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初中英语人教版（2024）七年级下册 Unit4 Eat well Section A
教材分析
【What】
情境为餐厅，服务员与Tom一家交流点餐。涉及宫保鸡丁、麻婆豆腐等菜品，还有汤、主食的选择。通过听、读、角色扮演等活动，完成点餐相关任务。
【Why】
让学生学会在餐厅点餐的英语表达，培养学生在真实情境中运用英语交流的能力，了解不同食物的英文说法及点餐文化。
【How】
以对话为语篇，通过听圈词、读填表、再听关注语调并角色扮演等活动，引导学生掌握点餐相关英语，最后让学生模仿对话进行点餐情境的角色扮演。
学情分析
学生此前已学过一些基础食物词汇及简单点餐表达，如“I'd like...”。此阶段学生好奇心强，对贴近生活的餐饮话题有兴趣，具备一定词汇积累但综合运用能力不足。课文要求学生能听懂并圈出点餐对话中的重点词汇，完成信息表格，注意选择疑问句语调并进行角色扮演，还需结合给定词汇讨论在餐厅的点餐想法，旨在提升学生在餐厅点餐场景下的英语听说及交流能力。
教学目标
语言能力：学会与点餐相关的单词和表达。能用英语在餐厅进行简单的点餐交流。
学习能力：认真倾听对话，积极参与角色扮演，提高学习效率。
思维品质：分析对话逻辑，推断不同情境下点餐的合理选择，提升思维能力。
文化意识：了解不同国家饮食文化差异，增强跨文化认知与理解。
重点难点
教学重点
掌握就餐常用词汇，如order、dumplings等。
学会用What would you like... 等句型点餐。
教学难点
正确运用选择疑问句及回答，注意其语调。
在真实情境中流畅进行点餐对话。
课堂导入
【教师活动】
师生问好。
教师展示课文中餐桌菜肴的图片，提问：
T:What can you see in the picture
T:What kind of food do you like
教师提问：If you are in a restaurant, what would you like to order
示范回答：I'd like to order a bowl of beef noodles.
【学生活动】
观察图片并回答看到的食物（soup, salad, chicken...）。
分享自己喜欢的食物：
I like...
分享如果在餐厅会点的食物：I'd like to order...
【设计意图】
通过展示图片和互动问答激活学生关于食物的已有知识，引发学生兴趣，自然引入餐厅点餐的课文主题。
探究新知
pre-listening
【教师活动】
展示2a图片，引导学生观察。
T: Look at this picture carefully. There are some dishes on the table. Now, I have a question for you. What can you see in the picture
【学生活动】
学生认真观察图片，然后回答问题。
S: I can see a bowl of soup, a plate of red stir - fried food, a salad and a plate of minced meat dish.
【设计意图】
通过观察图片并回答问题，让学生对图片中的食物有初步认知，激发学生兴趣，同时帮助学生预测听力中可能出现的与食物相关的内容，为即将到来的听力做好铺垫。
while-listening
一听/完成对话
【教师活动】
引导学生关注2a任务，说明要听对话并圈出听到的彩色单词。
播放听力，让学生专注听对话，圈出相应单词。
邀请学生分享自己圈出的单词，教师核对答案。答案为：order, some vegetables, order, noodles。之后分析细节，如讲解在对话中“order”多次出现，是点餐常用词汇；“some vegetables”在妈妈提及要为家人点沙拉时出现；第二次“order”在Tom询问能否点汤时；“noodles”是爸爸询问Tom和妈妈主食选择时提到。
【学生活动】
认真听对话，依据听到的内容圈出彩色单词，随后在教师引导下分享答案并核对。
【设计意图】
借助该听力任务，促使学生集中注意力，锻炼从听力对话中捕捉关键单词的能力。通过核对答案与分析，让学生对对话中点餐相关词汇加深印象，增强对听力内容的理解，提升词汇运用与听力理解能力。
一读/完成2b任务
【教师活动】
请学生阅读听力对话内容，并根据听到和读到的信息完成2b的表格填写任务。
T: Now, let’s read the conversation carefully. Look at the table in 2b. We need to find what each person chooses for the family meal. Pay attention to the key sentences.
引导学生找出每个人物的语言线索并核对答案。
T: Who speaks first about food Tom says, “What about Gongbao chicken ” That means he wants Gongbao chicken.
T: Mum asks for a hot tofu dish and agrees to Mapo tofu. She also suggests ordering a salad. But who actually chooses the salad Dad says, “How about a chicken and cabbage salad ” So Dad makes the choice.
T: Tom asks about soup, but he doesn’t choose which one. Mum says, “Fish, please!” So she chooses the fish soup.
T: When Dad asks, “Would you like rice or noodles ”, Tom answers, “Rice, please.” So Tom also chooses rice.
提供正确答案并进行讲解：
Tom: Gongbao chicken, rice (and agrees on soup)
Mum: Mapo tofu, fish soup, and suggests salad
Dad: Chicken and cabbage salad (and agrees on rice)
But the question asks: Choice for the family meal — so we focus on what each person specifically chooses or suggests.
→ Final answers based on individual decisions:
Person Choice for the family meal
Tom Gongbao chicken, rice
Mum Mapo tofu, fish soup, salad (suggestion)
Dad Chicken and cabbage salad
Note: Although Mum suggests salad, Dad chooses it. However, since the task is “choice for the family meal” and not “who decided,” we can include suggestions as part of contribution. But for clarity, better to record what they directly choose or request.
So refined answer:
Tom: Gongbao chicken, rice
Mum: Mapo tofu, fish soup
Dad: Chicken and cabbage salad
【学生活动】
阅读对话，理解人物对话中的选择信息，并完成表格填写。
S1: Tom wants Gongbao chicken and rice.
S2: Mum chooses Mapo tofu and fish soup.
S3: Dad suggests the chicken and cabbage salad.
学生之间互相核对答案，讨论有争议的部分。
S4: But Mum says “We should also order a salad.” Does that mean she chooses it
S5: No, Dad says “How about...”, so he chooses it.
【设计意图】
通过阅读听力文本并提取关键信息，培养学生从真实语境中捕捉细节的能力，提升信息筛选与归纳能力。
帮助学生理解“选择”不仅包括直接点菜，也包括提出建议或做决定，从而准确判断每个人物的贡献。
为后续角色扮演（2c 和 2e）打下基础，让学生熟悉点餐对话中的常用表达和逻辑结构。
二听/读 完成2c任务
【教师活动】
引导学生准备再次听对话，强调注意替代疑问句的语调。
T: Now, class. We are going to listen to the conversation again. This time, please pay special attention to the intonation in the alternative questions. Listen carefully and try to feel the difference in intonation.
播放听力后，邀请学生分享他们所感受到的替代疑问句的语调特点，并给予点评和总结。
T: OK, who would like to share what you noticed about the intonation in the alternative questions
给出替代疑问句语调的正确示范，比如 “Would you like a hot tofu dish or a cold one ” 这句话，前半部分 “Would you like a hot tofu dish” 语调可稍升，后半部分 “or a cold one” 语调下降，让学生感受。
T: Listen, like this. “Would you like a hot tofu dish↗ or a cold one↘ ” This is the common intonation pattern in alternative questions.
邀请学生模仿正确语调进行跟读，教师巡视并纠正个别学生的错误。
T: Now, follow me. “Would you like a hot tofu dish↗ or a cold one↘ ”
【学生活动】
认真聆听对话，着重关注替代疑问句的语调，如 “Would you like a hot tofu dish or a cold one ” “Which soup would you like, chicken or fish ” “Now, would you like rice or noodles ” 等句子的语调。
积极分享自己所感受到的替代疑问句语调特点，与同学们交流。
跟随教师的示范，模仿替代疑问句的正确语调进行跟读。
【设计意图】
培养学生对英语语调的敏感度，帮助学生掌握替代疑问句的语调规律，使学生的口语表达更自然、更地道。
通过模仿跟读，增强学生的口语实践能力，提高学生的英语听说水平。
完成2d任务
【教师活动】
引导学生回忆听力内容，思考自己和伙伴在餐厅可能会点的食物和饮品。
给出示例答案：For food, I'd like Beijing roast duck and a salad. For drink, I'd like juice. Then ask students to take notes of their own choices and discuss with their partners.
T: Now, let's think about the food and drink we would like to order at a restaurant just like in the listening. Here is my example. For food, I'd like Beijing roast duck and a salad. For drink, I'd like juice. Now it's your turn. Take notes and discuss with your partner about your ideas.
【学生活动】
学生根据自己的喜好，在表格中记录想要点的食物和饮品，然后与同桌进行讨论交流各自的选择。
【设计意图】
通过思考、记录和讨论，让学生将听力中学到的点餐场景知识运用到实际生活情境中，提高学生运用英语进行交流表达的能力，培养学生的口语交际能力和合作学习能力。
post-listening
【教师活动】
教师展示图片网址，引导学生观察图片并思考餐厅场景相关问题。
T: What can you see in the picture
T: What kind of food is on the table
T: If you were the customer in the picture, what would you like to order
教师给出示例对话：
A: Welcome to our restaurant! Here is a menu for you. What would you like to drink
B: I’d like juice.
A: OK! Now what would you like to eat
B: Do you have Beijing roast duck
A: Yes, would you like some pancakes and sauce with it
B: Yes, please.
教师引导学生进行角色扮演。
T: Now, please work in pairs. One acts as the customer and the other acts as the waiter or waitress. Try to create your own conversation like the example.
【学生活动】
学生观察图片，回答教师提出的问题。
S: I can see Beijing roast duck and some side dishes in the picture.
S: There are pancakes, scallions, cucumber and sauce on the table.
S: If I were the customer, I'd like to order Beijing roast duck.
学生两人一组，进行角色扮演，仿照示例对话，编写并表演餐厅点餐的对话。
【设计意图】
通过观察图片和回答问题，引导学生关注餐厅场景及食物，激活学生已有知识，为角色扮演做铺垫。
给出示例对话，为学生提供清晰的语言框架和范例，降低任务难度，帮助学生更好地进行创作。
角色扮演活动能让学生在真实情境中运用所学英语知识进行交流，提高学生的口语表达能力和实际运用英语的能力，增强学生的语言交际能力和自信心。
语言知识
【教师活动】
教师带领学生总结本课重点语言知识。
① order / eat
详细解释：
order 表示“点餐”，用于在餐厅选择食物。
eat 表示“吃”，强调进食行为本身。
在餐厅点餐时，常用 order。
典型例句：
What would you like to order
I want to eat some vegetables.
中文翻译：
你想点什么？
我想吃点蔬菜。
② some vegetables / a salad
详细解释：
some vegetables 表示“一些蔬菜”，强调种类多样。
a salad 是一种具体的蔬菜类食物，通常指凉拌沙拉。
两者都表示健康饮食选择。
典型例句：
We should order some vegetables.
I would like a salad with chicken.
中文翻译：
我们应该点一些蔬菜。
我想要一份鸡肉沙拉。
③ get / order
详细解释：
order 强调“点餐”的动作，常用于正式场合。
get 表示“得到”，在口语中也可表示“点到食物”。
典型例句：
Can we get soup too
I will order the fish soup.
中文翻译：
我们也可以点汤吗？
我要点鱼汤。
④ dumplings / noodles
详细解释：
dumplings 是中国传统食物，常指水饺。
noodles 是面条的统称，可以是牛肉面、鸡蛋面等。
两者都是常见的主食选择。
典型例句：
Would you like dumplings or noodles
I like noodles with tomato and egg.
中文翻译：
你想要饺子还是面条？
我喜欢番茄炒蛋面。
【学生活动】
学生与教师一起归纳本课重点词汇和表达方式。
在笔记本上记录关键词汇及其例句，尝试造句并进行小组交流。
通过角色扮演练习对话，巩固词汇在真实语境中的使用。
【设计意图】
帮助学生掌握本课重点词汇，理解其在不同语境中的使用方式。
通过例句和实际练习，提高学生语言运用能力，为口语表达打下基础。
培养学生在真实情境中使用英语进行点餐和交流的能力。
课堂总结
【教师活动】
总结本课的重点词汇、重点句型
Summarize the key content in this lesson.
重点词汇
food words: soup, tofu, Mapo tofu, Gongbao chicken, salad, cabbage, rice, noodles, dumplings, fish soup, beef noodles, hot pot, Beijing roast duck, Dongpo pork, strawberry cake
drink words: tea, juice, yogurt
action words: order, eat, get
other: some vegetables, a salad
注意：order 和 get 在点餐时都可以表示“点（菜）”，但 order 更正式常用；some vegetables 和 a salad 是不同表达，根据语境选择。
重点句型
What would you like to eat/drink → 回答：I’d like… / We’d like…
Would you like… or … → 选择其一回答：…, please.
Do you have… → 确认是否有某道菜
That sounds good. → 表达赞同别人的想法
Let’s see... / How about... → 提出建议或思考中
注意：在 Would you like… or … 这类选择疑问句中，语调先升后降（第一个选项升调，第二个降调），回答时只需选一个，不用说Yes/No。
【学生活动】
跟随老师回顾对话内容，口头复述每个人点了什么，并用重点句型模拟点餐对话。
【设计意图】
帮助学生梳理核心词汇与句型，强化语言结构记忆，提升实际交际能力。
课后任务
任务一：
地理与英语融合任务
查找宫保鸡丁、麻婆豆腐等文中出现菜品的发源地，用英语制作一份简单的美食地图，标注出这些菜品的起源地，并简要介绍该地区的特色。完成后，向同学用英语分享你制作的美食地图。
任务二：
数学与英语结合任务
假设你和家人去餐厅吃饭，点了文中提到的宫保鸡丁、麻婆豆腐等菜品，每道菜的价格已知，用英语列出账单，并计算出总花费。同时，用英语描述你点的菜品和总价。
板书设计
Ordering Food at a Restaurant
useful expressions：
What would you like to order/eat
Can we get soup too
Would you like rice or noodles
We should also order some vegetables/a salad.
Do you have…
Yes, would you like… or…
教学反思
本节课围绕餐厅点餐话题，通过听力训练、表格填写、角色扮演和小组讨论等多种形式，引导学生掌握点餐用语并进行实际运用，旨在提升学生在真实语境中的语言交际能力和合作意识。课程基本达成教学目标，多数学生能准确完成听力任务并积极参与角色扮演，但在2d环节中发现部分学生对食物词汇的选择和搭配不够准确，反映出词汇运用能力仍需加强。
课堂练习
第1题
【题文】听材料，回答下列各小题。
【小题1】Where did Bob have dumplings yesterday
A．At school. B．At the restaurant. C．At his grandma’s home.
【小题2】What is Bob’s favorite food
A．Soup. B．Noodles. C．Pancakes.
【小题3】What time will they have dinner
A．At 6:30. B．At 7:00. C．At 7:30.
【答案】【小题1】C
【小题2】B
【小题3】B
第2题
2.【题文】What food do you eat every day Do you eat healthy food Now many people like to have black food—black rice, black beans, and black grapes. Why do they like black food Here are some of their answers.
Black food is good for their hearts.
Black food can help their children be smart.
Black food can make their white hair into black hair.
Black food is very good, but our body needs food of different colours. Food is colourful (色彩鲜艳的). Some food is green, some food is red, and some is black. It isn’t good to always eat food of the same colour. Colourful fruit and vegetables are good for our health. Their colours help us keep healthy. Green is good for our eyes. Blue and purple help us remember things well. They are good for our eyes, too. Red gets us healthy hearts. Yellow and orange get us much Vitamin (维生素) C. So we should not eat only a few kinds of foods. You can take photos of your food for some days. Then you can use them to know clearly (清楚地) what you eat every day.
【小题1】A seven-year-old boy often has black food, so he can become ________.
A．smart B．young C．old D．tall
【小题2】Eating red food can ________.
A．help us remember well B．help children to be smart
C．make our hearts healthy D．make our black hair colourful
【小题3】What should Mary eat if she wants to have good eyes
A．Black, green and blue food. B．Red, yellow and orange food.
C．Purple, red and black food. D．Green, blue and purple food.
【小题4】Which of the following is NOT TRUE
A．White gets us much Vitamin C.
B．Bruce should eat green food if he wants to have good eyes.
C．We should eat different colours of food to keep healthy.
D．Blue fruits can help us remember well.
【小题5】What is the best title for the passage
A．Black food—the best one B．The ways to keep healthy
C．Different kinds of colours D．Eat food of different colours
【答案】【小题1】A
【小题2】C
【小题3】D
【小题4】A
【小题5】D
第3题
【题文】听对话，完成下列各小题。
【小题1】Where did Bob have dumplings yesterday
A．At school. B．At the restaurant. C．At his grandma’s home.
【小题2】What is Bob’s favorite food
A．Noodles. B．Soup. C．Pancakes.
【小题3】What time will they have dinner
A．At 6:30. B．At 7:00. C．At 7:30.
【答案】【小题1】C
【小题2】A
【小题3】B

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