Unit 3 Starting out-【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“招牌菜”主题，核心知识点为相关重点句型及食物名称。课堂导入通过展示食物图片，引导学生描述并讨论喜爱的餐厅或地方特色，激活已有词汇储备，为后续识别食物名称、描述特点搭建学习支架。 该教案特色在于融合语言能力与文化意识培养，通过图片识别、小组讨论、班级辩论等活动，引导学生用英语描述食物特点，探讨招牌菜与地域文化的关联，提升思维品质。实例包括用简单形容词表达印象、辩论中国招牌菜理由，既锻炼学生语言表达能力，又拓展文化视野，为教师提供结构化教学流程，助力高效课堂实施。

Starting out ◇目标导航◇ 类别 课时要点 重点句型 1.What is a signature dish?什么是招牌菜? 2.What do you think is China’s signature dish?你认为中国的招牌菜是什么? 教学重点 1.引导学生仔细观察食物图片,准确识别并说出常见食物名称,激活已有词汇储备。 2.激发学生对招牌菜的浓厚兴趣,鼓励积极分享相关知识与见解,营造活跃的课堂氛围。 教学难点 1.促使学生用英语详细描述食物的外观、口感等特点,以及招牌菜的独特之处,突破表达瓶颈。 2.引导学生深入思考食物与地域文化的紧密关联,拓展文化视野与思维深度,培养跨文化意识。 ◇教学过程◇ Step 1 Leading in 1.Greet the class. 2.Show food pictures on the screen.Ask students to describe it.And ask students about their favourite restaurants or local food specialties. Step 2 Work on Activity 1 1.Display the pictures of pizza,hamburger,sushi,and fish and chips one by one.Ask students to name the foods in English and spell the words if necessary.Encourage them to use simple adjectives like “delicious”“tasty”“yummy” to express their general impressions. 2.Divide students into pairs to discuss their experiences with these foods,such as where they ate them and why they liked or disliked them.Each pair then shares their conversation with the class. Step 3 Work on Activity 2 1.Pose the question “What is a signature dish?” and provide a few examples,like “Beijing roast duck is a signature dish of Beijing.” Explain the concept clearly. 2.Ask students to think about the China’s signature dish and share their reasons.Organise a class debate if there are diverse opinions,and encourage students to support their views with evidence. Step 4 Share and talk 1.Propose some thought⁃provoking questions like “How does food represent a region’s culture?” or “Can you name some signature dishes from other countries?” to stimulate in⁃depth discussion. 2.Summarise the students’ ideas and emphasise the significance of food in cultural identity. ◇教学反思◇ 学生在识别食物名称方面表现出色,但在描述食物特点和招牌菜时,部分学生词汇量有限,表达较为单调。小组讨论中,学生参与热情较高,但个别学生存在依赖他人的情况。后续应加强词汇拓展和独立思考能力的培养,可通过词汇游戏、小组竞赛等方式激发学生学习积极性,同时引导学生更深入地探究食物文化内涵,如组织文化探究小组活动,鼓励学生查阅资料并分享。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $