人教版（2024）七年级下册（2024）Unit 4 Eat Well教案设计

这是一份人教版（2024）七年级下册（2024）Unit 4 Eat Well教案设计，共14页。
单元主题框架
单元主题分析
本单元围绕“饮食习惯”这一主题展开,该主题与课标要求的“人与自我”主题范畴中的“饮食与健康”这一子话题密切相关。饮食习惯与学生的生活息息相关,在学习本单元的过程中,学生一方面会和同学们交流自己一日三餐吃什么,另一方面也会反思自己的饮食习惯是否健康。
本单元的大问题“Hw d we eat well？”引导学生探究健康饮食的意义。Sectin A的引导性问题是“What d we like t eat？”,该部分呈现了学生每天的饮食习惯,让学生通过听和模仿对话学会谈论自己的一日三餐。Sectin B主要围绕引导性问题“Hw d we make healthy eating chices？”展开,通过一则诊所的简报,介绍不良的饮食习惯对人们身体的伤害。
总而言之,本单元旨在让学生理解健康饮食习惯的重要性,能对单元大问题“Hw d we eat well？”有更深刻的理解,同时也希望学生通过本单元的学习,反思自己不良的饮食习惯,正确理解价值引领句“Fd is life.”,养成健康良好的饮食习惯。
单元教学目标
通过本单元学习,学生能够：
1.谈论自己及他人每餐吃什么食物。
2用英语说出自己一日三餐的食物。
3.询问别人的食物喜好,并提供选择。
4.辨别字母及字母组合a,,u,w在单词中的不同发音,并注意选择疑问句中单词的语调。
5.掌握可数名词和不可数名词的用法。
6.了解健康饮食的重要意义,帮助学生培养良好的饮食习惯。
单元教学重难点
重点：
1.能够用英语说出自己一日三餐的食物。
2.询问别人的食物喜好,并提供选择。
3.将字母及字母组合a,,u,w的发音规律准确运用到认读单词中。
4.掌握选择疑问句的句型和语调。
5.掌握可数名词和不可数名词的用法。
难点：
1.学会字母及字母组合a,,u,w的发音。
2.掌握可数名词和不可数名词的用法。
第一课时 Sectin A(1a－1d)& Prnunciatin
学习目标
In this lessn,students will：
1.understand the cnversatin abut fd chices between Jane and Li Meng；
2.talk abut what they eat fr breakfast,lunch and dinner；
3.prnunce letter and letter cmbinatins a,,u,w crrectly.
教学建议
Step 1 Lead­in
1.Shw the title and pht n Page 25 and ask students t think abut the questin：
◆Lk at the title and the pht.What d yu think this unit is abut?
2.Ask students t lk at the pht mre carefully and answer the questins：
◆Can yu name any f the fds r dishes in the pht?
◆Which dish wuld yu like t eat the mst?
◆What is yur favurite fd？D yu ften eat it?
3.Ask students t read the Big Questin and the leading questins in Sectin A and Sectin B.Make sure students knw the main tpic f this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生的兴趣。
Step 2 Listening&Speaking (1a—1d)
Pre­listening
Page 26,1a
1.Shw sme pictures f fds and review the English names f these fds.
2.Ask students t write the name f the fds n the blank line under the pictures.Then ask them t answer the questin：Which fd(s) d yu like?
回顾和复习常见食物的英文名称。谈论自己喜欢的食物,引起学生对话题的兴趣。
While­listening
Page 26,1b
1.Ask students t read the wrds in 1b and guess which answer may be chsen.
2.Ask students t listen t the first cnversatin.Then tick what Li Meng and Jane wuld like fr lunch.
3.Check the answers with the class.
Page 26,1c
1.Ask students t read the wrds in 1c and make sure they understand the meanings.Lead students t understand the sentence patterns “What d yu have fr B/L/D？” and “I have... fr B/L/D.”
e.g.T：In the mrning,I have tw eggs.S I can als say I have tw eggs fr breakfast.Then,what d yu have fr breakfast?
2.Ask students t listen t the secnd cnversatin.What des Jane have fr breakfast(B),lunch(L) and dinner(D)?
3.Check the answers,and then ask students t crrect the false sentences.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Pst­listening
Page 2,1d
1.Let students wrk in pairs,and then ask their classmates abut their meals fllwing the example in 1d.
2.Invite sme grups t share their cnversatins.
分组操练本节课的目标语言。
Summary
Ask students t summarise the sentences that can be used t describe what they eat fr meals：
—What d yu usually have fr breakfast/lunch/dinner?
—I usually breakfast/lunch/dinner.
总结本节课需要掌握的句型。
Step 3 Prnunciatin (1—2)
Page 27,1
1.Ask students t listen t the recrding and repeat the prnunciatin.
2.Ask students t pay attentin t the different prnunciatin f letters and letter cmbinatins.
3.Let students add mre wrds t each grup.
通过边听边跟读练习发音,并通过观察总结发音规则。
Page 27,2
1.Shw the cnversatin in Prnunciatin 2 t students and ask them t read.
2.Ask students t listen t the recrding and repeat the prnunciatin.Then let students ntice the intnatin.
3.Explain the intnatin in alternative questins.
◆选择疑问句提供两种或两种以上情况,问对方选择哪一种,选择项用r连接。选择疑问句不能用Yes或N来回答。朗读时r前面部分用升调,后面部分用降调。
通过边听边读感受选择疑问句中的语调规则。
Extensin Activity
1.Prepare a different cnversatin with alternative questins fr students.
2.Ask students t read the cnversatin.
3.Invite sme students t rle­play the cnversatin t the whle class.
Step 4 Hmewrk
1.Make a survey abut yur family member's meals and then share with yur classmates next class.
2.Finish the exercises
教学反思
第二课时 Sectin A(2a－2e)
学习目标
In this lessn,students will：
1.understand the cnversatin between Tm's family and the waiter；
2.practise the intnatin in the alternative questins in the cnversatin；
3.learn hw t rder at a restaurant.
教学建议
Step 1 Lead­in
Shw a vide f rdering at a restaurant t students.Then ask students t answer the questins：
◆What are they ding?
◆What wuld they like t eat?
利用视频引起学生对本课话题的兴趣。
Step 2 Listening&Speaking (2a—2e)
Pre­listening
Shw students the pht in 2a and ask them the questins：
◆What are these dishes?
◆Can yu guess what the cnversatin is abut？/Can yu predict what infrmatin yu will hear in the cnversatin?
引导学生观察图片,通过背景信息对交际内容做出预测。
While­listening
Page 27,2a
1.Ask students t listen t the cnversatin and circle the clured wrds they hear.
2.Check the answers with students and then cmpare the differences f the clured wrds.
Page 28,2b
1.Ask students t read the cnversatin and cmplete the table in 2b.
2.Check the answers with students.
Page 28,2c
1.Ask students t listen t the cnversatin again and pay attentin t the intnatin in the alternative questins.
2.Invite tw r three pairs f students t rle­play the cnversatin.
Page 28,2d
1.Shw the wrds in 2d t students and then make sure they understand the meanings by ding graphic matching games.
2.Give a tpic fr discussin：What fd and drink wuld yu and yur partner like t rder at a restaurant?
3.Discuss and finish the table.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Pst­listening
Page 28,2e
1.Ask students t wrk in pairs and then rle­play a cnversatin between a custmer and a waiter r a waitress at a restaurant.
2.Shw the sentence patterns in 2e t students.They can use the infrmatin frm 1a－2d.
3.Invite tw r three pairs f students t rle­play the cnversatin.
对目标语言进行迁移运用。
Summary
Ask students t summarise the sentence patterns that can be used t rder at a restaurant.
◆I'd like...
◆D yu have...？
◆...,please.
总结本节课的重要句型。
Step 3 Hmewrk
1.Make a cnversatin f rdering fd at a restaurant.
2.Finish the exercises
教学反思
第三课时 Grammar Fcus(3a－3d)
学习目标
In this lessn,students will：
1.master the usage f cuntable and uncuntable nuns；
2.learn t ask thers fr their fd preferences and ffer chices.
教学建议
Step 1 Lead­in
Ask students t find a partner and rle­play a cnversatin between a custmer and a waiter r a waitress at a restaurant.
复习听说课中的点餐对话,自然过渡到语法课内容。
Step 2 Grammar Teaching (3a－3d)
Page 29,3a
1.Ask students t read the sentences in 3a,and ask them t circle all the nuns abut fd and drinks.
2.Then ask them t answer the questin：Are they cuntable r uncuntable in the cntext?
3.Check the answers with the class.
4.Explain the usage f cuntable and uncuntable nuns.
可数名词和不可数名词
◆名词按其所表示的事物的性质可分为可数名词和不可数名词。可数名词有单数和复数两种形式,如 an apple—tw apples,a bag—sme bags等。不可数名词一般只有一种形式,没有复数形式,如milk、bread、rice等。还有一些词既可以充当可数名词,也可以充当不可数名词,如fruit、fish、chicken等。
Page 29,3b
1.Shw the cnversatins in 3b t students.Then tell them the cnversatins are humrus.
2.Ask students t cmplete the cnversatins with the crrect frms f the nuns in brackets.
3.Check the answers with the students.
Page 29,3c
1.Ask students t cmplete the passage with the crrect frms f the nuns in brackets.
2.Check the answers with the students.
Page 29,3d
1.Ask students t imagine that their friends are at their hmes.They need t ffer them fd and drinks.
2.Shw the sentence patterns in 3d t students.
3.Invite tw r three pairs f students t rle­play the cnversatins in class.
结合本单元主题,综合运用语法知识。
Step 3 Hmewrk
1.Remember the wrds and phrases in this lessn.
2.Finish the exercises
教学反思
第四课时 Sectin B(1a－2c)
学习目标
In this lessn,students will：
1.understand and master the vcabulary and expressins related t healthy eating；
2.talk abut and write abut their wn eating habits；
3.make gd fd chices and build healthy eating habits.
教学建议
Step 1 Lead­in
Page 30,1a
1.Ask students t wrk in pairs and then list what they want t eat tmrrw.
2.Ask students t discuss if their chices are healthy.Then give their reasns.
通过让学生说出自己的饮食偏好,讨论自己的饮食是否健康,引出关于饮食习惯的话题。
Step 2 Reading Cmprehensin (1b－1d)
Pre­reading
1.Give a vide f dctrs discussing healthy eating.
2.Shw the picture and the title in 1b t students and then ask them t predict what the passage talks abut.
首先通过视频获取与文章相关的信息,再通过让学生根据图片和标题预测文章内容,激发学生的兴趣,培养学生的预测能力。
While­reading
Page 30,1b
1.Ask students t read the article quickly.Then answer the questin：Hw many pr eating habits are mentined?
2.Check the answers with the class.Analyse article structure.
Page 31,1c
1.Ask students t cmplete the table with the infrmatin frm the article.
2.Invite three students t share their answers fr each pr eating habit.
3.Check the answers with the class.
Page 31,1d
1.Ask the students t read the article again and answer the questins.This time,they shuld pay attentin t detailed infrmatin.
◆What fds have lts f salt and fat?
◆What fds have lts f sugar?
◆What des “Yu are what yu eat” mean?
◆D yu think the pr eating habits in the article are cmmn amng yung peple？Why r why nt?
2.Ask sme students t share their answers with the class.
3.Check and talk abut the answers with the class.
通过完成阅读任务,提高学生理解文本和抓取关键信息的能力。
Pst­reading (2a—2c)
Writing(以读促写)
Page 31,2a
1.Shw Lisa's pst t students and then ask them t answer the questins.
◆Hw many eating habits des Lisa write abut?
◆What are they?
2.Check the answers with the class.
Page 31,2b
1.Ask students t talk abut their wn eating habits.
2.Shw sme questins t help them.
①What gd habit(s) d yu have?
②What bad habit(s) d yu have?
③What can yu d t imprve yur eating habits?
3.Invite tw r three students t share their wn eating habits.
Page 31,2c
Ask students t write abut their wn eating habits with the infrmatin frm 2b.
这是一个基于阅读语篇的拓展写作练习。学生通过描写自己的饮食习惯,反思自己的饮食习惯是否合理,对目标语言进行充分练习和巩固。
Language Pints
imprve v.改进；改善
◆作及物动词,可接名词或代词作宾语。如：
I need t imprve my English.我需要提高我的英语水平。
◆作不及物动词,常用imprve in表示在某方面有改进。如：
He imprves a lt in health.他的健康状况大大改善。
太以至于不能
这里t为副词,其后跟形容词或副词；t为不定式符号,后接动词原形。
【拓展】此结构可与＋否定结构互换。如：
The prblem is t difficult fr me t wrk ut.＝The prblem is s difficult that I can't wrk it ut.这个问题太难了以至于我解答不出来。
pr adj.不好的；贫穷的；可怜的
◆意为“不好的”,常用词组：be pr at (ding) sth.不擅长(做)某事。如：
Mike is pr at cking.迈克不擅长烹饪。
◆意为“贫穷的”,反义词为rich。如：
China des a lt t imprve pr peple's lives.中国在改善穷人的生活方面做了很多。
◆意为“可怜的”。如：a pr little girl一个可怜的小女孩
result n.后果；结果
常用词组：the result 的结果；as a result结果。如：
We all want t knw the result f the ftball match.
Step 4 Hmewrk
1.Cllect sme gd eating habits and discuss with classmates next class.
2.Finish the exercises
教学反思