Unit 3 Food matters Starting out 教学设计【2025新外研版七年级英语下册】

2025新外研版七年级英语下册unit3 starting out v1教学设计
单元 七年级下册 Unit 3 starting out
话题 relationship betwen food and our lives
文本解读 主题：人与社会 What pictures of different foods around the world和Signature dishes around the world属于多模态语篇。前者呈现了四种外国食物，激发学生对事物的兴趣。后者呈现了不同国家的代表性食物。 Why 本课旨在通过两个多模态语篇。让学生使用他们已学的关于食物的词汇，说一说自己对食物的了解，同时通过思考代表性食物，对比中国和外国的代表性食物，建立食物和文化的联系。 How 本课通过鲜艳的图片引起学生对话题的兴趣，激活学生的背景知识，激发他们对食物和生活的探究欲望。再通过听力和代表性食物的探究，更加全面地体会到食物在日常生活中的重要性，引导学生从多角度思考食物对人的影响。
学习目标及重难点 教学目标 (1) Introduce the food ingredients and its health. (2) Describe the taste or smell or look. (3) Share the feelings of a food and reasons. (4) Use It feels/tastes/smells... correctly. (5) Raise interest in foods and think about the relationship between food and lives. Key point: 1. Describe foods from ingredients, health, taste, smell and look; 2. Share personal felings of a food and reasons. Difficult points: Use the useful expressions correctly. 1. 主题目标 讨论中国的代表性食物。 2. 结果产出 （1）两人一组，完成一段关于食物的对话，话题：Signature dishes around the world； （2）小组合作，完成中国代表性食物的汇报。 3. 评价标准 （1）介绍了国内外的代表性食物； （2）介绍了食物的食材和健康与否； （3）介绍了食物色、香、味； （4）介绍了食物带来的情绪及其原因； 尽可能多地使用了本版块的主题词汇和Useful expressions中的表达；
学生主要活动 1.学习理解类： (1)Name the daily food and answer related questions. (2)Talk about favourite food. (3)Sort the topics of the unit and learn the unit task. 2.应用实践类： (1)Complete the table about signature dish. (2)Have a conversation on signature fishes. 3.迁移创新类： (1)Discuss the signature dish of China.
学生主要活动 4.学习理解类： (4)Name the daily food and answer related questions. (5)Talk about favourite food. (6)Sort the topics of the unit and learn the unit task. 5.应用实践类： (3)Complete the table about signature dish. (4)Have a conversation on signature fishes. 6.迁移创新类： (2)Discuss the signature dish of China.
教学流程 学生活动 设计意图
Step 1 warm-up Watch the video. 活跃课堂气氛，激活学生与各国美食相关的背景知识。
Step 2 Lead-in 1.Look and say. Look at the pictures and anser the questions. 1)What foods can you see 2)What are they 3)What's your favourite vegetable or fruit How does it taste, smell or look 4)Does it remind you of anything or anyone 5)What emotions do you feel when you eat it Why 通过图片和提问，复习学过的主题相关词汇，同时输入本课的重点词汇，扫除词汇障碍。同时，引导学生思考食物与情绪的联系，探究食物对生活的影响。
1.Look and read. Read the title and the dictionary. 2.Think and choose. 1)What does the title mean A.Food is important B.Things about food 2)What writing technique is used by the author in the title A.pun B.personification 通过对标题的解读，帮助学生深入了解本单元的主题和话题。
Step 3 Free talk 1.What's your favourite food 2.How does it make you feel 3.Is it healthy Why 通过自由讨论，操练基础句型、运用主题词汇。
Stpe 4 Big picture Students listen to the teacher and ask questions freely. 通过呈现单元话题、教学目标和大任务，帮助学生梳理子话题，同时更好地规划本单元的学习。
Step 5 Look and say. 1.Waht are they 2.What do you know about hamburgers a.What do we need to make hamburgers b.Which country is famous for the hamburger c.What do you think of hamburgers Why 利用图片和提问，帮助学生认识不同国家的代表性食物。通过示范性问答，帮助学生建立对话框架，明确可以从哪角度讨论食物。
Step 6 Pair work Choose a food and talk, then finish your food table. 通过对话，帮助学生掌握该话题的提问和回答所需要的句型和核心词汇。
Step 7 Listening 1.Listen and choose. 1)A signature dish is ___________ food in a country. A. the favourite B. a special and famous C. the best known 2) Tick the foods mentioned (提及) 通过听力练习，帮助学生认识并理解signature dishes。
2.Listen again and match. 3.Think and match. 4.Think: What other signature dishes do you know 通过匹配任务，拓展学生关于外国代表食物的知识，深入理解“代表性食物”。
Step 8 Look and think. What do you think is China’s signature dish 通过提问，帮助学生梳理中国代表性食物。
Step 9 Discuss in group and complete the table. Step 1 Group in 5. Step 2 Choose a dish. Step 3 Take turns to ask and answer questions about the dish. Step 4 Record the information mentioned and complete the table. Step 5 Invite the group leader to present. 通过小组合作，引导学生运用本节课的知识，梳理、学习和内化关键句型与重点语言，培养学生的团队合作能力和合作精神。
Step 10 Further think: Why doesn’t China have a single ‘signature dish’ 通过深入探究，引导学生发表自己的观点，学会独立思考，提高思辨能力。
作业设计 Must do 1.Finish workbook 2.Search online and add some cultural information of your signature dish on China. Choose to do Design a poster for your signature dish.