Unit 4 Period 2 Section A（2a—2e）-【初中学霸创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材)

该教案聚焦餐厅点餐主题，核心知识点包括点餐常用词汇、句型及选择疑问句结构。通过展示餐厅菜单图片导入，激活学生已知食物词汇，搭建生活情境支架，自然衔接新课学习。 特色在于融合语言能力与文化意识培养，借助听力理解、小组讨论、角色扮演（如模拟服务员与顾客对话）提升语言运用能力，渗透不同文化用餐差异认知，助力学生形成跨文化交际思维，同时为教师提供清晰教学流程，提升课堂效率。

教学反思 Period 2 Section A（2a—2e） 教材分析 What: 本课时呈现的语篇是一段关于在餐厅点餐的对话，主要围绕服务员、Tom、爸爸和妈妈之间的对话展开。对话中，Tom 提议点宫保鸡丁，妈妈询问是否有豆腐菜品并选择了麻婆豆腐，爸爸提议点一份鸡肉卷心菜沙拉，Tom 询问是否可以再加一份汤，并最终选择了鱼汤。他们还讨论了主食的选择，最终决定点米饭。通过这段对话，学生能够了解在餐厅点餐的基本流程和常用表达方式，包括询问菜品、选择菜品、确认订单等。 Why: 设计本课时的目的是通过一段贴近学生日常生活的对话，让学生在真实的语境中学习和掌握关于餐厅点餐的词汇和表达方式，了解餐厅点餐的基本流程和注意事项，提升他们的生活技能。此外，通过对话中的互动和问答，学生还能够提升听力理解能力和口语表达能力，培养交际能力和社会适应能力。 How: 本课时采用对话的形式来呈现语篇内容，使语言学习更加贴近生活。对话中使用了大量餐厅点餐时常用的词汇和短语，如order、Gongbao chicken、Mapo tofu、salad、soup、rice 等。这些词汇和短语在对话中的自然运用能帮助学生熟练掌握它们。 教学内容 1. 在餐厅点菜的常用表达。 2. 选择疑问句的结构及回答方式。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语： Beijing roast duck、hot pot、strawberry cake、food、cabbage、juice、tea、Dongpo pork、Gongbao chicken、beef noodles、drink、fish soup、salad、yogurt 2. 掌握下列句型： ①—What would you like to eat？ —Gongbao chicken. ②—Would you like a hot tofu dish or a cold one？ —A hot tofu dish, please. ③—Which soup would you like, chicken or fish？ —Fish, please! 3. 能掌握和使用与食物和饮食相关的关键词、短语和句子，会用礼貌的语言与服务员交流。 【情感、态度与价值观】 1. 了解不同文化背景下家庭用餐的选择存在差异。 2. 意识到餐厅服务文化因国家和地区而异。 教学重难点 重点：1. 准确地使用与食物和饮食相关的词汇。 2. 准确使用选择疑问句来提供选择。 难点：1. 熟悉点餐的整个过程，包括询问菜单、查询菜肴信息。 2. 准确使用选择疑问句进行提问并熟悉其回答方式。 教学准备 图片、音乐、多媒体等。 教学过程 Lead-in The teacher shows a menu of a restaurant and asks students to say the names of the foods on the menu. T: Look at the picture here. This is a menu from a local restaurant. What food can you see on the menu？ Ss: ...Step 1 【设计意图】借助生活中常见的菜单来引导学生熟悉话题词汇，并有效地引入新课。 While-listeningStep 2 1. Work on 2a. （1） Ask students to listen to the conversation and circle the coloured words they hear. T: Toms family are at a restaurant. They are talking to a waiter. Now lets listen to the conversation and circle the coloured words you hear. （2） Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Check the answers: order; a salad; order; noodles 2. Work on 2b. （1） Ask students to read the conversation and complete the table in 2b.（While students are reading, the teacher walks around and corrects students pronunciations.） T: What do Tom and his parents want to eat for the meal？Lets read the conversation together and complete the table. （2） Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Check the answers: Tom: Gongbao chicken, rice; Mum: Mapo tofu, fish soup; Dad: chicken and cabbage salad 3. Work on 2c. （1） Ask students to listen to the conversation again and pay attention to the intonation in the alternative questions. T: Now, lets find out how to order food with alternative questions. Which group can find the most sentences？ （2） Ask students to role-play the conversation according to 2b and the teacher helps to correct their mistakes if necessary. （The teacher shows the key sentence patterns on the PPT: Would you like a hot tofu dish or a cold one？ Which soup would you like, chicken or fish？） 【设计意图】通过完成表格和角色扮演，学生能够逐步掌握目标词汇和句型，提升复述文本的能力。 Discussion（2d）Step 3 1. Ask students to discuss the food and drink they like in groups and take notes. 2. Ask students to introduce the food they want to order in front of the class. T: What food and drink would you and your partner like to order at a restaurant？Take notes and discuss your ideas. You can use the words in 2d to help you. For example: I would like to order... Jim would like to order... 【设计意图】通过讨论，学生能够将所学词汇和语法知识应用到实践中。小组讨论并记笔记还能进一步锻炼学生听取信息、记录关键信息的能力。Step 4 Role-play Ask students to work in pairs and role-play conversations between a customer and a waiter or waitress at a restaurant. T: Imagine we are going to order something at a restaurant. One will be the customer and one will be the waiter or waitress. Now you can make a conversation with your partner. The sentence patterns in 2e may help you. 【设计意图】通过创设情境进行对话的形式，学生能够巩固本节课所学的重点句型。 HomeworkStep 5 1. Remember the words and phrases in this lesson. 2. Do the exercises in students workbooks. 3. Imagine youre the waiter, and ask your parents what they would like to eat and make a conversation. 板书设计 Unit 4 Eat Well Section A（2a—2e） ①—What would you like to eat？ —Gongbao chicken. ②—Would you like a hot tofu dish or a cold one？ —A hot tofu dish, please. ③—Which soup would you like, chicken or fish？ —Fish, please! 教学反思 Period 3 Grammar Focus 教材分析 What: 本课时呈现的语篇是关于餐厅点餐情景的简短对话与一段关于健康饮食习惯的陈述，主要聚焦于可数名词与不可数名词的正确形式以及选择疑问句的使用。在三组幽默的短对话中，学生可以清晰地了解到可数名词与不可数名词在形式上的区别以及如何在选择疑问句中正确运用这些名词。陈述部分则通过描述个人的饮食选择，强调了健康饮食的重要性。 Why: 本课时选择这些对话和陈述作为教学材料，目的在于通过贴近学生日常生活的内容，帮助他们掌握可数名词与不可数名词的正确形式以及选择疑问句的使用。通过模拟餐厅点餐的真实场景，学生能够更好地理解这些语法结构在交流中的功能，从而增强他们的语言运用能力。陈述部分还隐含了健康饮食、合理 学科网（北京）股份有限公司 $