Unit 4 Section B 1a-2c 教学设计2025-2026学年人教版英语七年级下册

Unit 4 Eat Well Section B: How do we make healthy eating choices? Period 4: Section B (1a–2c) Class Type: Reading & Writing (Focus on Reflection) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge Objectives • To understand and use key vocabulary describing eating habits and their effects: habit, fast food, put on weight, cause, balanced, sleepy, focus, healthy/unhealthy. • To comprehend and utilize sentence patterns for stating problems, consequences, and giving advice (e.g., “That makes us…”, “It is easy to… if we…”, “Why don’t you…?”). 2. Language Skill Objectives • Reading: To extract and organize specific information from an informational article by identifying poor eating habits, their results, reasons, and suggested solutions. • Writing: To produce a short, structured personal reflection on one’s own eating habits, identifying strengths, weaknesses, and a simple plan for improvement. 3. Emotional & Attitudinal Objectives • To reflect critically on personal eating habits in light of common health advice. • To cultivate a proactive and balanced attitude towards improving one’s diet, focusing on achievable changes. II. Key & Difficult Points • Key Points: 1. Using a graphic organizer (table) to systematically deconstruct the cause-and-effect relationships in the reading text. 2. Applying the reading content as a model to analyze and write about one’s own habits. • Difficult Points: 1. Paraphrasing Consequences: Expressing the results of poor habits (e.g., “put on weight”, “find it hard to focus”) in one’s own words when writing. 2. Structured Reflection: Moving beyond listing habits to writing a coherent paragraph that includes identification, brief analysis, and a resolution. III. Teaching Preparation 1. Teacher: • PPT with: lead-in questions, key vocabulary in context, the article text with highlighted sections, a completed 1c table, a clear writing framework, and a timer. • A short, engaging video (1-2 mins) contrasting healthy and unhealthy eating scenes (optional but effective). 2. Students: • Worksheet 1: Reading guide with the article and the table for 1c. • Worksheet 2: “My Eating Habits Reflection” writing guide with prompts and a paragraph frame. IV. Teaching Procedures Step 1: Warm-up & Personal Connection (5 minutes) 1. Quick Poll: T: Let’s start with a secret vote. Think about yesterday: Did you eat at least one fruit or vegetable? Thumbs up for YES, thumbs down for NO. (Keep it anonymous). Hmm… interesting. What we eat is a personal habit. 2. Introduce the Topic: T: Today, we’ll read a doctor’s advice about common poor eating habits. Then, we’ll think about our own habits – not to judge, but to learn and maybe make one small, healthy change. Step 2: Pre-reading – Activating Knowledge & Prediction (5 minutes) 1. Brainstorming Poor Habits (1a adapted): T: In pairs, list 2 or 3 common ‘poor eating habits’ you know or hear about. You have 2 minutes. (Elicit ideas like eat too fast, skip breakfast, drink too many sugary drinks). 2. Predicting Content: • Show the title/picture from 1b. T: This is from “Joy Clinic”. What kind of advice do you think it will give? Step 3: While-reading – Deconstructing the Article (15 minutes) 1. First Reading – Skimming for Main Ideas (1b): • Students skim the article on Worksheet 1. T: Read quickly. What are the THREE main poor habits the article talks about? (Answer: 1. Fast food too often. 2. No breakfast. 3. Too many sweet snacks.) 2. Second Reading – Scanning for Details (1c): • Students read the article again carefully to complete the table on Worksheet 1. • Support: The table headers guide them: Poor Habit → Result → Reason → Advice. • Pair Check: Students compare their tables and discuss. 3. Language & Content Focus: • Review the table as a class. Highlight useful phrases for writing: Problem: “have fast food too often” Consequence: “That makes us put on weight.” Advice: “Why don’t you have some fruit instead?” • Discuss briefly: “Which piece of advice is easiest to follow? Why?” Step 4: Post-reading – From Text to Self (10 minutes) 1. Analyzing a Model (2a): T: Now let’s look at Lisa’s post. She is reflecting on her habits. What are her good and poor habits? (Students read Lisa’s post quickly and list them). 2. Personal Inventory (2b): • Using Worksheet 2, students work individually to jot down notes in three categories: 1. One GOOD eating habit I have. 2. One POOR eating habit I’d like to improve. 3. One small CHANGE I can make. • Teacher circulates, helping students articulate their habits in simple English. Step 5: Writing – Framed Reflection (2c – 10 minutes) 1. From Notes to Paragraph: • Direct students to the paragraph frame on Worksheet 2: My Eating Habits I have some good and some poor eating habits. One good habit is ______. However, one poor habit I have is ______. This is not good because ______. To improve, I will try to ______. • Students write their first draft based on their notes and the frame. 2. Peer Check (Focus on Clarity): • In pairs, students swap drafts. The reader’s job is to answer: “What is their good habit? What will they change?” This ensures the writing is clear. Step 6: Summary & Homework (3 minutes) • Summary: T: Great work today. Reading helps us learn; writing helps us think. You’ve done both—learned about healthy choices and thought about your own. Remember, small changes can make a big difference! • Homework: 1. Finalize Reflection: Write a neat final version of your “My Eating Habits” paragraph. Add one more sentence: “I will start this change tomorrow by…” 2. Action: Actually try the small change you wrote about for one day. Be ready to report briefly next class. V. Assessment • Formative (Observation & Product): Teacher assesses reading comprehension through the completed table on Worksheet 1. Observes the quality of self-reflection during Step 4. • Summative (Product): The final paragraph (homework) is evaluated for content (completeness of reflection), structure, and use of relevant vocabulary. VI. Blackboard Design ``` Unit 4 Section B: How do we make healthy eating choices? Reading: Joy Clinic’s Advice | Poor Habit | Result | Advice | |------------------|-----------------|-----------------| | Fast food often | gain weight | Cook at home | | No breakfast | sleepy, no focus| Eat breakfast | | Too many sweets | tooth problems | Eat fruit instead | Useful Language for Writing: - Problem: I have a habit of... - Consequence: This makes me... - Change: I will try to... Writing Frame: 1. My good habit... 2. My poor habit... 3. My plan to change... ``` VII. Teaching Reflection (Post-Lesson) • Reading Scaffolding: Did the two-tiered reading task (skimming for main ideas, then scanning for details with the table) effectively support comprehension? Was the vocabulary load manageable? • Transition to Personal Reflection: Were students able to connect the article’s content to their own lives? Did the personal inventory (Worksheet 2) provide a helpful bridge to writing? • Writing Support: How effective was the paragraph frame? Did it reduce anxiety and help students produce structured writing, or did it limit creativity? • Time Management: Was the 10-minute writing period sufficient for drafting? Did the peer check serve its purpose of focusing on clarity? • Mindset & Tone: Did the lesson foster a constructive, non-judgmental atmosphere for self-reflection? How can I reinforce this in future lessons on personal habits? 学科网（北京）股份有限公司 $