资源简介

(共60张PPT)
Unit Four Eat Well
Section A Pronunciation-2a-2e
How do we eat well
语言能力
1
学习能力
2
文化意识
3
思维品质
4
to pronounce the sounds of / u// // //u:// / /au/, notice the intonation; to ask others for their food preferences and offer choices
to improve the listening ability; to coorperate in pairs or groups.
to cherish food; not to pick food
to stimulate the interest of English learning; to lead Ss to express their thoughts
Learning Objectives
CONTENTS
1. Warm up
3. Pre-listening
4. While-listening
5. Post-listening
6. Language points
2. Pronounce
8. Homework
7. Exercise
Good learners wanted
Listen carefully
Speak clearly
Read aloud
Work actively
Show respect
Note something important
Evaluate yourself
Members Listen carefully Speak clearly Read aloud Work actively Show respect Note In total
Group leader
Member 1
Member2
Member3
Let’s watch
Warm up
What sounds do you find in the video
Let’s say
Pronounce
Try to say the words.
boat
float
goal
bowl
row
crow
/ u/
/ u/
bow
toast
Pronounce
1. Listen and repeat.
Watch and learn
Pronounce
Watch and learn
Pronounce
Pronounce
1. Now add one more word to each group.
so
pot
food
cook
cloud
flow
toast
love
town
...
Let’s watch
Can you find out the rules
Pronounce
Read aloud
Pronounce
home
clock
Read aloud
Pronounce
hot
no
Read aloud
Pronounce
come
pot
Read aloud
Pronounce
done
coat
Read aloud
Pronounce
love
roast
Read aloud
Pronounce
foot
look
Read aloud
Pronounce
book
school
Read aloud
Pronounce
about
down
Read aloud
Pronounce
know
brown
Read aloud
Pronounce
own
town
Pronounce
2. Listen and repeat. Notice the intonaiton.
A: Welcome to my home! First, do you want to
play football or basketball in the garden
B: Football!
A: Okay. Later, would you like to eat Chinese food or Western food
B: Chinese food!
A: Nice! And after dinner, what about playing a game or watching a movie
B: Both!
A: Wow, you're full of energy! Yes, let's do it all!
前升后降
选择性疑问句
Pre-listening
Now let’s move on to the listening part.
Mapo tofu
Gongbao chicken
Let’s say
Pre-listening
Fish soup
Chicken and cabbage salad
Let’s say
Pre-listening
Tom’s family eats out today.
Customers
waiter
While-listening
2a. Listen to the conversation and circle the
coloured words you hear.
Tom’s family eats out today.

What would you like to order


Reading
2b. Read the conversation and complete the table.
Gongbao Chicken, rice
Mapo tofu, fish soup
chicken and cabbage salad
Tom’s family eats out today.
I’d like ...
What would you like to order
I would like ...
..., please.
Group Work
Speaking
Show Time
While-listening
2c. Listen to the conversation again and pay attention
to the intonation in the alternative questions.
选择性疑问句
While-listening
2c. Listen to the conversation again and pay attention
to the intonation in the alternative questions.
前升后降
选择性疑问句
Role Play
Show Time
Now, you’re at the restaurant.
What would you like to order/eat/drink
2d. What food and drink would you and your partner
like to order at a restaurant Take notes and
discuss your ideas.
Post-listening
You can use the words to help you.
Rules:
1. take notes on your own
2. share your ideas in pairs
more food:
________
________
________
more drinks:
________
________
________
Brainstorm：
2d. What food and drink would you and your partner
like to order at a restaurant Take notes and
discuss your ideas.
Post-listening
You can use the words to help you.
Rules:
1. take notes on your own
2. share your ideas in pairs
more food:
________
________
________
more drinks:
________
________
________
Brainstorm：
What would you like to eat/drink/ order
I’d like ...
Show Time
Post-listening
Pair work
... please.
Would you like... or ...
Food Festival
Let’s go!
Food Festival
Waiter:
Welcome to ...Here’s the menu for you.
What would you like to order/eat/drink
We have ....
Would you like ... or ...
...
Food Festival
Customers:
I would like .../I’d like...
Do you have ...
What ... do you have
..., please.
...
Food Festival
A: Welcome to our restaurant! Here is a menu for
you. What would you like to drink
B: I'd like ...
A: OK! Now what would you like to eat
B: Do you have ...
A: Yes, would you like ... or ...
B: ..., please.
Word Bank
Dishes: Peking Roast Duck, Gongbao chicken, Mapo tofu, fish soup, sweet and sour fish, chicken salad...
Stable food: rice, noodles, dumplings...
Drinks: milk, juice, water, yogurt...
Show Time
Post-listening
Chinese
Food
Chinese Food
Four dishes, one soup.
Dishes first, then soup.
Western
Food
Western Food
Starters, soup, salad, main course, sides, dessert, coffee or tea.
Soup is searved earlier .
No matter it is Chinese food
or western food,
healthy is the most
important!
Language points
order
不及物动词 vi. 点菜
May I take your order
您现在点菜吗？
动词 vi. vt. 下命令，指挥
He ordered her to go.
他命令她走。
Language points
order
名词 1. 顺序,次序[U]
The names are in alphabetical order.名字按字母顺序排列。
2. 整齐,有条理[U]
She had an almost Germanic regard for order.
她简直像德国人一样讲究条理。
Language points
order
3. 秩序,治安;规律[U]
The young teacher can't keep order in her classroom.
那位年轻教师无法维持课堂秩序。
4. 命令,指示[P1][+to-v][+(that)]
He gave orders that the job be done in three days.
他指示三天内完成这项工作。
5. 订购;订货[C]
The company received a large order for computers.
这家公司接到一份要求大量供应电脑的订单。
Language points
What would you like to order
您要点些什么？
I wish you a nice afternoon, what would you like to order
祝你们下午过得愉快！你们想要什么？
What else would you like to order-salad,
soup, chicken wings
其他你还有什么想要点的吗？——沙拉，汤，鸡翅？
Language points
Woud you like ... or ...
选择疑问句是指提出两个或两个以上可能的答案供对方选择的句式。前一部分是个一般疑问句或特殊疑问句，后面加上or提供给对方另一个条件，让对方根据实际情况进行选择回答。
-Shall we leave at six or seven 我们是 6 点动身还是 7点动身
-Can you sing or dance
-I can sing.
前升后降
Exercise
单项选择
— What would you like to _______ for dinner
— I'd like some noodles, please.
A. see B. order
C. cook D. drink
— Would you like some coffee _______ tea
— Tea, please. I prefer tea to coffee.
A. and B. but C. so D. or
B
D
Exercise
单项选择
— _______ would you like to have for breakfast
— I'd like some bread and milk.
A. What B. How C. When D. Where
— Could you help me _______ something to eat in the restaurant
— Sure, what would you like to _______
A. order; eat B. buy; drink
C. order; order D. buy; order
A
C
Exercise
单项选择
— _______ a cup of coffee or a glass of juice
— A glass of juice, please.
A. Would you like
B. Do you want
C. Shall we have
D. Could you bring
A
Exercise
读对话，选择句子填空
Waiter: Can I help you
You: Yes, please. (1) ______
Waiter: We have pizza, pasta, and burgers.
You: (2) ______
Waiter: Sure, we have cheese pizza, pepperoni pizza, and vegetarian pizza.
A
C
A.What do you have
B.Yes, please.
C.What kind of pizza do you have
Exercise
读对话，选择句子填空
You: I'll have the cheese pizza.
Waiter: Anything to drink
You: (3) ______. What do you have
Waiter: We have soda, water, and juice.
You: Water, please.
B
A.What do you have
B.Yes, please.
C.What kind of pizza do you have 单元分课时教学设计
年级科目 2024新版七下英语科 目英语
授课名称 Unit 4　Eat Well
授课课时 第二课时Pronunciation(2a-2f)Section A (1a-2d) What is fun in a yard
授课类型 语音+对话课
授课文本
一、教材分析 Analysis of teaching material
What
词汇学习：涉及多种食物和饮品词汇，如 Beijing roast duck（北京烤鸭）、cabbage（卷心菜）、Dongpo pork（东坡肉）、fish soup（鱼汤）、hot pot（火锅）、juice（果汁）、Gongbao chicken（宫保鸡丁）、salad（沙拉）、strawberry cake（草莓蛋糕）、tea（茶）、beef noodles（牛肉面）、yogurt（酸奶）等。
对话练习：包含餐厅点餐场景对话，如顾客与服务员之间的交流，以及家庭成员讨论家庭用餐选择的对话。
语音学习：有音标发音练习，如 / /、/ /、/ / 等音标的单词跟读和拓展；还有语调练习，通过对话让学生注意升调（/）和降调（\）的运用。
任务活动：包括阅读对话并完成表格、听对话注意重音词并角色扮演、与搭档讨论餐厅点餐选择并记录想法、角色扮演餐厅点餐场景等任务。Why词汇学习：让学生掌握常见的食物和饮品英文表达，满足日常生活中关于饮食方面的交流需求，同时丰富词汇量。
对话练习：模拟真实的餐厅点餐场景，帮助学生将所学词汇运用到实际交流中，提高口语交际能力和语言运用的流畅度，培养在特定情境下的沟通能力。
语音学习：通过音标练习，纠正发音，使学生能够准确发出单词读音；语调练习则让学生在交流中更自然、更符合英语表达习惯，增强语言的感染力和交流效果。
任务活动：多样化的任务旨在提高学生的综合语言技能，包括阅读理解、听力、口语表达、合作学习等能力，培养学生自主学习和团队协作精神，同时增加学习的趣味性和互动性。
How词汇教学：教师可以先展示食物图片或实物，让学生跟读单词，讲解单词发音和拼写，然后通过词汇游戏（如猜词游戏、词汇接龙等）巩固记忆。
对话教学：首先让学生阅读或听对话，理解对话大意，完成相关任务（如填写表格）；然后教师讲解对话中的重点语法和表达方式；接着让学生分组进行角色扮演，模仿对话中的语音语调，最后进行展示和点评。
语音教学：教师播放音标发音音频，学生跟读模仿，每一组音标练习后，让学生补充更多包含该音标的单词；语调练习时，先让学生听对话录音，感受语调变化，然后进行模仿朗读，教师可以通过拍手、打节奏等方式帮助学生掌握正确的语调。
任务活动：对于阅读和完成表格任务，教师可以先让学生自主阅读，然后小组讨论答案；听对话和角色扮演任务，教师要先播放录音，学生完成相应任务后，再进行分组表演；讨论点餐选择任务，可让学生两人一组，用英语交流想法并记录，最后全班分享。
二、教学内容 Teaching content
涵盖北京烤鸭等多样食物饮品词汇学习。
2.有餐厅点餐等场景对话练习及任务。
3.包含音标跟读拓展与语调模仿练习。
4.设计阅读填表、角色扮演等活动提升综合技能。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to pronounce the sounds of / u// // //u:// / /au/, notice the intonation;Learn to ask others for their food preferences and offer choices.Learning Abilities (学习能力)Learn to master the ability of listening for key words. Learn to work in pairs.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their thoughts.Cultural Awareness (文化意识)Learn to cherish food; not to pick food.
四、教学重难点Teaching important and difficult points
Teaching important points: Learn to pronounce the sounds of / u// // //u:// / /au/, notice the intonation;Learn to ask others for their food preferences and offer choices.Teaching difficult points: Learn to pronounce the sounds of / u// // //u:// / /au/, notice the intonation.
五、教学步骤Teaching procedures
Step1. Warm upStep2. PronounceStep3. Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up Watch and sing:What sounds do you find in the video 【设计目的】观看视频，导入话题，引发学生兴趣。 观察学生是否认真观看视频，是否跟唱，是否进入课堂状态。
Step2. Pronounce Read aloud【设计目的】观察并发现字母组合的发音。 观察学生是否张嘴读单词，是否会准确地发音。
Listen and repeat.【设计目的】呈现本节课要学的音标，总结发音规律。Watch and learn【设计目的】观看视频，巩固所学音标的发音。4.Read aloud【设计目的】检查学生对音标的掌握，是否会学以致用。5.Listen and repeat. Notice the intonation.【设计目的】学习选择疑问句的音调。1.Look and say.【设计目的】考查学生的识图能力，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力,根据预测内容为听力任务奠定基础。1.2a. Listen to the conversation and circle the coloured words you hear.【设计目的】检查学生听取关键词的能力。2.2b.Read the conversation and complete the table.【设计目的】学生阅读对话，找到一家人的订餐选择，提升学生细读定位的阅读能力。3.2c. Listen to the conversation again and pay attention to the intonation in the alternative questions. 【设计目的】角色扮演和复述对话能让学生模仿正确的语音语调，积累语言表达素材，增强口语表达的流利度和准确性。1.2d. What food and drink would you and your partner like to order at a restaurant Take notes and discuss your ideas. 【设计目的】模拟真实的餐厅点餐场景，帮助学生将所学词汇运用到实际交流中，提高口语交际能力和语言运用的流畅度，培养在特定情境下的沟通能力。Prepare for the food festival.【设计目的】培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。使每位学生都能深入角色，运用语言理解意义，促进语言内化，从学习理解过渡到应用实践。Look and thinkNo matter it is Chinese food or western food,healthy is the most important!【设计目的】通过图片引导学生联系实际生活，了解中外饮食文化，积累文化素养。 观察学生是否认真学习新的音标发音。观察学生是否会正确发音读单词。观察学生是否会根据发音规律正确读单词。观察学生是否掌握发音规律。观察学生是否能说出菜品的英文名称。观察学生是否静心倾听，是否能正确圈出听到的单词。观察学生能否根据短文找到订餐的细节信息，完成表格。观察学生是否能运用准确的语言，得体、流畅地进行角色扮演，学生能否运用评价量表规范自己的成果表现。观察学生在小组讨论和小组展示中能否准确地询问并回答个人对食物的喜欢。观察学生是否积极参与讨论，语言是否准确，内容是否正确。观察学生是否在认真观察图片。
Step6. Language pointsStep7.Exercise 1.order2.What would you like to order 3.Would you like ... or ... 【设计目的】系统梳理本节课的重点语言知识。单项选择。读对话，选择句子填空【设计目的】检查学生对重点语言知识的掌握。 学生是否掌握本节课的重点内容。学生是否能根据语境做出正确的选择。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to role play the conversation by using the following standards.3.After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNo1.I can read and write key words and sentences correctly.2.I can pronounce the sounds of / u// // //u:// / /au/, and notice the intonation.3.I can ask others for their food preferences and offer choices.4.I can finish the listening and speaking tasks and keep up with the class.
八、板书设计Blackboard design
Unit 4 Eat wellSection A (2a-2f) Pronunciation
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Listen and read 2a.Memorize your words/phrases/notes. Survey: ask your parents what food and drinks your parents often order in a restaurant.
十、教学反思Teaching reflection
In this class, I guided students to know how to pronounce the sounds of/ u// // //u:// / /au/, practise the intonation. In addition, we learned to ask others for their food preferences and offer choices.Students are so interested in asking and answering.However, the time is limited. It’s a pity that only two groups showed their conversations.In the next class, I will control the class time and give students more opportunities to show themselves.
Step3 Pre-
listening
Step4 While-
listening
Step5. Post-listening

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