Unit 3 reading for writing教学设计-2025-2026学年外研版七年级英语下册

该初中英语教学设计聚焦“食物作为跨文化桥梁”核心知识点，通过展示肉夹馍、汉堡等世界各地特色食物图片导入，激活学生已掌握的fruit、vegetable等食物词汇，搭建词汇教学与背景知识介绍的阅读准备支架，衔接前后知识脉络。 该资料以情境法和交际法为特色，导入环节用图片激发学习兴趣（学习能力），读中任务链（泛读抓大意、细读析结构）培养语言能力，读后讨论“食物是否文化桥梁”深化文化意识。实例丰富，如分析文本用例证法阐释观点，助力学生提升语言表达与文化理解能力，为教师提供清晰任务设计，便于高效开展读写结合教学。

Teaching content Unit 3 Food matters Developing ideas (reading for writing) Analysis of the Teaching Material What: “ Food across borders ”这是一篇说明文，语篇介绍了冰激凌的起源和传播，对比了不同文化中类似的食物，指出食物可以成为连接不同文化的桥梁。 Why: 食物是一座桥梁，连接着我们每个人，关系到日常生活的方方面面。通过食物与生活的话题讨论，引导学生探寻食物的多重作用，养成健康的饮食习惯，理解食物背后深刻的文化寓意。 How: 使用有关核心词汇： across borders , ice cream , Western dessert , sweet treat , come from , store , a lot， like , modern , Folk tales have it that ..., carry the idea all the way back to , add , taste , The rest is history !, flat bread , stone pancake , look almost the same , compare ... to .... hamburger , a symbol of , a bridge between cultures 来构成文本。 Analysis of the Target Students 根据《义务教育英语课程标准（2022年版）》和学生用书之前的学习要求，就本单元 relationship between food and our lives 这一话题以及与之相关的三个子话题，分析学生应该已经掌握的有关知识与技能和应该具有的观点（包括态度、价值观等）。例如：在语言知识方面，学生之前应该已经学习了 fruit , vegetable , meat , cake , eat , drink , cook 等与食物相关的词汇；在语篇类型方面，他们应该已经接触过对话、采访等常见体裁。 Teaching objectives 1学生能够了解食物和文化的联系。 2学生完成一个段落，话题为 a food across borders 。 3学生能够例举一种跨越国界的食物。学生能够介绍食物的来源和发展。学生能够介绍食物在不同国家流行的原因。 Teaching key points and difficult points 教学重点：理解食物与文化之间的紧密联系，掌握文本中介绍的食物相关信息。 教学难点：能够从文化角度分析食物跨越国界的现象，用英语准确表达自己对食物与文化关系的见解。 Teaching and learning methods Teaching methods: Situational approach, the communicative approach Learning methods: Cooperative learning approach Teaching procedures: Step 1 Lead in 1. Show pictures of various special foods from around the world, such as Chinese roujiamo, American hamburgers, Iranian sangak, and Venezuelan arepas. 2. Ask students to name the foods they know and share their feelings or experiences related to these foods. For example, "Have you ever eaten a hamburger? How do you like it?" Then lead in the topic "Food across borders". 设计意图：通过展示世界各地的食物照片，激发学生的学习兴趣，同时展示出可文中出现的食物，为接下来的阅读任务做好准备。 Step 2 Pre-reading 1. Vocabulary teaching Present key words and phrases like "border", "symbol", "origin", "folk tales" on the PPT. Use pictures, examples, and simple explanations to help students understand their meanings and usages. For "border", show a world map and point out the borders between countries; for "symbol", give examples like "The dove is a symbol of peace". Let students read the words and phrases aloud several times to ensure correct pronunciation. 2. Background knowledge introduction Briefly introduce the geographical locations and cultural customs of the countries mentioned in the text (such as Iran and Venezuela) through pictures and short videos. For example, show the unique architecture and traditional festivals of these countries to help students have a preliminary understanding of their cultures, which lays a foundation for understanding the text. 设计意图：通过词汇和背景知识的学习，为学生接下来的学习任务做好准备。 Step 3 While reading 1. Fast reading Ask students to quickly read the text and answer the following questions: What is the main idea of the passage? What foods are mentioned in the text? Give students 3- 5 minutes to read and then invite several students to share their answers. Guide students to summarize the main idea, that is, food can cross borders and act as a bridge for cultural exchanges. 2. Careful reading Students read the text carefully again and complete the following tasks: 1.List the four foods mentioned in the text. Sangak, stone pancakes, roujiamo, arepas 2.Which two foreign foods are compared to the Chinese roujiamo? Hamburgers and arepas 3. What is the writer trying to say in the last sentence of paragraph3? Food can become more exciting when it travels to different countries. Answer some detailed questions, such as "How did ice cream spread from China to Europe?" "Why are roujiamo and arepas like twin brothers?" Analyze the structure of the text. Let students find the topic sentence of each paragraph and summarize the writing idea of the text, that is, by introducing examples of different foods crossing borders, it expounds the view that food is a bridge for cultural exchanges. 设计意图：通过泛读和细读，可以帮助学生掌握基本的阅读技巧，提高学生的阅读能力。通过设置不同的阅读任务，可以帮助学生更好的理解文章大意和细节信息。 Step 4 post reading Answer the questions. 1. What does “this sweet treat” mean? Why does the writer use this expression? It means ice cream. The writer uses this expression to avoid repeating “ice cream”. 2. What is the meaning of “The rest is history!”? “The rest is history!” means that the ending of the story is so well-known that you don’t need to explain it. 3. What is the writer trying to say in the last sentence of the passage? The writer is trying to say that food can become more exciting when it travels to different countries. Think and share 1. Why do you think Marco Polo brought the idea of binglao back to Europe? 2. Do you agree that food is a bridge between cultures? Why or why not? 设计意图：通过问题设置，引发学生思考，锻炼学生独立思考的能力。同时也能更好的帮助学生巩固所学知识。 Step 5. Summary Review the key points of this class with students, including important vocabulary, the knowledge of food crossing borders, and the relationship between food and culture. Emphasize the importance of cross cultural understanding. Step 6 Homework 1.Grasp the new words and phrases in this unit. 2.Search for more information about the relationship between food and culture, and be prepared to share it in the next class. Blackboard DesignUnit 3 Food matters Food across borders 1. Ice cream 2. Sangak 3. Roujiamo 4. Stone pancake Food is a bridge between cultures. Exercise： 1、 单词拼写。 1. Linda’s mother looks very young, but a （事实上）she is in her fifties. 2. We should s （贮藏）the fish in the fridge, or it will go bad. 3. People in  W  countries usually use knives and forks when eating.  4. In old times, most people thought the shape of the earth was f （平的）.  5.I seldom drink black coffee because it hurts my （胃）.  二、单项选择。 ( )1. In the part of the city, you can see both ancient and  buildings.  They show the changes of the city.  A. old  B. modern  C. beautiful  D. plain ( )2. ---Do you know the 2023 Future Science Prize? --- Yes! The eight scientists are  worthy of the prizes.  A. totally   B. silently C. kindly  D. luckily ( )3. “Don't judge book by its cover.”   we can't tell what people are like  from what they look like.  A.  holds  B. means  C. stays D. teaches ( )4. The Chinese language seems to be a _ connecting China to the rest of the world. A. medal B. bridge C. border  D. note 三、根据汉语意思完成句子： 1.看了这场电影后，他了解了更多关于中国文化的历史。 She learned more about  Chinese culture after watching the movie.  2.中国有许多民间故事。 There are many   in China.  3.长城是中国的象征。 The great wall is     China.  4.我们常把孩子比作花朵。 We often   children   flowers.  5.他头痛，这周在家休息。 He a headache and has a rest at home this week.  1 学科网（北京）股份有限公司 $