教案3课时.doc

教学内容Unit 6 Do you like bananas?课时Period 3教学对象七年级学生设计者陈家菊一、教材内容分析本节课是本单元的第三课时，主要学习Unit 6 Do you like bananas? Section B 2a、2b,2c 3a 3b等内容，前两节课通过各种练习及相关的操练任务让学生基本掌握了本单元的主要句型， 本节课主要任务是阅读教学，其目的是通过阅读让学生在学习运用语言的基础上形成初步的获取信息的能力和基本的阅读技能。为方便教学，有利于学生学习，我将把self-check部分整合到一起，让学生在训练说和写的同时通过绘画、检测等手段，来巩固所学的词汇及句型，从而培养学生语言综合运用能力。二、教学目标（知识，技能，情感态度与价值观） 1.Knowledge goals: 单词：have, has, eat, eats, like, likes, runner, lots dessert, breakfast, lunch, dinner, eat, run, star, healthy.句型：What do you have for breakfast/ lunch/ dinner? For breakfast, I have What does he/ she have for breakfast/ lunch/ dinner? For breakfast, he/ she has.2. Ability goals: 学完本课，学生能够用英语描述一日三餐的食谱。3.Moral goals: 懂得一日三餐应合理搭配饮食，才会健康，快乐。三、重点难点1.重点：读懂短文，理解文中相关词语、短语，能完成文后相关任务。学会根据上下文推断理解词义,获取相关信息；掌握本课新单词。2.难点：培养阅读理解能力，形成阅读策略；掌握描述一日三餐的方法。四、 教法选择与学法指导本节课，以运用多媒体辅助教学，引导学生积极参与，运用任务型，教学法阅读法 , 观察法 , 归纳法，注意对阅读方法和技巧的指导。引导学生从浅入深理解，循序渐进运用知识。层层深入，尽可能多挖掘学生潜力，使师生，生生极好配合，以提高学生的读写能力。五、资源准备多媒体课件、报纸杂志等及相关教学资源。六、教学过程教学过程教师活动学生活动设计意图Task1Organization Lead-in5minutes1. Greetings.2. Review the food vocabulary by showing pictures. 1. Guess the food and give a short report.通过提供重点词，让学生猜和复述，既是复习上节课知识，又为新课的学习做准备。Task2Presentation 10minutes1. Show the target questions: Ask and answer(1) When do you usually have fruit after breakfast or supper?(2) What do you usually have for breakfast?(3) What does your mother usually have for breakfast?(4) What do we usually have for breakfast?Present sentence patterns and ask students to practice.1.With the help of teacher, answer the questions2.Ask and answer in pairs通过出示大屏幕上时间分别代表一日三餐，并将引导学生表述三餐的食谱。同时了解哪些是健康食品和不健康食品。为整节课任务的完成奠定最基本的词汇基础。Task 3 Pair work 10minutesGet Ss to ask about what they and their patterns like and dislike about three meals.A: What do you /your patterns like for breakfast /lunch/ dinner/ dessert? B: I/They likefor breakfast / lunch / dinner .1.Ask and answer in pairs, using: A: What do you /your parents like for breakfast /lunch/ dinner/ dessert? B:I/They likefor breakfast / lunch / dinner /dessert 2.Do 2a and 3a 在学生已学习目标语言后，通过小组合作激发学生的记忆力，激发他们快速识记的兴趣,同时完成教材中2a 3a内容。Task 4 Reading110minutes1. Look at the picture and talk about Liu Xiang likes and doest like food for breakfast / lunch / dinner2. Ask students write down the short sentences3. Read the passage and more carefully, then answer more questions. 1.Give a report2. write down their sentences3.Read the passage 指导学生快速阅读课文，了解文章大意，然后细读课文，不看书回答有关更多细节问题，培养学生的阅读技巧及能力。Task 5 Reading 25minutes1. Read the article and finish the task 2c.2. Read the article again and more carefully, then answer more questions. 1 Read the article2.Underline and circle the words3. Read the passage again and more carefully then answer more questions from the memory.4. Complete their own sentences.引导学生有效阅读并完成相应任务。让学生先口头会说，在看图填空也为写作做好了铺垫。Task 6 writing3minutes Please write about what you like for breakfast, lunch and dinner.1. Writing.2. Read and see who is the best.在学生阅读过程中进行讨论的基础上，让学生进行写作能力训练。Homework: 2minutes1.Fill in the banks to complete the sentences2. Introduce your familys three meals and make a healthy diet for your familyChoose one or two to finish.作业分A、B、C三组布置，分层要求，以适应不同层次的学生学习。七、板书设计What do you have for breakfast/ lunch/ dinner? For breakfast, I have What does he/ she have for breakfast/ lunch/ dinner? For breakfast, he/ she has.八、总结和帮助（反思及改进）Unit 6 Do you like bananas? 教学反思本单元教学，是依照新教材的要求采用的是任务型教学。任务型教学的特点以学生为中心，而不是以老师为中心，强调学习活动和学习材料的真实性，以及通过完成任务来学习语言。同时任务型教学也是将话题、交际功能和语言结构融为一体，按照一套循序渐进的生活学习程序开展教学。包括语言功能、语言目标、重点词汇，使用英语国家的文化背景知识，学习策略，跨学科学习等多项内容。而这种教学模式要求就是用语言“做”事情，在做中学。这样就会引出师生间的强烈互动、探究和学生间的合作学习。成功的方面：1.教学观念是崭新的。教学的目标重在培养学生的学习兴趣。力争面向全体学生。鼓励学生大胆使用英语，对他们在学习过程中的失误和错误采取宽容的态度。并为学生提供自主学习和相互交流的机会。主要是通过小组的合作学习让学生通过体验，实践，交流，探讨，合作等方式，发展听、说、读、写的综合语言技能。2.教学方式也比较灵活。学生不是被动的接受和死记硬背，机械模仿。全班同学全体参与活动，及配合组长完成两个调查表。同时小组互动的时候，有两人组和四人组，形式多样。在导课的时候采用实物教学法，把话题的场景定位在许多水果和食物上，让学生共同认读物品并掌握基本词汇。接着是小组调查。回答自己的喜