人教版（2024）七年級(jí)下冊(cè)英語Unit 4 Eat Well 教案（共6課時(shí)）

第第頁人教版（2024）七年級(jí)下冊(cè)英語Unit4EatWell教案（共6課時(shí)）課題人教版七年級(jí)下冊(cè)Unit4EatwellSectionA1a-pronunciation教案課型新授課主備人一、教學(xué)目標(biāo)1.語言能力目標(biāo)學(xué)生能夠正確識(shí)別和說出與食物相關(guān)的詞匯，如carrot,onion,cookie,mutton,cabbage,watermelon等。學(xué)生能夠聽懂關(guān)于飲食偏好和日常飲食的簡單對(duì)話，并能正確回答相關(guān)問題。學(xué)生能夠運(yùn)用所學(xué)句型“Whatdoyouusuallyhaveforbreakfast/lunch/dinner?”詢問他人的飲食，并做出相應(yīng)的回答。學(xué)生能夠掌握正確的語音語調(diào)，包括單詞的發(fā)音和句子的語調(diào)。2.學(xué)習(xí)能力目標(biāo)通過聽力和口語練習(xí)，培養(yǎng)學(xué)生的英語聽說能力和信息獲取能力。引導(dǎo)學(xué)生通過小組合作和交流，提高學(xué)生的合作學(xué)習(xí)能力和語言表達(dá)能力。3.思維品質(zhì)目標(biāo)培養(yǎng)學(xué)生的邏輯思維能力，如在對(duì)話中理解因果關(guān)系和先后順序。鼓勵(lì)學(xué)生對(duì)不同的飲食選擇進(jìn)行思考和比較，培養(yǎng)批判性思維。4.文化意識(shí)目標(biāo)了解中西方飲食文化的差異，培養(yǎng)學(xué)生的跨文化交際意識(shí)。二、教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)掌握與食物相關(guān)的詞匯和句型。能夠聽懂并正確回答關(guān)于飲食的問題。掌握正確的語音語調(diào)。2.教學(xué)難點(diǎn)運(yùn)用所學(xué)句型進(jìn)行真實(shí)情境下的交流，詢問和描述飲食。理解聽力材料中的細(xì)節(jié)信息。三、教學(xué)方法任務(wù)型教學(xué)法、情景教學(xué)法、互動(dòng)教學(xué)法四、教學(xué)過程（一）導(dǎo)入（5分鐘）1.教師展示一些美食的圖片，包括中餐和西餐，如餃子、披薩、面條、漢堡等，問學(xué)生：“Whatcanyouseeinthepictures?”引導(dǎo)學(xué)生說出圖片中的食物名稱，從而引出本節(jié)課的主題——飲食。2.教師提問：“Doyoulikethesefoods?Whyorwhynot?”讓學(xué)生自由發(fā)言，分享自己對(duì)不同食物的喜好和原因，激發(fā)學(xué)生的興趣和積極性。（二）詞匯學(xué)習(xí)（10分鐘）1.教師展示1a中的圖片，讓學(xué)生將食物詞匯寫在相應(yīng)的圖片下方。2.教師帶讀單詞，學(xué)生跟讀，糾正發(fā)音。3.學(xué)生兩人一組，互相提問：“Whichfood(s)doyoulike?”并回答。（三）聽力練習(xí)（5分鐘）1.教師播放1b的錄音，學(xué)生邊聽邊在表格中勾選Ella和Peter談?wù)摰闹黝}。2.教師再次播放錄音，核對(duì)答案，講解重點(diǎn)句型和詞匯。3.教師播放1c的錄音，學(xué)生聽完后填寫Jane的飲食表格。4.教師與學(xué)生一起核對(duì)答案，引導(dǎo)學(xué)生理解對(duì)話內(nèi)容。（四）口語練習(xí)（10分鐘）1.學(xué)生根據(jù)1d的要求，寫下自己的早餐、午餐和晚餐通常吃什么。2.學(xué)生兩人一組，互相詢問對(duì)方的飲食，運(yùn)用句型“Whatdoyouusuallyhaveforbreakfast/lunch/dinner?”和“Iusuallyhave...”進(jìn)行交流。3.教師邀請(qǐng)幾組學(xué)生進(jìn)行展示，給予表揚(yáng)和鼓勵(lì)。（五）語音學(xué)習(xí)（10分鐘）1.教師播放Pronunciation部分的錄音，學(xué)生先聽一遍，感受語音語調(diào)。2.教師帶讀，學(xué)生跟讀，注意單詞的發(fā)音和句子的語調(diào)。3.教師讓學(xué)生分組練習(xí)，每個(gè)小組選擇一組單詞或句子進(jìn)行朗讀，其他小組進(jìn)行評(píng)價(jià)。4.教師再播放錄音，讓學(xué)生模仿，注意語音語調(diào)的變化。（六）總結(jié)與作業(yè)布置（5分鐘）1.教師與學(xué)生一起回顧本節(jié)課所學(xué)的內(nèi)容，包括食物詞匯、句型和語音知識(shí)。2.布置作業(yè)：讓學(xué)生用所學(xué)句型詢問家人的飲食，并記錄下來。背誦本節(jié)課所學(xué)的單詞和句型。五、教學(xué)反思通過本節(jié)課的教學(xué)，學(xué)生對(duì)與食物相關(guān)的詞匯和句型有了一定的掌握，能夠在一定程度上運(yùn)用所學(xué)進(jìn)行交流。在教學(xué)過程中，應(yīng)多給學(xué)生創(chuàng)造語言實(shí)踐的機(jī)會(huì)，讓學(xué)生在真實(shí)情境中運(yùn)用英語，提高語言運(yùn)用能力。同時(shí)，在語音教學(xué)方面，還需要加強(qiáng)訓(xùn)練，讓學(xué)生的發(fā)音更加準(zhǔn)確、自然。課題人教版七年級(jí)下冊(cè)Unit4EatwellSectionA2a-2e英文教案課型新授課主備人一、TeachingObjectives1.LanguageskillsStudentswillbeabletounderstandandusethekeyvocabularyrelatedtofoodanddrinks,suchas"Gongbaochicken","tofu","salad","soup","rice","juice",etc.Studentswillbeabletolistenforspecificinformationandcirclethecolouredwordstheyhear.Studentswillbeabletoreadandcompleteatablebasedontheconversation.Studentswillbeabletorole-playaconversationaboutorderingfoodanddrinksinarestaurant.2.LanguageknowledgeMasterthenewwordsandphrases:Gongbaochicken,tofu,hot,cold,alternativequestions.Understandandusethesentencepatterns:Whatwouldyouliketo...?Wouldyoulike...or...?3.CulturalawarenessUnderstandthedifferencesinfoodculturebetweenChinaandothercountries.4.ThinkingqualityDevelopstudents'logicalthinkingabilitybyunderstandingandorganizingtheinformationintheconversation.Encouragestudentstothinkcreativelywhenorderingfoodandmakingchoices.5.LearningabilityImprovestudents'listening,speaking,readingandwritingskillsthroughvariousactivities.Cultivatestudents'abilitytocooperateandcommunicatewithothers.二、TeachingKeyPoints1.Keyvocabulary:Gongbaochicken,tofu,hot,cold,salad,soup,rice,juice,etc.2.Keysentencepatterns:Whatwouldyouliketo...?Wouldyoulike...or...?三、TeachingDifficultPoints1.Theunderstandingandcorrectusageofalternativequestions.2.Thepronunciationandintonationintheconversation.四、TeachingMethods1.Task-basedteachingmethod:Designvarioustaskstohelpstudentsmasterthelanguageknowledgeandskills.2.Communicativeteachingmethod:EncouragestudentstocommunicateandinteractwitheachotherinEnglishtoimprovetheiroralEnglish.3.Audio-visualteachingmethod:Useaudioandvideomaterialstostimulatestudents'interestandhelpthembetterunderstandthecontent.五、TeachingAidsMultimedia,PPT,audiomaterials六、TeachingProceduresStep1:Warming-up(5minutes)1.Greetthestudentsandhaveafreetalkaboutfood.Askstudentssomequestionslike:What'syourfavoritefood?DoyoulikeChinesefoodorWesternfood?2.ShowsomepicturesofdeliciousfoodanddrinksonthePPTandaskstudentstonamethem.Step2:Pre-listening(5minutes)1.Presentthenewwordsandphrasesrelatedtofoodanddrinks,suchasGongbaochicken,tofu,hot,cold,salad,soup,rice,juice,etc.Teachthepronunciationandmeaningofthesewords.2.Explainthetaskof2a.Askstudentstopredictwhatwordstheymighthearintheconversation.Step3:While-listening(10minutes)1.Playtheaudioof2aforthefirsttime.Studentslistenandcirclethecolouredwordstheyhear.2.Checktheanswers.Playtheaudioagainifnecessaryandexplainanydifficultwordsorsentences.Step4:Reading(10minutes)1.Askstudentstoreadtheconversationin2bsilentlyandcompletethetable.2.Checktheanswerstogether.Discusswithstudentswhytheymadethosechoicesandexplainanymisunderstandings.Step5:Post-reading(5minutes)1.Playtheaudioof2cagainandaskstudentstopayattentiontotheintonationinthealternativequestions.2.Explaintherulesofintonationinalternativequestions.Letstudentspracticetheintonationbyrepeatingsomeexamplesentences.Step6:Role-play(5minutes)1.Askstudentstorole-playtheconversationinpairs.Onestudentactsasthewaiter/waitressandtheotheractsasthecustomer.2.Walkaroundtheclassroomandofferhelpandguidance.Invitesomepairstoperforminfrontoftheclass.Step7:Groupwork(3minutes)1.Dividestudentsintogroupsoffour.Askthemtodiscusswhatfoodanddrinktheywouldliketoorderatarestaurantandtakenotes.2.Encouragestudentstousethewordsandsentencepatternstheyhavelearned.Step8:Presentationandfeedback(2minutes)1.Invitesomegroupstopresenttheirideas.Theothergroupslistenandgivecomments.2.Summarizethemainpointsofthislessonandpraisethestudentsfortheiractiveparticipation.七、Homework1.Reviewthenewwordsandsentencepatterns.2.Writeashortdialogueaboutorderingfoodanddrinksinarestaurant.課題人教版七年級(jí)下冊(cè)Unit4EatwellSectionAGrammar英文教案課型新授課主備人一、TeachingObjectives1.LanguageskillsStudentswillbeabletounderstandandusecountableanduncountablenounscorrectlyindifferentcontexts.Studentscancompletesentencesandpassageswiththecorrectformsofnouns.Theycanofferfoodanddrinktoothersusingthetargetlanguage.2.LanguageknowledgeStudentswillmastertherulesofcountableanduncountablenouns.Learntheusageofsomecommoncountableanduncountablenounssuchas"noodles","rice","juice","vegetable",etc.3.CulturalawarenessUnderstandthedifferencesinfoodculturebetweendifferentcountriesandregions.4.LearningstrategiesThroughreadingandpractice,studentscansummarizetherulesofcountableanduncountablenounsbythemselves.Usecontextcluestoguessthemeaningandusageofunknownnouns.5.EmotionalattitudeandvaluesCultivatestudents'healthyeatinghabitsandawareness.Enhancestudents'communicationskillsandcourtesyintheprocessofofferingfoodanddrink.二、TeachingKeyandDifficultPoints1.TeachingkeypointsThedistinctionandusageofcountableanduncountablenouns.Thecorrectformsofnounsindifferentsentencesandpassages.2.TeachingdifficultpointsSomenounscanbebothcountableanduncountabledependingonthecontext,suchas"fish"and"chicken".Howtoapplytheknowledgeofcountableanduncountablenounsaccuratelyinpracticalcommunication.三、TeachingMethods1.Task-basedteachingmethod:Designvarioustaskstoguidestudentstocomplete,helpingthemmasterthekeypoints.2.Communicativeteachingmethod:Createrealcommunicationsituationstoenablestudentstopracticethelanguage.3.Inductiveteachingmethod:Letstudentssummarizetherulesofcountableanduncountablenounsthroughexamples.四、TeachingProceduresStep1:Lead-in(5minutes)1.ShowsomepicturesoffoodanddrinkonthePPTandaskstudentstonametheminEnglish.2.Dividethefoodanddrinkintotwogroups:countableanduncountable.Forexample,applesarecountable,whilemilkisuncountable.3.Askstudentstothinkaboutthedifferencesbetweencountableanduncountablenounsandleadintothetopic.Step2:GrammarFocus(10minutes)1.PresentthesentencesinGrammarFocusonthePPT.Wouldyoulikericeornoodleswithyourmeal?Whichwouldyoulike,juiceorcoffee?Whatdoyouusuallyhaveforbreakfast?Iusuallyhavebreadandmilk.SometimesIhaveeggsandbeans.2.Askstudentstoreadthesentencesaloudandcircleallthenounsforfoodanddrink.3.Discussinpairs:Aretheycountableoruncountableinthecontext?Theninvitesomepairstosharetheirideas.4.Summarizetherulesofcountableanduncountablenounswiththehelpofstudents'answers.Step3:Practice3a(8minutes)1.Studentsreadthesentencesin3aindependentlyandcircleallthenounsforfoodanddrink.2.Workingroupstodiscusswhethertheyarecountableoruncountableinthecontext.3.Invitesomegroupstoreporttheirresultsandexplainthereasons.Step4:Practice3b(8minutes)1.Presentthehumorousconversationsin3bonthePPT.2.Studentscompletetheconversationswiththecorrectformsofthenounsinbracketsindividually.3.Checktheanswersinpairsandcorrectmistakesifany.4.Invitesomestudentstosharetheiranswersandexplainthethinkingprocess.Step5:Practice3c(5minutes)1.Studentsreadthepassagein3candcompleteitwiththecorrectformsofthenounsinbrackets.2.Sharetheanswersingroupsandhaveadiscussionifthereareanydifferences.3.Theteachercheckstheanswersandexplainsthekeypoints.Step6:Role-play3d(7minutes)1.Imaginethatyourfriendsareatyourhome.Askstudentstoworkinpairsandofferfoodanddrinktoeachotherusingthetargetlanguage.A:Wouldyoulikeapplesorbananas?B:I'dlikebananas.A:Whatjuicewouldyoulike,orangejuiceorapplejuice?B:Orangejuice,please.2.Walkaroundtheclassroomandofferguidanceandhelp.3.Invitesomepairstoactouttheirconversationsinfrontoftheclass.Step7:SummaryandHomework(2minutes)1.Summarizethekeypointsofthislesson:thedistinctionandusageofcountableanduncountablenouns.2.Homework:Writefivesentencesusingcountablenounsandfivesentencesusinguncountablenouns.Makeadialogueaboutofferingfoodanddrinkwithyourparentsathome.課題人教版七年級(jí)下冊(cè)Unit4EatwellSectionB1a-1d英文教案課型新授課主備人一、TeachingObjectives1.LanguageskillsStudentswillbeabletounderstandandusethekeyvocabularyandexpressionsrelatedtohealthyeating,suchas"fastfood","putonweight","feelsleepy","havebreakfast",etc.Studentswillbeabletoreadandunderstandthearticleaboutpooreatinghabitsandanswerrelatedquestions.Studentswillbeabletolisttheirownfoodchoicesfortomorrowanddiscusswhethertheyarehealthy,givingreasons.2.LanguageknowledgeStudentswilllearnaboutthenegativeeffectsofpooreatinghabitsandtheimportanceofhealthyeating.Studentswillunderstandthestructureandmainideasofthearticle.3.EmotionalattitudeandvaluesStudentswilldevelopanawarenessoftheimportanceofhealthyeatingandformgoodeatinghabits.Studentswillbeencouragedtomakewisechoicesintheirdailydiet.4.CulturalawarenessStudentswillunderstandthedifferencesineatinghabitsbetweendifferentculturesandtheinfluenceofdietonhealth.5.LearningstrategiesStudentswilllearntosummarizethemainpointsofthearticleanddrawconclusions.Studentswillpracticecooperativelearningthroughgroupdiscussions.二、TeachingKeyPoints1.Keyvocabularyandexpressions:fastfood,putonweight,feelsleepy,havebreakfast,toomanysweetthings.2.Understandingthearticleandansweringthequestions.3.Discussingandevaluatingfoodchoices.三、TeachingDifficultPoints1.Analyzingandunderstandingthereasonsforthenegativeeffectsofpooreatinghabits.2.EncouragingstudentstoexpresstheiropinionsandreasonsclearlyinEnglishduringdiscussions.四、TeachingMethods1.Task-basedteachingmethod:Studentswillcompletevarioustaskstoachievetheteachingobjectives.2.Communicativeteachingmethod:StudentswillhaveopportunitiestocommunicateanddiscussinEnglishtoimprovetheirlanguageskills.3.Readingcomprehensionstrategies:Skimming,scanning,anddetailedreadingtounderstandthearticle.五、TeachingAids1.Multimediapresentation:PPT,pictures,andvideosrelatedtofoodandeatinghabits.2.Blackboardandchalk.六、TeachingProcedureStep1:Warming-up(5minutes)1.Showsomepicturesofdifferentkindsoffood,suchasfastfood,fruits,vegetables,andsweets.Askstudentstoclassifythemashealthyorunhealthy.2.Haveashortconversationwithstudentsabouttheirfavoritefoodandwhethertheythinkitishealthy.Step2:Pre-reading(5minutes)1.Presentthetitleofthearticle"ImproveYourEatingHabits"andaskstudentstopredictwhatthearticlemightbeabout.2.Introducesomekeywordsandphrasesrelatedtothetopic,suchas"pooreatinghabit","result",and"reason".Step3:While-reading(15minutes)1.SkimmingAskstudentstoreadthearticlequicklyandfindthemainidea.Checktheirunderstandingbyaskingsomequestions,suchas"Whatisthemaintopicofthearticle?"2.ScanningHavestudentsreadthearticleagainandfindtheinformationtocompletethetable.Checktheanswerstogether.3.DetailedreadingAskstudentstoreadthearticlecarefullyandanswerthequestionsin1d.Havestudentsworkinpairstodiscusstheiranswersandthensharewiththeclass.Step4:Post-reading(10minutes)1.GroupdiscussionDividestudentsintogroupsoffour.Askthemtodiscussthepooreatinghabitsmentionedinthearticleandsharetheirownexperiencesorobservationsaboutthesehabits.Encouragestudentstothinkofwaystoimprovetheseeatinghabits.2.PresentationInviteseveralgroupstopresenttheirdiscussionstotheclass.Step5:Languagepractice(5minutes)1.Askstudentstolistwhattheywanttoeattomorrowonapieceofpaper.2.Havestudentsexchangepaperswiththeirpartnersanddiscusswhetherthechoicesarehealthy.Theyshouldgivereasonsfortheiropinions.Step6:SummaryandHomework(5minutes)1.Summarizethekeypointsofthelesson,emphasizingtheimportanceofhealthyeatingandgoodeatinghabits.2.Assignhomework:Writeashortparagraphabouttheirunderstandingofhealthyeatingandhowtheyplantoimprovetheirowneatinghabits.Readthearticleagainandtrytoretellittotheirparentsorfriends.課題人教版七年級(jí)下冊(cè)Unit4EatwellSectionB2a-2b英文教案課型新授課主備人一、TeachingObjectives1.LanguageskillsStudentswillbeabletounderstandandusethekeyvocabularyandexpressionsrelatedtoeatinghabits,suchas"ontime","allkindsof","toomany","enough",etc.StudentswillbeabletoreadandunderstandthepassageaboutLisa'seatinghabitsandanswerrelatedquestions.Studentswillbeabletowriteashortpassageabouttheirowneatinghabits.2.LearningstrategiesStudentswilllearntosummarizethemainideaofthetextandextractkeyinformation.Theywillpracticeself-assessmentandreflectionontheireatinghabitsandthinkofimprovementmeasures.3.CulturalawarenessStudentswillunderstandtheimportanceofabalanceddietandhealthyeatinghabitsindifferentcultures.4.EmotionalattitudeandvaluesStudentswilldevelopanawarenessoftheimportanceofhealthyeatingandbewillingtoformgoodeatinghabits.二、TeachingKeyPoints1.HelpstudentsunderstandthetextaboutLisa'seatinghabitsandmasterthekeywordsandphrases.2.Guidestudentstoanalyzeandreflectontheirowneatinghabitsandexpresstheminwriting.三、TeachingDifficultPoints1.Howtohelpstudentsusethelanguageaccuratelyandfluentlytodescribetheireatinghabitsandimprovementplans.2.Howtoguidestudentstoformcorrectviewsonhealthyeatingandhavethemotivationtochangebadeatinghabits.四、TeachingMethods1.Task-basedteachingmethod:Designvarioustaskstoguidestudentstocomplete,suchasreadingcomprehension,groupdiscussion,andwritingpractice.2.Communicativeteachingmethod:Encouragestudentstocommunicateandsharetheirideasandexperiencesinclass.3.Situationalteachingmethod:Createreal-lifesituationstomaketheteachingcontentmorevividandinteresting.五、TeachingProcedureStep1:Lead-in(5minutes)1.Showsomepicturesofdifferentkindsoffoodanddrinks,suchasvegetables,fruits,softdrinks,andhamburgers.Askstudentstoclassifythemashealthyorunhealthy.2.Haveafreetalkwithstudentsabouttheirfavoritefoodanddrinksandwhethertheythinktheyhaveabalanceddiet.Step2:Pre-reading(5minutes)1.Presentthetitleofthepassage"Lisa'sEatingHabits"andaskstudentstopredictwhattheythinkthepassagewillbeabout.2.Teachsomekeywordsandphrasesthatmayappearinthepassage,suchas"ontime","allkindsof","toomany",and"enough".Step3:While-reading(15minutes)1.FastreadingAskstudentstoreadthepassagequicklyandanswerthequestion:HowmanyeatinghabitsdoesLisawriteabout?Whatarethey?Checktheanswerswiththewholeclass.2.CarefulreadingDividetheclassintogroupsoffour.Eachgroupisassignedaparagraphofthepassagetoreadcarefullyanddiscussthefollowingquestions:WhatareLisa'sgoodeatinghabits?WhatareLisa'sbadeatinghabits?WhydoesLisathinksoftdrinksarebadforher?WhatshouldLisadotoimproveherdrinkinghabits?Haveeachgroupreporttheirdiscussionsandanswers.Theteachergivesfeedbackandexplanations.Step4:Post-reading(10minutes)1.SummaryAskstudentstosummarizeLisa'seatinghabitsandthemainideaofthepassage.Theteachersupplementsandemphasizesthekeypoints.2.DiscussionAskstudentstothinkabouttheirowneatinghabitsandcomparethemwithLisa's.Dotheyhavesimilargoodorbadhabits?Havestudentssharetheirthoughtsingroupsandthenhavesomerepresentativessharewiththeclass.Step5:Writing(10minutes)1.Askstudentstowriteashortpassageabouttheirowneatinghabitsbasedonthequestionsin2b.TheycanrefertothestructureandlanguageofLisa'spassage.2.Walkaroundtheclassroomandofferhelpandguidancetostudents.Step6:PresentationandEvaluation(5minutes)1.Invitesomestudentstocometothefrontandreadt