Unit3 listening and speaking 教学设计 -2024-2025学年外研版（2024）英语七年级下册

 

 

Instructional Design

 

FLTRP Junior,7 B

 

 

 

Unit 3 Food Matters

Developing ideas

Lesson 1

      Teaching philosophy

According to English Curriculum Standards for Compulsory Education(2022 Edition)

The following concepts are applied in this lesson:

1)     Activity-based Approach to English Learning

The activity-based approach to English learning refers to the guidance of the theme, students carry out activities such as learning and understanding, applying and practicing, transferring and creating, relying on different types of discourse.

In this lesson, which follows the activity-based approach, students will be able to gather and analyze the boys' and girls' perspectives on hamburgers and salad, identify their final decision, evaluate it, and summarize the sentence patterns of disagreement. They will also create a conversation about planning food for a picnic using learned expressions.

2)Integration of teaching, learning, and evaluation

The integration of teaching, learning, and evaluation refers to teaching, learning, and assessment should align in objectives, content, and processes. Together, they aim to foster the development of students' core competencies, including language ability, cultural awareness, thinking capacity, and learning ability.

In this lesson, the teacher will give effective feedback to students and adjust the teaching process accordingly. Before the transfer activity, students will be given a checklist to check their work.

      Text analysis

What: The topic of the text is man and self, and the sub-theme is physical and mental health. In the conversation, two students argue about whether “salads and burgers are healthy”, and both students present their opinions and reasons, and eventually they negotiate to reach a balanced diet.

Why: The dialogue encourages students to balance their diets and form good eating habits by presenting the conflict and resolution of two students' daily food choices. It

aims to help students take a dialectical and comprehensive approach to dietary health, moving beyond simply labeling foods as completely healthy or unhealthy.

How:

1)     Structure: This is a daily conversation between friends, divided into three parts: topic introduction (rounds 1–2), view exchange (rounds 3–8), and proposal for resolution (round 9).

In the topic introduction (rounds 1–2), the boy starts the chat by asking “What are you going to eat?” The girl replies she wants salad and explains why, leading to a discussion about whether different foods are healthy.

In the view exchange section (rounds 3–8), they argue about whether green salads and hamburgers are healthy. The girl says hamburgers are junk food—high in fat and salt, with too few vegetables to provide enough nutrients. The boy counters that only eating vegetables isn’t enough, saying a hamburger with multiple ingredients is a complete meal.

In the resolution part (round 9), the boy suggests, Maybe we could share our dishes to be healthy. This shifts the conversation from arguing to finding a solution, easing the tension, and ending the standoff.

2) Language:  It includes food vocabulary such as green salad, hamburger, vegetables, meat, bread, tomato, and green leaves.  To describe food nutrition, it uses terms like be good for, be high in fat and salt, a complete meal, junk food, and healthiest. The conversation uses phrases like I don’t agree, That’s not true, actually, and I don’t think to show different opinions.

3) Intonation: The conversation takes place in a daily school setting. The atmosphere of the conversation is relaxed and happy. The language is concise and direct, much like the way teenagers typically speak. The overall intonation is upbeat and light(especially the boy). However, when the girl disagrees, her tone gets a bit stronger as she emphasizes how harmful junk food like burgers can be.