unit6-Do-you-like-bananas教学案例与反思.docx

教学案例与反思Unit 6 Do you like bananas?Section A(1a-2d)教学内容分析本单元内容主要围绕“谈论饮食喜好”，并围绕这一主题进行一系列的交际活动，将一些水果以及其他食物名词的学习融入到一系列的小任务中，使学生掌握谈论饮食喜好的表达方法，引导学生养成良好的饮食习惯，了解健康食品的概念。正确使用do/does引导的特殊疑问句来询问他人饮食喜好以及回答。1a-2d部分以听说为主。关于食物名词，学生主要掌握hamburgers, tomatoes, oranges, ice-cream, salad, bananas, strawberries, pears, milk, bread的读音和单复数的变化。学情分析学生在小学阶段已接触了这些食物名词，并学会了如果表达喜爱”like”和”dislike”，听说应该不成问题。在本课的教学中，教师主要通过创设一个语言交流活动的真实语境，通过听说训练让学生感知目标句型A: Do you like.? B: Yes, I do. / No, I dont结合课程的安排，大量的口头操练和少量的笔头操练是必不可少的。教学目标知识目标：1、能够询问对方的饮食喜好。如: Do you like bananas?2、能了解别人喜好与不喜欢的食物（并了解可数名词与不可数名称的用法）。如: She likes bananas, but she doesnt like apples.3、掌握一些食物名称和早，中，晚三餐名称，并能与人交流早，中，晚三餐各自喜爱的食物。如: For breakfast, I like bread and milk. For lunch, I like hamburgers, chicken and salad. For dinner, I like tomatoes, rice and carrots.4、能够提出建议。如: How about/What about? Lets.5、能够谈论自己的感受。如: Sounds good.情感态度目标：1、本单元围绕“谈论饮食喜好”，非常贴近生活，有利于提高他们学习英语的兴趣，促使他们积极参与英语实践活动。2、谈论自己并了解别人的饮食喜好，可以培养同学之间的感情，增进了解。文化意识目标:谈论饮食习惯的同时了解东西方文化差异。并能养成自己的良好饮食习惯。教学重难点本课的教学重点是一些食物名词和like的一般现在时用法（肯定句，疑问句，否定句）。Do和Does引导的一般疑问句以及可数名词与不可名词的运用是本课的难点。教学过程教学步骤教师活动学生活动设计意图Step 1.Lead-in1.Greating. (How are you?)2.Ask Ss what do they have in their schoolbags.1.Ss reply: Im fine, thank you.2.Ss answer: I have. and. in my schoolbag.1.学生通过与老师间的相互问候，使学生渐入英语课堂，形成英语交流环境。2.学生巩固原有知识，并掌握如果运用已学单词与句型。Step2.PresentationGive the puzzle.Girls and boys guess.Tell them “I have a precious. There are many things in it.Guess, what are they?”Then give them the new words one by one, pay attention to the countable nouns and uncountable nounsSs think about the food teacher may have.通过让学生猜食物的方式进行本单元新单词的讲授，学生通过猜谜这种游戏的方式来领会单词，既有趣味性还培养了良好的思维能力。Step3.PresentationShow a picture of a restaurant and then ask Ss what food they can see in the picture.(With the requirement of finishing the letters from a to j)T: Asks: “What can you see in this restaurant?” Help them know and use the food words frequentlySs talk about food freely.And then T asks Ss one by one to finish letter a-j学生平时对食物单词都有所了解，这个环节不仅让学生学会用英语表达单词还给了学生自由思考发言的机会。Step4.Listen and read the conversations1.Show pictures of three conversations and then number them2.Ask Ss to read the conversations one by one1.Ss work in individual2.Ss read the conversations together.这一步骤的目的培养学生的听力；接触用助动词表达喜爱，不喜爱以及回答。通过一起朗读的形式体验学习英语的乐趣。同时熟悉对饮食喜好的谈论方式以及回答方式。Step5.Practice：Talk about your own likes and dislikesDrill1: PairworkDrill2:GroupworkAsk Ss to practice the target sentencesHelp Ss to correct their pronunciations.Practice “Do you like?” “Yes, I do./No, I dont.”Practice “Does he/she like? “Yes, he/she does./No, he/she doesnt.”1.Look at the samples in 1b and the PPT. Then practice conversations with partners.通过对1b的改编以及PPT的例句，锻炼学生的听说操练能力即熟悉如何询问他人饮食喜好及回答，并熟练运用食物单复数。通过对话朗读培养学生的语感，达到轻松用英语来表达彼此的饮食喜好，从而增进同伴间的了解。Step6:ListenAsk Ss to listen to 2a,circle the food they hear, then finish 2b1.ask S1 to check the answers in 2aThen let Ss read these words together.2:Ask three Ss to read the conversations in 2b培养听力能力，并在对这些单词存在敏感度的同时，使学生通过对大意的了解从而完成2b。通过此活动，可以帮助学生巩固这些单词的拼写。Step7:Practice:T:The boy and the girl are talking about their likes and dislikes. Now, its your turn! Two Ss in a group to talk about your likes and dislikes.Ss talk about their likes and dislikes according the words referred in PPTSs learn to understand: When talking about the likes and dislikes, they can also express some suggestions.通过同伴互练，在掌握单词的基础上巩固谈论饮食喜好的句型的表述。并能在实际生活中熟练运用。Step8:Role-play the conversation1: Give the picture of three boys and ask Ss how are they?2: Give three questions to make Ss familiar to the conversation3: Then lead in to the conversation4: After reading the conversation, give them 4 questions(T or F)1: Ask S1 to answer who are these three boys2: Ask three Ss to answer 3 questions3: Listen the conversation and read (3 groups are Jack, 3 groups are Tome and 2 groups are Bill)4: Ask 4 Ss to check the answers(T or T)首先创设对话情境。让学生了解整篇文章的大意。并通过阅读前的提问，使学生理解对话大意。通过分角色朗读，富有趣味性，关注食物名词的变形，巩固可数名词，不可数名词的知识点。并引出like的第三人称单数形式的一般疑问句及其回答和否定句。Step9:ExerciseGet Ss to do some exercises about Unit6通过练习，及时巩固课堂已学知识板书设计Unit 6 Do you like bananas?Do you like.? Yes, I do.No, I dontbananassaladDoes she/he like.? Yes, she/he does.评价栏ice cream.No, she/he doesnt.strawberriesmilk作业设计1. Remember the food words we learned today.Finish the survey about your classmates likes and dislikes.2. Ask your family about their likes and dislike about food. Make a report.In my family, my mother likes_, and she doesnt like_. My father likes_, and_. My grandmother likes_._.教学反思这是我有生以来第一堂正式的公开课，紧张又兴奋的状态之下，完成了这40分钟的教学，在各位老师的精心点评下，我也受益匪浅。总结反思如下：英语课程标准要求英语教学应注重素质教育，体现语言学习对学生发展的价值；面向全体学生，充分考虑语言学习者的不同特点和学习差异；整体设计目标，重视语言学习的渐进性和持续性；强调学习过程，注重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以及丰富课程资源，拓展英语学习渠道。根据课标，本人坚持以学生为本的教学思路，设计了形式多样的以学生为中心的语言实践活动，如模拟真实语境，让学生运用所学知识（谈论饮食喜好）进行互相讨论，从而增进同伴间的了解，也有利于自己良好饮食习惯的形成；在精讲课文基础知识的前提下，对课本教材进行了适时补充，将英语教学中听说读写的不同要求渗入各个不同的环节中。本人在设计的时候首先围绕“my precious”，让学生发散思维，思考聚宝盆里的宝贝。之后接触课文中询问他人饮食喜好的句型“Do you like.?”来了解like和dislike的表达。最后，运用课文所学知识进行实际操练，询问同伴的饮食喜好，从而使每位同学都能体会到学以致用的乐趣，进而促进综合语言运用能力的提升。思路清晰，层层递进。七年级的课应当重视语音教学，本人在教授食物单词的过程中，特别指出了一些发元音因素的字母，如bananas中的第一个a发/a:/，第二个a发/?/（这个过程是让学生们自行探