初中英语人教版（2024）七年级下册（2024）Unit 4 Eat Well优秀教案设计

这是一份初中英语人教版（2024）七年级下册（2024）Unit 4 Eat Well优秀教案设计，共5页。
Sectin A Prnunciatin 教案
I. Teaching Objectives
1. Language Knwledge Objectives:
(1)Students will be able t crrectly identify and prnunce vcabulary
related t fd, such as "carrt," "nin," "ckie," "muttn," "cabbage,"
and "watermeln."
(2)Students will master crrect prnunciatin and intnatin, including
wrd prnunciatin and sentence intnatin.
2. Language Skill Objectives:
(1)Students will be able t understand and respnd crrectly t questins
abut dietary preferences and daily diets thrugh listening and speaking
exercises.
(2)Students will use sentence patterns like "What d yu usually have fr
breakfast/lunch/dinner?" t inquire abut thers' diets and prvide
crrespnding answers.
3. Affective Objectives:
(1)Fster students' interest in learning English thrugh interactive and
engaging activities.
(2)Encurage students t think critically abut different dietary chices.
Learning Strategy Objectives:
(3)Guide students t develp their listening and speaking skills thrugh

grup cperatin and cmmunicatin.
4. Cultural Awareness Objectives:
(1)Raise awareness f the differences between Chinese and Western
dietary cultures.
(2)Cultivate students' crss-cultural cmmunicatin awareness.
II. Teaching Key Pints and Difficulties
1. Teaching Key Pints:
(1)Mastering the prnunciatin f fd-related vcabulary.
(2)Applying learned sentence patterns in real-life situatins t inquire
abut and describe diets.
2. Teaching Difficulties:
(1)Achieving accurate prnunciatin and natural intnatin in sentences.
(2)Effectively using learned vcabulary and sentence patterns in
cmmunicative cntexts.
III. Teaching Methds
Task-Based Language Teaching: Designing varius tasks t help students
grasp grammatical knwledge and language skills thrugh task
cmpletin.
Situatinal Language Teaching: Creating authentic dietary situatins t
allw students t experience and use language in cntext.

Interactive Language Teaching: Engaging students in interactive activities
t enhance their language practice and cmmunicatin skills.
IV. Teaching Prcedures
Step1. Lead-In (5 minutes)
Activity1: Display pictures f varius fds, including bth Chinese and
Western cuisine, such as dumplings, pizza, ndles, and hamburgers.
Teacher's Questin: "What can yu see in the pictures?"
Purpse: Guide students t name the fds in the pictures, thereby
intrducing the theme f the lessn – diet.
Activity2: Ask students, "D yu like these fds? Why r why nt?"
Purpse: Allw students t freely express their preferences and reasns
fr liking r disliking different fds, stimulating their interest and
enthusiasm.
Step2. Presentatin (10 minutes)
Activity1: Shw the pictures in 1a and ask students t write the fd
vcabulary belw the crrespnding pictures.
Teacher's Rle: Lead the reading f the wrds, with students fllwing
alng and crrecting their prnunciatin.
Activity2: Pair students up t ask each ther, "Which fd(s) d yu
like?" and prvide answers.

Purpse: Practice using the target vcabulary in simple sentences.
Step3. Listening and Prnunciatin (15 minutes)
1. Activity1: Play the recrding in 1b. Students listen and tick ff the
tpics discussed by Ella and Peter in a table.
Repetitin: Play the recrding again, check answers, and explain key
sentence patterns and vcabulary.
2. Activity2: Play the recrding in 1c. After listening, students fill in
Jane's diet table.
Teacher's Rle: Review answers with students, guiding them t
understand the dialgue cntent.
Step4. Practice (15 minutes)
1. Activity1: Based n 1d's requirements, students write dwn what they
usually eat fr breakfast, lunch, and dinner.
2. Pair Wrk: Students inquire abut each ther's diets using the sentence
pattern "What d yu usually have fr breakfast/lunch/dinner?" and
respnd.
3. Presentatin: Invite several pairs f students t present, giving praise
and encuragement.
Step5.Hmewrk

1. Recite the wrds and sentence patterns learned in this lessn.
2. Use learned cuntable and uncuntable nuns t write a shrt passage
abut their daily three meals.
V. Teaching Reflectin
Thrugh this lessn, students have gained a certain mastery f vcabulary
and sentence patterns related t fd and have been able t use what they
have learned t cmmunicate t a certain extent. In the teaching prcess,
mre pprtunities fr language practice shuld be created fr students t
imprve their language use ability in real situatins. Meanwhile,
prnunciatin training needs t be strengthened t make students'
prnunciatin mre accurate and natural.