮食与健康的知识；仿照语篇结构，针对一个新的饮食误区，写一段包含误区陈述、错误原因分析和正确观点表达的短文。(迁移创新) 学习重点难点 重点：掌握与饮食健康相关的词汇，理解其在语境中的含义和用法；提升在阅读过程中提取关键信息的能力，理解合理饮食结构理念，正确认识脂肪在健康中的作用，明白年轻时养成良好饮食习惯的重要性。 难点：理清文本中对饮食误区的阐述与正确观点之间的逻辑关系，如为什么吃脂肪对健康重要但又不能过量，以及年轻时不良饮食习惯与一生健康的关联等；将所学的健康饮食知识应用到实际生活中，改变自身可能存在的错误饮食观念和习惯，真正做到知行合一。 教学活动设计 学习活动 教师导学 学习评价 Step 1. Free talk &Lead-in. Students maybe give the following answers: Sa: Keep a balanced diet. Sb: do more exercise Sc: More vegetables and fruits. Sd: drink enough water. Then Ss give the answers to this question: What’s the meaning of the food myths? Teacher gives students a question: What do you usually do to keep fit or manage your weight? Then Play a video about good food myths to make students find out what’s the video about. At the same time ask students to guess the meaning of the “myths” At last ,teacher lead in the new lesson by using “food myths” 师评。观察学生能否准确 地将前面所学的话题如： 怎样吃的好，怎样养成良 好的饮食习惯，与老师、 同学进行积极的交流。检 查他们所学。并在此基础 上引入新话题：饮食上的 误区。 【设计意图】利用图片、视频等多媒体资源导入本课的话题，活跃课堂气氛，拉近与学生距离，激发学生的学习兴趣，激活学生与本课时教学内容之间的知识经验的关联。 Step 2. Reading. 1. Fast reading. Look through the title and the subtitles, try to circle 3 food myths appear in the text. 2. Ss give the answers to this questions : Do you agree with these ideas? Why or why not? 3. Careful reading. Read Para.1 and answer the questions. Sa: The human body needs to eat many different types of food to stay healthy. Sb: Because it contains many nutrients and is good for our bones 4.Read Para.2 carefully and answer the questions. reading the material to make students know about what healthy fat is it. Then students understand the writer proves his idea by giving the facts, comparing the facts, giving examples. 5.Read Para.3 carefully and answer the questions. Q1: Why is it false ? Q2: What types of foods are popular among young people? Q3:Why do young people also need to be careful about what they eat? 1. Let Ss observe the title and ask questions. T: The food myths also appear in the text that we read today. Please read quickly and circle them. 2.After checking the answers, teacher continue to ask: T: Do you agree with these ideas? Why or why not? 3.Let Ss read the first paragraph and ask questions. T: Why is it a false idea? What does Chinese food pagoda show us? Why is milk good for the body? T: After checking the second answer, teacher show a video about Chinese food pagoda of 2025 to make them know more about the correct and balanced diet Then let students under how the writer proves his idea. By giving the facts, by comparing the facts, by giving the example. 4.Let Ss read the second paragraph and ask questions. T: Should we eat fat? Why or why not? Show a reading material to make students know about what healthy fat is it. Make them understand that fat is important but shouldn’t eat too much. 5.Let Ss read the third paragraph and ask questions. Q1: Why is it false ? Q2: What types of foods are popular among young people? Q3: Why do young people also need to be careful about what they eat? 师评。观察学生能否根据 文章标题、图片和整体， 正确识别体裁，厘清结构， 概括主旨大意，对文本进 行初步的整体感知。 师评。观察学生能否正确 理解老师的问题，在问题 的引导下，进行分段精读， 联系文本上下文，准确理 解生词和长难句，通过回 答问题、填空等方式获取 更多文章中所蕴含的有效 细节信息。 师评。观察学生能否依据 教师的提示，针对几个食 品误区进行合理分析，准 确理解文本内容。 【设计意图】通过逐层不同的阅读任务设计，引导学生从整体感知到细节理解，利用问题引导学生详细、深度研读语篇，充分理解文本内容和深层含义，帮助学生循序渐进地内化语言知识和文化知识，注意阅读策略的及时渗透。以及说明文的写作指导。 Step 3. Post-reading. 1.Listen to the tape. Listen to the tape and fill in the blanks. 2. Groupwork Work in group of four and identify other beliefs about healthy food and eating habits. At the same time, give the answers. 4. Four people in a group. Have a discussion about more food myths that they have . 5.And write a short passage about how to keep fit . Then the group leader share the report in class. 1.Listen to the tape. Let Ss complete the short passage and check the answers. 2.Groupwork T:Work in group of four and identify other beliefs about healthy food and eating habits and give the reasons. T: Do you agree with these ideas? Is there anything you might change about your eating choices? Encourage Ss to share their beliefs with their group members. 5. Writing : Ask students to write a short passage about how to keep fit after learning this passage. Invite Ss to make a report in class. Provide the evaluation criteria. 自评、师评。观察学生能 否在限定时间内完成缩写 短文，使用准确的语言进 行流畅的课文复述。 在理解课本内容的基础 上，小组讨论判断生活中 其它的一些事物误区是否 正确。 自评、互评、师评。观察 学生能否能够意识到自己 身上的食品误区，并能根 据膳食宝塔进行改进，在 小组内和班级内做积极分 享，做到内容清晰、表达流利、理由合理。 【设计意图】通过完成缩写短文，引导学生将阅读所获取的知识做复述，促进知识的内化和输出。通过小组交流和班级分享，意识到自己身上的食品误区，并能根据膳食宝塔对自己的饮食习惯进行改进，在小组内和班级内做积极分享，做到内容清晰、表达流利、理由合理,促进知识和能力的提升，增强饮食健康意识。 Step 4. Conclusion. With T’s help, try to sum up what they have learned this lesson. The teacher make students understand what they have learned. Help them to form their own learning strategies. 自评、师评。观察学生能 否准确地小结本课所学内 容。 板书设计 Food myths food myths1: ____________________________: Prove ideas: by giving facts, by comparing, by giving examples food myths2: ____________________________: food myths3: ____________________________ Homework Must-to-do 1. Recite the language points. 2. Finish your exercise. Optional 1. Draw a poster to introduce something of good eating habits to others. 2. Search for more information about food myths and share them in front of the class. 学科网（北京）股份有限公司 $