Unit 3 Developing ideas 第2课时 Reading for writing-【木牍中考·名师教案】2025-2026学年七年级下册英语（外研版·新教材）

该教案聚焦西方饮食相关词汇、短语及句型，课堂导入通过回忆国际食物、展示图片预测起源与文化关联，搭建生活经验与课文内容的学习支架，引导学生从已知过渡到食物文化交流主题。 该资料以“食物文化交流”为载体，融合语言能力与文化意识培养，通过深度问题讨论（如分析“This sweet treat”含义）提升思维品质，写作环节指导学生结合阅读素材创作跨国食物段落，强化语言表达准确性与文化内涵阐述。既帮助学生积累写作素材、提升跨文化理解，也为教师提供结构化教学流程与分层指导策略。

第二课时　 Reading for writing ◇目标导航◇ 类别 课时要点 重点单词 Western adj.(观念或方式)西方的,欧美的 actually adv.实际上,事实上 store v.贮藏,贮存,积蓄 mean v.意思是 modern adj.现代的,近代的 folk adj.民间的,民俗的 emperor n.皇帝 suffer v.(身体或精神上)受苦,遭受(痛苦) stomach n.胃 totally adv.完全地,彻底地 flat adj.平的,平坦的 stone n.石块,石子 symbol n.代表性人物(事物) American adj.美国的;美国人的 bridge n.(事物之间的)桥梁,纽带 重点短语 see...as...认为……是……,把……看作…… suffer from受(某种病痛)折磨;因……而受苦 all the way back全程;一直 compare...to...把……比作…… a symbol of...……的象征 重点句型 1.Many people see it as a Western dessert.许多人认为它是西式甜点。 2.In the Yuan Dynasty,Marco Polo tasted binglao and carried the idea all the way back to Europe.元朝时,马可·波罗品尝到了冰酪,并把这个美食的点子一路带回了欧洲。 3.People often compare roujiamo to hamburgers,a symbol of American food.人们经常将肉夹馍和美国的代表食物汉堡包作类比。 教学重点 1.引导学生理解文章内容,熟练掌握重点单词和短语的用法,增强词汇运用能力。 2.培养学生提取文章关键信息和总结食物传播过程及文化关联的能力,为写作积累素材。 教学难点 1.让学生深刻体会食物在文化交流中的重要作用,如冰酪在中西文化交流中的演变,提升文化理解能力。 2.指导学生根据文章结构和思路,创作关于跨国食物的段落,注意逻辑连贯和语言表达的准确性与生动性。 ◇教学过程◇ Step 1 Leading in 1.Greet the class and ask students to recall some international foods they have eaten or heard of. 2.Show pictures of ice cream,stone pancake,and roujiamo and ask students to predict their origins and possible cultural connections based on the pictures. Step 2 Work on Activity 1 1.Ask students to look at the pictures and answer the questions about the foods they can see and their relationship with cultures,using the given expressions to help them. 2.After students finish answering,ask them to share their ideas with the class and have a discussion about the cultural diversity reflected by different foods. Step 3 Work on Activity 2 1.Ask students to read the passage quickly to check their predictions and get a general understanding of the text.Then answer the question about what Marco Polo did. 2.After reading,ask students to summarise the main idea of each paragraph briefly to ensure they understand the key points of the article. Step 4 Work on Activity 3 1.Ask students to read the passage carefully again and underline the words and phrases they don’t understand.Explain the important language points and new words. 2.Guide students to complete the table about ice cream,sangak,and roujiamo,using the words and expressions from the passage.Check the answers and have students clarify any misunderstandings. Step 5 Work on Activity 4 1.Pose some in⁃depth questions for students to think about and discuss:What does “this sweet treat” mean? Why does the writer use this expression?What is the meaning of “The rest is history!”?What is the writer trying to say in the last sentence of the passage? 2.Each group reports their discussion results and encourages other groups to ask questions and have a further exchange of ideas. Step 6 Think and share 1.Pair the students and ask them to think about other foods that have crossed borders and discuss their reasons for popularity in different countries.They can consider factors like taste,convenience,and cultural adaptation. 2.Invite some students to share their thoughts and experiences,and give positive feedback and suggestions for improvement. Step 7 Work on Activity 5 1.Guide students to think of a food across borders they want to write about and answer the provided questions step by step,including what the food is,where it came from,where it went,and why it is popular. 2.Ask students to start writing their paragraphs,using the words and expressions from the reading passage and their own creativity.Remind them to follow the structure and requirements. 3.After students finish writing,ask them to check their paragraphs.Then,invite several students to share their paragraphs with the class,and encourage other students to listen carefully and give comments and suggestions. ◇教学反思◇ 学生在理解文章大意方面表现较好,但在分析食物文化交流的深层次原因和影响时需要更多引导。在写作过程中,部分学生能够按照要求进行创作,但存在语言表达不够准确、生动,以及对文化内涵阐述不够深入的问题。后续教学应加强对文本的深度分析和写作技巧的指导,增加优秀范文赏析和仿写练习,帮助学生提高写作水平,同时鼓励学生多关注生活中的食物文化现象,积累素材。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $