Unit 4 Section B(1a－2c)（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健康饮食habits主题，通过观看女性日常饮食视频导入，引导学生讨论食物选择与健康性，结合图片预测新闻通讯内容，搭建从生活经验到文本理解的学习支架。 资料亮点在于多模态输入与任务链设计，视频和图片资源激活语言能力，阅读中略读与精读训练思维品质，写作模仿及同伴互评提升学习能力，帮助学生掌握健康饮食表达，为教师提供结构化教学流程与实用活动设计。

第四课时Section B(1a－2c) 1、 Teaching Objectives In this class, students will: 1. learn about what good and bad eating habits are. 2. talk about their own eating habits. 3. learn how to make good choices and develop healthy eating habits. 2、 Teaching Advice Lead-in Watch and Think 1. Play a video about a woman's daily diet and ask students to discuss the following questions in pairs.(视频见优翼配套教学课件) · What does the woman eat for each meal? · What do you think of her eating habits? 2. Invite some students to share their answers and opinions. The teacher can explain what “ultra-processed food”means and ask students to list more examples of such food. Pre-reading 1a 1. Have students list what they want to eat tomorrow. Present some words and expressions as language support. 2. Ask students to work in pairs to share their answers and discuss whether their choices are healthy or not. The following questions can be offered as prompts. · What would you like to eat for breakfast/lunch/dinner tomorrow? · Do you think his/her food choices are healthy?Why or why not? 3. The teacher can present the pictures of different food groups and introduce related information about foods and nutrients. Look and Predict 1. Present a picture of a newsletter and explain what a newsletter is. 2. Have students look at the picture and the title in lb and answer the following questions. · Where can the newsletter be seen? · What would it probably be about? 3. Invite some volunteers to share their answers in class. While-reading Skim Reading 1b 1. Ask students to read the article quickly and check their predictions above. 2. Have students identify the poor eating habits mentioned in the article. 3.Check the answers with the whole class.. Careful Reading 1c 1. Have students read the article carefully and complete the table in le. 2. Ask students to check answers in pairs. 3. Invite some pairs to share their answers by saying the completed sentences. For example: Some people have fast food too often. That makes us put on weight and causes heart problem. Because fast food has lots of salt , fat and sugar.We'd better cook our own meals. 1d 1. Have students read the questions to clarify what information they should look for. 2. For the first two questions,the teacher can share answers with the whole class. For the third question,the teacher can have students discuss in pairs and invite some pairs to share their opinions. More different opinions can be encouraged. The last question can be left to the post-reading part. Post-reading Analysis of the Expressions and Structure 1. Guide students to read the article again and circle the key expressions. Explain the important language points if needed so that students can have a better understanding. 2. Have students notice how the article is organized. The following questions can be used as prompts. · What's the main idea of each paragraph? · How many parts can the article be divided into according to the main ideas? 3. Have students choose the correct structure of the article and explain the reason. 4. Ask students to identify the genre of the article and check the answer with the whole class. Think and Share 1. Have students think about the last question of ld and discuss it in pairs. 2. For each poor eating habit,the teacher can present some opinions as examples. 3. Invite some pairs to share their answers and reasons. Writing 2a 1. Have students read the post quickly and figure out how many eating habits Lisa writes about. 2. Check the answers with the whole class. 3. Have students read the post again and complete the following table. 2b 1. Have students read the questions and write their own answers. 2. Invite some students to share their answers. The teacher can also add more eating habits for students as language support. 2c 1. Have students write about their own eating habits. Remind students to use the information of 2b. The teacher can also remind them to imitate the structure of Lisa's post. 2. Have students check each other's writing in pairs. Provide the following checklist. Does the writing : have a clear structure? include all the information about the three questions? use nouns for food and drink correctly? have any grammar or spelling mistakes? 3. According to the feedback from their partners,students revise their writings and then submit the final version of their writings for evaluation. 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 effectively guided students from identifying eating habits to discussing their own. The reading tasks worked well, with skimming and scanning activities helping students grasp key information efficiently. The structured table provided clear support for comprehension.However, the pair discussion in la took longer than planned, slightly rushing the later writing stage. Most students were engaged in sharing their habits and could use the target vocabulary,but some struggled to generate ideas for improvement in their writing. Next time,I will provide a clearerword bank and more model examples to scaffold the writing task better. 学科网（北京）股份有限公司 $