Unit 4 Eat well Section B (2a-3d)教学设计2024-2025学年人教版英语七年级下册

新芜学校2024--2025学年度第二学期电子教学设计 基 本 信 息 学 科 英语 课 型 新授课 课 时 第四课时 课 题 Unit 4 Eat Well Section B (2a-2c) ＆ Project 备课班级 701 授课教师 胡斯华 教学目标 Language skills: Ability to use target sentence patterns (e.g., “I eat/drink...”, “I should...”) to describe eating habits. Ability to use adverbs of frequency (always, usually, sometimes) and conjunctions (however, first, second) correctly. Learning ability: Improve information extraction and organization skills through reading, discussion, and writing activities. Learn to use models and scoring criteria to evaluate yourself and make revisions. Quality of thinking: Analyze the logical relationship between "good habits" and "bad habits" to cultivate critical thinking. Cultural awareness: Understand the importance of healthy eating and establish a healthy lifestyle awareness. 教学重点 Key points Extract key information from reading materials and transfer it to writing. Use appropriate connecting words and sentence structures to organize paragraphs. 教学难点 Difficult points Avoid grammatical errors (e.g., subject-verb agreement, uncountable nouns). Rationally express specific measures to improve eating habits. 教学方法 1. Task-based method. 2. Communicative method. 教学准备 PPT. textbook, blackboard, smart whiteboard 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1. Show some pictures of different kinds of food and drinks, such as vegetables, fruits, soft drinks, and hamburgers. Ask students to classify them as healthy or unhealthy. 2. Have a free talk with students about their favorite food and drinks and whether they think they have a balanced diet. Review and consolidate the content of the previous section. Step 2 Reading and writing Pre-reading 1. Present the title of the passage "Lisa's Eating Habits" and ask students to predict what they think the passage will be about. 2. Teach some key words and phrases that may appear in the passage, such as "on time", "all kinds of", "too many", and "enough". While-reading (10 minutes) 1. Fast reading Ask students to read the passage quickly and answer the question: How many eating habits does Lisa write about? What are they? Check the answers with the whole class. 2. Careful reading Divide the class into groups of four. Each group is assigned a paragraph of the passage to read carefully and discuss the following questions: What are Lisa's good eating habits? What are Lisa's bad eating habits? Why does Lisa think soft drinks are bad for her? What should Lisa do to improve her drinking habits? Have each group report their discussions and answers. The teacher gives feedback and explanations. Post-reading 1. Summary Ask students to summarize Lisa's eating habits and the main idea of the passage. The teacher supplements and emphasizes the key points. 2. Discussion Ask students to think about their own eating habits and compare them with Lisa's. Do they have similar good or bad habits? Have students share their thoughts in groups and then have some representatives share with the class. Writing 1. Ask students to write a short passage about their own eating habits based on the questions in 2b. They can refer to the structure and language of Lisa's passage. 2. Walk around the classroom and offer help and guidance to students. 3. Presentation and Evaluation (5 minutes) 1. Invite some students to come to the front and read their passages aloud. 2. The other students listen carefully and give comments and suggestions. 3. The teacher also gives evaluations and praises the students' efforts and achievements. Teachers should give appropriate help and guidance, so that students can realize whether their expression is fluent and their language is accurate or not. Step 3 Project Group Work - Creating a Restaurant Menu 1. Divide the students into groups of four. Each group is required to create a restaurant menu. They can choose dishes from China or any other country. 2. Encourage students to be creative and think about different kinds of dishes, special offers, and healthy options. They can also add prices and other information. 3. Walk around the classroom and offer guidance and help when necessary. Menu Presentation and Evaluation 1. Each group presents their menu to the class. The other groups listen carefully and take notes. 2. After the presentation, the other groups use the following points to check and evaluate the menu: Are there many kinds of dishes? Are there any special dishes? Are the dishes healthy? Do the dishes look good? 3. The presenting group takes the suggestions and makes revisions to their menu. Teachers observe whether students can take the initiative to cooperate in groups and summarize the main content and sentence patterns, and provide timely help to cultivate students' autonomous learning ability. Step4: Summary & Reflection 1. Summarize the key points of this lesson and praise students' performance. 2. Assign homework: Ask students to revise their writings and share them with their parents or friends. Summarize what you learned in this lesson, consolidate and deepen your impressions. Homework 1. Ask students to improve their restaurant menu based on the feedback and comments received in class. 2. Write a short passage about their favorite restaurant and the reasons why they like it. 板书设计 　 学科网（北京）股份有限公司 $