Unit6SectionA教案2.doc

Unit 6 Do you like bananas? Section A教案Teaching and Learning goals:1. Main vocabulary: food, banana, hamburger, tomato, pear, milk strawberry, orange, ice- cream, salad, bread.2. Language topic: Do you like bananas? Yes, I do. / No, I dont.3. Language strategies: Talk about likes and dislikes. 4. Language structure: like的一般现在时的一般疑问句及回答。5. Language function: 询问某人是否喜欢某物及怎样回答。Teaching important / difficult points: How to listen to and talk about their favorite foods.Teaching aids: A tape recorder, some cards with the pictures of some foods. Teaching steps: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 3 people.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。Milk ice-creamBananas tomatoes pearsstrawberriesfatherIA 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 checkHave students write the words from the memory without their books. And then check each other.Step 8 Sentence learning1. Use pictures and dialogue to review vocabulary: hamburger, banana, tomato, strawberry, orange, ice cream, salad, pear, milk, bread. 2. Use these words in dialogue: Do you like? Yes, I do. / No, I dont.3. Hand up some pictures and ask other student.T: I like sports .Do you like sports?S: Yes, I do. / No, I dont.T: Whats this? (picture) S1: Its a soccer ball. T: Do you have a soccer ball? S1: Yes, I do. /No, I dont. T: Do you like it? S1: Yes, I do. /No, I dont.T: Whats this? S2: Its a hamburger.T: Do you like it? S2: Yes, I do. /No, I dont.T: What are these? S2: Theyre bananas. T: Do you like bananas? S2：Yes, I do. / No, I dont.T: Whats this?Ss: T: Great! You are so clever! OK, today we talk about the food that we like or dislike. Look at 1a and match the words with the things in the picture. (P31)设计说明以学生为中心，强调学生的参与，体验，感知和交流。Step 9 Listening practice1. Listening for the main idea听取大意Play the tape for the students, and ask them to listen and find out the main idea of the conversations.2. Listening for details听取细节 1) 1b.Play the tape for the students again and ask them to number the conversations (1-3). And check the answers.2) 1c. Practice the conversations with your partner. Then make your own conversations.3) Ask different students to practice the conversations first, then make their own conversations using the pictures of the food they have and act out, make sure that most of them have chances.3. 2a Listen and circle the food you hear. Share answers.4. 2b Listen again. Fill the blanks. (P32)1) I like hamburgers. Do you like _? Yes, I do.2) Do you like _? No, I dont like _.3) Lets have _. Oh, no. I dont like_.设计意图：通过听力练习，加深学生对所学单词和句型的掌握。Step 10 Post-listening activities1. Finish the practice of 2c. 1) Listen to the conversation in 2b and repeat. (P32)2) Practice the conversation in 2b in pairs. 3) Then make their own conversations using the food in the pictures.4) Ask different students to act out their conversations. Make sure that most of them have chances. 设计意图：训练学生用所学的重点词汇和句型进行听、说的练习。2. Role-play of 2d 1) Ask students to read the conversation in2d and ask Ss to fill in the chart.Jack likedislikeBillJohn2) Put the conversation into Chinese. 3) 色扮演-Role-play the conversation.（先小组内，后小组间）4) 自创对话。Ask students to make their own conversations. Then act out.设计意图：设计循序渐进的语言实践活动，逐渐培养学生用英语做事情的能力。在做事情的过程中发展语言能力，思维能力和