Unit4Eat Well 教学设计 2025-2026学年人教版英语七年级下册

七 年级英语 教案 备课序号：第 1 节 主备教师 备课组长 执行教学 上课时间 年 月 日 教学内容 Unit 4 Eat well Section A 1a-pronunciation 课 型 新授课 学习目标 1.学生能够正确识别和说出与食物相关的词汇，如 carrot, onion, cookie, mutton, cabbage, watermelon 等。学生能够听懂关于饮食偏好和日常饮食的简单对话，并能正确回答相关问题。 学生能够运用所学句型“What do you usually have for breakfast/lunch/dinner?”询问他人的饮食，并做出相应的回答。 2.学生能够掌握正确的语音语调，包括单词的发音和句子的语调。 了解中西方饮食文化的差异，培养学生的跨文化交际意识。 3.培养学生的逻辑思维能力，如在对话中理解因果关系和先后顺序。 鼓励学生对不同的饮食选择进行思考和比较，培养批判性思维。 4. 通过听力和口语练习，培养学生的英语听说能力和信息获取能力。 引导学生通过小组合作和交流，提高学生的合作学习能力和语言表达能力。 德育渗透 中西方饮食文化的差异，积极行动做好中华饮食文化传承。 教法与学法 任务型教学法、情境教学法、互动教学法 教学重点 掌握与食物相关的词汇和句型，能够听懂并正确回答关于饮食的问题。 掌握正确的语音语调。 教学难点 运用所学句型进行真实情境下的交流，询问和描述饮食， 理解听力材料中的细节信息。 教学准备 PPT、word cards、video 教 学 过 程 个性思考 1、 创设情境Step 1:Warming-up (5 minutes) 1. Greet the students and have a free talk about their favorite activities on weekends. 2. Show some pictures of delicious foods and ask students: “What can you see in the pictures?” to lead in the topic of this lesson. 二、自主学习：Step 2:Presentation (15 minutes) 1. 1a Show the pictures of different foods on the PPT and ask students to write the names of the foods in the box under the pictures. Invite some students to come to the blackboard and write the words. Then check the answers together. Ask students: “Which food(s) do you like?” and let them answer in pairs. 三、合作探究：Step 3:Listening practice 1b Play the recording of the two conversations for the first time. Students just listen and try to get the main idea. Play the recording for the second time. Students tick the subjects Ella and Peter talk about on the worksheet. Check the answers with the whole class. Play the second conversation again. Students listen carefully and write down what Jane has for breakfast, lunch, and dinner. Invite some students to share their answers and correct them if necessary. Practice (15 minutes) 1. 1d Students write what they eat for breakfast, lunch, and dinner on their own.Then they ask their classmates about their meals and make a note. Have some pairs come to the front and have a conversation to show their results. 四、展示拓展：Step 4: Pronunciation Play the recording of the pronunciation part. Students listen and repeat. Ask students to add one more word to each group and write it down on the blackboard. Explain the pronunciation rules of the vowels and combinations of vowels. Play the recording of the intonation part. Students listen and notice the intonation. Let students practice the conversations with the correct intonation in pairs. 五、检测反馈：Step 5:Production (5 minutes) 1. Group Work Divide the students into groups of four. Each group designs a menu for a day, including breakfast, lunch, and dinner. They should consider the balance and nutrition of the meals. 2. Presentation Each group presents their menu and explains the reasons for their choices. Other groups can give comments and suggestions. 六．归纳总结：Step 6: Summary 1. Summary Review the key points of this lesson, including the names of foods, sentence patterns, and pronunciation. Encourage students to have a balanced diet and a healthy lifestyle. 7、 作业设计：1Write a short passage about your favorite food and the reasons. 2 Read the conversations in 1b and 1c aloud 板 书 设 计 教 学 反 思 七 年级 英语 （科目）教案 备课序号：第 2 节 主备教师 备课组长 执行教学 上课时间 年 月 日 教学内容 Unit4 Section A (2a--2e) 课 型 听说课 学习目标 1.语言能力：学生能够听懂并理解关于在餐厅点餐的对话。学生能够正确运用句型“What would you like to...”“Would you like... or...”等进行点餐交流。学生能够准确朗读对话，注意语调在选择疑问句中的变化。 2.文化意识： 了解中西方饮食文化的差异，增强跨文化交际意识。 3.思维品质： 引导学生在点餐情境中进行思考和选择，培养逻辑思维能力。鼓励学生对不同的食物和饮品发表自己的看法，培养创新思维。 4.学习能力：通过听力和阅读练习，培养学生获取关键信息和归纳总结的能力。 通过角色扮演活动，提高学生的口语表达和语言运用能力。 德育渗透 通过对话中同学之间互相帮助、共同运动的场景，引导学生体会友谊的重要性，培养团队合作精神和健康生活方式。 教法与学法 任务型教学法、情境教学法、互动教学法 教学重点 掌握与点餐相关的词汇和句型。 能够准确运用语调朗读选择疑问句。 能够在实际情境中进行点餐交流。 教学难点 理解并区分“some”和“any”在点餐语境中的使用。 正确运用选择疑问句进行询问和回答。 教学准备 课件，卡片，音频，视频 教 学 过 程 个性思考 一、创设情境：Step 1: Warming-up (5 minutes) Step 1: Warming-up (5 minutes) 1. Greet the students and have a free talk about food. Ask students some questions like: What's your favorite food? Do you like Chinese food or Western food? 2. Show some pictures of delicious food and drinks on the PPT and ask students to name them. 二、自主学习：Step 2: Pre-listening (5 minutes) 1. Present the new words and phrases related to food and drinks, such as Gongbao chicken, tofu, hot, cold, salad, soup, rice, juice, etc. Teach the pronunciation and meaning of these words. 2. Explain the task of 2a. Ask students to predict what words they might hear in the conversation. 三、合作探究：Step 3: While-listening (10 minutes) 1. Play the audio of 2a for the first time. Students listen and circle the coloured words they hear. 2. Check the answers. Play the audio again if necessary and explain any difficult words or sentences. Step 4: Reading (10 minutes) 1. Ask students to read the conversation in 2b silently and complete the table. 2. Check the answers together. Discuss with students why they made those choices and explain any misunderstandings. 四、展示拓展：Post-listening (10 minutes) 1. Play the audio of 2c again and ask students to pay attention to the intonation in the alternative questions. 2. Explain the rules of intonation in alternative questions. Let students practice the intonation by repeating some example sentences. Step 6: Role-play (5 minutes) 1. Ask students to role-play the conversation in pairs. One student acts as the waiter/waitress and the other acts as the customer. 2. Walk around the classroom and offer help and guidance. Invite some pairs to perform in front of the class. 五、检测反馈：Step 7: Group work (3 minutes) 1. Divide students into groups of four. Ask them to discuss what food and drink they would like to order at a restaurant and take notes.2. Encourage students to use the words and sentence patterns they have learned. 六、归纳总结：Step 8 Presentation and feedback (2 minutes) 1. Invite some groups to present their ideas. The other groups listen and give comments. 2. Summarize the main points of this lesson and praise the students for their active participation. 七、作业设计： 1 Review the new words and sentence patterns. 2. Write a short dialogue about ordering food and drinks in a restaurant. 板 书 设 计 教 学 反 思 七 年级 英语 （科目）教案 备课序号：第 3 节 主备教师 备课组长 执行教学 上课时间 年 月 日 教学内容 Unit4Eat well Section A Grammar 课 型 语法课 核 心 素 养 1. 语言能力：学生能够掌握常见食物和饮料名词的可数与不可数形式。 2.文化意识：了解不同文化中饮食的差异和特点。 3.思维品质：通过归纳总结语法规则，培养学生的逻辑思维能力。 4.学习能力：能够在对话和书面表达中准确运用所学的可数名词和不可数名词。能够根据语境理解和判断名词的可数与不可数性。 德育渗透 培养学生健康饮食的意识，鼓励学生养成良好的饮食习惯。 教法与学法 任务型教学法、情境教学法、归纳法。自主学习、合作探究、实践运用。 教学重点 掌握常见食物和饮料名词的可数与不可数形式。 学会正确使用 some 和 any 修饰可数名词和不可数名词。 教学难点 理解某些名词在特定语境中的可数与不可数性。 能够准确运用可数名词和不可数名词的复数形式。 教学准备 课件，卡片，音频，视频 教 学 过 程 个性思考 1、 创设情境： （一）导入 (5 minutes) 1. Show some pictures of food and drink on the PPT and ask students to name them in English. 2. Divide the food and drink into two groups: countable and uncountable. For example, apples are countable, while milk is uncountable. 3. Ask students to think about the differences between countable and uncountable nouns and lead into the topic. 二、自主学习：（一）语法讲解 (10 minutes) 1. Present the sentences in Grammar Focus on the PPT. Would you like rice or noodles with your meal?Which would you like, juice or coffee?What do you usually have for breakfast? I usually have bread and milk. Sometimes I have eggs and beans. 2. Ask students to read the sentences aloud and circle all the nouns for food and drink. 3. Discuss in pairs: Are they countable or uncountable in the context? Then invite some pairs to share their ideas. 4. Summarize the rules of countable and uncountable nouns with the help of students' answers. 三、合作探究：练习巩固 (10 minutes) 1. Students read the sentences in 3a independently and circle all the nouns for food and drink. 2. Work in groups to discuss whether they are countable or uncountable in the context. 3. Invite some groups to report their results and explain the reasons.Step 4: Practice 3b (8 minutes) 1. Present the humorous conversations in 3b on the PPT. 2. Students complete the conversations with the correct forms of the nouns in brackets individually. 3. Check the answers in pairs and correct mistakes if any. 4. Invite some students to share their answers and explain the thinking process. Step 5: Practice 3c (5 minutes) 1. Students read the passage in 3c and complete it with the correct forms of the nouns in brackets. 2. Share the answers in groups and have a discussion if there are any differences.3. The teacher checks the answers and explains the key points. 四、展示拓展：小组活动 (10 minutes) 1. Imagine that your friends are at your home. Ask students to work in pairs and offer food and drink to each other using the target language.A: Would you like apples or bananas?B: I'd like bananas.A: What juice would you like, orange juice or apple juice? B: Orange juice, please. 2. Walk around the classroom and offer guidance and help. 3. Invite some pairs to act out their conversations in front of the class. 五、检测反馈： Write sentences on the board with missing words。 Students fill in the blanks individually. 六、归纳总结：Step 6: Summary (5 minutes) the distinction and usage of countable and uncountable nouns. 七．作业设计： 1Write five sentences using countable nouns and five sentences using uncountable nouns. 2 Make a dialogue about offering food and drink with your parents at home. 板 书 设 计 教 学 反 思 七 年级 英语 （科目）教案 备课序号：第 4 节 主备教师 备课组长 执行教学 上课时间 年 月 日 教学内容 Unit 4 Eat well Section B 1a-1d 课 型 阅读课 核 心 素 养 1.语言能力：学生能够通过阅读获取文章的关键信息，完成相关任务。学生能够运用所学知识，讨论并评价自己和他人的饮食选择，提出合理的建议。 2.文化意识： 增强学生的健康意识和自我保健意识，激发学生对生活的热爱。 3.思维品质： 培养学生的逻辑思维和信息整合能力，提升批判性思维。 4.学习能力：通过阅读和写作任务，提升学生的信息提取和语言输出能力。通过合作学习，培养学生的团队协作和自主学习能力。 德育渗透 通过讨论健康饮食的好处，引导学生树立健康生活的意识，摒弃不良的饮食习惯。 教法与学法 任务型教学法、情境教学法、归纳法、自主学习、合作探究、实践运用。 教学重点 掌握文中的重点词汇、短语和句型。理解文章的主要内容，能够回答与文章相关的问题。 教学难点 运用所学知识，分析和评价不同的饮食选择，并提出合理的建议。 引导学生将饮食健康的知识运用到实际生活中，形成良好的饮食习惯。 教学准备 课件，音频，视频 教 学 过 程 个性思考 2、 创设情境：导入(5 minutes) 1. Show some pictures of different kinds of food, such as fast food, fruits, vegetables, and sweets. Ask students to classify them as healthy or unhealthy. 2. Have a short conversation with students about their favorite food and whether they think it is healthy. 二、自主学习：Pre-reading(5 minutes) 1. Present the title of the article "Improve Your Eating Habits" and ask students to predict what the article might be about. 2. Introduce some key words and phrases related to the topic, such as "poor eating habit", "result", and "reason". 三、合作探究：While-reading（15 minutes） 1. Skimming Ask students to read the article quickly and find the main idea.Check their understanding by asking some questions, such as "What is the main topic of the article?" 2. Scanning Have students read the article again and find the information to complete the table. Check the answers together. 3. Detailed reading Ask students to read the article carefully and answer the questions in 1d. Have students work in pairs to discuss their answers and then share with the class. 四、展示拓展：Post-reading（10 minutes） 1. Group discussion Divide students into groups of four. Ask them to discuss the poor eating habits mentioned in the article and share their own experiences or observations about these habits. Encourage students to think of ways to improve these eating habits. 2. Presentation Invite several groups to present their discussions to the class. 五、检测反馈： 1. Students discuss: What do these three students have in common?2. Possible answers: They all exercise regularly. 3. They enjoy exercising with friends. 4. They are confident and healthy.5. Interview a Character: Students pretend to be reporters and interview one of the characters (Xia Tian, Jenny, or Steve). 6. Example questions: Why do you like your sport? How often do you exercise? What benefits do you get from exercise? 六、归纳总结：Step 6: Practice (5 minutes) 1. Ask students to list what they want to eat tomorrow on a piece of paper.2. Have students exchange papers with their partners and discuss whether the choices are healthy. They should give reasons for their opinions.. 七、作业设计：1 Write a short paragraph about their understanding of healthy eating and how they plan to improve their own eating habits.2 Read the article again and try to retell it to their parents or friends. 板 书 设 计 教 学 反 思 七 年级 英语 （科目）教案 备课序号：第 5 节 主备教师 备课组长 执行教学 上课时间 年 月 日 教学内容 Unit4 Section B Writing and project 课 型 写作实践活动课 核 心 素 养 1语言能力：学生能够理解文本中关于饮食习惯的描述。学生能够运用所学词汇和句型描述自己的饮食习惯，包括好习惯和坏习惯，提出改善饮食习惯的建议。 2 文化意识：解不同饮食文化中的习惯差异，增强文化包容和理解。 3 思维品质：鼓励学生对不同的饮食习惯进行思考和评价，培养批判性思维。 4 学习能力：通过阅读和讨论，培养学生获取信息、分析问题和解决问题的能力。 德育渗透 培养健康的生活方式，对自己的人生负责。 教法与学法 任务型教学法、项目教学法、反思评价法。合作学习、自主学习、实践运用。 教学重点 1掌握文本中的重点词汇和句型，如：on time, all kinds of, too many, be bad for 等。2 理解并运用提出建议的句型，如：You should... It's better to... 教学难点 1如何引导学生将所学知识运用到实际写作中，清晰、有条理地表达自己的观点。2培养学生对饮食习惯的反思和改进意识，形成良好的饮食观。 教学准备 课件，音频，视频 教 学 过 程 个性思考 一．创设情境：Step 1 Lead-in & Revision (5 mins) T: What do you usually eat for breakfast/lunch/dinner? Ss: I eat … fruit, vegetables, fish, chicken, milk, hamburgers, ice-cream, Adjectives: healthy, delicious, fresh, fat, bad Quick review of key structures:Eating … is good / bad for us. It’s important to have a good eating habit. 二．自主探究Step 2 Pre-writing (10 mins) T: Many students have bad eating habits. Today we will write a short passage to share our healthy eating habits. Group work: List healthy food and unhealthy food. I like eating … because …They are very … I don’t like … because …It’s important to eat … We should eat more … and less … Good eating habits can help us … Ask several students to talk about their eating habits in pairs. Purpose: Help students organize ideas and build language support. 三、合作探究：Step 3: While-writing (15 minutes) T: Many students have bad eating habits. Today we will write a short passage to share our healthy eating habits. Group work: List healthy food and unhealthy food. I like eating … because …They are very … I don’t like …because …It’s important to eat … We should eat more … and less … Good eating habits can help us … 四、展示拓展：Step 4: Post-writing (10 minutes) 1. Summary Ask students to summarize Lisa's eating habits and the main idea of the passage. 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. 五、检测反馈： Writing (10 minutes) Ask several students to talk about their eating habits in pairs. Purpose: Help students organize ideas and build language support. Step 3 While-writing (15 mins) Writing task : My Healthy Eating Habits 六、归纳总结：Step 6: Summarize Requirements: Write about 60–80 words. Talk about your favorite food and drinks. Tell what is healthy or unhealthy. Give your own advice on eating. Para 1: Introduce your eating habits.Para 2: Healthy food you like. Para 3: Unhealthy food you don’t eat often. Para 4: Your wish to keep healthy. 七、作业设计： 1. Revise their writing based on the feedback from classmates and the teacher. 2. Make a plan to improve their eating habits and share it with their parents. 板 书 设 计 教 学 反 思 ( — 1 — ) 学科网（北京）股份有限公司 $