第第頁人教版（2024）七年級下冊英語Unit4EatWell教案（共6課時）課題人教版七年級下冊Unit4EatwellSectionA1a-pronunciation教案課型新授課主備人一、教學目標1.語言能力目標學生能夠正確識別和說出與食物相關的詞匯，如carrot,onion,cookie,mutton,cabbage,watermelon等。學生能夠聽懂關于飲食偏好和日常飲食的簡單對話，并能正確回答相關問題。學生能夠運用所學句型“Whatdoyouusuallyhaveforbreakfast/lunch/dinner?”詢問他人的飲食，并做出相應的回答。學生能夠掌握正確的語音語調，包括單詞的發音和句子的語調。2.學習能力目標通過聽力和口語練習，培養學生的英語聽說能力和信息獲取能力。引導學生通過小組合作和交流，提高學生的合作學習能力和語言表達能力。3.思維品質目標培養學生的邏輯思維能力，如在對話中理解因果關系和先后順序。鼓勵學生對不同的飲食選擇進行思考和比較，培養批判性思維。4.文化意識目標了解中西方飲食文化的差異，培養學生的跨文化交際意識。二、教學重難點1.教學重點掌握與食物相關的詞匯和句型。能夠聽懂并正確回答關于飲食的問題。掌握正確的語音語調。2.教學難點運用所學句型進行真實情境下的交流，詢問和描述飲食。理解聽力材料中的細節信息。三、教學方法任務型教學法、情景教學法、互動教學法四、教學過程（一）導入（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，問學生：“Whatcanyouseeinthepictures?”引導學生說出圖片中的食物名稱，從而引出本節課的主題——飲食。2.教師提問：“Doyoulikethesefoods?Whyorwhynot?”讓學生自由發言，分享自己對不同食物的喜好和原因，激發學生的興趣和積極性。（二）詞匯學習（10分鐘）1.教師展示1a中的圖片，讓學生將食物詞匯寫在相應的圖片下方。2.教師帶讀單詞，學生跟讀，糾正發音。3.學生兩人一組，互相提問：“Whichfood(s)doyoulike?”并回答。（三）聽力練習（5分鐘）1.教師播放1b的錄音，學生邊聽邊在表格中勾選Ella和Peter談論的主題。2.教師再次播放錄音，核對答案，講解重點句型和詞匯。3.教師播放1c的錄音，學生聽完后填寫Jane的飲食表格。4.教師與學生一起核對答案，引導學生理解對話內容。（四）口語練習（10分鐘）1.學生根據1d的要求，寫下自己的早餐、午餐和晚餐通常吃什么。2.學生兩人一組，互相詢問對方的飲食，運用句型“Whatdoyouusuallyhaveforbreakfast/lunch/dinner?”和“Iusuallyhave...”進行交流。3.教師邀請幾組學生進行展示，給予表揚和鼓勵。（五）語音學習（10分鐘）1.教師播放Pronunciation部分的錄音，學生先聽一遍，感受語音語調。2.教師帶讀，學生跟讀，注意單詞的發音和句子的語調。3.教師讓學生分組練習，每個小組選擇一組單詞或句子進行朗讀，其他小組進行評價。4.教師再播放錄音，讓學生模仿，注意語音語調的變化。（六）總結與作業布置（5分鐘）1.教師與學生一起回顧本節課所學的內容，包括食物詞匯、句型和語音知識。2.布置作業：讓學生用所學句型詢問家人的飲食，并記錄下來。背誦本節課所學的單詞和句型。五、教學反思通過本節課的教學，學生對與食物相關的詞匯和句型有了一定的掌握，能夠在一定程度上運用所學進行交流。在教學過程中，應多給學生創造語言實踐的機會，讓學生在真實情境中運用英語，提高語言運用能力。同時，在語音教學方面，還需要加強訓練，讓學生的發音更加準確、自然。課題人教版七年級下冊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.課題人教版七年級下冊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.課題人教版七年級下冊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.課題人教版七年級下冊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