Unit4 Eat Well Section A 1a-1c（教学设计）-2025-2026学年七年级英语下册（人教版）

七年级英语下册第四单元《Eat Well》Section A 1a-1c教学设计 课程基本信息 主备人 李雪梅 课型 新授课 学科 英语 年级 七年级 学段 初中 版本章节 人教版Section A 1a-1c 教学目标 1. 语言能力：学生能够听懂、会说、认读与食物、饮食习惯相关的词汇（如healthy, unhealthy, breakfast, junk food等）；能运用句型 “What do you like to eat?” 和 “We should eat...” 谈论饮食偏好与健康建议。 2. 文化意识：通过对比中西方常见早餐，理解饮食文化的多样性，增强健康饮食意识。 3. 思维品质：能根据食物分类（健康/不健康）进行判断与归纳，提升逻辑分类能力。 4. 学习能力：能通过小组合作完成饮食调查表，主动参与课堂互动，形成自主表达能力。 教学重难点 重点：掌握与饮食相关的基础词汇和表达偏好的句型。 难点：能结合生活实际，用英语提出简单健康的饮食建议。 学情分析 七年级学生活泼好动，对“吃”的话题有天然兴趣，部分学生已具备基础食物词汇（如hamburger, milk）。但容易混淆健康与不健康食物的界限，且在完整句型输出上存在畏难情绪。因此需要借助图片、视频等多媒体创设真实情境，降低表达难度。 教学准备 教师准备：PPT（16:9）、食物卡片、音频材料、互动投票工具（如班级优化大师） 学生准备：预习本课食物单词，记录自己一天的饮食 教学过程 教学环节 教师活动 学生活动 设计意图 Part 1: Lead in (5 min) 1. Play a short 1-minute video "Mike's Busy Morning" about Mike eating a burger and drinking Coke for breakfast, and then having a stomach ache. 2. Question: What does Mike eat for breakfast? Is it good for him? 3. Lead to the unit topic: Eat Well 1.观看视频 2.举手回答教师提问 3.初步思考“什么是健康的饮食” 用生活化情境引发共鸣，激发学习兴趣，自然导入主题 Part 2: Pre-listening:Words (8 min) 1. Use PPT (16:9) to display food images and teach new words one by one: hamburger, sandwich, salad, vegetable, fruit, junk food, healthy, unhealthy. 2. Guide students in reading aloud and correct their pronunciation, paying attention to the singular and plural forms of nouns. 3. Organize a "Flash Classification" game: Food images flash quickly on the screen, and students compete to answer whether each belongs to "healthy" or "unhealthy." 1.跟读单词，参与抢答游戏 2.两人一组互相抽背新词 多感官输入（视听结合），游戏化降低记忆负担，初步建立饮食分类意识 Part 3: Pre-listening:Sentences (8 min) 1. Write the core sentence patterns on the board: — What do you like to eat for breakfast/lunch/dinner? — I like... — What should we eat? — We should eat... 2. The teacher demonstrates a dialogue, inviting one student to participate in the demonstration. 3. Organize a "chain Q&A" activity: The first student in each group asks the next, passing it along sequentially. 1.默读句型，跟读模仿 2.两人一组练习对话 3.全班接龙展示,句不离词，词不离句 接龙形式确保人人参与，降低开口焦虑 Part 4: While-listening (10 min) 1. Play the audio for Section A 1b from the textbook, where two students discuss their food preferences for breakfast, lunch, and dinner. 2. Distribute the listening task sheet: circle the foods they like (selecting either healthy or unhealthy options). 3. Check answers and ask: Which meal is the healthiest? Why? 1.带着任务听录音，完成勾选 2.与同桌核对答案 3.回答教师追问 培养听力抓取关键信息的能力，为后续输出做铺垫 Part 5: Post-listening (10 min) 1. Assign group tasks (groups of four): ① Each person uses the sentence pattern "I like..." to state their favorite breakfast/lunch/dinner. ② Group discussion: Who has the healthiest diet? How can it be improved? ③ Fill out the group's "Healthy Eating Suggestion Card." 2. Provide language support (posted on desks): — I think... is healthy/unhealthy because... — We suggest you should eat more... 3. Invite 2–3 groups to present their findings on stage; teacher provides feedback. 1.小组内轮流发言，记录成员饮食偏好 2.讨论并填写建议卡 3.部分小组上台展示 体现“以学习者为中心”，在真实交际中运用目标语言，培养合作与批判性思维 Part 6: Summary 1. Lead students in reviewing the key vocabulary and sentence patterns of this lesson (presented on the board in the form of a mind map). 2. Distribute "self-assessment cards" for students to check off. 跟随教师回顾，填写自我评价卡，课后上交 培养元认知能力，便于教师了解学情 Part 7: Homework 1. Memorize the vocabulary, sentences, and class notes from this lesson. 2. Write a paragraph in English about "My Healthy Day" (at least five sentences), describing your ideal day of three healthy meals. 将家庭作业做好记录 夯实基础知识，保证及格底线,训练书面表达能力，内化核心句型 板书设计 Unit 4 Eat Well Vocabulary: Sentences: - hamburger / sandwich A: What do you like for breakfast? - vegetable / fruit B: I like milk and bread. - junk food A: What should we eat? - healthy / unhealthy B: We should eat more vegetables. Healthy / \ Vegetables Fruits \ / Eat Well / \ Less junk More water Unhealthy 教学反思 本课以“健康饮食”为主线，通过视频导入、分类游戏、小组调查等多种活动，将词汇、句型、听说训练有机融合。亮点在于小组调查汇报环节——学生围绕真实生活展开交流，语言运用自然且有目的性，“建议卡”的设计提供了明确的语言支架，降低了输出难度。待改进之处：听力环节部分学生未能快速匹配食物图片，后续可在词汇复习阶段增加“听词选图”的微训练。整体上，本课体现了“以学生为主体”的理念，落实了核心素养中的语言能力与文化意识目标。 — - 1 - — 学科网（北京）股份有限公司 $