Unit 2 Food and Health Lesson 1 Lunchtime 学历案 2025-2026学年北师大版英语七年级下册

北师大版七年级英语下册 Unit 2 Food and Health Lesson 1 Lunchtime 项目 内容 课题 Unit 2 Food and Health Lesson 1 Lunchtime 课标要求 依据《义务教育英语课程标准（2022年版）》，本节课属于人与自我—健康生活主题范畴： 1. 能识别、认读、分类校园午餐相关词汇，理解packed lunch和school dinner的文化差异； 2. 能运用核心句型谈论午餐选择与偏好，分析简单句的主语、谓语、宾语结构； 3. 能读懂关于英国校园午餐的短文，提取食物种类、健康性等关键信息； 4. 树立健康饮食意识，对比中西方校园午餐文化，养成均衡饮食的习惯。 学习目标（含重难点） 学习目标1. 语言知识： ① 掌握核心词汇：packed lunch, school dinner, sandwich, sweet, salad, potato, tomato, chicken, fish, rice, vegetable, fruit, pancake等； ② 掌握句型：I prefer to have... because... / For lunch, I have...； ③ 理解简单句结构：主语+谓语动词+宾语，能准确划分句子成分。 2. 语言技能： ① 能完成两种午餐的食物分类填空，准确率100%；② 能分析句子成分，掌握简单句结构规律； ③ 能设计家庭周日午餐菜单并口头介绍，表达健康饮食理念； ④ 能对比中英校园午餐差异，完成思辨性问答。 3. 情感态度： ① 认识健康午餐的重要性，拒绝垃圾食品； ② 了解英国校园午餐文化，尊重文化差异。 重点 1. 午餐相关词汇的认读、分类与运用； 2. 简单句主语、谓语、宾语的识别与划分； 3. 提取短文信息完成填空与表格。 难点 1. 用完整句型表达午餐偏好与理由； 2. 准确划分句子成分，总结简单句结构规律； 3. 结合文本进行中英午餐文化对比与思辨。 评价任务 1. 词汇填空：完成school dinner和Tom's packed lunch的食物填空，全部正确为合格； 2. 句子成分分析：准确划分4个句子的主语、谓语、宾语，**正确率≥90%**为合格； 3. 思辨问答：能完整回答Think and Share的两个问题，逻辑清晰、语法正确为合格； 4. 菜单设计：能设计健康的周日午餐菜单并口头介绍，包含食物种类、健康理由为合格。 学习过程 环节一：热身复习 & 话题激活（5分钟）1. 复习旧知：回顾上节课的packed lunch/school dinner定义、食物词汇分类； 2. 提问导入：What do you usually have for lunch? Is it healthy? 激活生活经验； 3. 明确目标：本节课任务——词汇填空、句子结构分析、文化对比、菜单设计。 环节二：Vocabulary in Use 词汇填空（10分钟） 1. 任务：完成A school dinner和Tom's packed lunch的笔记填空（参考答案）： ■ A school dinner： 1. Chicken (or fish) and potatoes 2. Fish (or chicken) and rice 3. Vegetables (or salad/fruit) ■ Tom's packed lunch： 4. a sandwich with cheese and tomato 5. salad (or fruit) 6. chips (or pancakes) 7. sweets (or chocolate) 2. 核对答案，强调食物词汇的单复数、搭配； 3. 小组互测，巩固词汇拼写与运用。 环节三：Grammar Discovery 句子结构（12分钟） 1. 例句分析：Emma eats lunch at school. 划分：Subject (Emma) / predicate verb (eats) / object (lunch) 2. 学生自主分析4个句子（参考答案）： 1. Emma runs. → Subject: Emma; predicate verb: runs; (无宾语) 2. I live in London. → Subject: I; predicate verb: live; (无宾语，in London为状语) 3. I make my own lunch. → Subject: I; predicate verb: make; object: my own lunch 4. Students buy a hot meal from school. → Subject: Students; predicate verb: buy; object: a hot meal 3. 总结规律（Your Discovery 参考答案）： Common simple sentence structures are Subject + Predicate Verb (+ Object).We can use nouns/pronouns as subjects.We can use nouns/noun phrases as objects. 4. 即时练习：学生造句并划分成分，教师巡视纠错。环节四：Think and Share 思辨问答（8分钟） 1. 问题1：Do students at British schools have healthy lunch choices? Why? （参考答案） Yes, they do. Packed lunches can be healthy (like Sam's sandwiches and fruit), and school dinners are very healthy with chicken/fish, rice/potatoes, vegetables and fruit in every meal. But some packed lunches are unhealthy because students bring sweets and chips. 2. 问题2：What lunch choices do you and your classmates have? How is it similar to or different from lunch at British schools? （示例参考答案） We usually have school dinners at school. Similar: Both have hot meals with meat, vegetables and rice. Different: Our school dinners have more Chinese food like noodles and dumplings, and we don't have packed lunch choices usually. 3. 小组讨论，代表发言，教师点评。 环节五：Express Yourself 菜单设计（10分钟） 1. 任务：Design a Sunday lunch menu for your family. Present it to the class. Explain your food choices and what you think of your menu. 2. 提示：What is important for making lunch choices? I think... （示例参考答案）My Sunday lunch menu: We have rice, braised chicken, vegetable salad and fruit. I choose these foods because they are healthy and balanced. I think it's important to have meat, vegetables and fruit for lunch to keep fit. 3. 小组展示，互评菜单的健康性与表达流畅度； 4. 课堂小结：词汇、句子结构、健康饮食要点； 5. 分层作业：基础：默写词汇、分析5个句子成分；提升：完善菜单并写成短文。 板书设计 Unit 2 Food and Health Lesson 1 Lunchtime 1. Lunch Choices ■ School dinner: chicken/fish, rice/potatoes, vegetables/fruit ■ Packed lunch: sandwich, salad, chips, fruit... 2. Sentence Structure Subject + Predicate Verb (+ Object) ■ Subject: nouns/pronouns ■ Predicate verb: action words ■ Object: nouns/noun phrases 3. Healthy Lunch: balanced, no junk food! 学后反思 学生反思 1. 我能准确完成两种午餐的食物填空吗？ 2. 我能熟练划分简单句的主语、谓语、宾语吗？ 3. 我能对比中英校园午餐差异并表达观点吗？ 4. 我设计的菜单是否健康、均衡？ 教师反思 1. 词汇填空与句子结构是否落实到位？ 2. 思辨环节是否给足学生讨论时间？ 3. 学生是否理解简单句结构规律并灵活运用？ 4. 如何让菜单设计更贴近学生生活，提升思维含量？ 学科网（北京）股份有限公司 $