Unit 3 Food matters（单元整体教案） 2024-2025学年外研版（2024）英语七年级下册

这是一份Unit 3 Food matters（单元整体教案） 2024-2025学年外研版（2024）英语七年级下册，共13页。
Unit 3 Food matters单元教学目标单元教材分析本单元归属于“人与社会”主题范畴下的“历史、社会与文化”主题群，对应“跨文化沟通与交流，语言与文化”这一子主题内容，还涉及了“人与自我”主题范畴下的“饮食与健康”。本单元围绕食物展开。首先是对各种各样食物的介绍，让学生了解丰富的食物种类。其次有一篇《美味的记忆》的阅读，内容是作者妈妈做的美食勾起作者温暖回忆，体现食物与情感的联系。语法部分重点是连系动词用法，并且要求学生写自己最喜爱食物的博客。听力部分围绕食物和健康的关系展开讨论。还有关于跨越国界食物的阅读，之后学生需要选择其中一种进行写作。最后，学生要制作一份自己最喜欢食物的情况说明书，通过这些内容全面提升学生在食物相关话题方面的知识、理解与表达能力。本单元围绕食物展开多维度的学习，告诉人们食物能够唤起人们对亲人的回忆，成为情感联系的重要载体。强调合理饮食对身体健康的重要性，同时食物充当了文化沟通的桥梁，促进了不同文化之间的交流与融合。课时分解第一课时　Starting out&ReadingTeaching Objects　【教学目标】1.Talk about different kinds of food.2.Learn about the writer’s favourite food memories.3.Share your food memories.Teaching Aids　【教学工具】an English book，a tape recorder and CAITeaching Steps　【教学步骤】★Step 1　Lead in【导入】1.Show some photos to students, then ask them to answer the questions.How do you feel about the picture?2.Let some students share their feelings.Starting outPage 34，11.Show the pictures on page 35 to students, then ask them to match them with the words and expression.2.Then ask students to say what they know about these foods.Page 34，21.Ask students to look at the picture and answer the questions: ①What is a signature dish?②What do you think is China’s signature dish?2.Ask students to share the answers, the teacher can make some supplements if necessary.Understanding ideas（1－4）★Step 2 Pre-task【准备任务】Page 36，11.Show the pictures on page 36 to students and ask them to match them with the words and expressions as follows.dumpling porridge green onion carrot henpork mutton tofu beef thousand-year-old egg2.Check the answers` with the class.★Step 3 While-task【过程任务】Page 36，21.Ask students to read the passage and answer the question.What’s the writer’s favourite food memory?2.Check the right answer with the class.Page 38，31.Ask students to choose another suitable title for the passage and explain the reason.2.Check the answer with the class.Page 38，41.Ask students to complete the notes with the words and expressions from the passage.2.Check the answers with the class.★Step 4　Post-task【后续任务】Page 38， Think and share1.Ask students to think about the following questions:①Do you think there's a strong connection between the writer and his / her mother? Find sentences to prove your idea.②Do you have similar food memories? Share them with the class.2.Give some prompts to the students.3.Let some students share their answers.★Step 5　Language points　【语言要点】1. The taste and smell of a certain food can often bring back memories.某种食物的味道和气味常常能唤起回忆。bring back意为“使想起(回忆起)”。E.g. This film brought back a lot of happy memories.这部电影唤起了许多美好的回忆。My trip to France brought back all my old French-speaking skills.法国之行让我重新拾起了之前放下的法语口语。2. Sometimes, it’s sweet eight-treasure porridge. Other times, it's porridge with pork and thousand-year-old eggs.有时是香甜的八宝粥，有时是皮蛋瘦肉粥。(1) eight-treasure porridge指“八宝粥”，又名“腊八粥”，是中国传统节日“腊八节”的食品，由多种食材熬制而成。“腊八粥”的传统食材包括大米、小米、江米、黄米、红枣、莲子、栗子等和各种豆类。(2) thousand-year-old egg指“皮蛋”，又称“松花蛋”。外国人初到中国不知“皮蛋”为何物，认为它一定是储存了很长时间才变黑，所以英语又称之为“千年蛋”。★Step 6　Summary　【课堂小结】Ask students to use the students’ self-assessment form to check what they have learned in this lesson.★Step 7　Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students’ book.Teaching reflection　【教学反思】The topic of the class is so interesting that all students are engaged in the class activities well.They can use what they have learned positively to share their memories and opinions.But when it comes to the deep understanding of the passage, they still had some problems. 第二课时　GrammarTeaching Objects　【教学目标】1.Master the usage of linking verbs. 2.Complete the exercises related to linking verbs. 3.Use linking verbs to write a blog about your favourite food.Teaching Aids　【教学工具】an English book，a tape recorder and CAITeaching Steps　【教学步骤】★Step 1　Lead in【情景导入】1.Show the following sentences to students and ask them to pay attention to the bold words.Each kind of porridge tastes great in its own way.The old days still feel so sweet in my heart.2.Lead to the grammar linking verbs.Understanding ideas（5—8）★Step 2　Grammar focus learning【语法学习】连系动词概念连系动词是连接主语和表语的动词。它不能独立存在，后面必须跟表语一起构成谓语，表示主语的身份、类别、特征、状态等。(无被动形式)二、系动词的分类1.表示状态的连系动词。常见be动词各种形式。例1: I am an English teacher.我是一名英语老师。例2:The old woman was a beauty. 这位老妇人曾经是一位美人。2.表示感官的连系动词。常见feel(感觉起来),look(看起来)，smell(闻起来),sound(听起来),taste(尝起来).例1:This song sounds great.这首歌听起来很棒。例2:These flowers smell pleasant.这些花闻起来让人愉悦。3.表示变化的连系动词。常见有:become(变成)，grow(逐渐变得)，turn(变成)，fall(进入)，get(变成)，go(变为)。主要用来表示主语的变化。例1:Finally, they became friends.最后他们成为了朋友。例2:Her taste have changed as she's grown older.她的品味随着年龄的增长改变了。4.表示表象的连系动词。主要有seem(好像)，appear(好像)。例:He seemed disappointed when he was refused.被拒绝后他看起来很失望。5.表示终止的连系动词。主要有prove(证明是)，turn out(证明是，结果是)等。例:The medicine turned out highly effective.该药疗效显著。6.表示持续的连系动词。主要有keep(保持)，remain(依然)，stay(维持)等。例:He always keeps silent at the meeting.开会时他总是保持沉默。★Step 3　While-task【过程任务】Page 39，61.Show the words on page 39 to students, then ask them to put the words in correct order.2.Let students share answers with the class. Page 39，71.Show the notes on page 39 to students and make sure they understand the meanings of these bold words.2.Ask students to read the notes and circle the correct words.3.Check the answers with the class. ★Step 4　Post-task【后续任务】Page 40，81.Ask students to write a blog about their favourite food. Use the words and expressions from the reading passage and the Useful expressions to help you.2.Make sure students understand the outline and write the blog based on it. My food blogAbout What's your favourite food?What does it taste / smell / look like?How does it make you feel?Recipe What do you need to cook it?IngredientsSteps How do you cook it?Step 1:Step 2:Step 3:Step 4:3.Show the useful expressions to help them to organize their ideas.Useful expressions: My favourite food is...For me, ... is the best food in the world.The taste and smell of... can often...Cut... into...Add... to...Wait... minutes until...4.Choose some students to share their blogs.★Step 5　Summary　【课堂小结】Ask students to use the students’ self-assessment form to check what they have learned in this lesson.★Step 6　Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students’ book.Teaching reflection　【教学反思】In this period, I combined grammar explanation with exercise practice and writing tasks to make the classroom content rich and diverse. The setting of exercises can consolidate students' usage of sensory verbs in a timely manner. For example, asking students to circle the correct words in sentences effectively tests their understanding of the knowledge points. The task of writing a blog about their favorite food enables students to apply sensory verbs to practical expressions, which not only improves their grammar application ability but also cultivates certain writing ability and creativity. Judging from the classroom feedback, many students can properly use sensory verbs to describe the appearance, smell and taste of food in blog writing.第三课时　Listening and SpeakingTeaching Objects　【教学目标】1.Understand the listening material and get the key information. 2. Pronounce /p/, /b/, /t/, /d/ correctly and remember the letters and letter combinations that represent them. 3.Talk about what you have learnt about food and health in this section.Teaching Aids　【教学工具】an English book，a tape recorder and CAITeaching Steps　【教学步骤】★Step 1　Lead in【情景导入】1.Show the picture on page 41 to students, and then ask them to answer the following questions.What foods can you see in the picture?2.Let some students share the answers with the class.★Step 2　Pre-task【准备任务】Around 2,000 years ago, Huangdi Neijing mentioned the importance of a balanced diet. The book suggested people eat different foods. In modern times, the first dietary guidelines came out in 1968 by the Swedish government.★Step 3　While-task【过程任务】Page 41，11.Ask students to listen to the conversation and choose the main idea.2.Check the answers with the class.Page 42，21.Ask students to listen again and complete the table.2.Check the answers with the class.Page 43，31.Show the interview to students, and ask them to guess what may be filled in the blanks.2.Ask students to listen to the interview and complete the interview.3.Let some students say their answers.4.Check the answers with the class.Page 43，31.Ask students to listen again and talk about how Dr Yi corrects false information.2.Tell students the way to correct false information. For example, we can use phrases such as In fact, or Actually.★Step 4　Post-task【后续任务】Phonetics in use1.Let students read the words on page 41 freely, and then ask them to pay attention to the bold letters and find the similarities of pronunciation in each column. 2.Play the recording and ask students to repeat them.3.Tell the pronunciation of /p/, /b/, /t/, /d/.4.Have students read the words together.5.If possible, provide more target language materials for students to practise.Page 43，41.Ask students to work in pairs and choose a healthy eating tip and talk about them. 2.Show an example to students.3.Let students talk about what they have learnt about food and health in this section.★Step 5　Summary　【课堂小结】Ask students to use the students’ self-assessment form to check what they have learned in this lesson.★Step 6　Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students’ book.Teaching reflection　【教学反思】Some students had difficulties in following the listening part and extracting key information. Therefore, it would be advisable to design some pre-listening tasks to assist these students in performing better during the listening activities. To enhance students' understanding of food and health, I ought to supply additional materials for them to have in-depth discussions. This approach can not only improve students' comprehension but also enliven the classroom atmosphere.第四课时　Reading for writingTeaching Objects　【教学目标】Know about the development history of ice cream and some similar foods of different countries.Respect and appreciate the different food cultures. Write a short paragraph about a food across borders.Teaching Aids　【教学工具】an English book，a tape recorder and CAITeaching Steps　【教学步骤】★Step 1　Lead in【情景导入】Ask students to talk about their favorite food freely, then answer the questions.Do you like ice cream?Have you ever eaten roujiamo?★Step 2　Pre-task【准备任务】Page 44，11.Show the pictures on page 44 and page 45 to students, then ask them to answer the following questions.①What foods can you see?②What’s their relationship with cultures?2.Show the expressions to help students.Stone pancake Chinese hamburger A bridge between cultures ice cream3.Ask students to share their answers with the class.★Step 3　While-task【过程任务】Page 44，21.Ask students to read the passage, then answer the question.What did Marco Polo do?2.Ask students to share their answers with the class.3.Check the right answer with the class.Page 46，31.Ask students to read the passage and complete the table with the words and expressions from the passage.2.Let some students say their answers.3.Check the answers with the class.Page 46，41.Ask students to answer the questions.①What does “this sweet treat”mean? Why does the writer use this expression?②What is the meaning of “The rest is history!”?③What is the writer trying to say in the last sentence of the passage?2.Let some students say their answers.3.Check the answers with the class.★Step 4　Post-task【后续任务】Page 46，Think and share1.Ask students to think and share:①Why do you think Marco Polo brought the idea of ice cream back to Europe?②Do you agree that food is a bridge between cultures? Why or why not?2.Give students some prompts.3.Let some students share their answers and make evaluation.Page 47，51.Ask students to write a short paragraph about a food across borders.2.Give them some prompts.Ask them to do as follows.①Think of some foods across borders.Choose one of them to write about.②Organise your ideas by answering the following questions.What is the food?Where did it come from?Where did it go?Why is it popular in different countries?③Check your paragraph as follows.Did you answer all the questions above?Did you use the expressions from the reading passage?Did you give your opinion about food and culture?3.Ask some students to share their paragraph with the class. ★Step 5　Language points　【语言要点】1. Many people see it as a Western dessert.许多人认为它是西式甜点。see... as...意为“认为……是……，把……看作……”。E.g.I see the event as a challenge.我把这个活动看成是一个挑战。I see him as a good friend.我视他为好朋友。2. In the Yuan Dynasty, Marco Polo tasted binglao and carried the idea all the way back to Europe.元朝时,Marco Polo品尝到了冰酪，并把这个美食的点子一路带回了欧洲。(1) all the way back表示“全程;一直”，all the way后也可跟down / across / through等词表示同样的含义。E.g.Did you really run all the way across? 你真的是一路跑过去的吗?(2)马可·波罗(Marco Polo)是意大利旅行家、商人。其代表作《马可·波罗游记》记述了他在中国的所见所闻，在欧洲流传甚广，激起了欧洲人对东方的向往，对新航路的开辟产生了巨大的影响。3.People often compare roujiamo to hamburgers, a symbol of American food.人们经常将肉夹馍和美国的代表食物汉堡包做类比。compare... to...意为“把……比作……”。E.g.In the novel, the author compares life to a journey.在这本小说中，作者把人生比作一场旅行。★Step 6　Summary　【课堂小结】Ask students to use the students’ self-assessment form to check what they have learned in this lesson.★Step 7　Homework【家庭作业】1.Review the words and sentences.2.Do the exercises in students’ book.Teaching reflection　【教学反思】This lesson has both good and bad points.The good part is that the reading material was interesting. Students liked the history of ice-cream and other content. They understood well, which helped with writing. The class was lively. During group talks about similar dishes in different cultures, students were active and understood that food connects cultures.But some students had writing problems. They didn't know how to describe food across borders. They also made many spelling and grammar mistakes. This means I didn't guide writing well and didn't think enough about weak students.To improve that, next time I'll add a step to guide writing ideas. I'll give more examples and frameworks. Also, I'll make students practice words and grammar more to help them write better and do reading - writing tasks better.第五课时　Presenting ideas&ReflectionTeaching Objects　【教学目标】1.Make a fact sheet about your favourite food.2.Talk about your understanding about the importance of food.Teaching Aids　【教学工具】an English book，a tape recorder and CAITeaching Steps　【教学步骤】★Step 1　Lead in【情景导入】1.Show a wonderful collection video of delicious food in our country to students.2.Show some wonderful pictures of food to students.3.Ask students to answer the following question.If one day there was only one food left in the world, what would you want it to be?4.Share your food stories with the class.★Step 2　Pre-task【准备任务】1.Show some fact sheets to students, then ask them to answer the question. What are they?2.Look at all these things on the blackboard. They are all different, but they have something in common. They are fact sheets. Today, we are going to make a fact sheet about your favourite food. ★Step 3　While-task【过程任务】1.Ask students to think about their favourite food and search for information.look taste placehistory and culture health benefits2.Let students organise their ideas with the help of the outline on page 48 and write their fact sheet.3.Ask them to use the language tips on page 48 or find useful expressions or sentences from this unit.4.Ask some students to practise and present their fact sheet to the class.★Step 4　Post-task【后续任务】1.Ask students to vote on the best three fact sheets and the best three presentations.2.Ask students to talk about what they have understood more about the importance of food as the following mind map.Food mattersFood bears our A balances diet makes Food bridges cultures.happy memories. us healthy. 3.Ask students to check whether they have achieved their learning goals.4.Let students write down what they still need to improve.★Step 5　Summary　【课堂小结】Ask students to use the students’ self-assessment form to check what they have learned in this lesson.★Step 6　Homework【家庭作业】1.Review the words,phrases and sentences.2.Do the exercises in students’ book.Teaching reflection　【教学反思】In this class, I used different ways to lead in the topic. For example, I shared my food stories, showed food videos and pictures, and we also did role -playing. These ways got the students' attention and made them interested in the theme. From what I saw in class, the students took part in the discussions actively. Their eyes showed they were excited to explore their favorite foods. This made a good environment for the project later. 【Language Abilities】1.Use words and expressions in the unit to talk about food.2.Use linking verbs to describe your favourite food.3.Describe the relationship between food and our lives.【Culture Awareness】1. Know about Chinese traditional food and dishes and understand the feelings and culture behind them.2. Understand the exchanges and development of similar food in different countries. 3. Improve the awareness and ability of cross-cultural communication in food.【Quality of Thinking】1.Develop the ability of critical thinking about if the food is healthy or not.2.Improve students' comprehensive application of multiple thinking methods to analyze problems and formulate strategies in complex cultural situations. 【Learning Abilities】1.Students can find ways to learn English about food cultures by themselves. 2. In class activities, students can work with others and then think about what they did well and what they can do better.【Class Hour Division】Five periods第一课时Starting out&Reading第二课时Grammar第三课时Listening and Speaking第四课时Reading for writing第五课时Presenting ideas&ReflectionI can talk about different kinds of food.I can learn about the writer’s favourite food memories.I can share my food memories.I can master the usage of linking verbs.I can complete the exercises related to linking verbs.I can use linking verbs to write a blog about my favourite food.I can get the key information through listening. I can pronounce /p/, /b/, /t/, /d/ correctly and remember the letters and letter combinations that represent them. I can talk about what I have learnt about food and health in this section.I can know the development history of ice cream.I can understand that food is a bridge between cultures.I can write a short paragraph about a food across borders.I can make a fact sheet about your favourite food.I can talk about what you understand about the importance of food.