Unit 4 Project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 5: Project – Design Your Restaurant Menu (3a–3d) & Reflecting Class Type: Project-Based Learning (PBL) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Objectives • To use descriptive adjectives (e.g., spicy, sweet, crispy, fresh) and functional language to present and describe dishes on a menu. • To apply knowledge of countable/uncountable nouns and quantifiers (e.g., a bowl of, some, a portion of) in the context of menu writing and ordering. • To use polite request and suggestion language in a restaurant role-play (e.g., “Could I have…?”, “Would you like… or…?”). 2. Skill & Competency Objectives • Collaborative Creation: To negotiate, design, and produce a themed restaurant menu as a team. • Authentic Communication: To simulate a restaurant ordering interaction using the created menus. • Critical Evaluation: To give and receive simple, constructive peer feedback on the clarity and appeal of the menu design. 3. Emotional & Social Objectives • To experience the creative process of linking language learning with a real-world product (a menu). • To reflect on how menu design can encourage healthier choices (e.g., by including balanced options, fruit-based desserts). II. Key & Difficult Points • Key Points: 1. Collaborating to create a coherent, visually clear menu with basic English descriptions. 2. Conducting a simple role-play ordering conversation using language from the menu and polite forms. • Difficult Points: 1. Balancing Creativity and Language: Creating appealing dish names and descriptions within the students’ English proficiency level. 2. Sustained Role-play: Maintaining a fluid conversation in the role-play without overly relying on a script. III. Teaching Preparation 1. Teacher: • PPT with: project mission, countdown timer, examples of simple menus, a “Language Bank” of descriptive words and sentence starters, and role-play prompts. • Space on walls/boards to display final menus. 2. Students (per group of 4): • Project Kit: A3 paper, markers, one Menu Template handout (with sections: Restaurant Name, Appetizers, Main Courses, Sides/Staples, Drinks, Desserts). • Role-play Prompt Cards (Customer/Waiter). • Peer Feedback Sticky Notes (2 per student). IV. Teaching Procedures Step 1: Project Launch – The Restaurant Challenge (5 minutes) 1. Hook – Menu Guess: • Show close-up pictures of 2-3 dishes (e.g., a crispy spring roll, a bowl of noodles). Ask: “If you saw this on a menu, what words would describe it? What restaurant might it be from?” 2. Introduce the Mission: T: Your mission today: Open a restaurant! In your team, you’ll create a menu. Then, you’ll ‘visit’ other restaurants to order food. Let’s see which menu is the clearest and most appealing. Step 2: Phase 1 – Plan Your Menu (3a – 10 minutes) 1. Form Teams & Choose a Theme: • Organize groups. Each group picks a simple theme/cuisine: Chinese, Fast & Healthy, Italian, My Dream Cafe. 2. Brainstorm & Draft: • Groups use the Menu Template. Their task: Decide on 2 Main Courses, 1 Side, and 1 Drink for their menu. • Language Support on PPT: Name your dish: Gongbao Chicken, Vegetable Pasta Describe it: It’s spicy/sweet/fresh. It has chicken and peanuts. It’s made with tomato and cheese. Price it: ¥25 / $5 • Teacher circulates, helping with vocabulary and encouraging the inclusion of at least one “healthy choice” (mark it with a ♥). Step 3: Phase 2 – Create Your Menu (3b – 10 minutes) 1. Design Time: • Groups transfer their draft onto the A3 paper to create their final menu. They should write clearly, add prices, and simple descriptions. Decoration is encouraged. • Key Reminder: T: Remember, customers need to understand what the food is! Use your English words. Step 4: Phase 3 – Menu Fair & Role-play (3c & 3d – 15 minutes) 1. Menu Fair & Feedback (3c – 7 mins): • Groups display their menus on the walls. • T: Now, walk around and look at the other restaurants’ menus. On your sticky note, write one thing you LIKE about a menu and one QUESTION you have (e.g., “I like the picture.” / “What is in ‘Happy Soup’?”). Stick it near the menu. 2. Role-play Practice (3d – 8 mins): • Pair Up: Pair students from different groups. • Role-play: One student is the Waiter from their own restaurant, the other is the Customer visiting. The Customer orders from the Waiter’s menu. Then switch roles. • Prompt on PPT: Waiter: “Hello! Welcome to [Restaurant Name]. Our special is…” Customer: “I’d like the…, please.” Step 5: Project Reflection & Conclusion (5 minutes) 1. Group Reflection: T: Back with your team. Look at the feedback on your menu. Was it clear? Could customers order from it? 2. Whole-class Recap & Healthy Eating Link: • Ask a few groups: “What was the ‘healthy choice’ on your menu?” • T: Great work, restaurant owners! Designing a menu makes us think about what we offer. Just like in life, having good, clear choices helps us eat well. V. Assessment • Process-Oriented: Teacher observes teamwork, use of target language during design phase, and engagement during the role-play. • Product-Oriented: The completed menu is the key product, assessed for clarity, use of language, and visual appeal. • Peer Feedback: The sticky note activity promotes active viewing and simple evaluation. VI. Blackboard Design ``` Unit 4 Project: Design a Restaurant Menu Our Mission: Create a CLEAR and APPEALING menu. Menu Sections: - Appetizers / Main Courses / Sides / Drinks Language Bank: - Names: Beef Noodles, Fruit Salad... - Describe: It's spicy/sweet/crispy/fresh. It has... - Price: ¥20 / $4 Ordering Practice: Waiter: "Hello! What would you like?" Customer: "Could I have the ______, please?" ``` VII. Teaching Reflection (Post-Lesson) • Project Flow: Was the time allocated for brainstorming, creating, and role-playing balanced and realistic? • Language Use vs. Creative Focus: Did students focus enough on accurate language in their descriptions, or did the artistic aspect dominate? How can I better guide this balance next time? • Role-play Success: Did the role-play between members of different groups work well? Was the language used more authentic and spontaneous compared to scripted practice? • Learning Transfer: Did the project help solidify the unit's vocabulary and grammar (countable/uncountable nouns) in a meaningful way? What evidence showed this? • Inclusivity & Differentiation: Did all group members participate meaningfully? How did I support groups that struggled with generating ideas or writing descriptions? 学科网（北京）股份有限公司 $