外研版英语七上Module-4-Healthy-food单元整体教学设计

课题(Topic)单元主题：HealthyFood该主题属于“人与自我”和“人与社会“范畴，涉及“身心健康，热爱生命”、“家乡和社会变迁“、”身份认同与文化自信“等内容。教材分析(Analysisoftheteachingmaterials)本单元内容围绕HealthyFood这一主题展开，涉及三个语篇，包括一组对话、一篇议论文和一篇简短的配图说明文。语篇一是一段发生在Tony和爸爸之间的家庭日常对话，以谈论家庭食品采购清单为场景，引入了健康饮食的主题，以及have/hasgot核心目标句型。语篇二是一篇关于儿童健康饮食的议论文，作者对常见食物的利弊进行了分析，并给出了一些健康饮食的建议。语篇三是一段非常简短的知识扩展类说明文，文章介绍了西式早餐的常见菜式。本单元涉及的核心语言围绕“健康饮食”展开，主要包括常见饮食相关的名词(food,drink,vegetables,fruit,sweets…)、描述食物的形容词(healthy,begood/badfor,delicious,good…)以及描述是否拥有的have/hasgot句型。三个语篇涉及的语言知识有所不同：第一个语篇以“购物清单”为线索，主要练习使用have/hasgot句型；第二个语篇以“健康食物”为线索，主要练习描述食物以及为健康饮食提建议；第三个语篇以“健康早餐”为题，主要练习描述一日三餐的食谱。学情分析(Analysisofthestudents)本单元为外研版七年级上册Module4，学生为刚刚升入初中不久的初一学生，他们具有如下特点：一、语言(Language):学生在小学阶段已经具备一些与食物相关的词汇和句型，知道常见饮食相关的名词，但是对于have/hasgot句型比较陌生，还欠缺相应的训练。二、文化(Culture)：饮食是学生日常生活中接触较多的话题，作为美食之都顺德学生，他们也拥有更深厚的饮食文化底蕴和较高的传统文化自豪感。三、心理(Emotion)：作为刚刚升上初中不久的初一新生，他们乐于表达，乐于分享，也天然更容易接受影音为主的多媒体教学。而相应的笔头习惯和能力则有所欠缺。教学目标(Teachingaims)一、语言能力(Languageability)1.掌握辅音/s//z//t//d/以及名词复数词尾的发音方法。(第1课时)2.运用常见食品和饮料的词汇，描述家庭拥有和所需的物品。(第1、3课时)3.常见食品和饮料是否健康，运用相应的形容词。（第2、3课时）4.为健康的饮食方式和饮食文化提出自己的见解和建议。（第2、3、4课时）二、文化意识(Cultureawareness)1.了解不同文化背景下的家庭和学校生活，人们的习俗、饮食习惯的差异。（第2.主动认识和了解本土优秀传统文化，并尝试进行宣传和传播。（第3、4课时）三、思维品质(Thinkingquality)1.能对获取的语篇信息进行简单的分类和对比，加深对语篇的理解。（第1课时）2.能针对语篇的观点进行合理质疑，并说明理由。（第2课时）四、学习能力(Learningability)1.通过分类等方法加深对词汇的理解和记忆。（第1、2、3课时）2.通过小组合作共同完成学习任务。（第3、4课时）3.对学习过程和效果进行自我评价和反思。（第4课时）教学重、难点(Keypointsanddifficulties)教学重难点应对策略学生对于名词复数词尾/s//z/浊化不熟练；对于’vegot,‘sgot等简写发音有困难使用书本相关练习，让学生自主添加类似单词，在课上及时进行纠音学生对于have/hasgot句型的使用和变式不熟练，容易和have句型混淆营造真实场景，课堂增加各种形式的口头和笔头训练学生对于系统描述饮食习惯和基础建议还欠缺完整的逻辑和架构充分运用和挖掘语篇，并让学生进行模仿，开展口头和写作练习模块学习任务：单元整体学习任务：为佛山本地英文媒体Foshanstyle公众号设计《寻味“健康“顺德》系列微信推文课时子任务：课时1任务:Ahealthyfridge(设计一份家庭健康购物清单)课时2任务:Ahealthycanteen(为学校食堂食谱做一份健康评估报告)课时3任务:Ahealthycity(为寻味“健康”顺德设计一篇微信图文报道)课时4任务:Aimprovedversionof“AhealthybiteofShunde”(U3写作优化版)第一单元(Unit1)听说实践(Listening&speakingpractice)Unit1We’vegotlotsofapplesII.教学目标(Teachingaims)Afterthislesson,studentswillbeableto:1.makeashoppinglistfortheir“healthyfridges”attheirhomes.2.understandtheconversationaboutfoodanddrink.3.talkaboutthingsthey’vegotandthattheyhaven’tgotattheirhomes.III.教学重、难点(Keypointsanddifficulties)Itmightbedifficultforstudentstocorrectlyusethesentencepattern“has/havegot”,aswellasitsnegativeformandquestionform.第二单元(Unit2)阅读思考(Reading&thinking)M4U2Isyourfoodanddrinkhealthy?II.教学目标(Teachingaims)Afterthislesson,studentswillbeableto:1.haveagoodcommandofthenewwordsandphrasesandtograbthekeycontentofthepassage.2.usethewordsandphrasestodescribehealthyfoodandeatinghabits.3.haveahealthyandbalanceddiet.III.教学重、难点(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.haveagoodcommandoftheexpressionsaboutfood;toexercisestudents’abilitytocategorizefoodintohealthyandunhealthyfood.2.integrateexpressionsoffoodwiththereallife,anddesignahealthymenu.第三单元(Unit3)语言运用(Languageinuse)Module4Unit3LanguageinuseII.教学目标(Teachingaims)Afterthislesson,studentswillbeableto:1.practicetheirreadingabilityandtheycanunderstandthemainideaandfinddetails;2.knowhowtonameoutthefoodinShundeandlearntointroducethefoodculture;3.makeuseofmind-maptowriteanarticleandpractisetheirwritingability.III.教学重、难点(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.describeandtalkaboutfoodculturewiththecorrectchoicesandformsofwords;2.finishapieceoforganizedwritingwithhelpofamindmap.第四单元(Unit4)提升评价(Promotion&assessment)AbiteofHealthyShundetotheworldII.教学目标(Teachingaims)Afterthislessonstudentswillbeableto1.knowtheadoptcriteriaofassessingofficialwechatposts;2.upgradeandimprovewritingaccordingtoaguideline;3.workingroupsandyieldresultsthroughexpressingandexchangeofopinions.III.教学重、难点(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.comeupwithcriteriaofassessingwritings;2.getfamiliarwithwechatarticleeditinguserinterface.教学过程：(Teachingprocedures)(第一单元Unit1)听说实践(Listening&speakingpractice)环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step1Pre-listening(5min)Studentsfamiliarizethemselveswiththenewwordsaboutfood.Toknowwhathealthyfoodanddrinkare,andwritedowntheirfavoritefoodanddrinkToknowtheuseof“have/hasgot”,aswellasitsquestionformandnegativeform.1.Studentswritedownthefoodanddrinkinthepictureswiththewordsfromthebox.2.Studentscompletethemindmapaboutfood.3.Pairwork:studentstalkaboutwhattheyhavegotandwhattheyhaven’tgotintheschooldininghall4.Studentsfinishtheexercisewith“havegot”,“haven’tgot”or“Haveyougot.”OralassessmentPeerassessments:Whenstudentsdothepairwork,theirpartnerstrytofindoutthemistakestheyhavemade.Paircheckanswers.设计意图（PurposeToarousestudents'interestinthetopic环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step2While-listening(20min)ListentothematerialforfoodnamesTolistenforgistTolistenfordetailedinformationToimitatethetoneandpronunciationStudentslistenandcheck(√)thefoodanddrinkBettyandhermotherhavegot.Studentslistenandchoosethecorrectanswer.1.What’stherelationshipbetweenthetwospeakers?2.Wherearetheygoingprobably?Studentslistenandcompletethetable.StudentsreadafterthetapeT'sOralassessmentPaircheckanswersfirst.Theteachergivesoralassessment.AshoppingAshoppinglist设计意图（PurposeTodevelopstudents'listeningability环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step3.After-listening(15min)Tothinkcriticallyandknowwhatfoodisn’thealthyandwhyit’sunhealthy.ToidentifyjunkfoodindailyTomakeahealthyshoppinglistfortheirfridgesattheirhomes.Studentsthinkaboutthequestions:1.Istoomuchchocolategoodforourhealth?2.Havetheygotanycola?Why?Studentsareencouragedtoknowthattoomuchjunkfoodisbadforhealth.Studentshaveagroupdiscussion:SupposethesupermarketisgonnabeclosedtemporarilybecauseoftheCovid-19.Youneedtomakeahealthyshoppinglistforyourfridgeathome.OralassessmentPairchecktheirshoppinglistsfortheirfridges.Theteachergiveoralassessmentandcomments.设计意图（PurposeToletstudentsbeabletomakeahealthyshoppinglistfortheirfridgesathome;Toencouragestudentstothinkhowtoeathealthily.BoardPlan:M4U1We’vegotlotsofapplesStructures:Have/hasgot...Haven’t/hasn’tgotHaveyou/we/theygot...?Haveyou/we/theygot...?Hashe/shegot...?CountablenounsVSUncountablenounsvegetables:applestomatoesbeansbananascarrotsmeat:beefmeatdrink:teaWater教学过程：(Teachingprocedures)(第二单元Unit2)阅读思考(Reading&thinking)环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step1:Lead-in(3min)Toreviewmostofthewordslearnedinlastlesson.1.Teacherusesthegame“sharp-eye”tohelpstudentsreviewwordsoffoodlearnedObservestudents’reactiontowardseachwordandgiveenoughhintsintime.设计意图（PurposeTohelpstudentsreviewtheknowledgelearnedinlastlesson.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step2:Speaking(6min)expressionsofsomefoodandhaveenoughknowledgebackground.expressions.3.Torousetheawarenessoftellingwhichfoodishealthyandwhichfoodisunhealthy.1.Teacherleadsstudentstolearnthenewwordsoffoodthroughmatchingthepictureswithitsname.2.Teachershowssomefoodpossiblycookedinthedininghall.Askstudentstodiscusswiththeirpartner“AsastudentinDesheng,whatdoyoueatforlunchinthedininghall.Givestudentsenoughguideforthemtoexpresstheireatinghabitsandtellwhetherit’shealthyornot.Givethestudentsfeedbackswhentheydelivertheanswers.设计意图（PurposeToknowstudentseatinghabitsandtellthemhowtodistinguishwhichishealthyorunhealthy;topavethewayforthelater-onactivity.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step3:Fast-reading(5min)Tograbthefactsofwhatchildrenshoulddotoeatwell.Theteacherasksstudentstoreadthepassagequicklyanddothemultiplechoicesaboutsomefactsinthepassage“Healthyfoodanddrinkforchildren”.Remindthestudentstocontroltheirtimeandcirclethekeyinformationandcheckanswers.设计意图（PurposeTohelpstudentshaveageneralunderstandingofthemainideaofthepassage.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step4:Detailedreading(10min)Todistinguishwhichishealthyorunhealthyfood.Toconsolidatetheirlearningofthepassage.1.Teacherguidesthestudentscategorizethefoodmentionedinthepassageintohealthyandunhealthyfood.2.TeacherleadstheMonitorthestudentsandofferhelpiftheyneedany.studentstodoasummaryofthepassage.设计意图（PurposeTohelpstudentshaveamoredetailedunderstandingofthepassageandhelpthemdistinguishhealthyandunhealthyfood.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step5:Production(13min)TohelpStudentsdistinguishhealthyandunhealthyfoodandputtheexpressionsintocomplexpractice.TohelpStudentscultivatetheabilityofteamworkindesigningamenu.TeacherasksstudentstomakeahealthymenuforDesheng’sDiningHall,includingbreakfast,lunchanddinner.Giveenoughguideandofferhelpandideaiftheyneedany.设计意图（PurposeTocultivatethestudents’awarenessofhealthyeatinghabits环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step6:Homework(3min)Tohelpthestudentshaveathoroughunderstandingofthepassage.Teacherleadsthestudentstopolishthemenu,addingmoreelementstoitandadjustthecontents.Checkandgivefeedbacksaccordingtostudents’designs.设计意图（PurposeToenhancethestudents’abilityofcreativityandintegratewhattheyhavelearnedwiththereallifepractice.BoardPlan:教学过程：(Teachingprocedures)(第三单元Unit3)语言运用(Languageinuse)环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step1(5min)1ToletstudentsknowthemainfeatureoffoodinShunde.2ToletstudentsknowthefamousfoodofShundeandknowrelatedknowledgeaboutthefood.3Toletstudentstalkabouttheirfavoritefood.1Ssneedtoanswerquestions:HowmanycookstylesdoyouknowinChina?WhatdoyouthinkofthefoodinShunde?2Sswatchavideoandknowsomefood.3LookatpicturesandknowaboutfamousfoodinShunde.4Sstalkaboutfavoritefood.Inthispart,studentsneedtoknowenoughknowledgeaboutfoodinShundeinordertoprepareforthefollowingactivities.Thentheteacherwillgivesomeoralfeedback.设计意图（PurposeTostimulatestudent’sinterestsoflearning,thislessonstartswiththelocalfoodinShunde,whichisveryfamiliarforthem.Also,throughthisactivity,studentscanprepareforthefollowingwritingtask.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step2Pre-readingTolearntopredictbeforereadingSslookandanswerquestions:Wherecanyoufindthearticle?Whatisthearticlemainlyabout?Inthisway,studentscanquicklyknowthetypeandmainideaofthisarticle.Thentheteacherwillgivesomeoralfeedback.设计意图（PurposeFromthisactivity,studentscanquicklyknowthetypeandmainideaofthisarticle.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step3While-reading1Toimprovestudents’readingskill(Understandingthemainideaanddetails)2ToknowthemainaspectstointroducefoodinShunde.3Toknowthefeature,influenceoflocalfoodculture.1Ssreadandmatchthemainideaofeachparagraph2Ssreadparagraph1and3,thenfillintheblanks3Ssreadparagraph2and4,thenthink:WhyisthefoodinShundedifferent?Whydopeoplehereloveeating?4SsreadagainanddrawaTheteacherguidesstudentstoknowmoreaboutthefoodcultureofShunde,includingthehistory,location,difference,food,influence.Andtheteachercanhelpstudentstomakemind-maps.mind-mapaboutthisarticle设计意图（PurposeFromthisactivity,studentscanimprovetheirreadingability,includingskimmingandscanning,Inaddition,studentscanknowmoreaboutfoodcultureofShuneandlearntousemind-maptointroduceit.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step4Post-reading1Toletimprovetheabilityofmakingmind-map2Toletimprovestudents’writingability1SsareinvitedtomakeavideoabouthealthyfoodcultureinShunde.Beforethat,Ssneedtowriteahand-outforit.2Sstrytomakeamind-mapfirst.3SsfinishthewritingtaskInthisactivity,theteachercangivesomeguidanceabouthowtowriteanarticlebyusingthemind-map.设计意图（PurposeFromthisactivity,studentscanlearntousemind-map.Andtheycanusewhattheyhavelearnedinthefrontparttowriteanarticle.环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）Step5Homework1Toletstudentsreviewwhattheyhavelearned.2Tolettheirarticlesbecomerealvideo.Ssareassignedtopolishtheirwritingbylookingformoreinformationandbetterlanguageresources.Theteacherwillshowthemanexample.Thisactivitywillbeinterestingforstudents.设计意图（PurposeFromthehomework,studentscanusewhattheylearnedtointroducelocalhealthyfood.Itcanarousetheirawarenessofintroducinglocalcultureandfostertheirculturalconfidence.BoardPlan:M4U3“AhealthybiteofShunde”wordbankSaltroastedchickenLunjiaoricecakeRawfishCoconutcakeBengShaCrispyChicken“AhealthybiteofShunde”Introduction:location,time,historyHealthyfoodinShunde:food,flavor,healthyFoodculture:influence,invitation教学过程Teachingprocedures：Unit4提升评价(Promotion&assessment)环节/时间(Steps&Time)教学目标(Objectives)学习活动(Activities)评价(Assessment)Step1Review&lead-inTorecallandactivateexistingknowledgeonthetopic.Tasksssaboutwhattheyhavelearnedfromthepreviouslessons.T’soralfeedbacks设计意图(Purpose)：ToarouseinterestandleadtothetopicofthelessonStep2TaskassigningTobuildupthecontextforthetopic.ToactivateculturebackgroundknowledgeSsfastbrowsesomeinformation(includingtextsandpictures)from“Foshanstyle”andguessaboutthetext.Tintroducesbackgroundandmissionofthetask.T’soralfeedbackassessment设计意图(Purpose)：Tointroducearealco