Unit6 Do you like bananas.罗红玉.doc

人教版新目标英语Go for it七年级Unit 6 Do you like bananas?Section A 1a 2c学 校：广东省韶关市韶钢东区实验学校 教 师：罗 红 玉studentsSubjectTopicGrade7EnglishUnit 6 Do you like bananas?（Section A 1a 2c）TimeTeaching type40 minutesPeriod 1 Listening, Speaking & writingI. Teaching background（教学背景）修订后的新课程标准基本理念是：注重素质教育，体现语言学习对学生发展的价值；面向全体学生，关注语言学习者的不同特点和个体差异；整体设计目标，充分考虑语言学习的渐进性和持续性；强调学习过程，重视语言学习的实践性和应用性；优化评价方式，着重评价学生的综合语言运用能力；丰富课程资源，拓展英语学习渠道。在新课程背景下,英语教学要更多地关注学情，培养学生形成正确的学习策略，教师要在教学反思过程中挖掘深层次的教学理念,形成自己独特的教学风格。并利用网络的搜索引擎服务于教学，只有这样才能真正贯彻英语新课程改革的理念。II. Analysis of the Text Book（教材分析）1. The content of the text book（教材内容）This class is from the textbook Go for it, unit6 Do you like bananas? (the first period Section A1a-2c), it mainly teaches students some new food words and talks about likes and dislikes, it can help them learn some food words and talk about likes and dislikes, it also can help them eat healthy food.2. The status and role of the text book（教材的地位及作用）This class is teaching students how to use these target language: Do you like ? Yes, I do. / No, I dont. Does he/she like ? Yes, he/she does. / No, he/she doesnt. The target language can help students talk about likes and dislikes. 3. Teaching important and difficult points（教学重难点） Learn how to read the new food words. Talk about likes and dislikes with the target language.4. The design of lesson type and the time（课型设计及上课时间）The first period：Listening, speaking and writing Time: 40 minutesIII. Teaching Methods（教学方法）为了顺利完成以上的教学目标、教学内容，更好地突出重点、突破难点，根据初中生的年龄和心理特点及学习语言的规律，本课主要使用黑板教学，充分使用简笔画，思维导图等把教学内容完整有序地展示给学生。使教学内容直观化，容易激发学生学习兴趣。让学生课前利用互联网的搜索引擎查找关于水果的谚语和水果的图片。本课时是本单元的第一个课时，也是一个重要的环节，学生将通过简笔画的图片、听力材料、情景对话及小组活动等各种形式学习掌握询问喜欢和不喜欢等形式操练Do you like ? Yes, I do. / No, I dont. Does he/she like ? Yes, he/she does. / No, he/she doesnt.在学习本课时之前，我让学生对本单元、本课时的教学内容及话题有个大概的了解。同时，根据学生的现有水平，我在设计教学时对教材内容作了部分调整：将听力训练Section A 2b的要求改为听填信息。通过本课的学习使学生学会谈论喜欢和不喜欢的食物。新课的教学体现了任务型教学和以学生为主体的教学理念。教学形式多样化，通过简笔画、听力、游戏、对话、小组合作等形式进行，让学生在愉快的情景中快乐地学到知识。课程的设计由简到繁，由易到难，层层深入。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式层层递进。IV. The Title of the book（教学课题）This class is from the textbook Go for it, unit6 Do you like bananas? (the first period Section A1a-2c), it mainly teaches students some new food words and talks about likes and dislikes, it can help them learn some food words and talk about likes and dislikes, it also can help them eat healthy food.V. Teaching aims（教学目标）The aim of linguist（语言知识目标）Key vocabularies:hamburgers, tomatoes, oranges, ice-cream, salad, bananas, strawberries, pears, milk, bread Grammar focus:Do you like salad? Yes, I do. / No, I dont.Does she like tomatoes? Yes, she does. / No, she doesnt.The aim of capability（能力目标）Teach students to talk about likes and dislikes with the target language.Develop students abilities of listening, speaking,and writing.Train students abilities of communication, memory and observation.The aim of emotion and attitude（情感、态度目标）The topic is close to the students life. Students will know more about food and talk about likes and dislikes. It can help them learn how to talk about likes and dislikes and eat more healthy food every day.VI.Teaching Procedures（教学过程）Teaching activitiesThe purpose of designPre-listening (18 minutes)Step1Warm-up(1 minute)在师生互相问候后，让学生讲一些课前让他们在网页上找到的关于水果的谚语，然后链接这个网页：/question/324556061.html 我对学生说：Do you know the meaning of this saying? An apple a day keeps the doctor away? 引导学生回答：一天一苹果，医生远离我。然后我说：So we should eat more fruit every day to keep us healthy, an apple is a kind of fruit, but do you know any other fruit?通过一个简短的谚语来引出本单元的水果及食物单词的教学，激发学生兴趣，并进行情感教育，多吃水果保持身体健康。同时为接下来的话题学习做好准备。Step2: Lead-in(7 minutes)给学生链接一些简笔画的食物图片（见本文档最后的教育资源网页）我说：Can you guess what they are? 接着就用前面所学过的句型：Whats this? Its a / an Whats that? Its a / an 来教授学生一些新的食物单词：hamburger, tomato, orange, ice-cream, salad, banana, strawberry, pear, milk, bread.2. 在教授这些新单词的时候把他们的元音字母及其组合的发音用不同颜色的粉笔在黑板上标注出来，并带学生朗读。3. 接着再给学生看一张简笔画的图片，并问学生：What are they? 引导学生回答：They are bananas. 接着就教学生这些词的复数形式及什么是可数名词，什么是不可数名词。如这些为可数名词的复数：hamburgers, oranges, bananas, pears, tomatoes, strawberries. 并教他们学习可数名词变成复数的变化规则。milk和bread为不可数名词：a cup of milk, two pieces of bread.而ice-cream和salad既可以做可数名词也可以做不可数名词：如 I often eat salad after lunch. Id like a fruit salad(份数). 4. 带学生朗读这些复数名词后，我说：Lets play a game, I will ask two students come to the blackboard, one students point at the words, and the other should read the words as quickly as he can. 两组同学练习完后，我把这些单词擦掉，只剩下图片，也让两组同学上来练习读单词。紧接上一步，我用简笔画来教授新单词，并让学生在游戏中来快速记忆新单词，大大提高了学生参与课堂的积极性。Step3: Presentation（5minutes）完成1a的任务，接着就让他们玩一个记忆单词的游戏，对学生说：Lets play a memorizing rate game （记忆速度游戏），给学生60秒时间记下1a中的单词，然后就问：How many words can you remember? 学生会说：Six / Seven 然后教他们使用mind map记忆单词，并剪辑部分网页教他们什么是mind map（思维导图）. /view/30054.htm大部分同学都可以记全所有单词。因此对学生说：We can remember words by mind map.使用单词表的形式和使用mind map的方法来对比记忆单词，学生会深刻了解到使用mind map记忆单词的方法的好处，即全面又快速，可以提高学生记忆单词的效率。Step4 Pairwork（5minutes）我拿出三个橘子问学生：I like oranges. Do you like oranges? 引导学生回答：Yes, I do. / No, I dont. 并把本节课的这几个重点句型写在黑板上，带学生朗读后点几个同学与之对话，并要求他们练习对话，完成1c的内容。 A：Do you like? B：Yes, I do. / No, I dont.用实物来引出句型并带读，让学生可以很轻松的掌握其用法，在对话过程中也可以巩固句型的运用。While-listening(10minutes)Step5 Listening（10minutes）1. 让学生观察听力部分1b，我说：Can you find the differences in these three conversations? 讲解后给学生完成1b。接着并让三位同学站起来模仿录音，让全班同学也跟读，注意每个单词的语音和语调。2. 让另一个学生站起来朗读2a中的8个单词，让其他同学发现他是否发音有误，接着我说：Lets have another listening, and circle the words you hear.并完成2a的练习。让学生拿出Task paper，我把2b整合成一个听填信息。给学生一分钟时间看听填信息的内容后就放两遍听力，让学生完成这个练习。Listen to the tape again and finish the chart.The boyThe girl(1) _(2) _likestomatoes(3)_/(4) _doesnt like(5) _检查完答案后，我问学生：Does the boy like hamburgers? 引导学生回答：Yes, he does. 并黑板上写出本节课的又一个重点句型：Does he/she like ? Yes, he /she does. No, he/she doesnt. 并让学生利用上面的表格进行对话完成1c。Pairwork: A: Does he/she like ? B: Yes, he/she does. / No, he/she doesnt. 用不同的方法来提高学生的听力理解能力，并让学生学习模仿录音的语音和语调；把书上的听力部分整合成考试中的听填信息，培养学生抓住主要信息的能力；有一个对话练习用来教授学生正确使用谈论第三人称单数的喜欢和不喜欢。Post-listening (11 minutes)Step6Group work（10minutes）做个调查报告，我说：Lets do a survey, ask your classmates about the food in the chart. Find out what they like and dont like, then make a report.（做一个报告）namesbananashamburgersice-creamIlikedont likelikeTomlikesModel: In my group, I like bananas and ice-cream, but I dont like hamburgers or tomatoes, my classmate Tom likes bananas _给学生几分钟的时间在课堂上完成，接着就选出几篇中等的文章在全班展示，找出其有误的地方。用一个调查报告的形式来让学生介绍自己以及其他同学喜欢和不喜欢的食物，目的是让学生能更好的掌握本节课所学的单词和重点句型的运用，特别要求学生掌握三单式的用法。 Step7 Summary (1minute)让学生回忆一下本节课学习了什么内容，并进行总结。本节课是学习一些新的食物的词汇和谈论喜欢和不喜欢。主要掌握一些单词及情景的表达方式。让对本课时内容总结归纳，是对所学知识的进一步巩固。Homework(1minute)Copy the new words, and write a short composition about the food your parents like and dislikes.作业的设置是对课堂知识的巩固，通过加强学生英语写作能力的训练,培养学生综合运用知识的能力（learning by doing），并通过调查父母对食物的爱好，学会感恩。. Blackboard Design（板书设计）Unit 6 Do you like bananas?SectionA 1a-2cAn apple a day keeps the doctor away. A: Do you like? B: Yes, I do. No, I dont. A: Do