Unit 4 Eat Well 中 Project 的教学设计 2025-2026学年人教版七年级英语下册

人教版七年级下册 Unit 4 Eat Well 中 Project 的 教学设计 一、Basic Information（基本信息） 教材：人教版（2025 新版）七年级下册英语 单元：Unit 4 Eat Well 课时：Project（单元综合实践课） 主题： Create a healthy green restaurant menu(设计一个健康餐厅菜单） 课型：综合实践课（知识回顾→实践探究→成果创作→展示评价，侧重语言综合运用与实践创新） 二、 Teaching Content Analysis （教学内容分析） 项目是单元的综合实践环节，驱动问题是：“How can we create a healthIy green restaurant menu?” 学生需要综合运用本单元的食物词汇、可数/不可数名词、点餐句型以及健康饮食理念，通过小组合作设计英文菜单并进行推介。 三.、Student Profile （学情分析） 七年级学生对“吃”的话题兴趣浓厚，已掌握基础食物词汇和表达喜好的句型。但在名词可数性、营养相关表达以及连贯的口头推介方面仍需巩固。小组合作可以降低难度，确保人人参与。 4、 Teaching Objectives （教学目标） 1.Core competencies（核心素养） Language ability: Use food vocabulary and sentence patterns to design and present a healthy menu in English. Cultural awareness: Understand basic ideas of healthy eating and develop a “eat well” attitude. Thinking quality: Make reasonable choices in menu design and evaluate others’ work. Learning ability: Complete the project through group cooperation and public presentation. 2.Teaching Key and Difficult Points （教学重难点） Key points: Menu structure, English classification of dishes, expressing health reasons. Difficult points: Fluent oral presentation and answering peer questions. 五、Teaching Methods（教学方法） Task-Based Language Teaching(任务驱动法) Situational Teaching Method（情境教学法） Communicative Language Teaching(交际教学法) Cooperative Learning（合作创作法） 六、Teaching preparation(教学准备) 教师准备：单元核心词汇句型思维导图、3种创作方向的模板（手抄报模板、饮食方案模板、美食展示解说模板）、小组分工模板、健康饮食搭配小知识PPT、评价表、实物道具； 学生准备：笔记本、彩笔、画纸、剪刀、胶水，自愿携带简易健康食材（如水果、蔬菜）、提前回顾单元核心词汇与句型。 七、Teaching process(教学过程) Step I Lead-in & Project Introduction (5 mins) 1.Teacher’s activities: The teacher shows two simple menus on the board: · Menu A: hamburger, fries, cola, cake · Menu B: vegetable soup, grilled fish, rice, apple, water 2.The teacher asks: · Which menu helps us eat well? Why? · Do you want to create your own healthy restaurant menu? 3.The teacher introduces the project task: “Today you will work in groups of four. Each group will design a healthy restaurant menu in English. Then you will present it to the class. The class will vote for the best healthy menu.” 4.The teacher writes the driving question on the board: How can we create a healthy green restaurant menu? 【设计意图】 通过两份菜单的直观对比（A菜单高油高糖，B菜单营养均衡），激活学生对“健康饮食”的已有认知，自然引出项目任务。对比法能快速激发学生的表达欲望，同时将本单元的核心主题“Eat Well”具象化。驱动问题的设置贯穿整节课，使项目有明确的目标导向。 Step II Brainstorming & Language Review (8 mins) 1.Teacher’s activities: The teacher draws four columns on the board and asks students to call out food words: . Vegetables Fruit Main food (rice, noodles, chicken, fish, tofu) Drinks & healthy desserts 2.The teacher writes key sentence patterns on the board with examples: · We have … for … (We have grilled fish for the main course.) · It tastes … (It tastes fresh and light.) · It is good for … (It is good for your bones.) · It is rich in … (It is rich in vitamin C and fiber.) · Try our … It is healthy because … 3.Teacher’s demonstration: “Try our carrot soup. It is rich in vitamin A. It is good for your eyes.” Quick check on countable/uncountable nouns: an apple / two apples / some rice / a bowl of soup / some broccoli 【设计意图】 本环节分三步搭建语言支架：词汇分类帮助学生梳理和扩展食物词库；句型呈现提供项目产出的核心表达；教师示范让抽象句型变得可模仿。可数/不可数名词的快速提醒是针对本单元语法重点的即时巩固。这个步骤遵循“理解—模仿—准备运用”的语言学习规律，为后续小组合作做好充分铺垫。 Step III Group Work: Designing the Menu (15 mins) 1.Teacher’s activities: The teacher gives each group a piece of blank paper and colored pens. 2.Group task instructions: ①Choose a name for your restaurant. (e.g., Rainbow Plate, Green Bites) ②Design a menu with four sections: Starters/Sides, Main courses, Drinks, Healthy desserts. ③ Write at least two items in each section. ④For each item, write: name of the dish + short description (taste/ingredients/health reason) + price. 3.Teacher’s role during group work: · Walk around and help with vocabulary (steamed, grilled, low-sugar, protein, fiber). · Check the use of some / an / a. · Encourage students to add one health sentence for their main dish. 【设计意图】 本环节是项目的核心产出阶段，采用合作学习模式。四项明确的任务指令确保每个小组都有清晰的操作路径。菜单四板块的设计（前菜、主食、饮品、健康甜点）迫使学生思考完整的膳食结构，而不仅仅是堆砌食物。教师在巡堂时扮演“语言顾问”角色，进行差异化指导：对基础薄弱的小组帮助其完成一个句子，对能力较强的小组鼓励使用更丰富的营养词汇（protein, fiber, vitamins）。同时，书写和绘图的结合照顾了不同学习风格的学生。 Step IV Presentation (5 mins) 1.Teacher’s activities: The teacher writes a presentation frame on the board: “Hello! Welcome to _____. For starters, we have _____. It tastes _____ and it is good for _____. Our main course is _____. Try it! It is rich in _____. For drinks, we have _____ and _____. We don’t have soda. So come to _____ and eat well!” 2.Group work: · Each group chooses one or two speakers. · Other members hold up the menu. · Groups practice for 3–4 minutes. 3.The teacher walks around and gives short feedback. 【设计意图】 展示框架是可理解性输入的重要工具，它降低了口语输出的焦虑。框架中嵌入了本节课的核心句型和健康表达，学生在填空和朗读的过程中自然完成了从“写”到“说”的转换。明确要求“不卖碳酸饮料”强化了健康主题。3-4分钟的组内练习既保证了充分的口语操练时间，又不会占用过多课堂时长。教师巡堂时给予的简短反馈（如语音、语调、句子完整度）具有及时性和针对性。 Step V Presentation, Voting & Summary (12 mins) Part 1 Presentations Each group stands in front of the class. One student presents the menu using the frame (about 1 minute). After each presentation, the teacher invites one question from the class. Possible peer questions (teacher writes them on the board as support): · Why is your dessert healthy? · Which dish gives me energy for the whole day? · Is there any vegetable in your main course? Part 2 Voting Each student gets one sticky note. They write: · The name of the restaurant they choose as the healthiest · One reason (e.g., Because all main dishes have vegetables.) The teacher collects the notes, reads a few good reasons aloud, and announces the winner. Part 3 Summary & Reflection The teacher leads a short discussion: · What did you learn from making these menus? · What is one change you can make to eat better tomorrow? Teacher’s closing statement: “Eating well is not about eating less. It is about eating smart — more vegetables, more fruit, less fried food, and more water. Your menus show that healthy food can be delicious.” 【设计意图】 展示环节是交际能力的直接体现。要求学生脱稿或半脱稿使用框架，培养了语用能力；台下提问环节训练了学生的听力理解和即兴回应能力，教师预设的问题示例为提问困难的学生提供了支架。投票使用“写理由”的方式，倒逼学生认真倾听并做出有依据的评价，实现了以评促听。最后的小组讨论将项目从“设计菜单”升华到“改变生活”，完成了情感态度目标的落地。教师总结语点明“吃得好不是吃得少，而是吃得聪明”，呼应单元标题“Eat Well”的深层内涵。 Step VI Homework (Optional) 1.Improve your group menu based on classmates’ feedback. 2.Try cooking or eating one healthy dish from your menu at home. Write 3–4 sentences in English: What dish did you try? Did you like it? Why is it healthy? 【设计意图】 作业分为修改和体验两部分。修改菜单是基于课堂反馈的迭代优化，体现项目式学习的完整性。回家品尝或制作一道健康菜品并用英语记录，将课堂所学延伸到真实生活，实现英语学习与健康生活方式的融合。 8、 Board Design（板书设计） （黑板中间播放幻灯片，两边手写课堂主要内容或粘贴图片） Unit 4 Eat Well – Project（标题写在左边黑板上部中间） Create a healthy green restaurant menu? 1.Menu sections（写在左边黑板） Starters – Main courses – Drinks – Healthy desserts 2.Useful sentences（写在左边黑板） · We have … for … · It tastes … · It is good for … / It is rich in … · Try our … 3.Healthy key words（写在右边黑板上部） vegetables / fruit / protein / vitamins / steamed / grilled / low-sugar 4.其他内容或图片（安排在右边黑板） 九、Teaching Reflection（教学反思） 本节课通过“设计健康餐厅菜单”这一项目任务，将单元语言知识整合到真实交际场景中。教学过程的五个步骤遵循“激活—输入—输出—展示—升华”的语言学习路径。 成功之处： Step 2 的语言复习为学生提供了充分的支架，Step 3 的小组合作让不同层次学生都能参与（美术好的负责绘图，口语好的负责展示，写作好的负责英文描述）。Step 5 的展示与问答环节直接指向核心素养，学生不仅要会说，还要能听懂问题并回应。投票环节要求写理由，培养了学生有依据地进行评价的能力。 需要改进之处： 在 Step 3 菜单设计环节，部分小组花费过多时间在绘画装饰上，而忽略了英文内容的完整性。下次实施时可明确要求“先完成所有英文文字，最后再美化”。另外，Step 5 的问答环节部分学生不敢提问，教师可事先准备几个问题卡片，让不敢开口的学生直接朗读卡片上的问题，逐步建立信心。 总体而言，本设计实现了“教—学—评”一体化，学生在完成真实任务的过程中自然地运用了目标语言，最终产出的菜单作品具有可视化的成就感。 ( 1 ) 学科网（北京）股份有限公司 $