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外研新版七年级下册 Unit3 Food matters教学设计
一、内容分析
1.单元话题
本 单 元 的 标 题 是Food matters，包含“与食物有关的事”和“食物很重要”两层含义。食物和我们的生活息息相关，在日常生活中扮演着极其重要的角色。食物不仅能给人提供能量，更是与人的记忆，甚至与 一 个国家的文化有着密不可分的联系。对于青少年来说，健康、均衡的饮食对生长发育至关重要。本单元主要探讨食物和生活的联系，通过食物与生活的话题讨论，教师可以引导学生理解食物背后深刻的文化寓意，从多角度思考食物对人的影响，探寻食物的多重作用并让学生养成健康的饮食习惯。
2.语篇内容
本单元的主题属于“人与自我”及“人与社会”范畴，涉及“身心健康”“跨文化沟通与交流”及“身份认同与文化自信”等。本单元围绕话题relationship between food and our lives,共设计了11个主要语篇，涉及话题的启动、产出和3个子话题，3个子话题分别是：food and feelings，food and health，food and culture。通过本单元的学习学生能够了解食物带给人的感受，认识食物与健康的关系，通过探究食物蕴含的特殊意义，学生能够建立食物和生活的联系，增强对不同国家的食物的了解，培养文化意识。结果产出时学生能够为自己最喜爱的食物制作一个资料页，运用所学词汇和系动词谈论食物及食物的背景知识和健康价值，描述食物和生活的联系并表达感受。通过本单元的学习学生的语言能力，学习能力，思维品质和文化意识都将得到全面提高。
二、学情分析
“Food matters”是七年级下学期的一个重要单元。学生对食物话题普遍感兴趣,特别是与自己日常生活密切相关的食物。通过讨论食物学生可以更容易地联系实际，增加学习的趣味性。学生已经具备了一定的英语词汇量，但对食物及其相关词汇的掌握可能还不够全面如：mutton, dumpling, pot, green onion, pancake, porridge,sweet,pork,menu,slice,beat,add,salt,pepper,oil,pan,stir,等。此外学生的听说能力正在逐步发展，但用英语流畅描述食物及其特性仍需加强。学生对于食物与健康的联系已有初步认识，但缺乏用英语表达这些知识的能力。本单元的学习难点是：1.词汇记忆：掌握大量与食物相关的词汇可能对学生构成挑战。2. 语法应用：运用系动词、一般现在时态等语法结构准确描述食物是学习的难点。3.文化理解：理解不同国家和地区的特色食物及其文化背景需要学生具备一定的跨文化意识。因此本单元的教学需要充分考虑学生的实际情况和学习需求，采取多样化的教学策略和方法，以激发学生的学习兴趣和积极性，提高他们的英语综合运用能力。
三、教学要求
1.主题目标：学完本单元后，学生能够正确理解并描述食物和生活的联系。
2.结果产出：学生设计一页资料页，介绍自己最喜爱的一种食物。
3.评价标准：
①学生能够描述食物的基本信息，包括名称、形、色、香、味等。
②学生能够介绍食物的健康价值。
③学生能够介绍食物的历史文化价值，包括起源、发展过程和相关的历史文化轶事。
④学生能够尽可能多地使用本单元的核心词汇，尤其是生词。
⑤学生能够正确使用系动词。
4.分课时阶段要求
教学启动，单词教学，激活对食物的已有认识，激发 对食物话题的兴趣。 Starting out （1课时）
主题理解，阅读课，了解不同食物带给人的感受，体会食物承载的独特情感。 Understanding ideas （1课时）
语法课，学习系动词，写一个My food blog。 Grammar rules （1课时）
思维拓展，听说课。探究食物的健康值，体 会均衡饮食的重要性。挖掘食物背后的历史 文化价值，加深对不同文化的理解，建立食 物与文化的联系。 Developing ideas （1课时）
读写课。学生思考其他跨越国界的食物并围绕其中一种写一段话，内容涉及：①name of the food;②origin of the food;③spread of the food;④reason(s) for its popularity。 Read for writing （1课时）
观点表达和总结反思，任务达成课。围绕单元话题relationship between food and our lives选择自己最喜欢的食物并设计资料页，内容包括前面所学的三个子话题。要求学生使用前面语篇中出现的核心词汇和系动词。 Presenting ideas+ Reflection （1课时）
教学设计
第一课时Starting out 教学设计
一、课时教学目标：
通过本课时学习，学生能够：
掌握与食物相关的词汇，如carrot, cucumber,strawberry, eggplant, leek,kiwi, broccoli, beef, mutton, onion, pancake, porridge, sandwich, pizza, sushi, hamburger, fish and chips等；
2. 理解并谈论代表菜肴（signature dish）的概念及各国的代表性食物，并认识其在文化中的重要性。
二、教学过程：
教学目标 学习活动 效果评价
激活学生关于食物词汇的已有知识。 通过图片激发学习兴趣，引导学生关注食物主题。 Step 1: Warming up Look at the picture on P34 and answer： What can you see in the pictures Can you name some of these vegetables and fruits How do you feel about the pictures Why 观察学生能否正确识别并命名图片中的蔬果（如carrot, cucumber, kiwi等）
理解单元标题Food matters 初步感知食物在生活中的重要性。 Step 2: Lead in: Look at the title of this unit and answer: What does ‘Food Matters’ mean Food is not just something we eat. It is a big part of our lives! Food can make us happy, give us energy, and connect us with others! That’s why this unit is called"Food Matters" "Matter" means "important". So "Food Matters" means "Food is important." 通过提问检测学生对标题含义的理解
掌握核心食物词汇（如beef, mutton, pancake等）。 通过语境线索理解词汇含义，提升词汇运用能力。 Step 3: Vocabulary Game – Guess the Food Guess the word according to the clues. 1. beef It's a kind of red meat. People use it to make hamburgers, steaks, and many noodle dishes. It is meat from a cow. It starts with "B" and ends with "F". 2. carrot It is a vegetable. It grows underground. It is long and thin. Rabbits love to eat it. It is orange and starts with "C". 3. mutton It is a kind of meat. It is not from a cow. It has a strong smell when cooked. It is popular in Middle Eastern and Indian food. It is meat from a sheep. 4. onion It is a vegetable. It can be white, yellow, or purple. It has a strong smell. It makes people cry when they cut it. It is often used in cooking and starts with "O". 5. pancake It is made from flour. It looks flat and round. It is cooked on a pan. People often eat it for breakfast . It starts with "P" . 6. porridge It is not a kind of a vegetable,fruit or meat. It is made from rice or oats. Sick people often eat it because it is easy to digest(消化). People often eat it as a warm breakfast dish. It starts with "P" and is like rice soup. 7. sandwich It's a kind of fast food. It has two pieces of bread. You can put meat, vegetables, or cheese inside. It is easy to carry and eat. It is popular for lunch. It starts with "S". 评估词汇掌握程度。 观察学生能否通过语境线索（如用途、来源）推断词义。
运用目标词汇描述代表性食物（如hamburger, sushi）。 合作探究各国饮食文化，初步理解“signature dish”概念。 Step 4: Group work-Food Exploration and Presentation Task 1: Look at the pictures and match them with the words and expression.P35 Activity 1 Task 2: Let’s know more about them. Each group chooses one of the food and the group members talk about it .The following four questions must be discussed.One group member takes notes.Another member introduces the food to the class. What do we need to make the food Which country is famous for the food How do people usually eat the food Is it healthy 参考词汇：lettuce (生菜)，cheese (奶酪)，lour (面粉), oil (油), salt (盐)，potatoes (土豆)，seaweed (海苔), soy sauce (酱油)，tomato sauce (番茄酱),wasabi（芥末） 参考句型：A __________ is from __________. We need __________ to make it .People eat it with __________. 检查图片匹配任务的正确性。 评价小组展示内容的结构性、语言准确性及文化信息深度（如是否提及soy sauce、wasabi等文化元素）。
理解“signature dish”。 引导学生认识到signature dish不仅是食物，更是文化符号，承载一个国家或地区的文化特色与历史背景。 通过对比不同国家的代表性菜肴，理解饮食文化的多样性，学会尊重和包容异国文化。 联系中国代表性菜肴，增强文化认同感。 Step 5: Thinking: What is a signature dish Task 1: Look at the picture in Activity 2 on P 35 and guess the meaning of “signature dishes” The four kinds of food we talk in activity 1 are special foods from different countries.We call them the signature dishes. Task 2 : Watch a video to know more signature dishes from different parts of the world and answer the questions. How many foods are mentioned What are they Where do they come from Task 3: What do you think is China's signature dish Do you know any Chinese signature dishes 情感升华：Signature dishes are not just food; they represent the culture and history of a place.
Homework: Must Do: Copy and remember food-related words from today’s lesson. (carrot, cucumber,strawberry, eggplant, leek,kiwi, broccoli, beef, mutton, onion, pancake, porridge, sandwich, pizza, sushi, hamburger, fish and chips) Choose a signature dish and write 2-3 sentences to introduce it.Use these sentence patterns: The signature dish is from_______.People use_______ to make it.People love it because _______. Choose do: Choose one of the foods discussed in class (e.g., sandwich, pancake, sushi).If possible, try making it at home with your family and take a picture.
第二课时Understanding ideas（阅读课）教学设计
课题 Understanding ideas
课型 新授课 章/单元复习课口 专题复习课口 习题/试卷讲评课口 学科实践活动课口 其他口
1.语篇研读
What（教学内容） 本课语篇属于“人与自我”主题范畴中的“生活与学习”主题群，涉及子主题“家庭及家庭生活，个人喜好与情感表达”。本课时文章以“Delicious memories”为标题，此标题运用了通感修辞手法生动形象地阐述了本文主题----“食物与情感”。文章内容围绕母亲在厨房里运用“魔法”以及作者对“粥”的喜爱，介绍了作者对家乡食物的甜蜜回忆。一方面，文章描述母亲将生活中常见的普通食材变成勾出作者肚子里馋虫的美味佳肴以及种类繁多、美味营养的粥，展现了中国饮食文化的丰富性与多样性；另一方面，文章描述了食物在作者生活中的意义，展现了不同食物给作者带来的不同感受，表达了作者的对家乡食物的深厚情感。学生通过阅读理解故事，完成思考与分享活动后，掌握与“食物”、“情感”和“回忆”相关的词汇与表达，深刻理解食物与情感的联系。 Why（教学目的） 本课时语篇的目的是让读者理解食物与情感的联系。此语篇通过作者对家乡食物的回忆，展示了食物如何唤起情感和回忆。首先，文章描述了多种多样的食材组合变成一道道口感风味独特的菜肴，帮助学生理解中国传统的饮食习惯；其次，通过阅读和讨论语篇内容，学生能够学习如何用英语描述食物及其情感价值；然后，通过故事中的问题和讨论，学生可以培养语言表达能力和批判性思维；最后，文章结尾通过提出问题，鼓励学生深入思考，增加学生对主题的理解和共鸣。 How（教学方法） (1)通过观察图片与朗读句子，学生掌握核心词汇与句型的的含义用法。主要涉及食物词汇（如porridge,green onion,thousand-year-old egg等）、系动词（如 taste,smell,feel,become,grow,remain等）和重点表达（如bring back,start with,do magic,think of,wake up to, in its own way,the simplest food,the best food,better medicine than a pill等）。 (2)通过参与阅读判断与讨论归纳活动，学生能够分析文章结构、为文章选择适合的标题、根据文章内容回答问题或选择最佳答案、补全作者的食物记忆备注、判断句子正误以及故事内容复述等，引导学生理解食物与情感的联系。 (3)通过参与思考与分享（think and share）活动，学生能够在文章中找出体现作者及其母亲深厚情感的句子，鼓励学生结合自身经历分享各自的“Food memories”，帮助学生建立情感共鸣，深入探讨食物与情感的意义。
2.学习目标
1.在看读活动中，学习掌握本单元与“食物”、“情感”和“回忆”相关的词汇与句型表达，并熟练使用本单元的词汇和表达谈论食物及其特点。（学习理解） 2.借助图词配对、选择文章标题及梳理作者的食物记忆，能够分享自己对食物的特别记忆与感受，引导学生探索思考食物与情感的意义。（应用实践） 3.学生能够运用主题相关的语言表达，通过主探究和合作学习，制作一份"My food memories”的备注并进行分享。（迁移创新）
3.教学过程
教学目标 教师活动 学生活动 学习评价
教师将学生分成三个大组 学生按照要求分组，选出组长
提高学生从图片及视频中获取细节信息的能力，以及培养学生对教学主题深层思考的能力。 Step I:Warming up 播放视频，借助问题引出本课教学主题。 Q:What’s the video mainly about Step II: Lead in 让学生进行图片和词汇配对。 Step III: Pre-reading ①引导学生观察图片与文章标题，预测文章描写的主要内容。 ②设置问题，让学生思考，进行小组讨论。 For example: Q1:What is the passage about Q2:How do you understand the title “Delicious memories” Figures of speech（修辞格）： 文章标题”Delicious memories”运用了synaesthesia(通感)修辞手法。memory 本身没有味道，但是用 delicious 这种味觉表达词来修饰，使读者更能够感同身受。 学生观看视频，回答问题，初步感知本课的教学主题。 ①学生观察图片a---j，了解图片内容。 ②学生朗读词汇与短语，正确理解其含义。 ③学生进行图片与词汇短语配对，熟练掌握相关食物的英文表达。 ①学生仔细观察图片与文章标题，预测文章描写的主要内容。 ②学生认真思考，进行小组讨论后回答问题。 ③学生在老师的帮助下理解通感修辞手法。 根据学生回答问题的情况，判断学生是否能通过图片及视频中抓住相关信息。 根据学生回答问题的情况，评价学生的合作学习能力，评价学生对文章主题的获取能力和学生是否具有发散性思维能力。
在泛读活动中，初步理解文章主旨。 在精读阅读活动中，通过逐步朗读四个段落，准确深刻理解文章内容，进一步理解文章主旨。 在精读阅读活动中，通过逐步朗读四个段落，准确深刻理解文章内容，进一步理解文章主旨。 在精读阅读活动中，通过逐步朗读四个段落，准确深刻理解文章内容，进一步理解文章主旨。 在读后思考和分享活动中，学生结合自身经历建立情感共鸣，深入探讨食物与情感的意义。 Step IV: Fast-reading 让学生快速朗读全文，回答课本中的问题。 What’s the writer’s favourite food memory Step V: Careful-reading 让学生完成阅读判断与讨论归纳活动任务，引导学生理解食物与情感的联系。 Task1：让学生阅读第一自然段，完成阅读题目。 Q：What does the underlined phrase“ bring back” mean in Chinese Task2:让学生阅读第二和第三段，将备注补充完整，帮助学生准确理解作者的食物记忆。 Task 3:让学生精读第二自然段，完成相应的阅读题目。 ①回答问题： Q1：Is the writer’s mother good at cooking Q2：What does the circled word “mine” refer to ②选择最佳答案： Q3： Why does the writer mention different kinds of food his mother cooks Task 4:让学生精读第三自然段，完成相应的阅读题目。 ①回答问题： Q1：Does the writer like porridge best Q2：What kinds of porridge are mentioned here ②选择最佳答案： Q3：Why does the writer think plain rice porridge is the best food when he/she falls ill Task 5:让学生精读第四自然段，完成相应的阅读题目，帮助学生掌握细节信息并理解此段落的目的。 ①句子判断正误： ( )1. The writer is now studying at home. ( )2. The writer still has warm memories in his/her heart. ②选择最佳答案： 3.What is the main purpose of the last paragraph 学生快速朗读全文，回答课本中的问题。 学生仔细朗读第一自然段，从选项中选出最佳答案。 学生根据第二段和第三段的词汇表达，将作者的“食物记忆备注”补充完整。 学生精读第二自然段，根据文本内容回答问题及选择最佳选项,初步了解作者母亲留给作者的食物记忆。 学生精读第三自然段，根据文本内容回答问题及选择最佳选项,进一步了解作者对粥的记忆以及作者对食物的感受。 学生精读第四自然段，通过判断句子正误，掌握细节信息；借助选择末段的写作目的，引导学生思考自己的食物记忆及食物给自己带来的感受。 根据学生回答问题的情况，评价学生是否能对所获得的信息进行简单的归纳。 检查学生答案，评价学生能否根据上下文准确理解短语的含义。 检查学生的选择答案，评价学生能否具有从文中获取细节信息的能力。 检查学生答案，评价学生是否具有对文章词语及句子的理解能力和学生是否具有逻辑思维能力。 检查学生答案，评价学生是否具有对文章句子的理解能力和学生是否具有逻辑思维能力。 检查学生答案，评价学生是否具有从文中获取细节信息的能力和学生是否具有概括能力。
Task6:播放文章音频，让学生跟读全文，完成相应的阅读题，帮助学生全面理解文章的内容和结构。 ①Choose another suitable title for the passage. ②What’s the structure of this passage ③Analyse the structure of the passage. Step V : Post -reading 教师利用小组探究的的形式，借助think and share中的问题，加深学生对本课主题的理解和共鸣。 思维能力培养： 通过思考问题和提问讨论，促进学生的批判性思维，鼓励他们评估不同观点的合理性。 跨学科联系： 将作者的饮食习惯与地理、生物等其他学科联系起来，展示跨学科学习的重要性。 ①学生理解全文内容后，选择标题。 ②学生对文本内容进行思考，选择文章结构。 ③学生在老师的帮助下，结合“总--分--总”结构，深入分析文章内容。 学生主动思考、积极讨论、踊跃分享自己的食物记忆，加深自己对本课主题的理解和共鸣。 根据学生回答问题的情况，评价学生是否能对所获得的信息进行概括归纳和逻辑分析。 教师通过小组活动的参与度和小组讨论的质量，评价学生的合作学习能力，以及个人对语篇的理解能力和逻辑思维能力。
设计意图：通过丰富的阅读活动，提高学生阅读理解能力，让学生理解食物与情感的联系。
在看说活动中，概括整理文章信息，并用所学核心词汇表达观点。 Step VI: Summary ①教师出示思维导图和核心词汇，确保学生完成文章复述任务。 Speaking Tips（语言表达指导）: 在学生准备过程中，教师对学生进行单词发音、语法、句型等方面的指导，鼓励学生积极发言，提高学生课堂活动的参与度。 ②教师结合主题进行德育。 ①学生学生根据提示内容复述文章。 ②学生理解食物与情感的联系，简单评价此主题。 根据学生回答问题的情况，评价学生能否运用本课时的核心词汇和句型复述文章，以及学生是否能简单谈论食物与情感之间的关系。
4.板书设计
5.作业设计
Must do: 1. Remember the words and expressions we learned in this lesson. 2. Retell the passage until you can do it fluently. Choose to do: Make your own food memories notes and share them with your classmates.
6.教学反思与改进
第三课时 Grammar教学设计
学习目标
学生能识别系动词，熟练运用常见系动词（如taste、feel、smell、remain、become、look等）和形容词构建结构正确的句子，描述食物特征及自身感受，在口语和书面表达中正确流畅地交流； 在观察、归纳、对比等活动中，发展逻辑思维等，提升思维的敏捷性和灵活性； 通过多样化学习活动，培养自主学习、合作探究能力，学会总结规律、调整学习策略，提高学习效率。
学习重难点
教学重点：系动词的概念、常见系动词的用法及与形容词的搭配。 教学难点：在学习中有意识区分实义动词和系动词，在不同语境中正确运用系动词。
教学过程
教学目标 学习活动 学习评价
1.通过展示食物气味图片，激发学生兴趣，引导学生用简单词汇描述食物，自然引出系动词话题。 2.借助教材例句，引导学生观察系动词和形容词，通过小组讨论总结句子结构，理解系动词的作用。 3.让学生在阅读文章中寻找更多含系动词的句子，总结系动词定义，加深对系动词用法的理解。 4.通过小组合作拼句子的活动，巩固系动词相关的句子结构知识，培养合作能力和对系动词功能的应用能力。 5.利用菜谱内容，让学生在具体语境中选择合适系动词，理解不同语境下系动词的正确运用。 6.学生通过两人一组的描述与猜测活动，在实际交流中运用系动词描述食物，提升口语表达和系动词运用能力。 引导学生回顾系动词的概念、常见系动词及用法，强化知识记忆，整理课堂笔记，培养总结归纳能力。 Step 1 Lead in美食猜猜猜 教师提前准备一些食物的气味图片（如烤面包、咖啡等），通过多媒体展示给学生。请学生根据气味图片联想对应的食物并描述感受。 “How do you describe these foods What words do you usually use ” 引导学生用简单词汇描述食物，自然引出系动词话题。 Step 2 语法初探索 展示教材中的两个例句： "Each kind of porridge tastes great in its own way." "The old days still feel so sweet in my heart." 教师将句子写在黑板上，用不同颜色粉笔标注出系动词（taste、feel）和形容词（great、sweet）。 2. 询问学生同一颜色的词分别是什么词性。引导学生观察great与sweet这类词与主语之间的关系。 3. 请学生组内讨论归纳例句的句子结构，并回答例句中动词的作用可能是什么。 Step 3 语法线索大搜寻 1. 学生阅读教材中的阅读文章，寻找更多含同类型的句子，用横线划出。 2. 抽取代表上台，将找到的句子在屏幕上划出。 3. 全班一起核对答案，教师再次引导学生观察这些句子中动词的用法，思考这些句中动词后面所接词语的特点，鼓励学生大胆发言分享自己的发现。 4. 根据学生的思考与答案，一起进行系动词定义的归纳和补充。 Step 4 语法拼图 1. 教师将教材中 “Put the words and expressions in the correct order.” 的内容制作成卡片，打乱顺序分发给各个小组。 2. 小组合作将卡片上的词语和短语拼成正确的含有系动词的句子，最先完成且正确的小组获胜。 3. 邀请获胜小组分享拼图思路，教师对句子结构进行深入讲解，强化系动词与形容词搭配的知识。 Step 5 菜谱对对碰 1. 在课件中展示教材 “How to cook scrambled eggs with tomatoes” 的菜谱内容，将系动词部分的选择项设置成可移动形式。 2. 学生独立思考，根据菜谱内容和句意选择合适的系动词，完成填空。 3. 小组内交流讨论，分享自己的选择理由。教师巡视各小组，参与讨论并适时指导。 4. 各小组推选代表汇报讨论结果，教师进行总结归纳，强调不同语境下系动词的正确选择。 Step 6 美食秀 学生两人一组，一人描述自己喜欢的一道美食（运用系动词），另一人根据描述进行猜测。 2. 邀请几组学生上台展示，其他学生认真倾听并评价描述是否准确，系动词使用是否恰当。 Step 7 知识回顾 教师引导学生回顾本节课所学内容，包括系动词的概念、常见系动词及用法。 2. 学生简单总结课堂笔记，厘清本课所学关键知识（如系动词定义，句子结构，例句对应结构成分标注，自己造句描述食物及对食物的感受）。 学生积极参与描述，对系动词产生初步的好奇和探索欲望，为后续学习做好铺垫。 学生能够较准确地识别系动词和形容词，初步归纳出 “主语 + 系动词 + 形容词” 的句子结构。教师通过观察小组讨论的活跃度、学生发言时对句子结构的分析能力，以及回答问题的准确性，判断学生对知识的理解程度。 学生能从文章中找出含系动词的句子，简要阐述系动词的定义，对系动词用法有一定的认识。教师通过检查学生找句子的正确率、总结定义的完整性，评估学习效果。 学生能熟练运用系动词构建正确句子，明确系动词与形容词的搭配规则，提升合作学习和解决问题的能力。 学生能根据语境准确选择系动词，掌握系动词在实际情境中的运用技巧，提高语言运用的准确性。教师通过观察选择的正确性、讨论中的语言表达，评估学生知识迁移与运用水平。 学生能够流畅运用系动词描述食物，准确表达自己对食物的感受，增强口语表达自信，提升语言运用的流畅性。 学生能系统回顾系动词知识，梳理知识框架，完善课堂笔记，形成完整的知识体系，便于后续复习和运用。利用笔记内容与提问，检验学生知识掌握程度及总结归纳能力。
5.作业设计
用系动词写一篇短文，介绍自己制作的一道美食或一次美食体验。 完成教材相关练习题，巩固系动词知识。
6.教学反思与改进
教学过程中需密切关注学生参与度和学习情况，根据学生表现及时调整教学节奏和方法。确认不同学生对本节课基础内容的掌握程度，可准备更多不同类型的练习，针对基础薄弱学生，提供更多帮助和指导。鼓励学生在日常生活中寻找系动词的更多应用场景，实际理解系动词的作用，提高语言运用能力。
第四课时Developing ideas (听说课)教学设计
一、课时教学目标
Through this lesson, students will be able to:
(1) Master the target vocabulary and sentence patterns;
(2) Understand and establish a healthy concept of diet;
(3) Use the core vocabulary and sentence patterns in this lesson to make suggestions for healthy eating.
二、核心词汇
diet, a healthy meal, restaurant, green salad, vegetable, good for, hamburger, junk food, high in fat and salt, meat, bread, a complete meal等。
三、教学过程
教学目标 学习活动 效果评价
Master the target vocabulary and sentence patterns Understand and establish a healthy concept of diet Use the core vocabulary and sentence patterns in this lesson to make suggestions for healthy eating. Step 1:Lead-in Present the picture of Huangdi Neijing and dietary goal. Question: What did Huangdi Neijing mention When was the world's first dietary goal put forward What ideas about eating have remained the same from 2,000 years ago to the present day (Ask students to discuss in the group,then write down “healthy eating habits，a balanced diet” on the blackboard.) Step 2: Pre-listening Question:What foods can you see in the picture Present the kinds of food(grains，protein，vegetables, fruits, dairy products,fats and oils ),guiding students to put the foods into correct types. Step 3: While-listening 1 Prediction: A boy and a girl are sitting in a restaurant. What are they talking about 2 Listen and finish activity 1. 3 Review the pronunciation of /p/，/b/，/t/，/d/ 4 Listen again, finish activity 2. Then work with partner, to give more opinions like activity 2, and share in class. 5 If you were the chef of the restaurant, to make the salad healthier, what would you add How would you make the hamburger healthier while keeping it delicious (Discuss in group, then share in class.) 6 Prediction: A host of a TV programme is speaking with a diet expert, Dr Yi. What might Dr Yi talk about (Students are asked to read the title and the content of the first row of activity 3 , predict the answer to the fifth blank, and then judge whether the three statements are correct and give reasons.) 7 Ask students to read Learning to learn and remind them to pay attention to the expressions that appear in the dialogue about correcting false information, such as in fact, actually, etc. Ask the student to listen to complete activity 3. If necessary, the audio can be repeated to ensure that the less proficient students can understand it as well. Step 4: Post-listening 1 Role play the interview. 2 Combining with the Healthy eating tips in Activity 4, guide students to summarize how to correct wrong information and state the correct information. 3 Students are asked to choose one of the three suggestions from Activity 4 and have a dialogue with their classmates. The evaluation criteria are displayed on the presentation slides. Students are given sufficient time to practice, and they are encouraged to use the expressions in Useful expressions on page 101. 4 Summary: How to keep a healthy diet What is the relationship between food and health According to the student's response to the question, observe whether they can participate in interaction and communication, and actively share their own ideas. To let students be familiar with the target vocabulary, so they can get ready for the listening. According to the students' answers, evaluate whether they can understand and master the relevant expressions to correct incorrect information. According to the students' presentations, understand their understanding of healthy eating, and understand whether students understand the second sub-topic of this unit: understand and establish a healthy eating concept.
Homework: Write more healthy eating habits using the vocabulary and sentence patterns learnt in this class.
第五课时Read for writing (读写课)教学设计
一、课时教学目标
Through this lesson, students will be able to:
Understand the connection between food and culture.
Use the core vocabulary and sentence patterns from this lesson to talk about the connection between food and culture, and write a paragraph about a food that crosses national boundaries, describing the history of this food.
Share ideas about the origins, development, and reasons for the popularity of food.
二、核心词汇
across borders, ice cream, Western dessert, sweet treat, come from, store, a lot like, modern, Folk tales have it that…, carry the idea all the way back to, add, taste, flat bread, stone pancake, look almost the same, compare… to…, hamburger, a symbol of, a bridge between cultures等。
三、教学过程
教学目标 学习活动 效果评价
Understand the connection between food and culture. Before reading Students look at the pictures, think and answer the questions：What foods can you see What’s their relationship with cultures Students can use the expressions given in the textbook to support their answers. (Completion of activity 1 of the textbook) Based on the students' responses, observe their ability to engage in interactions and exchanges, and take the initiative to share their ideas.
While reading 1. Students focus on the title of the text and understand the meaning of the word border with the help of the teacher. 2. The students read the text and answer the question: What did Marco Polo do (Complete Activity 2) 3.Students read the text again and fill in the blanks with the words from the text. (Complete Activity 3) 4. Students read the expression this sweet treat and the two sentences in the text, think about the meaning of the expression and the sentences, and discuss what the author is trying to convey. (Complete Activity 4) After reading 1.Students reflect on the questions and share：Why do you think Marco Polo brought the idea of binglao back to Europe 2.Students share ideas based on their own experiences：Do you agree that food is a bridge between cultures Why or why not Students focus on the Learning to think section. Evaluate students' understanding of the general idea of the text based on their responses. Evaluate students' understanding of the detailed information in the text based on their filling in the blanks. Based on students' answers, evaluate whether they can understand the thematic meaning of the text and master the relevant language expressions. Based on students' sharing, evaluate whether they can deeply understand the content of the text. Based on students' expressions, evaluate whether they can understand the third sub-topic of the unit: the connection between food and culture.
Use the core vocabulary and sentence patterns from this lesson to talk about the connection between food and culture, and write paragraphs about food that crosses national boundaries, describing the history of this food. Before writing Students come up with some foods that cross national boundaries and choose one to develop their writing. Think：What is the food Where did it come from Where did it go Why is it popular in different countries Write down the answers in complete sentences. While writing The student organizes the answers to the questions into a paragraph in an appropriate way. Based on the students' responses, assess their mastery of the core vocabulary and sentence patterns of the lesson. Evaluate students' ability to clearly describe the history of food based on their writing.
Share thoughts on the origins, development, and popular causes of food. After writing 1.Students self-assess their writing according to the assessment criteria given in the textbook. 2.Some students share their work with the class. 3.Students evaluate the writing of others based on the evaluation criteria. Evaluate students' ability to develop a deeper understanding of the third sub-topic of the unit: understanding the connection between food and culture, based on their expression.
作业内容： Retell the passage. Then talk about what you have learnt from the passage. Further polish your writing after class.
第六课时Presenting ideas + Reflection教学设计
课题 Presenting ideas + Reflection
课型 学科实践活动课
1.语篇研读
What：呈现观点部分为学生搭建起一个体系化的框架，学生可依循该框架精心打造并最终呈现出一份围绕自身最爱食物的资料单。这份资料单所涉内容广泛，包含食物的外观形象、味觉体验、产地出处、健康价值以及起源与文化背景等诸多维度。反思部分则有一幅能统摄本单元话题的思维导图。 Why：呈现观点部分促使学生制作并展示资料单，这一要求旨在推动学生运用目标语言精确且自如地表达自身想法，进而提升其书面与口语表达的双重能力。借助小组合作这种模式，能够有效激发学生批判性思维的形成与沟通技能的提升。反思部分有助于学生学会自我反思与自我评价，从而查遗补漏，为将来的高阶学习奠定稳固基础。 How：呈现观点部分以分步引导的方式帮助学生梳理思路，并且为学生提供一系列实用的短语和句型，这些元素有助于学生表达更为顺畅。反思部分的思维导图生动且直观，可使学生迅速回顾本单元所学知识。
2.学习目标
学生能够知道如何制作一张关于他们最喜爱的食物资料单； 学主能够自信大方地展示自己所制作的资料单； 学主能够更加深入地理解食物与人们生活的相关性和重要性。
3.教学过程
教学目标 学习活动 学习评价
1.用目标语言谈论本单元的食物。 2.用目标语言谈论中国传统美食-饺子，包含饺子的外形、由来、文化意义以及相关的民间故事。 3.学习在介绍一道美食时需要用到的重点短语和句型。 4.分小组用目标语言创造一张美食资料单。 5.用目标语言分享小组合作成果。 6.总结本单元所学，对本单元有整体把握并更加深刻的理解到食物与人们生活的相关性和重要意义。 7.反思总结，查漏补缺。 Step 1 Review 在教师的引导下，借助ppt上的图片，复习本单元所学的食物词汇。 T：In this Unit，we have learned different kinds of foods，what do you remember？Here are some pictures of them，（PPT上呈现一些本单元所学的食物图片）let’s try to say their names together！AII of these different kinds of foods can be ingredients of some Chinese dishes.（PPT上呈现一些中国菜的图片） For example，eggs and tomatoes can be scrambled eggs with tomatoes，mutton and carrots can be dumplings，tofu and beef can be mapo tofu and so on. We Chinese can do magic in the kitchen，making lots of delicious Chinese dishes with different flavors. Step 2 presentation 师生共同讨论中国传统美食-饺子，后呈现一张关于饺子的资料单，并着重强调重点短语和句型。 T：I’m sure there must be a kind of Chinese food which is your favorite and has special meaning for you. As for me， dumplings are my favorite. Do you also like eating dumplings？ Ss：Yes. They are really delicious. T：So what do you know about dumplings？ Ss：… T：What do they look like？ Ss：They look like little baby gold bags. T：In fact，there are different shapes of dumplings，such as crescent-shaped dumplings，round-shaped dumplings，triangular-shaped dumplings and so on. （呈现不同形状的饺子图片于PPT上）And of course，they have different fillings like beef and carrots，pork and green onions，tomatoes and eggs and so on. And my favorite ones are pork and green onion dumplings. How about you What kind of dumplings do you like best Ss：… T：When do you always eat dumplings？ Ss：… T：We Chinese always eat dumplings during The Spring Festival especially in the north of China. Do you know why？ S1: Because Spring Festival is a time for family to celebrate together. S2: Because dumplings are a symbol of money and eating dumplings can bring good luck to people so that they can make more money in the coming year. T: That’s right. Dumplings are one of China’s traditional dishes. Almost every family eat dumplings during the Spring Festival. And we all know dumplings are also called jiaozi. Why are they called Jiaozi And when did people start to eat Jiaozi in the past Are there any special folk tales about Jiaozi S3: People started to make dumplings from the Late Eastern Han Dynasty. T: Probably. Folk tales have it that a doctor named Zhang Zhongjing saw many poor people suffering from frostbitten ears during the cold winter. So he made a kind of food like dumplings which were shaped like ears. People ate them and their ears got better. Later, this kind of food gradually evolved into today's dumplings. T: Eating dumplings has many benefits. Dumplings usually have a wrapper made of flour, which can give us energy. The fillings, like meat and vegetables, are rich in protein, vitamins and other nutrients. T：That's all about my favorite food-jiaozi. And here is a fact sheet about Jiaozi. （ppt上呈现一张关于饺子的fact sheet）Let’s read together. Pay attention to those key expressions and useful sentence structures. Step 3 Creating PPT上呈现几道中国传统美食，让学生分小组选择一道美食，并合作创造一张该美食的资料单。 T：We know a lot about Jiaozi. How about other Chinese dishes （ppt上呈现一些其它的中国传统菜肴的图片） Which one do you like best Now please work in groups of 4. Each group needs to choose one of these dishes and designs a fact sheet of about your own food item. You can finish it with the help of the outline on page 48. Try your best to use these useful expressions and sentence structures. （15 minutes later…） T：Have you finished？ Which group wants to show your fact sheet first？ 学生分享过后，教师要及时点评，表扬那些严格按照要求做的小组，特别是对于那些用了目标语准确表达的小组，同时并再次强调食物背后所隐藏的文化意义。 T：I really appreciate your wonderful sharing. We can easily find that even the most common dish in our country can have some cultural meaning and bear our best wishes for life. So I hope all of us can focus on the origins and relative tales of dishes in China and think about their cultural meaning. Step 4 Summary 师生一起总结本单元所学。 T: So much for this Unit. At last, let's review what we have learned in Unit 3. What's the topic of this Unit Ss: Food. T: Yes, and we need to think about three questions, they are "How does food make us feel " "What are healthy habits " "How can food be bridge between cultures " According to the first question, we can know food always bears people's memories through reading the passage delicious memories. As for me, when I feel sad, I would like to have a bowl of dumplings not only because they are delicious but also because they can make me think of those warm memories about my family. How about your special memories about food T: For the second question, we can get lots of healthy habits from Dr Yi, for example… Ss: … T: For the last question, we can get the answer through reading the passage Food across borders. We can know the origin of ice cream and be sure that food is a bridge between cultures. Step 5 Reflection 学生完成书上reflection部分的内容，反思所得与不足。 T: So much for the revision part, I'm sure you have learned a lot from this Unit. So now please try to finish the mind map of the reflection part and think about how much you have learned and what aspects you still need to improve. 教师通过观察学生的课堂参与度、讨论质量，评估学生本单元所涉及的食物词汇的掌握程度。 根据学生的回答问题的情况，评价学生是否具备用目标语言来介绍一道美食的能力。 根据学生小组合作的美食资料单制作情况，来评估他们的沟通协作能力以及对本单元相关目标语言的掌握和运用情况。 根据学生的小组的美食资料单展示情况，来评价他们是否能恰当使用目标语言流畅表达本单元的相关话题，是否深刻理解到食物与人们生活的相关性以及食物背后的文化意义。 根据观察学生的问题回答情况，来评估他们对本单元话题的掌握情况是否良好。 通过观察学生的reflection部分书写情况，来判断学生是否具备反思与总结的能力，明确学生的不足。
4.板书设计
5.作业设计
必做：完善小组制作的美食资料单。 选做：录制一个Vlog来介绍本小组所制作的美食资料单中涉及到的内容。
6.教学反思与改进

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