unit6sectionB1A-2C（正式）(3).doc

英语 学科罗田县思源实验学校教案课题备课人 课 时 Period4教学目标1名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；并能按食品、水果和蔬菜进行分类总结。2）理解可数名词与不可数名词的概念，并能对所学的词汇进行分辨。3）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。重点难点1学习运用有关食物的词汇并能按食品、水果和蔬菜进行分类总结。2）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。3阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能教学过程教学过程教师活动学生活动Step1. RevisionCountable nouns: hamburgers, eggs, oranges, bananas, apples, pear, carrots, vegetables, strawberriesUncountable nouns: milk, bread, riceUncountable and countable nouns: food, fruit, ice-cream, salad, chicken 2. Ss read and try to remember the new words.3. Review the plural forms of countable nouns. Step2. Presentation1. T: How many meals do you have every day?Ss: Three.T: What are they? (The students can answer them in Chinese.) Ss: They are “早餐、中餐和晚餐”. T: Oh, yes. In English “早餐”we can say “breakfast”. (Show a picture of the breakfast)Read after me, “breakfast”.B-R-E-A-K-F-A-S-T, breakfast.Ss: B-R-E-A-K-F-A-S-T, breakfast.T: Do you have your breakfast every day?S1: No, sometimes I get up late. I have no time to eat. T: I think its not good for your health. (Teach the other two words lunch, dinner in the same way.) 2. Ss read and try to remember the new words. Step3. Writing 1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.(The students finish off 1a.)T: Look at 1b. How many other food words can you add to the chart? Try to write them down in the chart.Fruits:Vegetables:(The students write them down as soon as possible and then read them. See who will add most.)step4. Listening 1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)S1: T: How about chicken? Do you like it?S1: T: Can you guess what food I like? S1: Do you like ?T: No, I dont.S2: Do you like ?S3: Do you like ?T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you k now what food they like? Now, lets listen and circle the food you hear in 1a. (Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.) 2. T: Now open your books and listen again. Fill in the chart.(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.) Step5. Pair work 1. T: Does Tom like tomatoes? Ss: Yes, he does. T: Ask and answer about the chart in pairs. 2.Let some Ss act out their conversation. Which food do you think is healthy? Check () Yes, Maybe or No. 3. First, Ss make a list of food on their workbook. Then discuss with their partners. Check () Yes, Maybe or No behind the food on the workbook. S1: I think fruit is healthy. S2: I also think fruit is healthy. S1: I think 4. Make a report, then read the report to their partner. VI. Reading1. T: Well, lets see some sports stars eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now lets read the magazine article about Cindy Smith. First, read the article and circle the food words.(Ss read the article and circle the food words quickly.)Step6阅读指导：首先，快速阅读本文，圈出食物名称的词汇；然后，精读短文，查找对话中表达好恶的句子，I like / love 与 I dont like / no, theyre not healthy可知，将这些食物按好恶分类。最后，用 Cindy / She likes 和 Cindy / She doesnt like 写出完整的句子。3. We know Cindy has healthy eating habit s. What food does she like? What food doesnt she like? Read the article and write five sentences about Cindys eating habits. e.g. Cindy likes fruit for breakfast. （注意运用句型：Cindy likes for 或Cindy doesnt like/eat for ）4. Let some Ss read their sentences to the class. 5. Then finish 2c.Step7. Language points1. Sports star eats well! 句中的well用作副词，意为 “好”，用来修饰动词eat，意为“吃得好”。例如： Peter eats very well at school. 彼得在学校里吃得很好。Tom likes basketball. He plays it very well. 汤姆喜欢篮球。他打得很好。 辨析：well & good (1) good 是形容词，常置于名词之前，表示“好的”。 e.g. Mr. Wang is a good teacher. 王老师是一位好老师。(2) well用作副词，常置于动词之后，表示程度“好；满意地”；用作形容词指“身体好”。 The boy can swim very well. 这个男孩游泳游得很好。 How is your father? 你的爸爸身体怎么样？ Hes very well. 他很好。2. Cindy Smith, about her eating habits. eating habits 意为“饮食习惯”，其中 eating是动名词作定语，修饰habits。 类似短语还有: swimming pool 游泳池 reading room 阅览室3. I think its healthy. healthy 是形容词“健康的”，其名词形式为health“健康”。例如： Tom eats lots of healthy food. 汤姆吃许多健康的食品。 Its good for your health. 这对你的健康有好处。4. I like chicken for dinner. “like + 食品名词 + for + 某餐”表示“某人喜欢吃什么”。如： What do you like for dinner? 晚饭你喜欢吃什么？ I like vegetables and rice for dinner. 午饭我喜欢蔬菜和米饭。 She likes bread and milk for breakfast. 早餐他喜欢牛奶和面包。 for 作介词，表示“对于，就而 言”。5. I dont want to be fat. want 用作动词，意为“要；想要”，其常见用法如下： want sth. 想要某物 want to do sth. 想要去做某事 want sb. to do sth. 想要某人去做某事6. I really like it. really adv. 真正地 主要用于强调与事实或现实不相违背，也可表示不快、惊奇或某种含蓄的怀疑。e.g. Its really cold today. 今天可真冷。7. Well, one last question question n. 问题 通常指用口头或书面提出来要求回答或有待讨论解决的问题。e.g. After answering his question, she asked back. 回答他的问题之后，她反问他。1. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.2说出名词规则变化a一般的直接加-s book bookscat cats b以s. x. sh. ch结尾的加-esbus buses box boxes brush brushes (刷子) watch watches c以“辅音字母 + y”结尾，变y为i, 再加-esfamily families strawberry strawberries d以“f或fe”结尾，变f或fe为v, 再加-esknife knives （小刀）leaf leaves （树叶）e以字母“o”结尾的有生命词，加-es；以字母“o”结尾的生命词，加-stomato tomatoes photo photos 3 remember the new words.4write them down as soon as possible and then read them.5 listen and the students find out each food mentioned in the conversation on the Recording6Let some Ss act out their conversation.listen again. Fill in the chart.7 Read the article carefully again and answer the questions: Does Cindy like bananas? Does Cindy like salad? Does Cindy like hamburgers for dinner? What does Cindy like for dinne r? Does Cindy eat i