外研版七年级英语英语上册Module4单元整体教学设计
设计者(Teacher)
张三
课题(Topic)
单元主题：Healthy Food
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(Analysis of the teaching materials)
单元整体分析(Unit integral analysis):
本单元内容围绕Healthy Food 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/has got 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,be good/bad for,delicious,good…)以及描述是否拥有的have/has got 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/has got 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(Analysis of the students)
本单元为外研版七年级上册Module 4，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/has got 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(Teaching aims)一、语言能力(Language ability)
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)
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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(Culture awareness)
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3、4课时）
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(Thinking quality)
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(Learning ability)
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(Key points and difficulties)
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’ve got,‘s got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/has got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设计《寻味“健康“顺德》系列推文课时子任务：
课时1任务:A healthy fridge(设计一份家庭健康购物清单)
课时2任务:A healthy canteen(为学校食堂食谱做一份健康评估报告)
课时3任务:A healthy city(为寻味“健康”顺德设计一篇图文报道)
课时4任务:A improved version of“A healthy bite of Shunde”(U3写作优化版)
第一单元(Unit1)
听说实践(Listening& speaking practice)I.课题(Topic)
Unit1We’ve got lots of apples
II.教学目标(Teaching aims)
After this lesson,students will be able to:
1.make a shopping list for their“healthy fridges”at their homes.
2.understand the conversation about food and drink.
3.talk about things they’ve got and that they haven’t got at their homes.
III.教学重、难点(Key points and difficulties)
It might be difficult for students to
correctly use the sentence pattern“has/have got”,as well as its negative form and question form.
第二单元(Unit2)阅读思考(Reading&thinking)I.课题(Topic)
M4U2Is your food and drink healthy?
II.教学目标(Teaching aims)
After this lesson,students will be able to:
1.have a good command of the new words and phrases and to grab the key content of the passage.
2.use the words and phrases to describe healthy food and eating habits.
3.have a healthy and balanced diet.
III.教学重、难点(Key points and difficulties)
It might be difficult for students to
1.have a good command of the expressions about food;to exercise students’ability to categorize food into healthy and unhealthy food.
2.integrate expressions of food with the real life,and design a healthy menu.
第三单元(Unit3)语言运用(Language in use)I.课题(Topic)
Module4Unit3Language in use
II.教学目标(Teaching aims)
After this lesson,students will be able to:
小羊肖恩全集下载1.practice their reading ability and they can understand the main idea and find details;
2.know how to name out the food in Shunde and learn to introduce the food culture;
3.make use of mind-map to write an article and practise their writing ability.棒棒天使
III.教学重、难点(Key points and difficulties)
It might be difficult for students to
1.describe and talk about food culture with the correct choices and forms of words;
2.finish a piece of organized writing with help of a mind map.
第四单元(Unit4)提升评价(Promotion& assessment)I.课题(Topic)
A bite of Healthy Shunde to the world
II.教学目标(Teaching aims)
After this lesson students will be able to
1.know the adopt criteria of assessing official wechat posts;
2.upgrade and improve writing according to a guideline;
3.work in groups and yield results through expressing and exchange of opinions. III.教学重、难点(Key points and difficulties)
It might be difficult for students to
1e up with criteria of assessing writings;
< familiar with wechat article editing user interface.
教学过程：(Teaching procedures)(第一单元Unit1)听说实践(Listening&speaking practice)
环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）
白带拉丝后多久排卵
Step1
Pre-listening (5min)Students familiarize
themselves with the new
words about food.
To know what healthy food
and drink are,and write
down their favorite food and
drink
To know the use of
“have/has got”,as well as its
question form and negative
form.
1.Students write down the
food and drink in the pictures
with the words from the box.
2.Students complete the
mind map about food.
3.Pair work:students talk
about what they have got
word中美食食谱and what they haven’t got in
the school dining hall
4.Students finish the
exercise with“have got”,
“haven’t got”or“Have you
got.”
Oral assessment
Peer assessments:
When students do the
pair work,their partners
try to find out the
mistakes they have
made.Pair check
answers.
设计意图（Purpose）：To arouse students'interest in the topic
环节/时间（Step&Time）教学目标（Objectives）学习活动（Activities）评价（Assessment）
Step2 While-listening (20min)Listen to the material for
food names
To listen for gist
To listen for detailed
information
To imitate the tone and
pronunciation
Students listen and check(√)
the food and drink Betty and
her mother have got.
Students listen and choose
the correct answer.
1.What’s the relationship
between the two speakers?
2.Where are they going
probably?
Students listen and complete
优孕仪the table.
Students read after the tape
T's Oral assessment
Pair check answers first.
The teacher gives oral
assessment.
A shopping list __________ __________ __________ __________ __________