Unit 2 Lesson 3 Food words are interesting! 教学设计-2024-2025学年冀教版（2024）初中英语七年级上册

《Food words are interesting!》（教学设计）-2024-2025学年冀教版（2024）初中英语七年级上册
课题：《Food words are interesting!》
科目：初中英语
年级：七年级上册
版本：冀教版（2024）
一、教材分析
本单元主题是“Learning English is fun!”，《Food words are interesting!》这一课围绕食物相关的词汇展开，通过介绍英语中一些有趣的食物词汇、它们的含义和文化背景，以及与食物相关的表达和活动，激发学生学习英语的兴趣，同时让学生了解不同文化中食物的多样性和特色。课文首先介绍了一些常见的食物单词，如apple, banana, cake等，然后讲述了一些有趣的食物短语，如“a piece of cake”（轻而易举的事）、“have a big mouth”（说话冒失）等，解释了这些短语的含义和用法。接着提到了不同国家的特色食物，如中国的饺子、意大利的披萨等，并简单介绍了它们在各自文化中的地位。最后鼓励学生通过学习食物词汇来了解不同的文化，享受学习英语的乐趣。教材配有色彩鲜艳的食物图片，帮助学生直观地认识各种食物，增强学习的趣味性。课后设置了一些练习题，如词汇拼写、选择填空、根据短文内容回答问题等，旨在巩固学生所学的食物词汇和相关知识，培养学生的语言运用能力和思维能力。
二、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读以下与食物相关的词汇和短语：apple, banana, cake, bread, rice, noodle, vegetable, fruit, meat, fish, a piece of cake, have a big mouth, Chinese dumplings, Italian pizza等。
2. 学生能够理解并掌握以下句型：
- I like... (food name).
- It's a piece of cake. (Meaning: It's very easy.)
- He/She has a big mouth. (Meaning: He/She talks too much or says things without thinking carefully.)
（二）能力目标
1. 培养学生的听力能力，通过听单词、短语、句子和短文，能够准确识别和理解与食物相关的英语表达，掌握正确的发音和语调。
2. 提高学生的口语表达能力，使学生能够用所学的食物词汇和句型进行简单的日常对话，如表达自己对食物的喜好、描述食物的特点等，语音、语调基本正确，表达自然流畅。
3. 增强学生的阅读理解能力，通过阅读课文和相关的短文材料，能够理解文章的主旨大意、获取关键信息，理解食物词汇在不同语境中的含义和用法，提高阅读技巧和速度。
4. 培养学生的文化意识，通过了解不同国家的特色食物和与食物相关的文化背景，增强学生对不同文化的认知和理解，培养学生的跨文化交际能力。
（三）情感目标
1. 激发学生对英语学习的兴趣和热情，让学生在学习食物词汇的过程中感受到英语的趣味性和实用性，培养学生积极主动学习英语的态度。
2. 培养学生的观察力和想象力，通过观察食物图片、联想食物的味道和特点等方式，帮助学生更好地记忆食物词汇，同时激发学生的创造力和思维能力。
3. 引导学生了解不同文化的饮食特色，培养学生对不同文化的尊重和欣赏，促进文化交流和融合，增强学生的文化包容意识和国际视野。
三、教学重难点
（一）教学重点
1. 重点食物词汇和短语的学习和记忆，如apple, banana, cake, a piece of cake, have a big mouth等，并能够正确运用这些词汇和短语进行听说读写的练习。
2. 掌握重点句型“I like... (food name). It's a piece of cake. He/She has a big mouth.”的结构和用法，能够在实际情境中准确运用这些句型进行交流和表达。
3. 课文的理解和朗读，把握课文中关于食物词汇的介绍、短语的含义和文化背景的内容，能够正确理解和朗读课文，培养学生的阅读理解能力和语感。
（二）教学难点
1. 如何帮助学生理解一些食物短语的隐喻含义，如“a piece of cake”“have a big mouth”等，这些短语的实际含义与字面意思有较大差异，需要引导学生通过语境和文化背景来理解，培养学生的隐喻思维和跨文化理解能力。
2. 引导学生在口语表达中准确运用所学的食物词汇和句型，注意语法的正确性和表达的流畅性，同时鼓励学生发挥想象力，运用所学知识进行创造性的表达，提高学生的口语表达能力和语言运用能力。
3. 在教学过程中如何渗透文化教育，让学生不仅仅是学习食物词汇，更能深入了解不同文化中食物的象征意义、饮食习惯和文化差异，培养学生的文化意识和跨文化交际能力，这需要教师巧妙地设计教学活动和引导学生思考。
四、教学准备
1. 新教材冀教版（2024）初中英语七年级上册教材。
2. 多媒体课件，包括食物图片、音频、视频，以及一些与食物文化相关的资料（如不同国家的美食节视频、食物制作过程的动画等）。
3. 单词卡片、食物模型（如苹果、香蕉、蛋糕等的小模型）、表格（用于食物分类和短语练习）、小组活动任务卡（包含讨论问题和活动要求）。
4. 课堂练习册、彩色笔。
五、教学过程
（一）Warming-up
1. Greetings
- T: Hello, boys and girls! How are you today
- Ss: Hello, teacher! I'm fine, thank you. And you
- T: I'm very well too. Are you ready for our interesting English class
2. Sing a song about food
- Play the song "Apple Round, Apple Red" on the multimedia. The teacher and students sing together while following the lyrics on the screen.
- After singing, ask students some questions about the song.
- T: What fruit did we sing about in the song
- Ss: Apple.
- T: Do you like apples
- Ss: Yes, I do. / No, I don't.
设计意图：通过日常问候营造轻松愉快的课堂氛围，拉近师生距离。以唱一首关于食物的歌曲开始课堂，既能激发学生的兴趣，让学生快速进入英语学习的状态，又与本节课的主题“食物词汇”紧密相关，为后续的教学内容做好铺垫。通过提问学生关于歌曲的内容，引导学生关注食物，自然地引出本节课要学习的食物相关的英语词汇。
（二）Presentation
1. Learn new words
- Take out the word cards of the new food words one by one. For example, show the card "apple" and say:
- T: Look, this is an "apple". It's a kind of fruit. It's red and delicious. Do you know how to say "apple" in English
- Ss: Apple.
- Use the food models to teach other words. For "banana", hold up a banana model and say: "This is a banana. It's yellow and long. Banana, say it after me." And so on with other food models like cake, bread, etc.
- After teaching the words, play a guessing game. The teacher describes a food without saying its name, using its color, shape, taste or other characteristics. For example: "It's a kind of fruit. It's round and usually red. It's sweet and juicy. What is it " Students guess the name of the food and say it in English. This game helps students to reinforce the understanding and memory of the new words.
- Then, put the new words into a simple chant and read it aloud with students. The chant could be like this:
"Apple, apple, red and sweet.
Banana, banana, yellow and long.
Cake, cake, soft and nice.
Bread, bread, brown and warm.
Rice, rice, white and small.
Noodle, noodle, long and thin."
Ask students to clap their hands or stomp their feet while chanting to make it more fun and engaging.
设计意图：利用单词卡片和食物模型直观地教授新食物单词，让学生通过视觉和触觉更直观地认识这些食物，帮助学生更好地理解和记忆单词的含义和拼写。通过猜谜游戏增加学习的趣味性和学生的参与度，激发学生的学习积极性，同时巩固学生对新单词的理解和记忆。将新学单词编成简单的 chant 并让学生一起朗读，不仅可以帮助学生记忆单词，还能提高学生的语感和节奏感，使学习过程更加生动有趣，营造轻松愉快的学习氛围。
2. Learn food phrases and their meanings
- Write the phrases "a piece of cake" and "have a big mouth" on the blackboard.
- For "a piece of cake", use a real piece of cake (if available) or a picture of a cake to illustrate.
- T: Look at this cake. When we say "It's a piece of cake," we don't really mean it's just a small piece of this cake to eat. It means something is very easy to do. For example, if I ask you to draw a simple picture, you might say "It's a piece of cake." Can you understand
- Ss: Yes, we understand.
- For "have a big mouth", use some actions and simple examples to explain.
- T: Now, look at me. I'm talking a lot and maybe saying things without thinking carefully. We can say "I have a big mouth." It means someone talks too much or says things without thinking. Like if a student always interrupts others and says a lot of things without thinking, we can say "He/She has a big mouth." Do you get it
- Ss: Yes, teacher.
- Give some more examples of using these phrases in sentences and ask students to make sentences with these phrases by themselves. For example:
- T: The math problem is a piece of cake for me. Can you make a sentence with "a piece of cake"
- S1: Cleaning my room is a piece of cake.
- T: That's great! Now, who can make a sentence with "have a big mouth"
- S2: My friend sometimes has a big mouth. He always tells secrets without thinking.
设计意图：通过实物或图片以及生动的讲解和动作示范，帮助学生理解食物短语的隐喻含义，这种直观的教学方法可以让学生更容易理解和记忆这些短语的实际用法，避免单纯的字面翻译导致的误解。通过举例和让学生自己造句，让学生在实际运用中加深对短语的理解和掌握，提高学生的语言运用能力和思维能力，同时也增加了课堂的互动性和趣味性。
3. Text learning
- Open the textbook to the page of "Food words are interesting!" and show the pictures related to the text on the multimedia.
- T: Look at these pictures. They show us different kinds of food. Now let's read the text and learn more about interesting food words.
- Play the tape of the text for the first time and ask students to listen carefully and just listen, not to read.
- After listening, ask some questions to check their understanding of the general idea of the text, such as:
- What are some of the common food words mentioned in the text (apple, banana, cake, etc.)
- What are the interesting food phrases mentioned (a piece of cake, have a big mouth)
- What are some of the special foods from different countries (Chinese dumplings, Italian pizza)
- Play the tape again and ask students to follow the tape and read the text silently. While reading, they should pay attention to the pronunciation and intonation, and try to understand the details of the text.
- Then, ask some students to read the text aloud paragraph by paragraph. The teacher corrects their pronunciation and intonation if necessary.
- Explain the key sentences and difficult points in the text. For example:
- "Food words are interesting!" Explain the meaning of "interesting" and ask students to think of other words that can describe food words (fun, exciting, amazing, etc.). This helps students to expand their vocabulary and understand the tone of the text.
- "I like dumplings very much. They are a traditional Chinese food." Explain the meaning of "traditional" and ask students to name some other traditional foods in their own countries. This can help students understand the cultural significance of food and also promote cultural exchange and understanding.
- "Pizza is very popular in Italy and around the world." Discuss with students why pizza is so popular and ask them if they have ever eaten pizza. This can lead to a discussion about different food cultures and preferences, enhancing students' cultural awareness and communication skills.
- Point out the structure of the text, which first introduces common food words, then interesting food phrases, and finally special foods from different countries. This helps students to better understand the organization of the text and improve their reading comprehension skills.
设计意图：让学生先观察与课文相关的图片，对课文内容有一个初步的直观印象，激发学生的阅读兴趣。通过听课文录音初步了解文章的主要内容，培养学生的听力理解能力和捕捉关键信息的能力。再跟读和朗读课文，帮助学生纠正发音，提高口语表达能力，同时加深对课文的理解。讲解课文中的重点句子和难点，帮助学生掌握关键的语言知识和文化背景，引导学生深入理解食物词汇的趣味性、不同食物的文化特色以及文章的结构和逻辑，培养学生的阅读理解能力和跨文化意识。通过提问和讨论，鼓励学生积极思考，参与课堂互动，提高学生的学习积极性和主动性。
（三）Practice
1. Food word classification
- Divide the students into groups of four or five. Each group is given a set of word cards with different food words written on them, including the new words learned in this lesson and some other common food words.
- The task for each group is to classify the food words into different categories, such as fruits, vegetables, grains, meats, and desserts. They can use a table or a chart to record their classification.
- After a certain time, each group presents their classification results to the class. The other groups can listen and ask questions or make comments if they disagree.
- The teacher walks around the groups, observing their work and providing guidance and help when necessary. This activity helps students to review and consolidate the food words they have learned, and also improves their ability to classify and organize information.
设计意图：通过小组活动让学生对食物单词进行分类，加深学生对不同类型食物词汇的记忆和理解，培养学生的分类思维和团队合作能力。小组展示和交流环节可以让学生分享自己的分类方法和思路，互相学习，增强学生的自信心和表达能力，同时也可以及时发现学生在单词理解和分类上的问题，教师进行针对性的指导和纠正。
2. Dialogue practice - Talking about food preferences
- Ask students to work in pairs. Each pair creates a short dialogue using the food words and phrases they have learned. The dialogue should include questions and answers about their favorite foods, reasons for liking them, and maybe some use of the interesting food phrases. For example:
A: What's your favorite food
B: I like pizza very much. It's delicious. And for me, making a pizza is a piece of cake. What about you
A: I like fruit, especially apples. They are healthy. But my friend sometimes has a big mouth and eats too many apples at once.
- After they have prepared their dialogues, the pairs practice them with each other, paying attention to their pronunciation and intonation.
- Then, ask some pairs to come to the front of the class and act out their dialogues. The other students listen carefully and can give feedback on their performance, such as the clarity of their speech, the use of words and phrases, and the creativity of the dialogue.
- The teacher also gives praise and constructive criticism, highlighting the good points and suggesting areas for improvement. This activity allows students to practice using the food vocabulary and phrases in a real-life conversation situation, improving their oral communication skills and also having fun with the language.
设计意图：通过两两对话练习，让学生在实际情境中运用所学的食物词汇和短语进行交流，锻炼学生的口语表达能力和语言运用能力。要求学生在对话中包含对食物的喜好、原因以及有趣短语的使用，增加了对话的趣味性和实用性，同时也引导学生灵活运用所学知识。小组展示和反馈环节可以让学生互相学习，借鉴他人的优点，同时教师的评价和指导可以帮助学生提高对话的质量和语言表达的准确性，增强学生的自信心和学习积极性。
（四）Production
1. Design a food menu
- Ask students to work individually to design a food menu for a restaurant. They can choose any type of restaurant they like, such as a fast-food restaurant, a Chinese restaurant, or an Italian restaurant.
- They need to use at least ten food words and phrases they have learned in this lesson to create the menu. They should also include the names of the dishes, prices, and a short description of each dish if possible. For example:
**Apple Pie**
$5
A delicious pie made with fresh apples, served warm with a scoop of vanilla ice cream. It's a piece of cake to enjoy!
**Vegetable Noodles**
$8
A healthy dish of long and thin noodles with a variety of fresh vegetables. A great choice for those who have a big appetite for healthy food.
- After designing the menu, students can use colored pens or markers to decorate their menus to make them more attractive.
- Then, ask some students to show their menus to the class and briefly introduce their restaurant and the特色 dishes on the menu. The other students can ask questions or make suggestions. This activity not only consolidates the students' knowledge of food words but also allows them to be creative and apply their language skills in a practical context, improving their writing and presentation skills.
设计意图：通过让学生设计餐厅菜单的活动，培养学生的综合语言运用能力和创造力。学生需要运用所学的食物词汇和短语来设计菜单，包括菜品名称、价格和描述等，这既锻炼了学生的词汇运用能力和写作能力，又让学生体验到将英语知识应用到实际生活中的乐趣。装饰菜单的过程可以发挥学生的艺术才能，提高学生的学习兴趣。展示和介绍菜单环节可以让学生展示自己的创意和成果，增强自信心和成就感，同时也为其他学生提供了学习和交流的机会，进一步加深学生对食物词汇的理解和记忆。
2. Food culture sharing
- Ask students to research and prepare a short presentation about the food culture of a country or a region they are interested in. They can use the Internet, books, or other resources to find information.
- Their presentation should include information about the typical foods of that place, how they are prepared, special eating customs or traditions, and the significance of food in that culture. For example, a student might choose to present about the food culture of France and talk about French bread, cheese, wine, and the importance of dining together in a French meal.
- In the next class, each student will give their presentation to the class. After each presentation, there can be a short question-and-answer session where the other students can ask questions about the food culture presented. This activity encourages students to explore different food cultures beyond what is taught in the textbook, broadens their cultural horizons, and improves their research and presentation skills. It also promotes cultural exchange and understanding among students, enhancing their global awareness and respect for different cultures.
设计意图：通过让学生自主研究和分享不同国家或地区的食物文化，培养学生的自主学习能力和跨文化意识。学生在查找资料和准备 presentation 的过程中，能够深入了解其他文化中食物的特点、制作方法和文化意义，拓宽学生的文化视野，丰富学生的知识储备。在课堂上进行展示和交流，可以让学生互相学习，分享不同文化的魅力，增强学生对不同文化的尊重和欣赏，促进文化交流和融合，同时也提高学生的口语表达能力和演讲技巧。
（五）Summary
1. Review the new food words, phrases and sentence patterns learned in this lesson with the students. Write them on the blackboard and ask students to read them aloud together.
- Words: apple, banana, cake, bread, rice, noodle, vegetable, fruit, meat, fish, etc.
- Phrases: a piece of cake, have a big mouth
- Sentence patterns: I like... (food name). It's a piece of cake. He/She has a big mouth.
2. Summarize the main content of the text, highlighting the interesting aspects of food words, such as the variety of food names, the metaphorical meanings of food phrases, and the different food cultures represented by special foods from various countries. Emphasize the importance of learning food words not only for language acquisition but also for understanding different cultures.
- T: In this lesson, we learned a lot of interesting food words and phrases. We know that food words are not just about what we eat, but also carry cultural meanings and can be fun to use. Remember to use these words and phrases when you talk about food and also try to learn more about the food cultures behind them.
3. Ask students to share what they have learned and what they found most interesting or surprising about food words and cultures in this lesson. Encourage them to express their thoughts and feelings freely. This helps students to internalize the knowledge and also provides feedback to the teacher about their learning experience.
- T: Now, let's share what you have learned today. What do you think is the most interesting thing about food words or food cultures Why do you think so
- Some students may share their insights, such as learning about new foods from different countries or understanding the funny meanings of food phrases. The teacher can respond with positive feedback and further discussion, promoting students' understanding and appreciation of the topic.
设计意图：通过复习总结，帮助学生巩固所学的重点食物词汇、短语和句型，强化记忆。回顾课文内容，强调食物词汇的趣味性和文化内涵，让学生认识到学习食物词汇不仅是为了掌握语言知识，更是为了了解不同的文化，培养学生的跨文化意识。让学生分享自己的学习收获和感受，促进学生对知识的内化和反思，同时也让教师了解学生的学习情况和兴趣点，以便调整教学策略和方法，更好地满足学生的学习需求。
（六）Homework
1. Finish the exercises on the textbook related to "Food words are interesting!", including the vocabulary exercises, the sentence completion tasks using the food phrases, and the reading comprehension questions about the text. These exercises will help students to further consolidate the knowledge learned in class and improve their language skills.
2. Ask students to write a short paragraph about their favorite food and why they like it. They should use at least five food words and one of the food phrases learned in this lesson. For example, they can write about their love for pizza and say "Pizza is my favorite food. It's delicious and making it with my family is always a lot of fun. It's a piece of cake to order a pizza when I'm hungry." This homework task allows students to practice using the food vocabulary and phrases in writing, reinforcing their learning and improving their writing skills.
设计意图：通过完成课本练习，加深学生对课文知识的理解和对语法、词汇知识点的掌握，巩固课堂所学内容。布置写作作业，让学生运用所学的食物词汇和短语描述自己喜欢的食物及原因，将语言知识运用到实际的写作中，提高学生的书面表达能力。同时，要求学生在写作中使用一定数量的食物词汇和短语，有助于强化学生对这些词汇和短语的记忆和运用，进一步加深学生对本节课内容的掌握。
六、板书设计
《Food words are interesting!》
New words:
apple, banana, cake, bread, rice, noodle, vegetable, fruit, meat, fish
New phrases:
a piece of cake (Meaning: It's very easy.)
have a big mouth (Meaning: Talk too much or say things without thinking carefully.)
Sentence patterns:
I like... (food name).
通过这样的教学设计，旨在引导学生积极参与课堂活动，掌握与食物相关的英语词汇和短语，了解食物背后的文化内涵，培养学生的语言综合运用能力和跨文化意识。在教学过程中，注重师生互动、生生互动，激发学生的学习兴趣和创造力，让学生在轻松愉快的氛围中学习和成长，感受英语学习的乐趣和食物文化的魅力。