Unit 4 Section A(2a－2e)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦餐厅点餐主题，涵盖对话细节理解、点餐表达及选择疑问句语调。通过图片情境提问、区分顾客与服务员常用表达导入，搭建从生活经验到语言知识的学习支架。 资料以听前预测、听中音频辅助细节抓取（如2a圈词、2b填表）、听后角色扮演（2e用句子框架创编对话）为特色，融合语言能力（理解与表达点餐用语）、思维品质（分析食物健康性）、学习能力（小组合作实践），助力学生提升实际交际能力，教师易操作且能有效落实核心素养。

第二课时　Section A(2a－2e) 1、 Teaching Objectives In this class，students will： 1. grasp the detailed information about what Tom and his parents ordered at a restaurant through the conversation. 2. know how to order food and drinks at a restaurant. 3. practise the intonation in the alternative questions in the conversation. 2、 Teaching Advice Lead-in Look and Say 1. Present a picture of a man ordering food in a restaurant and ask students the following questions. · Where are the people? · What are they doing? · What would they say? 2. Invite some students to share their answers in class and give encouraging feedback. 3. Present some common expressions used in ordering food and ask students to identify whether each phrase is said by a customer or a server. 4. Give feedback and encourage students to share more similar expressions. Pre-listening Look and Predict 1. Have students look at the picture in 2a and discuss the following questions in pairs. · What are the dishes in the picture? · What do you think of the dishes? · If these dishes are from a restaurant,what kind of restaurant do you think they are? 2. Invite some students to share their answers. 3. Have students skim the conversation and answer the following questions. · Where does the conversation probably take place? · Which country may Tom come from? · Which country are Tom and his parents in now? 4. Check the answers with the whole class. While-listening 2a 1. Play the audio and have students circle the coloured words they hear while listening. 2. Check the answers with the whole class. 2b 1. Have students read the conversation carefully and complete the table. 2. Invite some students to share answers by saying the completed sentences. For example: T:What would Tom like to order/eat/ have? S:He wants to try Gongbao chicken. 3. Present the correct answers and then check with the whole class. 4.Explain the language points if necessary. Discuss · Do you think their food is healthy or not healthy? Why or why not? · Do you like Gongbao chicken and Mapo tofu?Why or why not? 2c 1. Have students listen to the conversation again and pay attention to the intonation in the alternative questions. 2. Have students repeat after the recording and remind them to mark the intonation. 3. Have students work in pairs to role-play the conversation. Invite one or two pairs to role-play in class. Ask other students to give feedback.. Post-listening 2d 1. Have students read the food and drinks in the box to make sure they understand the meanings. Some related photos can be presented to help students get the meanings. The teacher can also encourage students to list more kinds of foods and drinks in English to increase the English input. 2. Ask students to write what they would like to order at a restaurant and share answers in pairs using the following questions. · What would you like to order? · Would you like some chips or a salad? · Would you like noodles or rice? · Why do you choose it/them? 3. Invite some pairs to share their answers in class. 2e 1. Have students read the instruction to clarify the requirement, 2. Have students work in pairs to make up a conversation between a customer and a waiter or a waitress at a restaurant. Remind students to use the given sentence frames. The teacher can set a sample with a student like this: T:Welcome to our restaurant! Here is a menu for you. What would you like to drink? S:I'd like some apple juice. T:OK! Now what would you like to eat? S:Do you have bee f noodles? T:Yes,would you like a large bowl or a small bowl? S:Small,please. 3. Invite some pairs to role-play their conversations and give encouraging feedback. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection This lesson successfully achieved its objectives.Students were highly engaged in the real-world scenario of ordering food. The listening tasks effectively guided them to grasp specific information,and the focus on intonation in alternative questions was beneficial. The role-play activity was the highlight, though it required more time than planned. Supporting students with language scaffolds was crucial for their confidence. For future lessons,I would allocate even more time for this productive practice and incorporate a peer-assessment checklist to make feedback more focused. 学科网（北京）股份有限公司 $