Unit 3 Understanding ideas 第1课时 Reading-【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）

该教案聚焦初中英语“食物记忆”主题阅读，涵盖delicious、certain等重点单词，bring back、think of等短语及核心句型，旨在帮助学生理解文章并掌握词汇用法。课堂导入通过复习旧课食物话题，结合教师分享个人食物记忆故事，搭建新旧知识衔接的学习支架，激发学生兴趣。 该资料以多模态活动推动核心素养发展，如图片匹配巩固词汇理解，小组讨论文章标题培养批判性思维，分享个人食物记忆联系家庭情感提升文化意识。角色扮演等活动增强情感体验，助力学生提升语言运用与思维品质，为教师提供清晰教学流程与可操作活动，提升课堂效率。

Understanding ideas 第一课时 　Reading ◇目标导航◇ 类别 课时要点 重点单词 delicious adj.令人愉快的;美味的 certain adj.某个;某些 mine pron.我的(东西) beef n.牛肉 carrot n.胡萝卜 mutton n.羊肉 fat adj.肥胖的 hen n.母鸡 pot n.(通常为金属制成的圆而深的)锅 onion n.洋葱(头) pancake n.薄煎(烤,烙)饼 porridge n.粥 sweet adj.甜的 menu n.(尤指餐馆的)菜单 medicine n.药,药物(尤指口服的药水) than prep.比 pill n.药丸;药片 remain v.继续,依然(保持某种状态) another det.另一个,别的 connection n.(两个事实、观点、事件等之间的)联系,关联 prove v.证明,证实 similar adj.相似的,近似的,类似的 special adj.特殊的,特别的 重点短语 bring back使想起(回忆起);恢复;归还 think of想起 wake up醒来 fall ill生病 stay with和……在一起 重点句型 1.The taste and smell of a certain food can often bring back memories.某种食物的味道和气味常常能唤起回忆。 2.Sometimes,it’s sweet eight⁃treasure porridge.Other times,it’s porridge with pork and thousand⁃year⁃old eggs.有时是香甜的八宝粥,有时是皮蛋瘦肉粥。 教学重点 1.学生能深刻理解作者的食物记忆文章,并熟练掌握重点单词和短语的用法及意义,增强词汇运用能力。 2.引导学生细致梳理作者母亲的烹饪技艺及作者对不同食物的情感,培养信息提取与分析能力。 教学难点 1.让学生深切体会食物与情感、家庭的紧密联系,如文中作者对粥的特殊情感源于母亲的关爱,提升情感感知能力。 2.指导学生精准剖析文章结构与写作思路,深入理解作者如何通过食物记忆传达情感,培养批判性思维与阅读理解能力。 ◇教学过程◇ Step 1 Leading in 1.Greet the students and review the foods discussed in the previous class. 2.Share a personal touching food memory story to arouse students’ interest and empathy,leading to the reading passage. Step 2 Work on Activity 1 1.Show pictures related to the foods mentioned in the passage,such as dumpling,porridge,green onion,and ask students to match them with the words and expressions quickly. 2.Check the answers and ask students to use the words to make simple sentences to ensure they understand the meaning and usage. Step 3 Work on Activity 2 and 3 1.Ask students to read the passage quickly to get a general idea of the content and answer the question about the writer’s favourite food memory. 2.Present the options for another suitable title and ask students to discuss in pairs which one they think is the best and why. 3.Have a class vote and debate on the different choices,and then reveal the correct answer.Explain the reasons for choosing the title,helping students understand the theme and key points of the article. Step 4 Work on Activity 4 1.Instruct students to read the passage carefully again,underlining the sentences that describe the mother’s cooking process and the writer’s feelings about different foods. 2.After reading,guide students to complete the notes about the mother’s cooking combinations and the characteristics of the writer’s favourite food,using the words and expressions from the passage. Step 5 Think and share 1.Divide students into groups to discuss the questions:Do they think there is a strong connection between the writer and his/her mother?Do they have similar food memories? 2.Each group appoints a spokesperson to share the group’s ideas,and encourage other students to ask questions and have a further exchange of views. ◇教学反思◇ 学生能较好地理解文章大意,但在细节理解和情感体会上仍有提升空间。部分学生对一些关键语句的理解不够深入,在讨论食物与情感联系时,表达不够细腻。后续应加强细节阅读训练,引导学生品味文中的情感描写语句,同时可组织小组活动,如角色扮演,让学生模拟文中场景,增强情感体验,提升阅读理解能力。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $