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【人教2024版七下英語精彩課堂（備課素材+教案）】
Unit 4 Section A
單元概覽
Unit 4　Eat Well
教材導學　　　　　　　　　　　　　　　　　　　　　　　　　
課標落實　　　　　　　　　　　　　　　　　　　　　　　　　
Section A　What do we like to eat
導入一　問題導入
Class, when you think about your favourite food, what comes to your mind first (Let students think for a while.) Does anyone volunteer to share with us (After students answer) Excellent! There are many kinds of delicious foods. Let's learn more about them in today's new lesson.
導入二　實物或圖片導入
Look at these pictures of different foods. What can you see What food would you like to try first (Let students discuss and answer.) You all have great ideas. Now, let's learn more about these foods in the new lesson.
導入三　猜謎導入
“I am round and green outside, red and sweet inside. I grow on the ground. What am I ”(謎底:watermelon)
“I am small and round, baked in the oven, and very sweet. What am I ”(謎底:cookie)
讓學生猜謎,每猜對一個謎語,就在黑板上寫出對應的食物單詞,并問學生:“Do you like the food ”
老師總結:“We know many delicious foods. Now, let's listen to some conversations about what people like to have for meals.”
活動設計　　　　　　　　　　　　　　　　　　　　　　　　　
活動一 　Food Vocabulary Game
活動步驟
老師將1a中的食物單詞(watermelon, cabbage, mutton, cookie, onion, carrot)寫在卡片上,打亂順序。
把學生分成若干小組,每組選一名代表抽取卡片。
抽到卡片的學生要用英語描述卡片上的食物,但不能說出食物名稱,讓小組內其他同學猜。例如,對于 “watermelon”,學生可以描述 “It is a kind of fruit. It is big and round. It is green outside and red inside.”
猜對最多的小組獲勝。
活動二 　My Meals
活動步驟
學生根據 1d 的要求,寫出自己一日三餐通常吃的食物。
學生完成寫作后,在小組內分享自己的一日三餐。小組內其他同學可以提問,如:“Why do you have porridge for breakfast every day ”
每個小組推選一名代表向全班同學分享自己最特別的餐食選擇,其他同學可以進行簡單評論。
聽說訓練　　　　　　　　　　　　　　　　　　　　　　　　　
聽錄音,回答問題。(聽力原文: Section A 1b)
1.What is Jane's favourite food

2.What kind of dumplings does Jane choose

3.What does Li Meng want to eat

4.What drink does Jane like

◎Key: 1.Dumplings.　2.Beef and carrot dumplings.　3.Noodles with beef and cabbage.
4.Watermelon juice.
聽錄音,回答問題。(聽力原文:Section A 1c)
1.What does Jane usually have for breakfast in England

2.Where does Jane usually have lunch

3.What does Jane's family like for dinner

4.What do they sometimes have for a treat after dinner

◎Key: 1.Bread and milk.　2.In school.　3.Pizza and salad.　4.Ice cream or cookies.
聽力拓展
讓學生根據聽力內容進行簡單的復述,例如每個學生選擇對話中的一部分進行復述,鍛煉口語表達能力。提出一些開放性問題,引導學生進一步思考和討論。
1.Do you think Jane has a healthy diet Why or why not
2.If you were Li Meng, would you like to try the dumplings Why or why not
聽錄音,選出正確選項。(聽力原文: Section A 2a)
(　　)1.What does Tom want to try
A.Gongbao chicken. B.Mapo tofu. C.A chicken and cabbage salad.
(　　)2.What does Tom choose to have with the meal
A.Dumplings. B.Noodles. C.Rice.
(　　)3.What salad do they order
A.A chicken and cabbage salad. 　　　　　　　
B.A vegetable salad.
C.A tofu salad.
◎Key: 1—3　ACA
語法探究　　　　　　　　　　　　　　　　　　　　　　　　　
1.詢問喜好。
Which food(s) do you like 你喜歡哪種食物
Do you like… 你喜歡……嗎
2.點餐或表達食物選擇。
I would like to have… 我想要吃……　Would you like… 你想要……嗎
3.詢問日常飲食。
What do you usually have for breakfast/lunch/dinner 你早餐/午餐/晚餐通常吃什么
What do/does…usually have for… ……通常吃……
4.描述日常飲食。I usually have… 我通常吃……　Sometimes I have… 有時我吃……
5.Which would you like, beef or mutton 你想要牛肉還是羊肉
(1)選擇疑問句是提供兩種或兩種以上的情況供對方選擇的疑問句。其結構為“一般疑問句+or+選擇部分”;“特殊疑問句+選擇部分A+or+選擇部分B”。“Which would you like, beef or mutton ” 這個句子屬于 “特殊疑問句+選擇部分A+or+選擇部分B”的結構。
(2)“Which”是特殊疑問詞,用于詢問在特定范圍內的選擇。“would you like” 是一般疑問句的一種常見表達方式,用來詢問對方的意愿。“beef or mutton” 是提供的兩個選擇項。
(3)回答選擇疑問句時,答語不能用“yes”或“no”,而是要從所提供的選項中選擇一個來回答。如:—Which would you like, beef or mutton 你想要什么,牛肉還是羊肉
—Beef, please. 請給我牛肉。/Mutton, thank you. 我要羊肉,謝謝。
Section A　What do we like to eat
第一課時 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to write the English names of the foods under the pictures. 1b and 1c ask students to listen to the conversations, tick the foods Li Meng and Jane want to eat for lunch, and fill in the foods Jane eats for breakfast, lunch and dinner. 1d is speaking practice. It's about students' meals. The phonics section requires students to understand the different pronunciations of the letter “o” and the letter combinations “oa, oo, ou, ow” in words and master their pronunciation patterns.
Why:It aims to help students master food-related vocabulary, improve listening and oral expression skills, and cultivate students' ability to use English to communicate ideas about eating in daily life through diverse exercises.
How: The exercises start from word writing and gradually transition to listening and speaking exercises. Through practical food vocabulary and daily dialogue scenes, students are able to learn and use English in practice. There are some core sentence patterns such as “What do you usually have for breakfast/lunch/dinner ” and “I usually have porridge for…”. In terms of phonological knowledge, attention is paid to intonation in English.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about what they or others have for meals using the key expressions in listening;
2.ask others about their food preferences in pair practice;
3.pronounce diphthongs correctly and notice the intonation;
4.realize the importance of eating well.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about what they or others have for meals using the key expressions in listening. Step 1 Lead-in Step 2 Work on 1a 1.Write the foods in the box under the pictures. 2.Free talk: Which food(s) do you like for lunch Step 3 Work on 1b 1.Do you know what food Li Meng and Jane would like for lunch (Introduce the listening content.) 2.Listen to the first conversation. Tick what Li Meng and Jane would like for lunch. Listening tips: 閱讀聽力所給選項,選項中的信息能幫助我們更好地預測即將聽到的內容。 Observe whether students are able to grasp key information accurately through the content of the dialogue.
Purpose To introduce vocabulary related to food with images to arouse students' interest and lead into the theme of the lesson. Through dialogue with the students, lay the groundwork for the subsequent listening exercises; thereby enhancing students' listening comprehension skills while learning how to express their own food preferences.
2.To ask others about their food preferences in pair practice. Step 4 Listening (1c) 1.Listen to the second conversation.What does Jane have for breakfast (B), lunch (L), and dinner (D) 2.Check the answers like this: “Jane has　　　　 for 　　　　.” Step 5 Work on 1d Group work A: What do you usually have for breakfast/lunch/dinner B: I usually have 　　　　for 　　　　. Observe whether students can grasp key words during the listening process and judge whether students understand the main idea of the listening conversation. Observe students' conversa-tional performance to see if they can find relevant sen-tence patterns and summarize more relevant expressions from the listening material.
Purpose To guide students to learn and internalize key sentence patterns and expressions to prepare them for further application in real-life situations.
3.To pronounce diphthongs cor-rectly and notice the intonation. Step 6 Pronunciation 1.work on 1: Listen and repeat.Add one more word to each group. 2.work on 2: Listen and repeat. Notice the intonation. 3.Role-play the conversation with partners. Observe whether students can recognize the letters and letter combinations pronounced as / / /u / / / and /a / and pronounce them correctly. Additionally, based on the pronunciation rules, supple-ment similar vocabulary.
Purpose To guide students to focus on the learning of phonetics,as well as developing an awareness of intonation and stress in the speech.
Homework Required: 1.Read the conversations in 1b and 1c. 2.Add one more word to each sound. Optional: 1.Write down your report about the meals of your classmates. 2.Then ask your family members about their meals and share the information in the next class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a requires students to listen to the conversation and circle the coloured words they hear. 2b requires students to read again and complete the table, detailing the information and recording the food each person chooses in the dialogue. 2c requires students to listen to the conversation again, pay attention to the intonation, and carry out a role-play. 2d requires students to think about and record the food and drinks they and their partners would like to have when ordering in a restaurant and discuss them.2e, a role-play, simulates a conversation between a customer and a waiter in a restaurant, requiring using a specific sentence pattern to communicate.
Why:Through a series of listening, speaking, reading and writing exercises related to ordering food in restaurants, it will help students master common expressions and sentence patterns about ordering food in restaurants. It will also help students to develop their ability to communicate in English in real-life situations, improve their oral expression and listening comprehension skills, and enhance their cross-cultural communication awareness.
How:This is a comprehensive discourse on the theme of ordering food in a restaurant, which allows students to learn and practise relevant language knowledge from different perspectives through diversified forms of exercises. The parts are interrelated, starting from listening and gradually transitioning to reading, speaking and writing exercises, forming a complete learning chain.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn more English expressions about food;
2.master how to order food in restaurants;
3.know the diversity of Chinese food and foreign food;
4.role-play the conversation with correct pronunciation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn more English expres-sions about food. Step 1 Lead-in Show some pictures, and let students learn some new words about food. Key words: Beijing roast duck; Mapo tofu; dumplings; hot pot; fish soup; tea… Step 2 Listening Work on 2a: 1.Listen to the conversation and circle the coloured words you hear. 2.Listen again and imitate. Pay attention to pronunciations of “o”, “oo”, “ow” and “ou”. Work on 2b: Read the conversation and complete the table. Observe whether stu-dents can grasp key information during the listening process. Observe whether stu-dents can pronounce accurately while lis-tening and repeating.
Purpose Use images to visually present target vocabulary, increase students' interest in learning, and introduce the topic. During the listening process, enhance students' ability to pick up key words, and in the text, master more sentence patterns and cultural knowledge about ordering food.
2.To master how to order food in restaurants. Step 3 Role-play Work on 2c: Listen to the conversation again, and pay attention to the intonation in the alternative questions. Then role-play it. Evaluate whether students' pronunciation and intonation are accurate.
Purpose By listening and following along, further familiarize students with the text content. This will lay the groundwork and accumulation for subsequent independent creation of dialogues.
3.To know the diversity of Chi-nese food and foreign food. Step 4 Practice Work on 2d: What food and drink would you and your partner like to order at a restaurant Take notes and discuss your ideas. You can use the words below to help you. Know about the food. Tell Chinese food and foreign food.　 Check whether stu-dents can distinguish between Chinese food and foreign food.
Purpose To understand the differences and diversity between Chinese food and foreign food. To guide students to consider the health factors of foods; and further consolidate target knowledge during the process.
4.To role-play the conversation with correct pronun-ciation.　 Step 5 Production Work on 2e: Now, you are at a restaurant, role-play a conversation with your partner as a customer and a waiter or waitress. 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. Observe students' per-formance in dialogues and provide appropriate guidance.
Purpose To cultivate students' cooperation and oral expression skills; test their practical application ability, enhance their understanding of the diversity of Chinese food and foreign food, and further develop consciousness of healthy eating.
Homework Required: 1.Read the conversation in 2a. 2.Pay attention to the sound [ ] [u ] [ ] [ ] and look up the words with these sounds. Optional: Use the sentence patterns you learn today to practise with your partner as a waiter or waitress and customer at a Western restaurant.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三課時 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a is the key sentence pattern of ordering food in a restaurant, which requires students to master the sentences and judge whether the food-related nouns are countable or uncountable. 3b is to choose the correct forms of countable and uncountable nouns through dialogues. 3c is to complete a short passage on the topic of healthy eating with the correct forms of the nouns in brackets. 3d is to create a dialogue using the target language—healthy eating.
Why:Through diversified exercises, students will be able to master and differentiate the use of countable and uncountable nouns in different scenarios. At the same time, through contexts related to food and drink, students will be able to understand the concepts of nouns related to healthy eating and be able to use vocabulary and sentence patterns related to healthy eating to communicate in real-life scenarios.
How:3a determines the countability of nouns by reading sentences; 3b reinforces the usage of countable and uncountable nouns by completing dialogues; 3c further consolidates the correct forms of nouns in short essay writing; 3d applies the dialogues in real-life scenarios.Through different scenarios and dialogues, the difference between countable and uncountable nouns in practical application is demonstrated so that students can experience the usage of these nouns in practice.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the key words and some phrases;
2.tell the differences between countable and uncountable nouns;
3.change countable nouns into plural forms.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the key words and some phrases. Step 1 Lead-in Activity 1: Talk about food Q&A —What do you usually have for breakfast —I usually have bread and milk. —Would you like salad or pears —Salad, please. —Would you like pears or bananas —Bananas, please. —Which would you like, milk or water —No, thanks. I'd like a cup of tea. Observe the level of students' engagement and their response speed to questions and judge whether students master sentence pattern Q&A.　
Purpose To evoke students' interest in food and beverage nouns to lay the foundation for subsequent learning.
2.To tell the dif-ferences between countable and uncountable nouns. Step 2 Presentation 1.Read and find! Read the sentences in 3a and find the things. Food and drinks!—They are nouns. 2.Learn and explain: What are the differences between countable and uncountable nouns 以數量計算不能直接以數量計算有復數形式無可直接用冠詞和數詞修飾可用單位詞修飾單數名詞作主語時,謂語用單數;復數名詞作主語時,謂語用復數不可數,作主語時,謂語用單數
Pose questions in class to check whether students understand the concepts.
Purpose To enhance students' memory and application ability of noun classification; improve students' ability to use nouns in actual conversations.
3.To change coun-table nouns into plural forms. Step 3 Presentation The rules for the plural forms of countable nouns.(詳見課件資源) ①一般情況直接加-s ②以s, x, sh, ch結尾的名詞加-es class—classes　box—boxes ③以o結尾的名詞 有生命的或能吃的加-es,無生命不能吃的加-s tomato—tomatoes　potato—potatoes　 photo—photos　piano—pianos ④以輔音字母加y結尾的名詞變y為i,再加-es strawberry—strawberries　city—cities ⑤以f或fe結尾,變f或fe為v 再加-es knife—knives　wife—wives ⑥單復數同形:deer; Chinese; sheep ⑦不規則變化:child—children　 woman—women　foot—feet Step 4 Practice Work on 3b: Complete the jokes with the correct forms of the nouns in brackets. Work on 3c: Complete the passage with the correct forms of the nouns in brackets. Then check the answers. Check whether students master the rules for changing singular nouns to plural nouns. Check the accuracy rate of the exercises completed by the students and point out the reasons for the mistakes.
Work on 3d: Role-play: Imagine that your friends are at your home. Offer them food and drink. A: Would you like…or… B: I'd like… A: What…would you like,…or… B: …, please. Step 5 Exercise(詳見課件資源) Finish the exercise. Observe whether the students' language expression is accurate during conversations, as well as their pronunciation, intonation, and body language.
Purpose To ensure students master the rules of changing singular nouns to plural nouns. To apply the knowledge they have learned in a broader context and cultivate critical thinking and health awareness.
Homework 1.Make conversations with your friends by offering food and drink. 2.Make a report about your healthy eating habit.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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