7A Unit 4 Food教案-Speak up and Pronunciation
新教材初一 Unit 4 Food 教案
新教材初一 Unit 4 Food 教案教学目标：1. 能认识并掌握本单元的词汇和短语，如：food, fruit, vegetable, meat, egg, chicken, beef, fish, milk, bread等。
2. 能够用正确的英语表达自己喜欢或不喜欢的食物。
3. 能够能够问别人他们喜欢或不喜欢吃什么食物，并能正确回答这些问题。
4. 能够描述食物的味道，如：sweet, sour, salty, bitter等。
5. 能够能够描述食物的颜色和形状，如：red, green, round, square等。
教学重点：1. 学习本单元的词汇和短语。
2. 学会用英语表达自己的喜好和不喜好。
3. 学会问别人喜欢或不喜欢吃什么食物，并能正确回答。
4. 学会描述食物的味道、颜色和形状。
教学准备：1. 纸币2. 食物图片3. 角色扮演卡片教学过程：Step 1: Lead-in (导入)1. 导入课题“Food”并展示食物的图片。
2. 学生观察图片，回答问题：“What food do you like to eat?”3. 引导学生讨论自己喜欢吃的食物，并教授相关的词汇和短语。
Step 2: Vocabulary (词汇)1. 教师出示食物图片，并教授食物的名称和相应的单词发音。
2. 学生跟读并进行朗读练习。
Step 3: Grammar (语法)1. 教师教授喜好和不喜好的表达，并引导学生进行练习。
2. 学生自由操练，使用句子“I like...”, “I don't like...”来描述他们对食物的喜好和不喜好。
Step 4: Speaking (口语表达)1. 教师出示角色扮演卡片，并分发给学生。
2. 学生根据卡片上的角色，进行角色扮演，问别人喜欢或不喜欢吃什么食物，并回答问题。
Step 5: Describing (描述)1. 教师引导学生学习如何描述食物的味道、颜色和形状。
2021年初中英语 7A Unit4 Food教案 牛津版
2021年初中英语 7A Unit4 Food教案牛津版本单元要学习和复习各种各样的食物名称。
了解不同的饮食习惯以及它与健康之间的关系。
在学习本单元内容的同时，让同学们对照自己，谈论如何拥有一些平衡的饮食结构以保持身体匀称，健康。
通过语言技能的训练达到本单元的各学习目标：听：1、Guess the meaning of new words by looking at a questionnaire.（看调查问卷，猜测生词含义。
）2、Develop effective listening skills to extract specific information.（培养有效的听力技能，获取具体信息。
）说：1、Formulate questions about diets and respond appropriately.（练习说关于食物的问句并给以适当的回答。
）2、Ask“wh—”questions with the right intonation.（用恰当的语调练习wh—问句）3、Read one's own article to a classmate and check for mistakes.（读一篇文章给一位同班同学听，以检查错误。
）读：1、Guess general meanings of words from the context.（根据上下文猜词义。
）2、Identify specific meanings.（找出词的特定含义。
）3、Practise intensive reading.（练习精读。
）写：1、Express factual information about diets and lifestyles based on the model article.（以范文为例，表达有关食物和生活方式的实际信息。
）2、Select appropriate vocabulary and sentence constructions to write about personal details.（选择适当的词汇和句式，提供个人的具体信息。
7A Unit 4 Food教案-Grammar
7A Unit Fou rGrammar IType：GrammarTeaching aims:A Knowledge and skillsLearn and grasp the usage of adverbs of frequencyB Processes and methods1 With the studying strategies, get the students to work in pairs or groups to talk about their daily life, filling in the charts and making a survey;2 Get the students to practice speaking and writing.C Emotion, attitudes and valueThe content of this part is close to the students’ daily life and the topic deals with the students’daily activities, so it is helpful for the students to learn about more daily activities. It can help the students to carry on the language practice about the topic and to arouse their great interest in learning English; On the other hand, it provide the students with opportunities to understand one another better. Teaching difficulties and focuses:1 How often do they/you exercise?How often does he/she go shopping?2 Simon often/seldom/always/sometimes/usually/never plays football. Teaching method: Task-based Learning MethodTeaching aids: a slide projector, slides and some objectsTeaching Procedures:Step1 Free talk (5 minutes)First ask one student to say something about his / her diet and lifestyle.Then according to what the student says, ask the other students some questions: What does he / she have for breakfast / lunch / supper?How often does he / she have it?What sports does he / she play after school?How often does he / she do it?Step2 Presentation (7 minutes)Ask students how often they play football, badminton, go swimming, dancing, roller-skating, etc.Like this:A: How often do you play football?B: I often play football after school.Present adverbs of frequency: always, usually, often, sometimes, seldom, never. At the same time, show the graph in Part A to the students, explain the meanings ofdifferent adverbs of frequency.Read these words several times and try to remember them.Then get the students to finish Part A1 according to the graph above.Check their answers to try to understand the adverbs of frequency better. Step3 Speaking (10 minutes)Students are always interested in the life of their teacher. Tell them how often you do certain things, e.g.,I always ride to school.I usually work very hard.I often eat fruit and vegetables at lunchtime.I sometimes eat lunch in a restaurant.I seldom go swimming.I never go roller-skating.Then work in pairs to talk about their daily life by using adverbs of frequency.A: How often do you …?B: I always / usually / often / sometimes / seldom / never ….Then ask the students to say something about themselves or their partners by imitating what you have said.Next ask another student to repeat what he/she said.Step4 Extension activity (8 minutes)Ask students to write out their diets on a piece of paper.Then in pairs, students ask their partners about these foods, using the structure How often do you eat …?Students compare their eating habits with their partners’.Ask for a few volunteers to report their results to the class to see if their diets are healthy.Step5 Summary (3 minutes)In this period, we’ve learned how to use adverbs of frequency. Pay attention to their differences and their positions in sentences, e.g. I always get up at six in themorning. I am always happyNow let’s look at the table about Kitty’s activities in a week b elow and finish2) Kitty __________ listens to music.3) Kitty __________ goes roller-skating.4) Kitty __________ plays basketball.5) Kitty __________ plays computer games.6) Kitty __________ watches a film.Step6 Lifestyle questionnaire (7 minutes)First show the students a lifestyle questionnaire below:1 How often do you exercise?a. less than three times a week □b. three to six times a week □c. every day □2 How long do you sleep every night?a. less than 5 hours □b. more than 10 hours □c. 5-10 hours □3 How much TV do you watch every day?a. more than 4 hours □b. 2-4 hours □c. less than 1 hour □4 How often do you eat cakes, biscuits and candies?a. often □b. seldom □c. never □5 How often do you eat fruit and vegetables?a. never □b. seldom □c. often □6 How often do you walk to school?a. never □b. sometimes □c. always □If you want to know how healthy you are, please fill in the table below.6-9points:You are not fit at all! You need to exercise more, watch less TV and eat healthy food. 10-13points:Not bad, but you arenot very healthy. Youshould change yourdiet and exercisemore.14-18 points:You are a very healthyperson.Congratulations!Step 7 Writing (5 minutes)Work out your own score and write a report on yourself. Blackboard design。
新教材初一Unit4Food教案
新教材初一 Unit 4 Food 教案单元要点分析:Expresslikesanddislikes（表达个人喜恶），如： eadverbsoffrequency(使用频率词),如:Iusuallyhavefishandvegetab3.Differentiatebetweenc ountableanduncountablenouns(区别可数名词和不可数名词)如：somerice,twoapplesUnderstandandusetheindefinitearticle(理解并使用不定冠词)如：Iwanttobuyab教学目标本单元的重点在介绍年轻人的生活方式。
围绕食物,谈论如何拥有一些平衡的饮食结构以保持身体匀称,健康。
通过语言技能的训练以达到本单元的教学目标:Listening:Guessthemeaningsofnewwordsbylookingataq uestionnaireDevelopeffectivelisteningskillstoextractspecifici nformationSpeaking:Formulatequestionsaboutdietsandrespondap propriatelyAskWH---questionswiththerightintonationReadanarticletoaclassmateandcheckformistakesReading:GuessgeneralmeaningsofwordsfromthecontPra ctiseintensivereachingWriting:Expressfactualinformationboutdietsandlife stylesbasedonthemodelarticleSelectappropriatevocabularyandsentenceconstructio nstowritaboutpersonldeta教材分析:Topics:FoodFunction:TalkabouthealthyfoodandlifestylesTargetlanguage:Itislunchtime,HYouarealwayshungry, EdYes,Vocabulary:hungry,need,never,exercise,hate, ,vegetable,dancer,tired,ten,important,healthy,cha nge,before,seldom,fruit,sweet,often,bread,meat,to p,juice,person,water,dry,ice,cream,story,glass,tea,of,course,favourite,kilo,salt,tomato,soup,lesst han,not…atall,try,feel,luck,carry,supermarket,la rge,takein,mean,fat,stay,tasteTasks:HealthyeatTask2;Readingyourarticletoapartne rtocheckformista教学建议让学生查字典或上网查询有关食物的词汇，并能进行归类和区分可数名词和不可数名词。
[精品K12]7A Unit 4 Food上课学习上课学习教案
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7A Unit 4 Food教案牛津checkoutUnit47A教案Teachingcontents:checkout7AUnit4Teachinggoals:.knowledgegoals:)Torevisetheuseofadverbsoffrequencyandthenameso fcommonfooditems2)Torevisekeyvocabulary3)Toreviewthesimplepresenttense2.Abilitygoals:Tohelpthestudentsbuildtheabilityofself-studyandself -assessment.Listening,speaking,readingandwriting3.Emotiongoals:Tohelpthestudentshaveahealthylifestyleandliveahealt hylifeTeachingimportantpoints:Self-assessmentforstudentstofindouthowmuchtheyhavel earnedinthisunit.Teachingdifficultpoints:ExpressSs’ideasaboutthefoodandlifestyleclasstype:RevisionPeriod:10Teachingmethods:)Discussion2)Individualorgroupwork3)Taskteachingmethods.Teachingaids:acomputerTeachingProcedures:Step1Revision)Brainstorm.AskSstolistthenamesofdifferentkindsoffoodaccordingt helistgivenontheslide.HelpSstorevisethenamesoffood.2)Revisethecountableanduncountablenouns. AskSstofindthecountableanduncountablenounsontheslide.3)Revisethephrases“acupof,apackof…”etcontheslide.4)Askandanswerworkinpairs,what’syourfavouritefood,why?5)Reviseadverbsoffrequency.Lookatthechartontheslideandwritesomesentences.Thenf inishtheexercisesabouttheadverbsoffrequency.6)Revisethethestructureof‘therebe’.Step2PresentationAmy’smotherwantsAmytohaveahealthydiet.HowoftendoesAmyea tthesedifferentkindsoffood?Lookathermother’slistandAmy’sdietchartonPage73andcompletethesentencesbelow Answers:1.totamatoes2.thereare,3.thereissometimes,4.Arethereanythereareoften,5.hereisalwaysusually,6.Istherethereisn’toften.Step3PracticeTalkaboutyourlifestyleaccoringtothequestionsgiven.Step4GuessinggamesStep5crosswordPuzzleStep6DiscussionHowcanwekeepfit?Step7consolidationexercise（6’）Step8Summary（1’）Sumuptheuseof‘therebe’structureandadverbsoffrequency.Afterteaching:该内容是牛津7AUnit4checkout.编写思路：首先是通过大脑风暴的形式复习已学过的食品的词汇，采用竞争机制，激发学生的学习兴趣。
牛津英语7A Unit4 Food 教案10课时
3. Tolearn some useful words and phrases related to the passage.
教学重点
1.To help the students understand the reading text better.
2. Tolearn to talk about diets and lifestyles.
教学难点
1.To help the students understand the reading text better.
2. Tolearn to talk about diets and lifestyles.
Check the answers as a class.
Ask the ss to read the passage again and find the eating habits and lifestyle about Kitty and Daniel.
1. it’s time to do sth.
(1) Call attention to the example conversation. Say the conversation with a student.
(1) Play the Comic strips for the ss to listen and tell if the following sentences are true or false.
课前预习
Preview the new wordsand phrases.
教学过程
教学环节
教师活动
学生活动
牛津英语7A初一英语公开课教案Unit4 Food
Unit 4 FoodReading: What we eat and how we live Topic : lifestyle 1. To learn about the relationship between diet and overall health2. To practise the technique of skimming for overall comprehension and scanning for detail3. To learn about lifestyles of Ss’ ownTeaching Aids:PPT; Computerto Ss by showing what she eats and how she lives. In this short introduction, give Ss six new words and meanings on the blackboard. Lead Ss to read the new words. Ask Ss if they want to know any other’s lifestyle.2. Show a short video of ballet to give Ss the word “dancer ”. Let Ss meet Kitty and tell them something about Kitty, such as her appearance, her likes and dislikes. Then let Ss meet Daniel.Tell them something about Daniel, too.3. Ask Ss to guess Kitty’s and Daniel’s lifetyles because Ss have known something about them. Give Ss 5 questions and ask them to guess. Ss feel a bit difficult. T can help them by doing the guessing game with Ss and giving some words. The purpose of this game is to interest Ss . The y don ’t know if their answers are correct or not, so they will be quite interested in the reading to check their answers.Ⅱ. While-reading (25’1. Ask Ss to turn to page 60. First, skim the passage with the question: Who has a healthy lifestyle? After reading quickly, Ss give the answer.2. Ask Ss to scan Kitty’s lifestyle . Ss should read it silently. In this way, they can think better. After that, do a blank-filling about details of Kitty’s lifestyle. Suggest Ss that they can underline the answers. Show the blank-filling on PPT.3. Ask Ss to scan Daniel’s lifestyle with questions. After reading carefully, do the ask and answer. One student asks a question and he/she can choose another student to answer the question.4. Ask Ss to do correction. Tell them the mistakes are not mistakes of grammar. This exercise helps Ss master the reading better. Several more able students can find out all the five mistakes. For weaker students, encourage them and praise them if they can find one.5. Ask Ss to read the passage aloud . Girls read as Kitty. Boys read as Daniel. Ⅲ Post-reading (10’1. A competition. Give Ss a question: What is a healthy lifestyle? Ask Ss to work in pairs to discuss it. T gives some help if necessary. Divide Ss into three teams.Then start the competition. If a team gives the most ideas, it is the winner.2. Ask Ss questions about their own lifestyles. What do you have for breakfast? Do you often eat snacks? Do you do any exercise? What kind of exercise do you often do? Etc.Ⅳ. Homework1. Make up a dialogue talking about lifestyle.2. read the passage and try to retell it.。
初中英语：新教材七年级 Unit 4 Food 教案
初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 七年级英语教案编订：XX文讯教育机构新教材七年级 Unit 4 Food 教案教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
单元要点分析:Express likes and dislikes （表达个人喜恶），如：I like rice. I dislike hamburgers.2. Use adverbs of frequency (使用频率词), 如:I usually have fish and vegetables.3. Differentiate between countable and uncountable nouns(区别可数名词和不可数名词)如：some rice , two applesUnderstand and use the indefinite article(理解并使用不定冠词)如：I want to buy a book.I want to buy an e-dog.教学目标本单元的重点在介绍年轻人的生活方式。
围绕食物, 谈论如何拥有一些平衡的饮食结构以保持身体匀称, 健康。
通过语言技能的训练以达到本单元的教学目标:Listening: Guess the meanings of new words by looking at a question naire Develop effective listening skills to extract specific informationSpeaking: Formulate questions about diets and respond appropriatelyAsk WH---questions with the right intonationRead an article to a classmate and check for mistakesReading: Guess general meanings of words from the context.Identify specific meaningsPractise intensive reachingWriting: Express factual information bout diets and lifestyles based on the model articleSelect appropriate vocabulary and sentence constructions to writ about personl details.教材分析:Topics: FoodFunction: Talk about healthy food and lifestylesTarget language: It is lunchtime ,Hobo.Let is have a hamburger.You are always hungry, Eddie.I need a lot of energy.Why? You never exercise.Yes , I do. I walk to my bowl many times a day .Vocabulary: hungry ,need ,never, exercise, hate, , vegetable, dancer, tired, ten ,important, healthy, change, before, seldom, fruit, sweet, often, bread, meat, top, juice, person, water, dry, ice, cream, story, glass, tea, of, course, favourite, kilo, salt, tomato, soup, less than, not…at all, try, feel, luck, carry, supermarket, large, take in, mean, fat, stay, tasteTasks: Healthy eating.Task1: Writing an article on your dietTask2; Reading your article to a partner to check for mistakes.教学建议让学生查字典或上网查询有关食物的词汇，并能进行归类和区分可数名词和不可数名词。
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English Teaching Plan
Unit 4 food
Speak up and Pronunciation—8
Aims and Demands :
1.Make the students master the words and phrases to talk
about the diets and lifestyles.
2.Revise different food and drinks and talk about eating them .
Train their speaking, listening and writing skills.
3.Improve students’ pronunciation and intonation . Teaching emphasis :
A)some important sentences :
1. How do you like…?
2. Me too.
3 What are you going to buy?
4. Where are you going for dinner?
B)some sentences to master freely:
1. Good luck with your new diet and lifestyle!
2. I love hamburgers but I don’t eat them any more.
C) Read in right tone and recite ―speak up‖.
Difficult points:
Speak smoothly and use these language correctly.
Teaching aids:
Multi – media computer .
Teaching Steps :
I . lead in :
A game and revise the food and drinks they have learnt. Talk about them .
II .Presentation:
1. present new language points and practice the usages of them:
not…any more / don’t like but …/ like …but / How do you like…?=what do you think of …/Me too./What are you going to buy?/Where are you going for dinner?/Good luck with
your new diet and lifestyle!/I love hamburgers but I don’t eat them any more./lie on the couch.
2. listen and fill in the form
3. listen and practice
4. Use what the students have learnt to talk about the diets and
lifestyles.
5.free talk about their diets and lifestyles to consolidate what they learnt.
III. Free talk :
1.Talks between the teacher and the students. Or students to
students .
2.Something about diets and lifestyle
IV. Pronunciation and intonation .
V. Exercises:
1. Some more exercises to ask special questions with right
intonation.
2.some exercises to practice the language points .
3. Try to make similar dialogues.。