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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 B
Section B　How do we make healthy eating choices
導入一　圖片導入
T: Look at the picture in the article (point to the picture with various foods). What can you see Can you name some of the foods Do you think these foods are healthy or not
(Let students answer.)
T: You have some good ideas. Now, let's read the article to learn more about healthy and unhealthy eating habits.
導入二　問題導入
T: I have a question for you. If you could only choose between a hamburger and a plate of vegetables for lunch every day, which would you choose and why
(Let some students answer.)
T: Your answers are very interesting. Now, let's read an article about discussing the importance of choosing healthy food and having good eating habits.
活動設計　　　　　　　　　　　　　　　　　　　　　　　　　
思維導圖設計
1.個人繪制
學生認真閱讀文章“Improve Your Eating Habits”,然后在紙上獨立繪制思維導圖。
思維導圖的中心主題為“Eating Habits”,從中心主題延伸出的分支包括:
Good Eating Habits: 學生需要從文章中找出并列舉健康的飲食習慣,如:eat three meals a day(一日三餐)、have fruit instead of sweet snacks(用水果代替甜的零食)等。
Bad Eating Habits:同樣從文中找出不良的飲食習慣,如have fast food too often(頻繁吃快餐)、skip breakfast(不吃早餐)等。
Consequences of Bad Habits:意識到不良的飲食習慣導致的后果,如:put on weight(體重增加)、heart problems(心臟問題)、tooth problems(牙齒問題)等。
Solutions:針對不良的飲食習慣的解決辦法,如: cook your own meals(自己做飯)、eat healthy food(吃健康食物)等。
2.小組分享與完善
學生分成4—5人的小組,輪流展示自己的思維導圖。
小組成員在聽他人展示時,可以提出補充和修改建議,例如:有沒有遺漏的要點或者不準確的地方。
小組共同討論后,選擇一份最完善的思維導圖進行進一步優化,準備在全班展示。
3.全班展示與評價
每個小組派代表將優化后的思維導圖展示在黑板或投影儀上,并向全班同學講解。
其他小組的同學可以進行提問、評價或補充。
教師最后進行總結和點評,對學生遺漏或理解不準確的地方進行補充和糾正,并強調重點內容。
閱讀突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　語法填空。(教材原文: Section B 1b)
Healthy eating is important for a healthy body and mind. Both what we eat and how we eat
1.　　　　 important!
For example, some people have fast food every week. It is easy and delicious! But it often
2.　　　　 (have) lots of salt, fat, and sugar. That makes us put 3.　　　　 weight. Eating fast food like pizza and hamburgers too often may cause heart problems later. If you cook your own meals instead, you can make healthy 4.　　　　 (balance) meals.
Eating three meals a day is important. 5.　　　　 some people don't have breakfast. Maybe they don't feel hungry in the morning, or they are too busy 6.　　　　 (eat) anything. But food gives us energy. It is easy to feel sleepy and find 7.　　　　 hard to focus on our work or studies if we don't eat breakfast.
Some people also eat too many sweet things. Ice cream, sweets, and chocolate are delicious, but they 8.　　　　(usual) have lots of sugar. This can cause tooth problems. When you want a snack, why don't you have some fruit instead After all, 9.　　　　 apple a day keeps the doctor away.
Remember: You are what you eat. Healthy eating means 10.　　　　 (eat) healthy food and having good eating habits.
◎Key: 1.are　2.has　3.on　4.balanced　5.But
6.to eat　7.it　8.usually　9.an　10.eating
突破二　根據短文內容,選出正確選項。(教材原文: Section B 1b)
(　　)1.What kind of food makes people put on weight according to the text
A.Fruits. B.Fast food. C.Vegetables.
(　　)2.If people don't have breakfast, how might they feel
A.They will feel very happy. 　　　　　　　
B.They will feel sleepy.
C.They will feel very strong.
(　　)3.What does the author think people should do when they want a snack
A.Eat more ice cream. 　　　　　　　
B.Have some fruit.
C.Eat more chocolate.
(　　)4.What is the text mainly about
A.To introduce different kinds of food.
B.To encourage people to improve their eating habits.
C.To explain cooking methods of healthy food.
◎Key: 1—4　BBBB
Section B　How do we make healthy eating choices
第一課時 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:This lesson is a reading class. Read an article about a healthy diet and focus on what you eat and how to eat. Students can have a rough impression on a healthy diet, master the text structure of the reading chapter, and lay the groundwork for writing an article about their own eating habits.
Why:By reading this article, the text structure and a new genre of language characteristics are shown to students. And through this article, guide students to take the initiative to develop the habit of a healthy diet, and maintain a positive and optimistic attitude towards life.
How: 1a is the theme import part, which allows students to list the foods they like and discuss them. 1c is a read-based information combing form. 1d is questions about in-depth thinking based on the text, which has aroused students' thinking about healthy eating habits.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information from the reading material about different eating habits;
2.finish the reading tasks and know more about the newsletter.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get informa-tion from the reading material about different eating habits. Step 1 Lead-in T-Ss activities T: What's on the table S: They are bananas… T: What do you like for breakfast S: I like bread and ice cream for breakfast. T: What does she like for breakfast S: She likes bread and ice cream for breakfast. T: What does she like for lunch S: She likes rice and vegetables for lunch. … Step 2 Pre-reading Work on 1a and discuss the questions.(詳見課件資源) 1.Who is healthy 2.Are they healthy or unhealthy Step 3 While-reading 1.Work on 1b: Read the article from a clinic's newsletter. How many poor eating habits are mentioned 2.Complete the structure of the passage.(詳見課件資源) 3.Work on 1c: Complete the table with the information from the article. 4.Work on 1d: Ask students to read the passage and answer the questions. Observe whether students can read the newsletter meticulously, correctly summarize the structural features of a newsletter, and think through reading questions.
Purpose To create a situation to introduce the theme so that students can relate it to their daily lives and talk about their good eating habits and bad eating habits.
2.To finish the reading tasks and know more about the newsletter. Step 4 Post-reading Deep-thinking: 1.What does “You are what you eat” mean 2.If we eat healthy food and have good eating habits, will we be healthy 3.Do you think the poor eating habits in the article are common among young people Why or why not 4.What about our own eating habits 5.To be healthy, what should we eat Observe whether students can provide in-depth questions based on the passage; observe their thinking and feedback on the problems, and judge their thinking ability.
Purpose To guide students to further understand the passage. To guide students to apply what they have learned in real life.
Homework Required: 1.Review the useful expressions we have learned today. 2.Retell the article's ideas to others and make a mind map. Optional: Talk about your own eating habits.Use the questions to help you. 1.What good habit(s) do you have 2.What bad habit(s) do you have 3.What can you do to improve your eating habits Write about your own eating habits with the information from the newsletter.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時 [( 2a-2c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a introduces Lisa's sharing of her own eating habits on The Joy Clinic. 2b and 2c ask questions to guide students to discuss their own eating habits and write about them. The theme of the project section is creating a restaurant menu.
Why: To train students' reading comprehension, oral communication and written expression skills through reading, discussion and writing tasks. To improve students' vocabulary use, oral communication and writing skills through activities such as menu making, group communication and role-playing. To develop students' ability to cooperate and be creative in the process of designing menus.
How: The transition from reading about other people's eating habits to thinking about and expressing one's own eating habits is layered. The text uses contrasts to bring the content into focus. A project-based learning structure is used, with the steps from menu creation and production to communication and role-playing being closely linked and logical.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.complete the diet Lisa shared on The Joy Clinic and think about their own eating habits and write them down;
2.create restaurant menus as a group and exchange menus with other groups, based on the criteria given;
3.broaden cultural horizons by role-playing, ordering food at a restaurant and learning about dishes from different countries.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To complete the diet Lisa shared on The Joy Clinic and think about their own eating habits and write them down. Step 1 Lead-in 1.Greetings. 2.Review: What food words can you remember … Step 2 Work on 2a(詳見課件資源) The Joy Clinic wants teenagers to share their eating habits. Read Lisa's post. How many eating habits does Lisa write about What are they Step 3 Work on 2b Talk about your own eating habits. Use the questions to help you. 1.What good habit(s) do you have 2.What bad habit(s) do you have 3.What can you do to improve your eating habits Step 4 Work on 2c Write about your own eating habits with the information from 2b. Judge the students' mastery of the target language of the unit based on their utter-ance of vocabulary and expressions related to eating habits.
Purpose To guide students to pay attention to their eating habits and develop a healthy lifestyle.
2.To create restaur-ant menus as a group and exchange menus with other groups, based on the criteria given. Step 5 Create a situation! Today, some of you will be a chef and create a menu! Start creating menus! Step 6 Work on 3a In groups, create a list of menu dishes. You can choose dishes from China or any other country. What dishes do you like to offer Write them down. Compare two menus, and find out the differences between them. Which menu is more common Menus have categories(種類). A good menu includes these categories: Cold dishes　　　　　Hot dishes Soups Staples Drinks Desserts Do the dishes you selected include these categories Step 7 Work on 3b Make a menu.You can also add prices or other information, such as ingredients. Step 8 Work on 3c Swap your menu with another group. Use the following points to check the menu and make revisions. ·Are there many kinds of dishes ·Are there any special dishes ·Are the dishes healthy ·Do the dishes look good I think this menu is: OK　　　 Good　　　　　Excellent 　　　　 Focus on whether students' questions and answers in group discussions and class presentations cover the main information. Teachers provide guidance and feedback as necessary.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
3.To broaden cultural horizons by role-playing, ordering food at a restaurant and learning about dishes from dif-ferent countries. Step 9 Role-play Work on 3d Work with a partner from a different group. Role-play ordering food at a restaurant. A: Good evening, welcome to our restaurant. Here is our menu. Would you like something to drink first B: Yes, please. What drinks do you have A: We have tea and four kinds of juice: apple, orange, grape, and watermelon… Step 10 Discussion 1.What about your own eating habits Do you like tomatoes What do you like for three meals What other food do you like What drinks do you like What vegetables do you like 2.Summary: To be healthy, we should eat healthy food! Choose your food not only for taste, but for health. Eat well and keep a balanced diet. 3.Reflecting. Observe students' expression skills, and give help and encouragement. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pronunci-ation, body language and creativity.
Purpose To enhance students' vocabulary use, oral communication and writing skills through activities such as menu-making, group communication and role-plays.
Homework Required: Review the food vocabulary learned in class, organize at least 20 different food words, including countable nouns and uncountable nouns, and label the Chinese meaning. Optional: Imagine that you are a waiter at a restaurant, and you are introducing the dishes in the menu designed by yourself to a foreign tourist. Record a 2-minute English introduction video.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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