牛津英语七年级下册7BM1Unit4Howisfoodmade五课时全英文教案
七年级英语下：Module 1 Unit 4 How is food made教案上海牛津版
Module 1 Food and drinksUnit 4 How is food made?1Language focus:Using ‘going to’ to describe events that will occur quite soone.g. Kitty and her classmates are going to do project.Using the simple present tense to express thoughtse.g. I think I’m go ing to investigate bread.Asking ‘Wh-’ questions to find out specific information about a food item.e.g. Which food are you going to investigate in your project?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Materials:Student’s Book 7B page 20Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Ask students if they know where the food sold at supermarkets is made. Some students may give the correct answer: ‘factories’. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students havevisited. List the types of food factories students have visited. List the type of food on the board.2. Ask any students who have visited food factories to talk about their visited. If most of the students have never visited a food factory, a class trip to a factory could be arranged to give them background knowledge in food production. Encourage students to talk about what food production they would like to know more about3. Tell student they are going to do a project on investigating how a certain kind of food is made. Explain to students the meaning of the world ‘investigate’. Ask individuals the subject of their investigation, like this: Which food are you going to investigate in your project? to elicit: I am going to investigate (name of food). /My project is going to be about (name of food).4. Play the recording: Read. Students listen and follow in their books.5. Ask students to say what food the children in Read have chosen to study.6. Review the food vocabulary in Look, ask and answer. Ask students to suggest some more food items they would like to investigate.7. Students work in pairs to ask and answer questions about a food project in Look, ask and answer using the target language.2Language focus:Using connectives to show a resulte.g. I’m investigating how food is put cans, so I need to talk to someone at a canning factory.Using ‘going to’ to describe events that will occur quite soon.e.g. My project’s going to be about orange juice.Asking ‘Wh-’ questions to find out specific information about a thing and a person.e.g. What’s your project going to be about?/ Who do you need to interview for your project?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Understand the connection between ideas by recognizing linking words and phrases.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to oth ers’ opinions.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Understand the connection between ideas by identifying linking words or phrases. Scan a text to locate specific informationMaterials:Student’s Book 7B page 21Cassette 7B and a cassette playerWorkbook 7B page 13Photocopiable page 15Preparation:Cue the cassette. Make a copy of Photocopiable page 15 for each group.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Write on the board a list of food items and a list of food factories in two separate columns. Tell students to match the food items to the factories, e.g. yoghurt to dairy; frozen fish to frozen fish factory; noodles to noodle factory, etc. Ask individuals to suggest some more food items they want to investigate and the kind of factory they will visit. Add their suggestion to the columns.2. Ask individuals questions, like this: What is your project going to be about? To elicit: My project’s going to be about (name of food). Then ask: Who do you need to interview for your project? To elicit: I need to interview someone at a (place).3. Invite students to come forward and talk about the food item they are going to investigate, like this: I’m investigating how yoghurt is made, so I need to interview someone at a dairy. Explain to students that they should use the connective ‘so’ to explain what action they are going to take to do the investigation. Remember there is no need for students to learn the passive voice at this stage.4. Have students read Look and read for some time. Then play the recording. Students listen and follow in their books.5. Invite several students to role-play Miss Guo, Kitty and her classmates to ask and answer questions using the target language in Ask and answer, based on the contents of Look and read.6. Invite a student to come forward and ask his/her classmates questions about the projects they have chosen to investigate.7. Students work in groups. Distribute a copy of Photocopiable page 15 to each group. Student tell one another what food they are going to investigate and who they intend to interview. Students fill in the table and organize the information into a short report.ConsolidationGrammar Practice Book 7B page 15Workbook page 133Language focus:Asking ‘Wh-’ questions to find out s pecific information about a place.e.g. Where do you get the fish from?Asking ‘Wh-’ questions to find out specific information about something.e.g. What do you do to the fish before you freeze it?Asking ‘Wh-’ questions to find out specific information a bout a reason.e.g. Why do you freeze the fish?Asking ‘How’ questions to find out specific information about a method.e.g. How do you get the frozen fish to the shops?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific informationSpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topicReadingRecognize format and language features in non-narrative texts.WritingDevelop written texts by using appropriate format, conventions and language feature features when writing non-narrative texts.Materials:Student’s Book 7B page 22Cassette 7B and a cassette playerWorkbook 7B page 15Photocopiable pages 16 and 17Preparation:Cue the cassette. Make a copy of Photocopiable page 16 and 17 for each student.Pre-task preparation1. Review with students the use of interrogatives by asking students questions about their food projects, like this: What is your project about? Why did you choose to investigate (name of food/drink)? Where are you going to visit? Who do you need to interview? How are you going to visit the person? Write students’ answers to the questions on the board.2. Tell students to read Eddie’s qu estions for the frozen fish factory. Play the recording: Look and read. Students listen and follow in their books.3. Students pair up to practise the dialogue between Danny and the man at the frozen fish factory. Invite some pairs to come forward to act out the interview and read the dialogue.4. Ask questions: Where do the people at the frozen fish factory get the fish from? What do they do to the fish before they frozen it? Why do they freeze the fish? How do they get the frozen fish to the shops? Students are required to give short answers to show their understanding of the key points.5. Distribute a copy of Photocopiable page 16 each student. Tell students to complete Eddie’s notes about his visit to the frozen fish factory. Students in pairs read each other’s notes and make corrections if necessary.ConsolidationWorkbook page 15Grammar Practice Book 7B page 164Language focus:Using formulaic expressions to begin a formal letter.e.g. Dear Sir/Madam.Using formulaic expressions to end a formal lettere.g. I look forward to hearing from you./ Yours sincerely.Using modals to indicate preferencese.g. I would like to visit your dairy.Asking ‘Wh-’ questions to find out specific information about a day.e.g. Which day will be convenient for me to visit the dairy?Language skills:ReadingScan a text a locate specific informationRecognize the presentation of ideas through heading, Paragraphing, spacing, italic, bold print and punctuationUnderstand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.Materials:Student’s Book 7B page 23Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review the format of a letter with students, telling them that there are formaland informal letters. Draw students’ attention to the salutation and the complimentary closing which usually indicate whether a letter is in a formal or informal style, as in Dear Sir/Madam and Dear Danny: Yours sincerely and Love. Bring in the two types of letters and show them to students.2. Have s tudents read Danny’s letter to the dairy. Ask students whether it is a formal or informal letter and the reason for Danny to have written a formal letter. Explain to students under what circumstances and conditions a formal letter is more appropriate. Play the recording: Read. Students listen and follow in their books.ConsolidationGrammar Practice Book 7B page 175Language focus:Using formulaic expression to begin a formal lettere.g. Dear Sir/MadamUsing formulaic expressions to end a formal letter.e.g I look forward to heading from you,/Yours sincerely.Using modals to indicate preferencese.g. I would like to visit your _________.Asking ‘Wh-’ questions to find out specific information about a day.e.g. Which day will be convenient for me to visit ______ ?Language skills:WritingGather and share information, ideas and language by brainstorming, listing and observing.Plan and organize information and ideas by indentifying purpose and audience for a writing task.Develop written texts by expressing ideas and feelings and by writing paragraphs which present ideas logically. Revise and edit short texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher.Materials:Student’s Book 7B page 24Cassette 7B and a cassette playerWorkbook 7B page 14ConsolidationGrammar Practice Book 7B page 146Language focus:Using the simple present tense to express needse.g. You also need a saucepan and a flask.Using imperatives to give instructionse.g. Mix, Take, Add, Pour, OpenAsking ‘WH-’ question to find out specific information about somethinge.g. What do you need to make you yoghurt?Using adverbs to express time sequencee.g. First, …/ Secondly, …/ Next, …/ Then /After that, … / Finally, …Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately.Identify main ideas of a new topicListen for specific informationReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize format and language features in narrative and non-narrative texts. Predict the likely development of a topic by recognizing key words and making use of contexts and knowledge of the world.Scan a text to locate specific informationMaterials:Student’s Book 7B page 25Cassette 7B and a cassette playerWorkbook 7B page 16Photocopiable page 18 and 82Preparation:Cue the cassette. Make a copy of Photocopiable page 18 and 82 for each student.Pre-task preparation1. Introduce to students the ingredients and cooking utensils needed to make yoghurt in Look and read. Ask students: What do you need to make yoghurt? To elicit: You need …2. Give students some time to look at the photos and read the captions to understand the procedures for making yoghurt. Ask individual students: What do you do first? To elicit: First, you mix the milk and the powdered milk in the saucepan. Heat …, What do you do secondly/next/then/after that/ finally? To elicit corresponding answers to the questions3. Play the recording: Look and read. Students listen and follow in their books. Pause the tape at the beginning of each procedure, ask students to read out anappropriate adverb of time, and continue playing the tape.ConsolidationGrammar Practice Book 7B page 18 and 21.Photocopiable page 19 and 24。
七年级英语下册 Module1 Unit4 How is food made教案 上海牛津版
Module 1 Food and drinks Unit 4 How is food made?1Language focus:Using ‘going to’ to describe events that will occur quite soone.g. Kitty and her classmates are going to do project.Using the simple present tense to express thoughtse.g. I think I’m go ing to investigate bread.Asking ‘Wh-’ questions to find out specific information about a food item.e.g. Which food are you going to investigate in your project?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Materials:Student’s Book 7B page 20Cassette 7B and a cassette playerPr eparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Ask students if they know where the food sold at supermarkets is made. Some students may give the correct answer: ‘factories’. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students have visited. List the types of food factories students have visited. List the type of food on the board.2. Ask any students who have visited food factories to talk about their visited. If most of the students have never visited a food factory, a class trip to a factory could be arranged to give them background knowledge in food production. Encourage students to talk about what food production they would like to know more about3. Tell student they are going to do a project on investigating how a certain kind of food is made. Explain to students the meaning of the world ‘investigate’. Ask individuals the subject of their investigation, like this: Which food are you going to investigate in your project? to elicit: I am going to investigate (name of food). /My project is going to be about (name of food).4. Play the recording: Read. Students listen and follow in their books.5. Ask students to say what food the children in Read have chosen to study.6. Review the food vocabulary in Look, ask and answer. Ask students to suggest some more food items they would like to investigate.7. Students work in pairs to ask and answer questions about a food project in Look, ask and answer using the target language.2Language focus:Using connectives to show a resulte.g. I’m investigating how food is put cans, so I need to talk to someone at a canning factory.Using ‘going to’ to describe events that will occur quite soon.e.g. My project’s going to be about orange juice.Asking ‘Wh-’ questions to find out specifi c information about a thing and a person.e.g. What’s your project going to be about?/ Who do you need to interview for your project?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Unde rstand the connection between ideas by recognizing linking words and phrases.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Understand the connection between ideas by identifying linking words or phrases. Scan a text to locate specific informationMaterials:Stu dent’s Book 7B page 21Cassette 7B and a cassette playerWorkbook 7B page 13Photocopiable page 15Preparation:Cue the cassette. Make a copy of Photocopiable page 15 for each group.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Write on the board a list of food items and a list of food factories in two separate columns. Tell students to match the food items to the factories, e.g. yoghurt to dairy; frozen fish to frozen fish factory; noodles to noodle factory, etc. Ask individuals to suggest some more food items they want to investigate and the kind of factory they will visit. Add their suggestion to the columns.2. Ask individuals questions, like this: What is your project going to be about? To elicit: My project’s going to be about (name of food). Then ask: Who do you need to interview for your project? To elicit: I need to interview someone at a (place).3. Invite students to come forward and talk about the food item they are going to investigate, like this: I’m investigating how yoghurt is made, so I need to interview someone at a dairy. Explain to students that they should use the connective ‘so’ to explain what action they are going to take to do the investigation. Remember there is no need for students to learn the passive voice at this stage.4. Have students read Look and read for some time. Then play the recording. Students listen and follow in their books.5. Invite several students to role-play Miss Guo, Kitty and her classmates to ask and answer questions using the target language in Ask and answer, based on the contents of Look and read.6. Invite a student to come forward and ask his/her classmates questions about the projects they have chosen to investigate.7. Students work in groups. Distribute a copy of Photocopiable page 15 to each group. Student tell one another what food they are going to investigate and who they intend to interview. Students fill in the table and organize the information into a short report.ConsolidationGrammar Practice Book 7B page 15Workbook page 133Language focus:Asking ‘Wh-’ questions to find out specific information about a place.e.g. Where do you get the fish from?Asking ‘Wh-’ questions to find out specific information about something.e.g. What do you do to the fish before you freeze it?Asking ‘Wh-’ questions to find out specific informa tion about a reason.e.g. Why do you freeze the fish?Asking ‘How’ questions to find out specific information about a method.e.g. How do you get the frozen fish to the shops?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific informationSpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topicReadingRecognize format and language features in non-narrative texts.WritingDevelop written texts by using appropriate format, conventions and language feature features when writing non-narrative texts.Materials:Student’s Book 7B page 22Cassette 7B and a cassette playerWorkbook 7B page 15Photocopiable pages 16 and 17Preparation:Cue the cassette. Make a copy of Photocopiable page 16 and 17 for each student.Pre-task preparation1. Review with students the use of interrogatives by asking students questions about their food projects, like this: What is your project about? Why did you choose to investigate (name of food/drink)? Where are you going to visit? Who do you need to interview? How are you going to visit the person? Write students’ answers to the questions on the board.2. Tell students to read E ddie’s questions for the frozen fish factory. Play the recording: Look and read. Students listen and follow in their books.3. Students pair up to practise the dialogue between Danny and the man at the frozen fish factory. Invite some pairs to come forward to act out the interview and read the dialogue.4. Ask questions: Where do the people at the frozen fish factory get the fish from? What do they do to the fish before they frozen it? Why do they freeze the fish? Howdo they get the frozen fish to the shops? Students are required to give short answers to show their understanding of the key points.5. Distribute a copy of Photocopiable page 16 each student. Tell students to complete Eddie’s notes about his visit to the frozen fish factory. Students in pairs read each other’s notes and make corrections if necessary.ConsolidationWorkbook page 15Grammar Practice Book 7B page 164Language focus:Using formulaic expressions to begin a formal letter.e.g. Dear Sir/Madam.Using formulaic expressions to end a formal lettere.g. I look forward to hearing from you./ Yours sincerely.Using modals to indicate preferencese.g. I would like to visit your dairy.Asking ‘Wh-’ questions to find out specific information about a day.e.g. Which day will be convenient for me to visit the dairy?Language skills:ReadingScan a text a locate specific informationRecognize the presentation of ideas through heading, Paragraphing, spacing, italic, bold print and punctuationUnderstand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.Materials:Student’s Book 7B page 23Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review the format of a letter with students, telling them that there are formal and informal letters. Draw students’ attention to the salutation and the complimentary closing which usually indicate whether a letter is in a formal orinformal style, as in Dear Sir/Madam and Dear Danny: Yours sincerely and Love. Bring in the two types of letters and show them to students.2. Have students read Danny’s letter to the dairy. Ask students whether it is a formal or informal letter and the reason for Danny to have written a formal letter. Explain to students under what circumstances and conditions a formal letter is more appropriate. Play the recording: Read. Students listen and follow in their books.ConsolidationGrammar Practice Book 7B page 175Language focus:Using formulaic expression to begin a formal lettere.g. Dear Sir/MadamUsing formulaic expressions to end a formal letter.e.g I look forward to heading from you,/Yours sincerely.Using modals to indicate preferencese.g. I would like to visit your _________.Asking ‘Wh-’ questions to find out specific information about a day.e.g. Which day will be convenient for me to visit ______ ?Language skills:WritingGather and share information, ideas and language by brainstorming, listing and observing.Plan and organize information and ideas by indentifying purpose and audience for a writing task.Develop written texts by expressing ideas and feelings and by writing paragraphs which present ideas logically. Revise and edit short texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in resp onse to suggestions from the teacher.Materials:Student’s Book 7B page 24Cassette 7B and a cassette playerWorkbook 7B page 14ConsolidationGrammar Practice Book 7B page 146Language focus:Using the simple present tense to express needse.g. You also need a saucepan and a flask.Using imperatives to give instructionse.g. Mix, Take, Add, Pour, OpenAsking ‘WH-’ question to find out specific information about somethinge.g. What do you need to make you yoghurt?Using adverbs to express time sequencee.g. First, …/ Secondly, …/ Next, …/ Then /After that, … / Finally, …Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately.Identify main ideas of a new topicListen for specific informationReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize format and language features in narrative and non-narrative texts. Predict the likely development of a topic by recognizing key words and making use of contexts and knowledge of the world.Scan a text to locate specific inform ationMaterials:Student’s Book 7B page 25Cassette 7B and a cassette playerWorkbook 7B page 16Photocopiable page 18 and 82Preparation:Cue the cassette. Make a copy of Photocopiable page 18 and 82 for each student.Pre-task preparation1. Introduce to students the ingredients and cooking utensils needed to make yoghurt in Look and read. Ask students: What do you need to make yoghurt? To elicit: You need …2. Give students some time to look at the photos and read the captions to understand the procedures for making yoghurt. Ask individual students: What do you do first? To elicit: First, you mix the milk and the powdered milk in the saucepan. Heat …, What do you do secondly/next/then/after that/ finally? To elicit corresponding answers to the questions3. Play the recording: Look and re ad. Students listen and follow in their books. Pause the tape at the beginning of each procedure, ask students to read out an appropriate adverb of time, and continue playing the tape.ConsolidationGrammar Practice Book 7B page 18 and 21. Photocopiable page 19 and 24。
Unit 4 How is food made- (牛津7B)
Unit 4 How is food made? (牛津7B)Unit 4 H is fd ade? 1/I Language fus:1 Using ‘ging t’t desribe events that ill ur quite sn2 Using the siple present tense t express thughts3 Asing ‘h-’questins t find ut speifi infratin abut a fd iteII Language sills:Listeningl Identif ain ideas f a ne tpil Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinSpeaingl pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpil aintain an interatin b asing and respnding t ther’s pininsReadingl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinl Regnize reurrent patterns in language struturel Regnize frat and language features in narrative and nn-narrative textsIII aterials:l SB P20l assette 7BPredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l here is fd ade? fatriesl Have u ever been t a fd fatr?l D a pret n h a ertain ind f fd is ade: hih fd are u ging t investigate in ur pret?I a ging t investigate breadpret is ging t be abut fd in ansl Read: 1) listen and flll L, as and anser: revie the fd vabulalr: frzen vegetables, range uie, heese, bisuits and rispsl Pair r: as and anser abut a fd pretIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as and anser abut the pret2 ritten: 1) p r: ne rds and phrases2) Suppleentar exerisesIV NtesUnit 4 H is fd ade? 2/I Language fus:1 Using ‘ging t’t desribe events that ill ur quite sn2 Using nnetives t sh a result3 Asing ‘h-’questins t find ut speifi infratin abut a fd iteII Language sills:Listeningl Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Understand the nnetin beteen ideas b regnizing lining rds and phrasesSpeaingl pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpil aintain an interatin b asing and respnding t ther’s pininsReadingl San a text t late speifi infratinl Regnize reurrent patterns in language struturel Understand the nnetin beteen ideas b identifing lining rds and phrases III aterials:l SB P21l assette 7Bl B P13l PP P1PredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Fd prdutin:fd fd fatrghurt dairfrzen fish frzen fish fatrndles ndles fatradd re t the lunsl Individual r:hat is ur pret ging t be abut?pret is ging t be abut anned fdh d u need t intervie fr ur pret?I need t intervie sene at a anning fatrl re ral pratie:I’investigating h fd is put int ans, s I need t tal t (intervie) sene at a anning fatrl L and read:1) read b urselves2)listen and fll3)rle-pla using the target languagel Grup r: PP P1: fill in the table and rganize the infratin int a shrt reprtIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as and anser abut the pret2 ritten: 1) p r: ne rds and phrases2) B P133) GB P1IV NtesUnit 4 H is fd ade? 3/I Language fus:1 Asing ‘h-’questins t find ut speifi infratin abut a plae2 Asing ‘h-’questins t find ut speifi infratin abut sething3 Asing ‘h-’questins t find ut speifi infratin abut a reasn4 Asing ‘H’questins t find ut speifi infratin abut a ethd II Language sills:Listeningl Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Listen fr speifi infratinSpeaingl pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpiReadingl Regnize frat and language features in narrative and nn-narrative textsIII aterials:l SB P22l assette 7Bl B P1l PP P16,17PredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Revie the use f interrgatives: hat is ur pret abut?h did u hse t investigate ghurt? here are u ging t visit?h d u need t intervie?H are u ging t visit the persn?l L and read:1) read b urselves2) listen and fll3) pair r: pratie the dialgue beteen Dann and the an at the frzen fatr4) at utl prehensin questins:here d the peple at the frzen fish fatr get the fish fr?hat d the d t the fish befre the freeze it?h d the freeze the fish?H d the get the frzen fish t the shps?l Individual r: PP P16: plete Eddie’s ntes abut his visit t the frzen fish fatr1) d it b urselves first2) read and rretIII hile-tas predure:l Pair r: PP P17: ae an intervieIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as questins abut ur pret2 ritten: 1) p r: ne rds and phrases2) B P13) GB P16IV NtesUnit 4 H is fd ade? 4/I Language fus:1 Asing ‘h-’questins t find ut speifi infratin abut a da2 Using frulai expressins t begin a fral letter3 Using frulai expressins t end a fral letter4 Using dals t indiate preferenesII Language sills:Readingl San a text t late speifi infratinl Regnize the presentatin f ideas thrugh headings, paragraphing, spaing, italis, bld print and puntuatinl Understand intentin, attitude and feelings stated in a text b regnizing features suh as the hie and use f languageIII aterials:l SB P23, 24l assette 7BPredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Revie the frat the a letter:fral letters: Dear Sir/ada... urs sinerel infral letters: Dear Dann (v)l Read:1) Read Dann’s letter b urselves2) Is it a fral letter r an infral ne?3) hen is it apprpriate t use a fral letter?4) Listen and fllIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as questins abut ur pret2 ritten: 1) p r: ne rds and phrases2) B P143) GB P174) plete the letter n P24 f ur SBIV NtesUnit 4 H is fd ade? /I Language fus:1 Using the siple present tense t express needs2 Asing ‘h-’questins t find ut speifi infratin abut sething3 Using adverbs t express tie sequene4 Using iperatives t give instrutinsII Language sills:Listeningl Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Listen fr speifi infratinl Identif ain ideas f a ne tpiReadingl Regnize frat and language features in narrative and nn-narrative textsl San a text t late speifi infratinl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinl Predit the liel develpent f a tpi b regnizing e rds and aing use f ntext and nledge f the rldIII aterials:l SB P2l assette 7Bl B P16l PP P18,82PredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Nae the ingredients and ing utensils needed t ae ghurt: il, pdered il, ghurt,a sauepan, a stve, a spn, a flas, a bl r a platehat d u need t ae ghurt?u need fur ups f il, t spns f pdered il and t spns f ghurt u als need a sauepan, a spn and a flasl L and read:1) L and the pitures and the aptins2) Tr t anser:l hat d u d first?l hat d u d sendl?l hat d u d next?l hat d u d then?l hat d u d after that?l hat d u d finall?→l First, u ix the il and the pdered il in the sauepan Heat the il n the stvel Sendl, tae the sauepan ff the stve Let the il ll Next, add the ghurt Stir the ixture ith a spnl Then put the ixture int the flas lse the lid Leave fr six hurs D nt ve the flasl After that, pen the flas after six hurs The ixture is n ghurt Pur int a bl Putthe bl in the fridge t ae the ghurt ldl Finall, hen the ghurt is ld, add se fruit Then eat it! It’s deliius!3) Listen and fllIII hile-tas predure:l Pair r: PP P18: as and anser questins abut h t ae re ghurt ith a little ghurt using the target languagel N listen: PP P82:Listen t the nversatin beteen r Li and itt, and d the quizIV Pst-tas ativities:l ae ghurt at he: u a fll the reipe in ur textb, r ae ur n ghurtl B P16V nslidatin1 ral: 1) Listen and read ties2) Individual r: desribe h t ae ghurt 2 ritten: 1) p r: ne rds and phrases2) PP P19 t 243) GB P18,214) PA Part dule 1IV Ntes。
七年级英语下册 Module 1 Unit 4 How is food made重难点讲解 上海牛津
Module 1 Food and drinksUnit 4 How is food made?LanguageI. Words1. freeze v.（使）冷冻 frozen adj. 冷冻的freeze the fish 使鱼冷冻 frozen fish 冷冻的鱼2. hear from sb （通常指通过信件）得到某人的消息I heard from him last w eek. 上星期我接到他的信。
II. Language Structure特殊疑问句1) 对句子主语部分提问：疑问词＋陈述句语序A: Who is goin g to help us? B: Mary is going to help us. 对宾语提问：疑问词＋一般疑问句A: Who do you need to interview for your project?B: I need to interview someone at a frozen fish factory.2) 对其他部分提问：疑问词＋一般疑问句A: What are they going to do?B: They’re going to have an international food festival. A: What’s your project going to be about?B: My project’s going to be about frozen fish.A: Why are they going to do it?B: It is because they want to raise money for the SPCA. A: Where are they going to do it?B: They’re going to do it at their school.A: When are they going to do it?B: They’re going to do it on Saturday, I March.A: How are they going to do it?B: Th ey’re going to make different kinds of food.A: Which food are you going to investigate in your project?B: I think I’m going to investigate frozen fish.III. Notes1. What do you do to the fish before you freeze it?你们在冷冻鱼之前怎么处理它？（before 在……之前。
与家长一起分享食品信息七年级英语牛津7A.unit4.Foodintegratedskills教案
与家长一起分享食品信息七年级英语牛津7A.unit4.Foodintegratedskills教案During class, we discussed the importance of knowing where our food comes from, how it is processed, and its nutritional value. We also learned about food labels and how to read them to determine the calorie count, serving size, and ingredients in food. This knowledge can be shared with our parents, who play a significant role in the food choices we make at home.By sharing this information with our parents, we can work together to make informed choices regarding our food consumption. For example, we can take trips to the grocery store together and choose foods with less added sugar or saturated fat. We can also choose whole grains, lean protein, and nutrient-rich fruits and vegetables.We can also make an effort to cook meals at home rather than ordering takeout. This way, we can control the ingredients in our food, ensuring that we are eating meals that are both nutritious and delicious. We can also try new recipes together, incorporating more whole foods into our diets.In addition to discussing food choices, we can also talk about the importance of portion sizes. Often, we eat more than we need to, leading to weight gain and other health issues. By educating our parents on proper portion sizes, we can work together to ensure that we are consuming the appropriate amount of food.Furthermore, we can talk about the benefits of drinking water and limiting sugary drinks. Many of us consume too many sugary drinks, which can lead to weight gain and tooth decay. By choosing water instead, we can hydrate our bodies and avoid consuming unnecessary calories.In conclusion, sharing information about food with our parents can be a beneficial way to improve our diets and overall health. By working together, we can make informed choices about the foods we eat, the portions we consume, and the beverages we drink. So let's start the conversation and make strides towards a healthier lifestyle!。
七年级英语Food(7)教案 牛津版
Food(7)Period Seven Integrated Skills (Part A)Teaching Goals·To listen for specific information·To select information from a questionnaire and listen in order to plete a report on another student’s lifestyle. Teaching ProceduresStep 1: Warm-up activityArouse students’ interest in different lifestyles, food and health issues. Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elicit information about your students’ lifestyles.How much TV do they watch?How much time do they spend playing puter games?How many snacks do they eat every day?plete the ‘Lifestyle’ questionnaire about themselves. Ask some students to report their own lifestyles.Step 2: Listen and tickPlay the recording. Ask students to listen for specific information about Hu Wen’s lifestyle and tick the correct boxes. Then check answers as a class activity.Answers: 1-c 2-c 3-c 4-b 5-c 6-cStep 3: Extension ActivitiesAsk students to enter Hu Wen’s score and their own score in the table in Part A3. Students analyze the health scores for Hu Wen and themselves. Read out three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is.Write a class profile on the blackboard with the number of students for each category. Students could put up this information for class display.Step 4: Make an interviewWork in pairs, ask each other the questions in Part A4. Then work out partners’ health score. And write a report on him/her (Part A5).Step 5: Additional ActivityAsk students to give some suggestions to their partners according to their health reports. Tell them how to be healthier.Step 6: SummaryT: In this period, we’ve known more about our own health information and our partners’ by pleting a ‘Lifestyle’questionnaire. And we’ve talked about how to be healthier.Step 7: Consolidation exercise补全对话Sandy: ________ _________ do you exercise?Tommy: Less than twice a week.Sandy: ________ _________ do you eat fruit and vegetables?Tommy: Very often.Sandy: ________ _________ do you do your homework?Tommy: Less than two hours.Sandy: ________ _________ TV do you watch every day?Tommy: More than an hour.Answers: How often, How often, How long, How muchStep 8: HomeworkOral work: Go on with the questionnaire, do it with your families.Written work: Teachers can assign this part according to their own conditions.。
探索食物来源七年级英语牛津7A.unit4.Foodintegratedskills教案
探索食物来源七年级英语牛津7A.unit4.Foodintegratedskills教案In today's fast-paced world, it's easy to take our foodfor granted. We can buy groceries from any supermarket chain and eat at fast food restaurants whenever we want. However, have we ever taken the time to think about where our food comes from? In this article, we will take a closer look atour food sources and why it's important to be aware of them.First and foremost, it's essential to understand the impact of our food choices on the environment. Did you know that agriculture accounts for 70% of water use worldwide? Moreover, animals raised for food are responsible for 14% of greenhouse gas emissions. This highlights the importance of choosing foods that are environmentally sustainable. For example, choosing to eat locally grown fruits and vegetables can help reduce the carbon footprint associated with transportation.Furthermore, exploring our food sources can teach usabout our cultural heritage and traditions. Every culture has its unique culinary practices, and by exploring food sources, we can gain insight into different ways of life. For instance,learning about the farming methods used to cultivate rice in Asia or coffee in South America can deepen our appreciationfor the cuisine of these regions.Additionally, exploring food sources can help us make healthier choices. When we know where our food is coming from, we can make informed decisions about what we put in our bodies. For example, we can opt for organically grown produce, which is free from harmful pesticides and chemicals.Finally, it's crucial to support local farmers, who are often integral to our communities. By purchasing theirproduce directly from them, we can help sustain their small businesses and ensure that fresh, nutritious food isavailable to everyone in the community.In conclusion, exploring our food sources can have a profound impact on our health, the environment, and our connection to our cultural heritage. By being mindful ofwhere our food comes from, we can make informed choices that benefit ourselves and the world around us. So, the next time you take a bite of your favorite dish, take a moment to think about the journey it took to reach your plate.。
牛津上海版英语七下Module1Unit4Howisfoodmade
Module 1 Food and drinksUnit 4 How is food made?主备：陈耿1st period 课型：新授教学目标1. Using ‘going to’ to describe events that will occur quite soon.2. Usin g connectives to show a result.教学重点1. Learn to use ‘be going to’.2. Learn to use connective ‘so’ to show a result.3. Expressions and phrases:1) do a project2) food in cans3) frozen vegetables4) at a canning factory / a dairy教学难点1. 在‘be going to’结构中，‘be’随主语变化，‘to’后跟动词原形。
e.g.：Kitty and her classmates are going to do a project.I’m go ing to investigate food in cans.My project is going to be about frozen fish.2.‘be’动词后跟动词的过去分词，表示被动。
e.g.：I’m going to investigate how food is put in cans.课前预习Preview the new words.听力训练Listen to the recording of page 20 & 21 and repeat sentence by sentence.课后巩固I. C hoices:1. ‘What a nice camera!’ ‘Yeah. It ________ Shanghai.’A. made inB. is made inC. is made ofD. made of2. I don’t like eating _______ vegetables.A. freezeB. freezedC. freezingD. frozen3. I’m doing a project, ___ I need to interview someone.A. soB. thatC. becauseD. and4. I’m investigating _____ orange juice is made.A. whatB. howC. thatD. which5. Because it is raining, _____ I won’t go out.A. soB. andC. /D. butII. Words in their proper forms:1. He ____________ to get there on time. (not need)2. He need _______ with them. (come)3. My brother works in a _________ factory. (can)4. My project is going to be about ________ crisps. (make)5. Tina is a _______ working in a _______ . (bake)2nd period & 3rd period教学目标1. Asking ‘Wh-’ & ‘How’ questions to fi nd out specific information.2. Using formulaic expressions to write a formal let ter.教学重点1. Learn to use ‘where’, ‘what’, ‘why’, ‘how’ to ask for specific information.2. Learn to use formulaic expressions to write a formal letter.3. Expressions and phrases:1) so that2) take … out of …3) in refrigerated trucks4) hear from = receive a letter from5) look forward to doing sth.教学难点恰当的理解运用‘where’, ‘what’, ‘why’, ‘how’等疑问词。
Unit4第二课时教案-2023-2024学年牛津上海版英语七年级下册
- 自主学习法：引导学生自主思考，培养自主学习能力。
- 信息技术手段：利用在线平台、微信群等，实现预习资源的共享和监控。
- 作用与目的：帮助学生提前了解一般过去时态的用法，为课堂学习做好准备。培养学生的自主学习能力和独立思考能力。
2. 课中强化技能
教师活动：
- 导入新课：通过讲述一个有趣的故事，引出一般过去时态的用法，激发学生的学习兴趣。
核心素养目标分析
本节课旨在培养学生的英语学科核心素养，包括语言能力、文化意识、思维品质和学习能力。
1. 语言能力：通过阅读和讨论，学生能够运用一般过去时态描述过去的事件，提高他们的口语表达能力和写作能力。
2. 文化意识：通过学习故事中Inventor的创新精神，学生能够了解和尊重不同的文化背景，培养跨文化交际的能力。
在教学过程中，我将引导学生通过阅读理解故事内容，学习一般过去时态的构成和用法。通过小组讨论和互动，学生能够运用一般过去时态描述过去发生的事情。在课堂活动中，我将鼓励学生积极参与，提高他们的口语表达能力和团队合作能力。
在教学资源方面，我将使用多媒体教具如PPT和视频，以增加学生对课程的兴趣和参与度。同时，我会设计一些互动游戏和练习，使课堂氛围更加活跃，帮助学生更好地理解和运用所学知识。
3. 随堂测试：设计一份随堂测试，包括选择题、填空题和简答题，以评估学生对一般过去时态的掌握程度。测试内容应涵盖时态的构成、用法和实际运用。
4. 作业完成情况：评估学生完成作业的质量和速度。检查学生是否能正确运用一般过去时态，并在作业中展示出对故事内容的理解。
5. 学生自我评价与反思：要求学生对自己的学习过程和成果进行自我评价和反思。评估学生是否能识别自己的不足，并提出改进建议，以促进自我提升。
使用食物整合技能七年级英语牛津7A.unit4.教案
使用食物整合技能七年级英语牛津7A.unit4.教案As we learn more about nutrition and the importance of a balanced diet, it is essential to understand how to integrate different food groups into our daily meals. The Oxford 7A Unit 4 lesson plan focuses on teaching students how to use food integration skills to achieve a healthy diet.Food integration skills refer to the practice of combining various foods into one nutritious meal. For instance, a nutritious meal should contain a mix of carbohydrates, proteins, vitamins, and fats. One way to integrate these food groups is by consuming a meal that comprises a whole grain, lean protein, and fresh vegetables or fruits. This combination of foods provides a balanced nutrient intake and ensures that our bodies receive the necessary nutrients they need to function correctly.During the lesson, students learn about the different food groups and their functions in the body. They also get to understand the benefits of each food group and the types of foods that belong to each category. This information is critical as it helps them make informed decisions about the types of food they consume.The lesson also highlights the importance of portion sizes. It is essential to take the right amount of food to avoid overeating or depriving the body of necessary nutrients. Students learn how to measure the portion sizes of different food groups and how to balance them in a meal. This practice helps in maintaining a healthy weight and prevents lifestyle diseases such as obesity and diabetes.Food integration skills are also crucial in reducing food waste. By using the right portions of each food group,students learn how to plan their meals and avoid throwingaway excess food. This practice helps in conserving the environment, reducing greenhouse gas emissions, andpreserving natural resources.In conclusion, using food integration skills is vital in achieving a balanced diet, maintaining a healthy weight, and reducing food waste. The Oxford 7A Unit 4 lesson plan is an essential resource for students who want to maintain ahealthy lifestyle. By understanding the importance ofdifferent food groups and portion sizes, students can make informed decisions about their nutrition and develop healthy eating habits that will last a lifetime.。
2019-2020年七年级英语下册 Unit 4 Food教案 牛津版
2019-2020年七年级英语下册 Unit 4 Food教案牛津版学习目标:１学习有关食物的词汇．２讨论喜欢与不喜欢的食物．３学会如何表达个人爱好．教学内容:词汇: hamburger, hungry, energy, never, bowl , vegetable, hate, carrot, healthy 词组: have a hamburger ,many times a day , walk to,句型:What food do you like?What ab out …?I like/dislike/love/hate….You never exercise.I need a lot of energy教学准备：录音机，数码投影。
Step 1: Free talk1. How many meals do you have a day?2. What drink do you like best?3. What fruit do you like best?4. What is your favourtie meat?5. What is your favourtie vegetable?Step 2: Presentation①学习新词（学生自己讲出来更好）Hamburger; carrot; vegetable②分类列举食物种类，学生举例教师板书。
（也可以叫学生自由上黑板填写）Step 3: Presentation①T: What food do you like?Do you like …?(if the student says: No, I don’t. then teach “dislike/ hate”)②pair work:A: What do you usually eat for breakfast/ lunch/ supper?B: I usually eat…. for breakfast/ lunch/ supper.A: What food do you like/ love?B: I love / like…A: What food do you dislike/ hate?B: I dislike/ hate…③T: Now here is a table. It’s from the Get Fit Club website. Write the food youlove, like, dislike or hate.④Report time: 学生发言汇报自己或同桌学生的食物喜恶情况。
牛津译林版英语7BUnit4课程教案(8课时)
,.7B Unit4教课设计备课组初一英语主备人组员主备时间月日课题Unit4 Comic strip and Welcome to the unit课型新授讲课月课时第1课时日期日教课目的教课重难点课前准备1.能认识有关地址和交通的图标。
2.能讨论出游和交通方式的话题。
3.能鉴别方向。
1.能认识有关地址和交通的图标。
2.能讨论出游和交通方式的话题录音机多媒体教师活动内容、方式学生活动内容、旁注方式Check pre-exerciseStep 1. Lead-in Students watch 1.Teacher ask:In winter, where will the birds fly?the picturesIn spring, where will the birds fly back?and share the 2.Show the eight directions .answerstogether.,.Learn todescribe thedirections inour daily life.Step 2. PracticeShow pictures for students to talk about where theplaces are.Show the map of China to Describe where theprovinces are.Step3. PresentationThe teacher says: The students will have a trip.1. Find the places they plan to visit after listening.Listen and fill in2. Talk about the transport to school. Ask student’ s tothe boxes inmake dialogue like this:Part A.S1: Is your home far from our school?S2: No. It’ s north of the school, about ten milesaway.S1: How do you come to school?Talk about in S2: I come to school by⋯pairs.Step 4. Practice1.Listen to Part B and answer these questions.Where are they going for the trip?Where ’s the zoo?How will they get there?2.Practice the dialogue and then make a similar dialogue with the partner.S1: Where ’ s Sunshine Park?S2: It ’s north-east of our school.S3: Let ’ s go there.S2: OK.S1: How can we get there?S2: We can get there by bus/on foot. Step 5 Comic stripShow the cartoons for students. Ask:1.Where are Hobo and Eddie?2.Can Eddie go down the hill?3.What does the sign say?Let Ss practice the dialogue and act it out. Step 6. Discussion Take an active part in the class activity and practice speaking English.Watch the cartoons carefully andGroup work: Make a dialogue about how to get toanswer the your home.questions. ReadStep 7. Consolidation the dialoguedo some exercises and check the answers.and try to act itStep 8. Homework out in pairs.1.Read the dialogues.plete the exercises in your workbook.Discuss in3.Preview reading.groups.Finish the Ex. intime教后记Unit4教课设计备课组初一英语主备人组员主备时间月日课题Unit4Reading 1课型新授讲课月日课时第2课时日期,.教课目的教课重难点课前准备1.能依据地路，掌握方向的基本表达方法。
七年级英语牛津版7BUnit4教案合集1篇
七年级英语牛津版7BUnit4教案合集1篇七年级英语牛津版7BUnit4教案 1Unit 4 Amazing things Part 1: Teaching design 第一部分教学设计Unit goals ●Learn about interesting facts and strange things about nature, people and animals, especially about animals. Make sure the students can speak or write about some amazing things. ●Learn to use adjectives to describe degree of feelings of likes and dislikes. Recognize exclamations and use ‘What ’and ‘How’ to express strong feeling. ●Learn to talk about possessions, using possessive adjectives and possessive pronouns. Learn to use apostrop he with ‘s’ to show possession. Vocabularyamazing, bright, strange, usual, unusual, frightened, weak, following, soft, last, crazy, few, early, hard-working, poisonous, excited, black-and-white, yesterday, carefully, later, even, ago, however, once, travel, sneeze, hear, happen, search, kick, dislike, practice, bark, die, appear, weigh, lay, remember, decide, name, invent, Earth, noon, rocket, elephant, tiptoe, plant, lightning, ghost, whisper, bush, noise, reporter, stone, can,cartoon, guide, introduction, pity, dodo, frog, dinosaur, scientist, kilogram, grass, baby, ant, camel, giraffe, tortoise, bone, neck, eyelid, word, goldfish, second, weight, sandwich, piece, scarf, cigarette, star, history, dish, without, during, over, anybody, nobody, everything, himself, UFO Expressions1. Come on, Eiddie. It’s just a plane. 2. Look at its brigh light. 3. A man in the USA was 2.72 meters tall. 4. You can’t sneeze and keep your eyes open at the same time. 5. Elephants walk on tiptoe. 6. As usual, they sat under the tree. 7. Suddenly, they heard a whisper from the bushes behind the tree. 8. They turned around but could not see anything unusual. 9. People in the center would take care of it. 10. Sion is crazy about football. 11. Sandy is fond of music. 12. He barks at anyone who wake him up. Structures1. It takes about three days to travel from Earth to the moon by rocket. 2. Fish sleep with their eyes open. 3. There’s no plant life without lightning. 4. Isn’t that interesting? Yes, it is. 5. He was now sure the sound came from the bushes. 6. There were so many amazing things in the museum. 7. The last ones died more than 60 million years ago. 8. my father found it interesting too. 9. It’s also interesting to know that each eye of a camel has three. 10. Let me go with you then. Period 1 Comic Strip + e to the unit Teachinggoals ●To introduce students to unusual phenomena and events ●To use adjectives to describe feelings and opinions Teaching procedures Step 1 Presentation Listen again. Try to answer the following quest ions: 1. Where’s Eddie? What does he see? 2. What does Eddie think of the strange thing? What’s hobo’s idea? 3. Why does Eddie think it’s a UFO? 4. Why does Eddie think it’s not a plane? Step 6 Practicing 1. Read the dialogue 2. Act it out. Step 7 Summary Today we have learned some amazing things. Try to find more amazing things around you. Then tell the other students. Step 8 Consolidation exercises Translation 1. 乘火车从南京到上海旅行大约需花四个小时左右。
关注食品安全七年级英语牛津7A.unit4.Foodintegratedskills教案
关注食品安全七年级英语牛津7A.unit4.Foodintegratedskills教案In the classroom, we learned about food safety in our English class through the Oxford 7A unit 4 integrated skills lesson. We discussed various ways to ensure the food we eatis safe and healthy.One of the most effective ways to ensure food safety is to be well-informed. We learned about the difference between organic and non-organic foods. Organic foods are grownwithout the use of synthetic pesticides or fertilizers and are often certified by a third-party organization. Non-organic foods may contain residue from these chemicals, which can be harmful to our bodies.We also talked about reading food labels. It's important to check the ingredients list to make sure there are no harmful additives or preservatives. We should also pay attention to the nutrition information to make sure the food we are consuming is providing us with the nutrients we need.Another important aspect of food safety is proper storage and preparation. We learned about the danger zone, which is the temperature range between 40°F and 140°F. Foods leftin this temperature range are at risk of bacterial growth, which can cause foodborne illnesses. It's important to store food in the refrigerator or freezer and cook it to the recommended temperature to ensure it is safe to eat.In addition to our classroom lessons, we also went on a field trip to a local farm. We learned about the different techniques farmers use to grow crops and raise livestock in a safe and sustainable way. We were also able to see the difference between organic and non-organic farming practices.Overall, our English class taught us the importance of food safety and how we can take steps to ensure the food we eat is healthy and safe. By being informed about the food we consume and taking proper precautions, we can protect our bodies and stay healthy.。
(七年级英语教案)Howisfoodmade教案
Howisfoodmade 授课设计七年级英语授课设计module 1 food and drinksunit 4 how is food made?1st period课型：新授授课目的1. using‘ going to’ to describe events that will occur quite soon.2. using connectives to show a result.授课重点1. learn to use‘ be going to’.2. learn to use connective‘ so’ to show a result.3.expressions and phrases:1) do a project2) food in cans3)frozen vegetables4)at a canning factory / a dairy授课难点1.在‘ be going to结构’中，‘ be随’主语变化，‘ to后’跟动词原形。
e.g.：kitty and her classmates are going to do a project.i’ m going to investigate food in cans. myproject is going to be about frozen fish. 2.‘be动’词后跟动词的过去分词，表示被动。
e.g.：i ’ m going to investigate how food is put in cans.课前预习preview the new words.听力训练listen to the recording of page 20 & 21 and repeat sentence by sentence.课后坚固i. choices:1.‘ what a nice camera!‘ yeah’. it ________ shanghai.’a. made inb. is made inc. is made ofd. made of2. i dona. freeze ’ t like eating ___ vegetables.b. freezedc. freezingd. frozen3. i’ m doing a project, ___ i need to interview someone.a. sob. thatc. becaused.and4.i ’ m investigating _____angeor juice is made.a. whatb. howc. thatd. which5. because it is raining, _____ i won’ t go out.七年级英语授课设计ii. words in their proper forms:1. he ____________ to get there on time. (not need)。
七下Module 1《Unit4 How is food made》word学案教案
Module 1 Food and drinksUnit 4 How is food made主备：陈耿1st period 课型：新授教学目标1. Using ‘going to’ to describe events that will occur quite soon.2. Usin g connectives to show a result.教学重点1. Learn to use ‘be going to’.2. Learn to use connective ‘so’ to show a result.3. Expressions and phrases:1) do a project2) food in cans3) frozen vegetables4) at a canning factory / a dairy教学难点1. 在‘be going to’结构中，‘be’随主语变化，‘to’后跟动词原形。
.：Kitty and her classmates are going to do a project.I’m going to investigate food in cans.My project is going to be about frozen fish.2.‘be’动词后跟动词的过去分词，表示被动。
.：I’m going to investigate how food is put in cans.课前预习Preview the new words.听力训练Listen to the recording of page 20 & 21 and repeat sentence by sentence.课后巩固I. C hoices:1. ‘What a nice camera!’ ‘Yeah. It ________ Shanghai.’A. made inB. is made inC. is made ofD. made of2. I don’t like eating _______ vegetables.A. freezeB. freezedC. freezingD. frozen3. I’m doing a project, ___ I need to interview someone.A. soB. thatC. becauseD. and4. I’m investigating _____ orange juice is made.A. whatB. howC. thatD. which5. Because it is raining, _____ I won’t go out.A. soB. andC. /D. butII. Words in their proper forms:1. He ____________ to get there on time. (not need)2. He need _______ with them. (come)3. My brother works in a _________ factory. (can)4. My project is going to be about ________ crisps. (make)5. Tina is a _______ working in a _______ . (bake)2nd period & 3rd period教学目标1. Asking ‘Wh-’ & ‘How’ questions to find out specific information.2. Using formulaic expressions to write a formal let ter.教学重点1. Learn to use ‘where’, ‘what’, ‘why’, ‘how’ to ask for specific information.2. Learn to use formulaic expressions to write a formal letter.3. Expressions and phrases:1) so that2) take … out of …3) in refrigerated trucks4) hear from = receive a letter from5) look forward to doing sth.教学难点恰当的理解运用‘where’, ‘what’, ‘why’, ‘how’等疑问词。
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nguage skills:
Listening
Identify main ideas of a new topic
Recognize differences in the use of intonation in questions and statements,and respond appropriately
Unit 4 How is food made? 1/5
I. Language focus:
ing‘going to’to describe events that will occur quite soon
ing the simple present tense toexpress thoughts
IV.Notes
Unit 4 How is food made? 2/5
I. Language focus:
ing‘going to’to describe events that will occur quite soon
ing connectives to show a result.
III.Consolidation
1. Oral:1) Listen and read 5 times
2) Pair work: ask and answer about the project
2. Written:1) Copy work: new words and phrases
2) Supplementary exercises
Procedure
I.Warming-up
1. Free talk:
A chant: A perfect score
II.Pre-task preparation:
Where is food made?factories
Have you ever been to a food factory?
Do a project on how a certain kind of food is made:
Which food are you going to investigate in your project?
I am going to investigate bread.
My project isgoing to be about food in cans.
Read:1) listen and follow
Maintain an interaction by asking and responding to other’s opinions
Reading
Scan a text to locate specific information
Recognize recurrent patterns in language structure
Recognize recurrent patterns in language structure
Recognize format and language features in narrative and non-narrative texts
III.Materials:
SB P20
Cassette 7B
Look, ask and answer:review the food vocabulalry: frozen vegetables, orange juice, cheese, biscuits and crisps
Pair work:ask and answer about a food project
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Understand the connection between ideas y recognizing linking words and phrases
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Maintain an interaction by asking and responding to other’s opinions
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
3.Asking‘Wh-’questions to find out specific information about a food item
nguage skills:
Listening
Recognize differencesin the use of intonation in questions and statements, and respond appropriately
Understand the connection between ideas by identifying linking words and phrases
III.Materials:
SB P21
Cassette 7B
WB P13
PP P15
Procedure
I.Warming-up