资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 4 Eat Well-Section A（Grammar Focus）
教学目标
Master the usage of modal verbs "should" and "shouldn't" for giving advice on healthy eating. Understand and use the target sentence structures: "You should eat vegetables every day." "You shouldn't eat too much ice-cream." Recognize and use common food vocabulary related to healthy eating (e.g., vegetables, fruit, ice-cream, hamburgers, milk, bread).
重难点
The meaning and usage of modal verbs "should" and "shouldn't" for giving advice. The correct structure of sentences with "should" and "shouldn't": Subject + should/shouldn't + verb 原形 + ... Using the target structures to talk about healthy eating.
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Activities: Greeting: Teacher: "Good morning, class!" Students: "Good morning, teacher!" Teacher: "How are you today " Students: "I'm fine, thank you. And you " Teacher: "I'm great, thanks. Now, let's start our English class." Food Vocabulary Review: Show pictures of different foods on the PPT one by one (e.g., apple, banana, carrot, hamburger, ice-cream, milk, bread, French fries). Ask students to say the English names of the foods. For example: Teacher: "What's this " (Pointing to the picture of an apple) Students: "It's an apple." Correct pronunciation if necessary. After reviewing 8-10 foods, ask: "Which of these foods are healthy Which are not healthy " Guide students to classify the foods into "Healthy Food" and "Unhealthy Food" categories. Write the two categories on the whiteboard and list the food names under each. Design Intent: The greeting creates a friendly classroom atmosphere and helps students switch to English learning mode. Reviewing food vocabulary activates students' prior knowledge, which is the basis for learning the new grammar content. Classifying foods into healthy and unhealthy ones naturally leads to the topic of healthy eating, laying the foundation for introducing "should" and "shouldn't".
Step 2: Presentation (10 minutes) Activities: Introduce "should" for Positive Advice: Point to the "Healthy Food" list on the whiteboard (e.g., apples, carrots, milk). Say: "Apples are healthy. You should eat apples." Write the sentence on the whiteboard and underline "should". Explain: "We use 'should' to give advice. It means 'it is a good idea to do something'." Give another example: "Milk is good for you. You should drink milk every day." Ask students to repeat the sentence. Invite a student to make a sentence with a healthy food. For example: Teacher: "What about carrots Tom, can you make a sentence " Tom: "Carrots are healthy. You should eat carrots." Praise: "Very good, Tom!" Introduce "shouldn't" for Negative Advice: Point to the "Unhealthy Food" list (e.g., hamburgers, ice-cream, French fries). Say: "Ice-cream is sweet, but it's not healthy. You shouldn't eat too much ice-cream." Write the sentence on the whiteboard and underline "shouldn't". Explain: "We use 'shouldn't' to give negative advice. It means 'it is not a good idea to do something'." Give another example: "French fries are unhealthy. You shouldn't eat French fries often." Ask students to repeat. Let a student make a sentence with an unhealthy food. For example: Teacher: "Lily, what about hamburgers " Lily: "Hamburgers are unhealthy. You shouldn't eat hamburgers every day." Praise: "Great job, Lily!" Grammar Structure Summary: Write the structures on the whiteboard clearly: Positive: Subject + should + verb 原形 + ... Example: You should eat vegetables. Negative: Subject + shouldn't + verb 原形 + ... Example: You shouldn't eat candy. Explain: "After'should' and'shouldn't', we always use the base form of the verb (verb 原形)." Give a wrong example: "You should eats apples." Ask students to correct it. Design Intent: Introducing "should" and "shouldn't" through familiar food examples makes the grammar points concrete and easy to understand. Asking students to repeat and make sentences helps them master the sentence structures initially. Summarizing the grammar structures explicitly helps students form a clear understanding of the usage rules.
Step 3: Practice (15 minutes) Activity 1: Listen and Match (5 minutes) Preparation: Play a listening clip prepared in the PPT. The clip contains 5 short sentences, each giving advice with "should" or "shouldn't" (e.g., 1. You should drink milk. 2. You shouldn't eat ice-cream. 3. You should eat bananas. 4. You shouldn't eat French fries. 5. You should eat bread.). Instructions: "Now, we'll listen to some sentences. Please match each sentence with the correct food picture on your worksheet. There are 5 pictures and 5 sentences. Let's listen carefully." Process: Play the clip twice. The first time, students listen and try to match. The second time, they check their answers. Check Answers: Ask 5 students to share their answers. For example: Teacher: "What's sentence 1, Amy " Amy: "Sentence 1 matches the milk picture." Feedback: Correct mistakes and praise students for good listening. Activity 2: Pair Work - Give Advice (7 minutes) Instructions: "Now, work in pairs. Look at the food pictures on the PPT. One student points to a food, and the other gives advice with 'should' or 'shouldn't'. For example, if I point to an apple, you can say 'You should eat apples.' If I point to a candy, you can say 'You shouldn't eat candy.' You have 3 minutes to practice, then I'll ask some pairs to show us." Process: Students practice in pairs. The teacher walks around the classroom, listens to their conversations, and helps with mistakes (e.g., incorrect verb forms, wrong use of "should/shouldn't"). Show Time: Invite 3-4 pairs to stand up and demonstrate their dialogues. For example: Student A: (Pointing to the hamburger picture) "What about this " Student B: "You shouldn't eat hamburgers." Student A: (Pointing to the orange picture) "What about this " Student B: "You should eat oranges." Feedback: Praise the pairs for their performance and correct any errors. Activity 3: Fill in the Blanks (3 minutes) Preparation: Show 5 fill-in-the-blank sentences on the PPT: You ______ (eat) vegetables every day. (should eat) He ______ (drink) too much cola. (shouldn't drink) We ______ (have) milk for breakfast. (should have) They ______ (eat) too many candies. (shouldn't eat) She ______ (eat) fruit every morning. (should eat) Instructions: "Please fill in the blanks with 'should + verb' or 'shouldn't + verb'. You have 2 minutes. Let's see who finishes first." Check Answers: Ask students to say the answers one by one. Correct if needed. Design Intent: The listening activity practices students' listening ability and reinforces their understanding of the target structures in auditory input. Pair work provides students with opportunities to use the target language in speaking, improving their oral communicative ability. The teacher's guidance ensures that students use the language correctly. The fill-in-the-blank exercise consolidates the grammar structure (subject + should/shouldn't + verb 原形) and helps students master the form of the target sentences.
Step 4: Consolidation & Application (10 minutes) Activity 1: Group Discussion - Healthy Eating Plan (7 minutes) Instructions: "Now, we'll work in groups of 4. Imagine you are making a healthy eating plan for your friend. Discuss what your friend should eat and shouldn't eat for breakfast, lunch, and dinner. Write down 3 pieces of advice (2 'should' and 1 'shouldn't') on a sticky note. You have 4 minutes to discuss and write. Then, each group will share your plan." Process: Students work in groups. The teacher assigns group numbers and distributes sticky notes. Walk around to guide: "What should your friend eat for breakfast Milk Bread What shouldn't he eat Hamburgers " Sharing: Each group sticks their sticky note on the whiteboard and sends a representative to share. For example: Group 1 Representative: "Our friend should eat eggs for breakfast. He should eat rice and vegetables for lunch. He shouldn't eat ice-cream after dinner." Comment: "Group 1's plan is very healthy! Good job. What about Group 2 " Activity 2: Situational Dialogue (3 minutes) Preparation: Show a situation on the PPT: "Tom likes eating candy and hamburgers. He doesn't like vegetables. He often feels tired. What advice do you have for Tom " Instructions: "Who can give advice to Tom Use 'should' and 'shouldn't'." Responses: Invite 2-3 students to answer. For example: Student 1: "Tom should eat vegetables." Student 2: "Tom shouldn't eat too much candy." Student 3: "Tom should drink milk every day." Summary: "You all give very good advice. Tom should have a healthy diet to stay strong." Design Intent: Group discussion allows students to use the target language in a real communicative context (making a healthy eating plan), which improves their ability to apply the grammar knowledge flexibly. The situational dialogue connects the lesson content to real life, helping students understand the practical use of "should" and "shouldn't" and cultivate their awareness of caring about others' health.
Step 5: Summary & Homework (5 minutes) 1. Summary (2 minutes) Teacher: "Today, we learned a lot. Who can tell me what we learned " Invite a student to answer. Then summarize: "We learned the modal verbs'should' and'shouldn't' for giving advice. 'Should' means we think something is a good idea, and'shouldn't' means it's not a good idea. The structure is 'Subject + should/shouldn't + verb 原形 '. We also talked about healthy eating. Remember: Eat healthy food, and you will be strong!" 2. Homework (3 minutes) Level 1 (Basic): Copy the target sentences (5 "should" and 5 "shouldn't" sentences) and draw a picture for each sentence (e.g., draw an apple for "You should eat apples"). Level 2 (Improvement): Interview your family member. Ask: "What should I eat What shouldn't I eat " Write down 3 pieces of advice from him/her. Instructions: "Level 1 is for everyone. Level 2 is optional. Please finish your homework and hand it in tomorrow. Do you have any questions " Students: "No, teacher!" Teacher: "Great. Class is over. Goodbye, class!" Students: "Goodbye, teacher!" Design Intent: The student-led summary checks their mastery of the key content, and the teacher's supplement ensures that all key points are covered. Assigning hierarchical homework meets the needs of different students: basic homework consolidates the grammar and vocabulary, while improvement homework extends the learning to real life, enhancing students' practical language ability.

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