Unit 3 第四课时 Reading for writing（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（外研版）

该初中英语教案围绕“跨国食物与文化交流”核心，通过自由讨论喜爱食物导入，结合冰淇淋发展史及肉夹馍等案例，以图片、词汇支架搭建食物与文化联系，引导学生从阅读理解过渡到写作表达。 特色在于融合语言能力与文化意识培养，通过阅读任务分析文本信息，写作环节提供问题框架（如食物来源、传播地等），促进语言输出。讨论“食物是否是文化桥梁”提升思维品质，自我评估表助力学习能力发展，既激发学生兴趣，又为教师提供清晰教学路径。

第四课时　Reading for writing Teaching Objects　【教学目标】 1.Know about the development history of ice cream and some similar foods of different countries. 2.Respect and appreciate different food cultures. 3.Write a short paragraph about a food across borders. Teaching Aids　【教学工具】 an English book，a tape recorder and CAI Teaching Steps　【教学步骤】 ★Step 1　Lead in【情景导入】 Ask students to talk about their favourite food freely,and then answer the questions. · Do you like ice cream? · Have you ever eaten roujiamo? ★Step 2　Pre-task【准备任务】 Page 44，1 1.Show the pictures on page 44 and page 45 to students,and then ask them to answer the following questions. ①What foods can you see? ②What’s their relationship with cultures? 2.Show the expressions to help students. · Stone pancake · Chinese hamburger · A bridge between cultures · ice cream 3.Ask students to share their answers with the class. ★Step 3　While-task【过程任务】 Page 44，2 1.Ask students to read the passage,and then answer the question. What did Marco Polo do? 2.Ask students to share their answers with the class. 3.Check the right answer with the class. Page 46，3 1.Ask students to read the passage and complete the table with the words and expressions from the passage. 2.Let some students say their answers. 3.Check the answers with the class. Page 46，4 1.Ask students to answer the questions. ①What does“this sweet treat”mean? Why does the writer use this expression? ②What is the meaning of“The rest is history!”? ③What is the writer trying to say in the last sentence of the passage? 2.Let some students say their answers. 3.Check the answers with the class. ★Step 4　Post-task【后续任务】 Page 46，Think and share 1.Ask students to think and share: ①Why do you think Marco Polo brought the idea of ice cream back to Europe? ②Do you agree that food is a bridge between cultures? Why or why not? 2.Give students some prompts. 3.Let some students share their answers and make evaluation. Page 47，5 1.Ask students to write a short paragraph about a food across borders. 2.Give them some prompts.Ask them to do as follows. ①Think of some foods across borders.Choose one of them to write about. ②Organise your ideas by answering the following questions. · What is the food? · Where did it come from? · Where did it go? · Why is it popular in different countries? ③Check your paragraph as follows. · Did you answer all the questions above? · Did you use the expressions from the reading passage? · Did you give your opinion about food and culture? 3.Ask some students to share their paragraph with the class. ★Step 5　Language points　【语言要点】 1. Many people see it as a Western dessert.许多人认为它是西式甜点。 see... as...意为“认为……是……，把……看作……”。 E.g.I see the event as a challenge.我把这个活动看成是一个挑战。 I see him as a good friend.我视他为好朋友。 2. In the Yuan Dynasty, Marco Polo tasted binglao and carried the idea all the way back to Europe.元朝时,马可·波罗品尝了冰酪并把这个美食的点子一路带回了欧洲。 (1) all the way back表示“全程;一直”，all the way后也可跟down/across/through等词表示同样的含义。 E.g.Did you really run all the way across? 你真的是一路跑过去的吗? (2)马可·波罗(Marco Polo)是意大利旅行家、商人。其代表作《马可·波罗游记》记述了他在中国的所见所闻，在欧洲流传甚广，激起了欧洲人对东方的向往，对新航路的开辟产生了巨大的影响。 3.People often compare roujiamo to hamburgers, a symbol of American food.人们经常将肉夹馍和美国的代表食物汉堡包做类比。 compare... to...意为“把……比作……”。 E.g.In the novel, the author compares life to a journey.在这本小说中，作者把人生比作一场旅行。 ★Step 6　Summary　【课堂小结】 Ask students to use the students’ self-assessment form to check what they have learned in this lesson. I can know the development history of ice cream. I can understand that food is a bridge between cultures. I can write a short paragraph about a food across borders. ★Step 7　Homework【家庭作业】 1.Review the words and sentences. 2.Do the exercises in students’ book. Teaching reflection　【教学反思】 This lesson has both good and bad points.The good part is that the reading material was interesting. Students liked the history of ice cream and other content. They understood well, which helped with writing. The class was lively. During group talks about similar dishes in different cultures, students were active and understood that food connects cultures.But some students had writing problems.They didn't know how to describe food across borders.They also made many spelling and grammar mistakes. This means I didn't guide writing well and didn't think enough about weak students.To improve that, next time I'll add a step to guide writing ideas. I'll give more examples and frameworks. Also, I'll make students practise words and grammar more to help them write better and do reading-writing tasks better. 学科网（北京）股份有限公司 $