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Unit 4 Eat well Section A (1a-1d)教学设计
语篇研读
本单元属于“人与自我”范畴中“生活与学习”主题群中的“身心健康，抗挫能力，珍爱生命的意识子主题内容。本课时有两篇对话，谈论食物喜好和一日三餐。
主题：人与自我——生活与学习
【What】主题意义和主要内容
在学校食堂开展创意主题餐盘的场景下，同学之间相互询问食物喜好和一日三餐：
对话 1：Li Meng 和 Jane 午餐时间在学校餐厅谈论喜欢吃什么
对话 2：Li Meng 和 Jane 吃饭期间谈论 Jane 在英国的一日三餐的对话
【Why】写作意图
通过对话的听力练习，帮助学生学会介绍和谈论自己的食物喜好和一日三餐，从而在创意主题餐盘活动这个场景下，提升谈论食物的能力以及开发创造性。
【How】文体结构和语言修辞
第一段对话使用了Which would you like？ Do you want... what would you like to drink Is there any ... or ... 帮助学生用不同的句型谈论自己的食物喜好并学会询问食物。第二段对话使用了-What do you usually have for breakfast/lunch/dinner - I usually have...for...这个对话，教会学生正确询问一日三餐并学会表达自己的一日三餐情况，从而帮助学生更好的了解食物习惯和食物喜好。
学情分析
七年级学生经过上学期和本学期前段时间的学习，已经具备了一定的基础词汇量和简单句型的运用能力，对英语学习仍然保持较高的热情和好奇心，对于本单元 Section A 的学习，学生已经熟悉常见的食物词汇及相关句型，这为后续的学习提供了知识储备。然而，这个年龄段的学生在听力理解方面还存在一定困难，比如容易遗漏关键信息，口语表达时可能会出现语法错误或表达不流畅的情况，需要教师在教学过程中有针对性地引导和训练。
教学目标
1. 通过情景体验来识别食物名词并学会食物分类，通过听力练习掌握表达食物喜好和一日三餐的重点句型。（学习理解）
2. 能够听懂对话内容，能够写出自己早、中、晚餐通常吃的食物，并通过对话练习学会谈论自己和询问同学的饮食情况。（应用实践）
3. 通过完成创意主题餐盘活动中的“美食推荐官”任务，学会在实际场景中运用所学知识，提升自己的创造性和审美能力。（迁移创新）
教学重难点：
(一)教学重点
1.掌握新单词的读音和拼写，理解课文对话内容
2.学会用英语表达自己对食物的喜好和进行点餐交流。
(二)教学难点
1.能够在实际情境中灵活运用所学的食物词汇和句型进行自然流畅的交流。
2.引导学生了解不同食物的营养价值，树立健康饮食的观念。
教学过程
步骤 教学活动 设计意图
Lead-in Play a video about food and encourage the students to chant together. While singing and hearing, pay attention to the food mentioned in the song. Lead the students to find a food card on their desk and while they hear the food on their card, put it up. Set a real situation about creating a theme lunch box and become a food recommender to introduce their lunch box to all the students 教师围绕主题，引导学生一起唱食物歌曲并在此期间体 验食物单词，引出话题并创设情境，激活学生已知，并激发学生学习热情。
Pre-Listening 1. Know the food Divide the students into two group: fruit group and vegetable group. Encourage them to say as many fruits them to feel the use of single form and plural form of the food nouns. Play a game to introduce more food names besides fruit and vegetables. 2. Classify the food Encourage the students to look at the picture of a fridge and ask them what can we put in the frozen part and the cold storage part. Summarize their answer and put the food names in different kinds. Summarize five main kinds of food on the blackboard. Play a game: ask them to stick the food word on their desk to the right part on the food board on the blackboard. 3. Predict Encourage the students to predict what the listening is about by asking questions: Where are they What time is it 考虑到学生对日常中的水果和蔬菜比较熟悉，因此设置头脑风暴游戏，激发学生所知，尽可能多的说出各种水果和蔬菜的单词。 运用一起唱的形式让学生感知可数名词的单复数在句子里的应用，为本单元的语法学习奠定基础。 再次通过保龄球赛 道游戏，鼓励学生巩 固食物单词，游戏展 示了更多种类的食物单词，为下一步的食物分类做准备。 通过展示冰箱图片， 鼓励学生散发思维， 思考在冰箱的不同区域可以放置什么样的食物，同时让学生感知食物分类。
While-Listening 1b: 1. Ask students to find out the food in the 1b and summarize a set meal may include staple food and a drink. 2. Listen to the tape and finish the task on the textbook 3. Correct the answer 4. Listen to the five questions in the conversation and pay attention to the intonation 5. Summarize the rules of intonation of yes or no questions, wh-questions and alternative questions 1c 1. Divide the whole listening material into three parts. Task1 Listen to the first conversation, write T for true and F for false and fill in the blanks: Jane has dumplings and milk for breakfast. Jane sometimes has eggs and beans. Jane usually has ______and______，she sometimes has ______and______ for breakfast . Task2 Listen to the second conversation, fill in the blanks: Li Meng: And what about lunch Jane: Oh, I usually have_______ at school. Sometimes I have chicken or beef,__________ I have sandwiches, and sometimes ____________.I also drink juice or eat yogurt. Task3 Listen to the third conversation, take some notes and repeat. Tip: Use symbols or letters to write fast. 2. Listen to 1c again and finish the task on the textbook 3. Show the mind map of Jane’s meals. 听前鼓励学生总结 套餐的结构。为最后 的创意主题餐盒项 目完成做准备。 新课标要求学生能 够借助重音，意群， 语调，节奏等方面的 变化，表达不同的意 义，意图和态度，此 处在学生听懂听力 材料之后设置对问 句再听环节，鼓励学 生总结问句的语调。 同时获取1b重要句 型： Which would you like？ Do you want...too what would you like to drink Is there any ...or... Do you want that 虽然1c听力文本按 照早、中、晚的顺序 谈论Jane的一日三 餐，为了帮助学生更 好的理解听力材料， 将对话分解成三个 小对话：早餐，午餐 和晚餐，并设置不同 题目，从而降低了听 力难度，同时帮助学 生深度理解对话内 容。 新课标要求学生能 听懂相关主题的语 篇，并借助关键词 句、图片等复述语篇 内容，因此任务三设 置听听力并复述的 任务，鼓励学生利用 相关技巧整体把握 语篇内容。
Post-listening 1. Draw a mind-map of their own three meals according to Jane’s meals 2. Pair work: Talk about food preferences: Make a dialogue in pairs according to their notes and the sentence patterns from 1b and 1c: -What do you usually have for breakfast/lunch/dinner -I usually have...for... -Which would you like, A or B -I would like... -Do you want … -Yes/no, I’d like... -What would you like to drink -Is there any A or B 3. Group work: create and introduce their dream meal and become a food recommender (1). Requirements: Choose a theme and design a box lunch that you like: Choose the food you like Try to be creative: any style and any shape is OK Recommend your food with attractive words Your group should include: A theme maker, A food preference researcher, A designer and some painters... 鼓励学生根据Jane的一日三餐写出自己的一日三餐，巩固食物单词并形成基本的配餐意识,同时 获取 1c 重要句型： What do you usually have-for breakfast/lunch/dinner -I usually have...for... (2) Show an example of the teacher’s theme lunch box. (3) Choose three judges to represent the canteen’s manager, the cook and a student at school. (4) While one group is showing their work, the three judges can ask them questions and finally choose the best one according to the checklist. (5) Emotional Education: Ask a question: what do you think is most important when you create your lunch box Emphasize the importance of the care and love between each other. Explain the true meaning of food is to use your eyes to see the beauty of love and use your heart to feel the love and care of the people around you. 同桌之间练习对话， 利用自己的一日三 餐笔记和听力材料 里的句型练习讨论 食物喜好，为最后的 主题餐盘活动做准 备。 通过情景实战演练， 创造自己喜欢的梦 想餐盒，在创造过程 中，再次感知食物名 称，食物分类，练习 食物喜好的句型表 达并通过创造餐盒 开发创造思维和审 美思维，从而训练学 生在实际生活中运 用所学句型和知识， 通过学校餐厅创意 话题餐盒活动，巩固 提升话题拓展，迁移 创新。
Self-Assessment While one group is showing their work, the three judges can ask them questions and finally choose the best one according to the checklist. 评委对学生展示做 出评价，并为学校餐厅选出最佳主题餐盒作品，实现了生生评价，完成了教学评一体化的教学任务，通过关注学生在最终评估中的表现，促进学生的全面发展
Homework Must do Make a survey about the foods your family like. Choose to do Cook your lunch box that you design today Make a vlog about it and publish it online. 分层布置作业，使得不同水平的学 生 完成不同的学习任务。

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