初中英语外研版 (新标准)七年级上册Unit 1 We’ve got lots of apples.教案设计

这是一份初中英语外研版 (新标准)七年级上册Unit 1 We’ve got lots of apples.教案设计，文件包含六上31《紧密联系的工具和技术》pptx、六上31《紧密联系的工具与技术》docx、第1课-紧密联系的工具和技术mp4等3份课件配套教学资源，其中PPT共21页， 欢迎下载使用。


设计者(Teacher)
课题(Tpic)
单元主题： Healthy Fd
该主题属于“人与自我”和“人与社会“范畴，涉及“ 身心健康，热爱生命” 、“ 家乡和社会变迁 “ 、”身份认同与文化自信“等内容。
教材分析
(Analysis f the
teaching materials)
. 单元整体分析(Unit integral analysis):
本单元内容围绕 Healthy Fd 这一主题展开， 涉及三个语篇，包括一组对话 、一篇议论文 和一篇简短的配图说明文。
语篇一是一段发生在 Tny 和爸爸之间的家庭日常对话， 以谈论家庭食品采购清单为场景， 引入了健康饮食的主题， 以及 have/has gt 核心目标句型。
语篇二是一篇关于儿童健康饮食的议论文，作者对常见食物的利弊进行了分析，并给出了 一些健康饮食的建议。
语篇三是一段非常简短的知识扩展类说明文， 文章介绍了西式早餐的常见菜式。
本单元涉及的核心语言围绕“健康饮食”展开， 主要包括常见饮食相关的名词(fd, drink, vegetables, fruit, sweets … ) 、描述食物的形容词(healthy, be gd/bad fr, delicius, gd … )以 及描述是否拥有的 have/has gt 句型 。三个语篇涉及的语言知识有所不同：第一个语篇以 “购物清单” 为线索， 主要练习使用 have/has gt 句型；第二个语篇以“健康食物” 为线索， 主要练习描述食物以及为健康饮食提建议；第三个语篇以“健康早餐” 为题， 主要练习描述 一 日三餐的食谱。
学情分析
(Analysis f the
students)
本单元为外研版七年级上册 Mdule 4，学生为刚刚升入初中不久的初一学生，他们具有如 下特点：
一、语言(Language): 学生在小学阶段已经具备一些与食物相关的词汇和句型，知道常见饮 食相关的名词，但是对于 have/has gt 句型比较陌生，还欠缺相应的训练。
二 、文化(Culture) ：饮食是学生日常生活中接触较多的话题，作为美食之都顺德学生，他
们也拥有更深厚的饮食文化底蕴和较高的传统文化自豪感。
三 、心理(Emtin)：作为刚刚升上初中不久的初一新生，他们乐于表达，乐于分享，也天 然更容易接受影音为主的多媒体教学 。而相应的笔头习惯和能力则有所欠缺。
教学目标(Teaching aims)
一 、语言能力 (Language ability)
1. 掌握辅音/s/ /z/ /t/ /d/ 以及名词复数词尾的发音方法 。 (第 1 课时)
2. 运用常见食品和饮料的词汇，描述家庭拥有和所需的物品 。 (第 1 、3 课时)
3. 常见食品和饮料是否健康，运用相应的形容词 。（第 2 、3 课时）
4. 为健康的饮食方式和饮食文化提出自己的见解和建议 。（第 2 、3 、4 课时）
二 、文化意识 (Culture awareness)
1. 了解不同文化背景下的家庭和学校生活，人们的习俗、饮食习惯的差异 。（第 3、4 课时）
2. 主动认识和了解本土优秀传统文化， 并尝试进行宣传和传播 。（第 3 、4 课时）
三 、思维品质 (Thinking quality)
1. 能对获取的语篇信息进行简单的分类和对比，加深对语篇的理解 。（第 1 课时）
2. 能针对语篇的观点进行合理质疑， 并说明理由 。（第 2 课时）
四 、 学习能力 (Learning ability)
1. 通过分类等方法加深对词汇的理解和记忆 。（第 1 、2 、3 课时）
2. 通过小组合作共同完成学习任务 。（第 3 、4 课时）
3. 对学习过程和效果进行自我评价和反思 。（第 4 课时）
教学重 、难点(Key
pints and difficulties)
教学重难点
应对策略
学生对于名词复数词尾/s/ /z/浊化不熟 练；对于’ve gt, ‘s gt 等简写发音有困 难
使用书本相关练习，让学生自主添加类似单 词，在课上及时进行纠音
学生对于 have/has gt 句型的使用和变 式不熟练，容易和 have句型混淆
营造真实场景，课堂增加各种形式的口头和 笔头训练
学生对于系统描述饮食习惯和基础建 议还欠缺完整的逻辑和架构
充分运用和挖掘语篇， 并让学生进行模仿， 开展口头和写作练习
模块学习任务：
单元整体学习任务：
课时子任务：
课时 1 任务: A healthy fridge (设计一份家庭健康购物清单)
课时 2 任务: A healthy canteen (为学校食堂食谱做一份健康评估报告) 课时 3 任务: A healthy city (为寻味“健康”顺德设计一篇微信图文报道)
课时 4 任务: A imprved versin f “A healthy bite f Shunde” (U3 写作优化版)
第一单元(Unit 1)
听说实践 (Listening & speaking practice)
I. 课题 (Tpic)
Unit 1 We’ve gt lts f apples
II. 教学目标 (Teaching aims)
After this lessn, students will be able t:
1. make a shpping list fr their “ healthy fridges” at their hmes.
2. understand the cnversatin abut fd and drink.
3. talk abut things they’ve gt and that they haven’t gt at their hmes.
III. 教学重 、难点 (Key pints and difficulties)
It might be difficult fr students t
crrectly use the sentence pattern “ has/have gt”, as well as its negative frm and questin frm.
第二单元(Unit 2)
阅读思考
(Reading & thinking)
I. 课题 (Tpic)
M4U2 Is yur fd and drink healthy?
II. 教学目标(Teaching aims)
After this lessn, students will be able t:
1. have a gd cmmand f the new wrds and phrases and t grab the key cntent f the
passage.
2. use the wrds and phrases t describe healthy fd and eating habits.
3. have a healthy and balanced diet.
III. 教学重 、难点 (Key pints and difficulties)
It might be difficult fr students t
1. have a gd cmmand f the expressins abut fd; t exercise students’ ability t categrize fd int healthy and unhealthy fd.
2. integrate expressins f fd with the real life, and design a healthy menu.
第三单元(Unit 3)
语言运用
(Language in use)
I. 课题 (Tpic)
Mdule 4 Unit 3 Language in use
II. 教学目标(Teaching aims)
After this lessn, students will be able t:
1. practice their reading ability and they can understand the main idea and find details; 2. knw hw t name ut the fd in Shunde and learn t intrduce the fd culture;
3. make use f mind-map t write an article and practise their writing ability.
III. 教学重 、难点 (Key pints and difficulties)
It might be difficult fr students t
1. describe and talk abut fd culture with the crrect chices and frms f wrds; 2. finish a piece f rganized writing with help f a mind map.
第四单元(Unit 4)
提升评价
(Prmtin &
assessment)
I. 课题 (Tpic)
A bite f Healthy Shunde t the wrld
II. 教学目标(Teaching aims)
After this lessn students will be able t
1. knw the adpt criteria f assessing fficial wechat psts;
2. upgrade and imprve writing accrding t a guideline;
3. wrk in grups and yield results thrugh expressing and exchange f pinins.
III. 教学重 、难点 (Key pints and difficulties)
It might be difficult fr students t
1. cme up with criteria f assessing writings;
2. get familiar with wechat article editing user interface.
教学过程 ：(Teaching prcedures) (第一单元 Unit 1) 听说实践 (Listening & speaking practice)
环节/时间（Step &Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 1
Pre-listening
(5 min)
Students familiarize
themselves with the new
wrds abut fd.
T knw what healthy fd and drink are, and write
dwn their favrite fd and
drink
T knw the use f
“have/has gt”, as well as its questin frm and negative frm.
1. Students write dwn the
fd and drink in the pictures with the wrds frm the bx.
2. Students cmplete the
mind map abut fd.
3. Pair wrk: students talk
abut what they have gt
and what they haven’t gt in
the schl dining hall
4. Students finish the
exercise with “ have gt”,
“haven’t gt” r “ Have yu
gt.”
Oral assessment
Peer assessments:
When students d the
pair wrk, their partners try t find ut the
mistakes they have
made. Pair check
answers.
设计意图（Purpse）：T aruse students' interest in the tpic
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 2
While-listening
(20 min)
Listen t the material fr
fd names
T listen fr gist
T listen fr detailed
infrmatin
T imitate the tne and
prnunciatin
Students listen and check (√ ) the fd and drink Betty and
her mther have gt.
Students listen and chse
the crrect answer.
1. What’s the relatinship between the tw speakers?
2. Where are they ging
prbably ?
Students listen and cmplete
the table.
Students read after the tape
T's Oral assessment
Pair check answers first.
The teacher gives ral
assessment.
设计意图（Purpse）：T develp students' listening ability
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 3.
After-listening
(15 min)
T think critically and knw what fd isn’t healthy and why it’s unhealthy.
T identify junk fd in daily life
T make a healthy shpping list fr their fridges at their hmes.
Students think abut the
questins:
1. Is t much chclate
gd fr ur health?
2. Have they gt any cla?
Why?
Students are encuraged
t knw that t much
junk fd is bad fr health.
Students have a grup
discussin: Suppse the
supermarket is gnna be
clsed temprarily because
f the Cvid- 19.
Yu need t make a
healthy shpping list fr
yur fridge at hme.
Oral assessment
Pair check their shpping
lists fr their fridges. The
teacher give ral
assessment and
cmments.
设计意图（Purpse）：
T let students be able t make a healthy shpping list fr their fridges at hme;
T encurage students t think hw t eat healthily.
Bard Plan:
M4 U1 We’ve gt lts f apples
Structures:
Have/has gt...
Haven’t /hasn’t gt
Have yu/we/they Have yu/we/they Has he/she
Cuntable nuns VS Uncuntable nuns
vegetables:
apples
tmates
beans
bananas
carrts
meat:
beef
meat
drink:
tea
water
教学过程 ：(Teaching prcedures) (第二单元 Unit 2)阅读思考(Reading & thinking)
环节/时间（Step &Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 1:
Lead-in
(3 min)
T review mst f the wrds
learned in last lessn.
1.Teacher uses the game “sharp-eye” t help students review wrds f fd learned
in Unit 1.
Observe students’ reactin twards each wrd and give enugh hints in time.
设计意图（ Purpse）：T help students review the knwledge learned in last lessn.
环节/时间（Step &Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 2:
Speaking
(6 min)
1.T learn the new
expressins f sme fd
and have enugh knwledge backgrund.
2. T use the new
expressins.
3. T ruse the awareness f telling which fd is healthy and which fd is unhealthy.
1.Teacher leads students t
learn the new wrds f fd
thrugh matching the
pictures with its name.
2.Teacher shws sme fd pssibly cked in the dining hall. Ask students t discuss
with their partner “As a
student in Desheng, what d yu eat fr lunch in the
dining hall.
Give students enugh guide fr them t
express their eating
habits and tell whether
it’s healthy r nt.
Give the students
feedbacks when they deliver the answers.
设计意图（ Purpse）：T knw students eating habits and tell them hw t distinguish which is healthy r unhealthy; t pave the way fr the later-n activity.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 3:
Fast-reading
(5 min)
T grab the facts f what children shuld d t eat
well.
The teacher asks students t read the passage quickly and d the multiple chices abut
sme facts in the passage
“ Healthy fd and drink fr
children”.
Remind the students t
cntrl their time and
circle the key
infrmatin and check
answers.
设计意图（ Purpse）：T help students have a general understanding f the main idea f the passage.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 4:
Detailed reading
(10 min)
T distinguish which is
healthy r unhealthy fd. T cnslidate their learning
f the passage.
1.Teacher guides the
students categrize the
fd mentined in the
passage int healthy and
unhealthy fd.
2. Teacher leads the
Mnitr the students and
ffer help if they need any.
students t d a summary
f the passage.
设计意图（ Purpse）：T help students have a mre detailed understanding f the passage and help them distinguish
healthy and unhealthy fd.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 5:
Prductin
(13 min)
T help Students distinguish healthy and unhealthy fd and put the expressins int
cmplex practice.
T help Students cultivate the ability f teamwrk in
designing a menu.
Teacher asks students t make a healthy menu fr
Desheng’s Dining Hall,
including breakfast, lunch
and dinner.
Give enugh guide and
ffer help and idea if they
need any.
设计意图（ Purpse）：T cultivate the students’ awareness f healthy eating habits
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 6: Hmewrk
(3 min)
T help the students have a thrugh understanding
f the passage.
Teacher leads the
students t plish the
menu, adding mre
elements t it and adjust
the cntents.
Check and give feedbacks
accrding t students’
designs.
设计意图（ Purpse）：T enhance the students’ ability f creativity and integrate what they have learned with the real life
practice.
Bard Plan:
Unit 2 Is yur fd and drink healthy?
Why unhealthy?
unhealthy
candies[C]
hamburgers[C] cla[U]
healthy
carrts[C]
bad fr ur eyes/teeth
t sweet
milk[U]
eggs[C]
vegetables[C]
Why shuld we eat well?
T stay healthy
教学过程 ：(Teaching prcedures) (第三单元 Unit 3)语言运用(Language in use)
环节/时间（Step &Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 1
Lead in
(5 min)
1 T let students knw the
main feature f fd in
Shunde.
2 T let students knw the famus fd f Shunde and
knw related knwledge
abut the fd.
3 T let students talk abut
their favrite fd.
1 Ss need t answer
questins:
Hw many ck styles d yu knw in China?
What d yu think f the fd in Shunde?
2 Ss watch a vide and knw
sme fd.
3 Lk at pictures and knw
abut famus fd in
Shunde.
4 Ss talk abut favrite fd.
In this part, students need t knw enugh knwledge abut fd in Shunde in rder t
prepare fr the
fllwing activities. Then the teacher will
give sme ral
feedback.
设计意图（Purpse）：T stimulate student’s interests f learning, this lessn starts with the lcal fd in Shunde, which is very familiar fr them. Als, thrugh this activity, students can prepare fr the fllwing writing task.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 2 Pre-reading
T learn t predict befre
reading
Ss lk and answer
questins:
Where can yu find the
article?
What is the article mainly
abut?
In this way, students can
quickly knw the type
and main idea f this
article. Then the
teacher will give sme
ral feedback.
设计意图（ Purpse）： Frm this activity, students can quickly knw the type and main idea f this article.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 3 While-reading
1 T imprve students’
reading skill(Understanding
the main idea and details)
2 T knw the main aspects
t intrduce fd in Shunde.
3 T knw the feature,
influence f lcal fd
culture.
1 Ss read and match the
main idea f each
paragraph
2 Ss read paragraph 1 and
3, then fill in the blanks
3 Ss read paragraph 2 and
4, then think:
Why is the fd in Shunde
different?
Why d peple here lve
eating?
4 Ss read again and draw a
The teacher guides
students t knw mre
abut the fd culture f
Shunde, including the
histry, lcatin,
difference, fd,
influence.
And the teacher can help
students t make
mind-maps.
mind-map abut this
article
设计意图（ Purpse）： Frm this activity, students can imprve their reading ability, including skimming and scanning, In
additin, students can knw mre abut fd culture f Shune and learn t use mind-map t intrduce it.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 4 Pst-reading
1 T let imprve the ability
f making mind-map
2 T let imprve students’
writing ability
1 Ss are invited t make a vide abut healthy fd culture in Shunde. Befre
that, Ss need t write a
hand-ut fr it.
2 Ss try t make a
mind-map first.
3 Ss finish the writing task
In this activity, the teacher
can give sme guidance abut hw t write an
article by using the
mind-map.
设计意图（ Purpse）：Frm this activity, students can learn t use mind-map. And they can use what they have learned in
the frnt part t write an article.
环节/时间（Step & Time）
教学目标（Objectives）
学习活动（Activities）
评价（Assessment）
Step 5 Hmewrk
1 T let students review what they have learned.
2 T let their articles
becme real vide.
Ss are assigned t plish
their writing by lking fr
mre infrmatin and
better language resurces.
The teacher will shw
them an example. This
activity will be interesting
fr students.
设计意图（ Purpse）： Frm the hmewrk, students can use what they learned t intrduce lcal healthy fd. It can
aruse their awareness f intrducing lcal culture and fster their cultural cnfidence.
Bard Plan:
M4U3 “A healthy bite f Shunde”
wrd bank
Salt rasted chicken
Lunjia rice cake
Raw fish
Ccnut cake
Beng Sha
Rice bag
Crispy Chicken
“A healthy bite f Shunde”
Intrductin: lcatin, time, histry
Healthy fd in Shunde: fd, flavr, healthy
Fd culture: influence, invitatin
教学过程 Teaching prcedures：
Unit 4 提升评价 (Prmtin & assessment)
环节/时间(Steps &
Time)
教学目标(Objectives)
学习活动(Activities)
评价 (Assessment)
Step 1
Review & lead-in
(5 min)
T recall and activate existing knwledge n the tpic.
T asks ss abut what they
have learned frm the
previus lessns.
T’s ral feedbacks
设计意图(Purpse)：T aruse interest and lead t the tpic f the lessn
Step 2
Task assigning
(5 min)
T build up the cntext
fr the tpic.
T activate culture
backgrund knwledge
Ss fast brwse sme
infrmatin (including texts
and pictures) frm
“ Fshanstyle” and guess
abut the text.
T intrduces backgrund and
missin f the task.
T’s ral feedback
and ss’s peer
assessment
设计意图(Purpse)：T intrduce a real cntext that’s clse ss’s life experience n the tpic.
Step 3.
Setting up
assessment criteria
(5 min)
T establish the criteria
fr ss’s task wrks;
T encurage ss t
speak, persuade,
cperate and
negtiate in English
T elicits ss’s ideas first and
then ss discuss in grups n
the criteria;
T prvides the references as
scaffldings
Ss discuss again and decide t
n the criteria in whle class
T’s mnitr and ral
feedback
Ss vte and cmment
n each ther’s ideas
设计意图(Purpse)：
T imprve ss’s independent thinking ability and teamwrk spirit.
Step 4.
Evaluating & marking
(10 min)
T imprve language f the writing prduct by
evaluating thers’
wrks.
Ss wrk in grups and
evaluate each ther’s writing
wrk frm Lessn 3.
T’s mnitr and ral
feedback
Ss fill a
peer-assessment frm
with stars
设计意图(Purpse)：
T give an pprtunity in which ss can think in ther peple’s shes and in this way their writing skills can be imprved.
Step 5.
Upgrade & imprve
(10 min)
T imprve writing
lgic, cntent and
visual expressiveness
Ss take the handut sheet that resembles a real wechat pst
and re-write the plished
versin.
T’s mnitr and ral
feedback
设计意图(Purpse)：
T upgrade writing skills bth in cntent and language with help peer assessment
Step 5.
Share & present
(5 min)
T imprve speaking
and presentatin skills
Each grup send a
representative t share the best wrk f the grup and
share with the whle class
Other grups give cmments n bth strng/weak pints
T’s ral feedback and evaluatin paper with
items and scres
设计意图(Purpse)：
T give an end t the whle mdule and settle dwn the tpic n lcal culture and internatinal cmmunicatin.
Bard plan:
Unit 1 A healthy fridge Unit 2 A healthy canteen Unit 3 A healthy city
Task: A healthy bite f Shunde 2.0
Criteria:
Language
Cntent
Visual design