七年级英语上册 Unit 6 Do you like bananas（第1课时）New words教案 （新版）人教新目标版.doc

unit 6 do you like bananas?wordsteaching and learning goals:learn about the food names in life, using “how about.? think about.?”to talk about them in life. step 1 warming up enjoy a song -are they apples?step 2 previewlearn new words by themselves before class. make sure students can read most of the new words.step 3 read and learnhave students read the words after the tape. then they can help each other in groups when necessary.设计说明此环节主要是引导学生们自主学习单词及短语，对本单元的单词和短语实现初步的认读，遇到疑难可小组讨论，再不会由教师解决。step 4 explain and check the teacher shows the pictures about the words, and then ask some students to read. if possible, one by one. 设计说明通过图片学习单词，可以增强直观性，快速掌握这些单词,达到对单词由表及里的深入理解。step 5 编故事，学单词。 in my family, there are 3people.they are my father, my mother and i. my father likes eggs hamburgers and bread. how about my mother? she likes bananas, tomatoes, strawberries and pears. i like milk and ice-cream.设计说明学生在掌握单个单词后，再把本单元的生词编成一段 意义连贯的文字，并在本单元生词下面划线，学生能读懂文意，并获得信息，体会成功的快乐. 考查了学生们的综合运用能力,也拓展了学生们的理解、思维能力，实现对单词和短语的初步运用。eggs bread hamburgersmilk ice-creambananas tomatoes pearsstrawberriesfatherimothera happy family设计说明 通过思维树来锻炼学生对整体事物的把握能力，既巩固了所学知识，也训练了思维。step 6 mind-map完成表格，书写自己家的故事。vegetablesfruitsfoodfathermotheri设计说明此环节是对以上环节的总结性训练，是一堂课的升华，通过学情了解学生们的掌握情况，也有利于教师及时进行调整。step 7 dictation and check.have students write the words from the memory without their books. and then check each other.step 8 the end-of class test 用所给单词的适当形式填空。1，there are four _ (tomato) on the table.2, my sister _ (like) fruit.3, she _ (not like) bananas.4, where _(be) the vegetables?5, jeff likes _ (strawberry).step9 homeworktalk about your familys favorite food and write a short passage.my name is , i like , but i dont like my father likes , but he doesnt like my mother likes , but she doesnt like answers:step8: 1, tomatoes 2, likes 3,doesnt like 4,are 5,strawberries教学反思：亮点：此节词汇的课堂设计基本涵盖了本单元的重点词汇，在引领学生们记忆的过程中注重了不同层次的学生的识记与理解；通过各种形式的教学既加深了单词的识记，又理解了部分单词的大致用法，step 6 mind-map环节能反映学生们的学习效果，有利于教师合理调整；当堂检测能讲练结合、及时巩固。故事编写让学生在故事中对单词有了大致理解。培养了学生自学能力和小组合作能力