【详细版】七年级上册Unit 6 Do you like bananas吴君燕教学设计

1、Go For It Grade 7Unit 6 Do you like bananas?Section B（2a-2c） 教学设计课型：Reading授课教师：吴君燕授课班级：初一10班一教材分析： 本单元是初一学生接触实意动词的第二个单元，其语法重点是三人称单数和可数名词及不可数名词在句子中的正确使用。在本单元的前面部分，呈现了部分有关食物的词汇，表达对食物喜好的句型。本课是对前面所掌握知识的综合呈现，并加入了表达一日三餐饮食习惯的新句型。要求学生通过阅读含有目标语言的文章，培养阅读能力的同时，获取信息并加以整合；同时熟悉采访这种文体。二学情分析： 经过两个月的学习，初一学生熟悉了英语课的模

2、式，能听懂基本的课堂指令，这个年龄段的孩子比较喜欢直观的表达，兴趣被激发后，能热烈参与讨论和活动。经过五六单元的学习，他们初步理解了实意动词在句子中的使用规则。并且通过六单元前面部分的学习，掌握了一些关于食物的词汇和表达对食物喜好的句型。但对动词三人称单数和名词的数这两点，还做不到准确无误地表达。教学目标分析： 1.知识目标 理解并运用以下单词及词组：healthy, unhealthy , eat well, eating habit, for breakfast/ lunch/ dinner理解并运用以下句型： = 1 * GB3 . -What do you like for break

3、fast/ lunch/ dinner? - I like . for breakfast/ lunch/ dinner. = 2 * GB3 . -What does she/he like for breakfast/ lunch/ dinner? - She likes . for breakfast/ lunch/ dinner.2. 能力目标 = 1 * GB3 .能够运用快读和细读两种阅读方式，从文章中获取和处理信息。 = 2 * GB3 .能够利用标题猜测文章大意。 = 3 * GB3 .能够积极使用新的语言知识表达观点和看法。 = 4 * GB3 * MERGEFORMAT .

4、能批判性思考课文中的信息及观点，表达自己的观点并阐述原因3. 情感目标 学会分辨健康与非健康食物，明白健康食物的重要性。理性选择食物。教学重难点分析：1.表达意见的相关词汇及句型。2.三人称单数和可数及不可数名词的准确使用三、教法和学法 1. 引导式阅读及任务型教学法。 2. 学生自主学习与小组合作相结合。四、教具：多媒体设施、PPT、黑板、导学案等五、教学过程Step 1 Warm up and lead in. in. *Show the Ss a hamburger and an apple. Ask them which they like and why. 设计意图：激发兴趣，引出关

5、键词“healthy”*2a-Call the Ss attention to the picture of 2a. Ss check the food. Ss show their opinions. (structure: I think. is/are healthy, but .is/are unhealthy)*Ss say many other healthy food and unhealthy food.*Ss talk about their own likes about food for three meals. Tell others whether the food

6、they like is healthy or not.*Show the picture of a baby and a model, tell Ss different people have different eating habits.设计意图：*感知健康食物和不健康食物之间的差别。激活背景知识，整合更多已知的关于食物的词汇，同时初步认识自己喜好的食物是否健康。为接下来的学习做词汇、句型及认知层面的铺垫。Step2 Before readingPrediction：Ss look at the picture ,answer “ What sport does she play ?”

7、 T: Explain “sports star” and point to the title “Sports star eats well!”Ss predict what the article is about according to “eats well” and what “eats well”means.设计意图：让学生通过观察图片、理解标题来预测课文大意，激发阅读兴趣，并更好地了解文本内容。Step 3 While reading - Fast reading find out the main idea- about Cindys eating habits get to

8、know the article is an interview, and David is a reporter.设计意图：*让学生学会寻找并阅读关键句，快速理解文章大意。*让学生认识到本文是一个采访，帮助他们在接下来的阅读过程中感知采访的问答方式。为最后的大活动做铺垫。Step 4 While reading - Skimming circle the food words and underline the questions. the food words and questions. the Ss we can ask both “wh” questions and general

9、questions in an interview.设计意图：*培养学生通过略读查找指定信息的能力。*学生熟悉采访饮食习惯的句型，并了解到可以在采访中交替使用特殊疑问句和一般疑问句， 使得采访顺利进行下去。为最后的大活动做铺垫。Step 5 While reading - Scanning read the article and find out what Cindy eats for three meals and why. Fill in the chart. the answers. on “Cindy likes ice-cream, but she doesnt eat it”.

10、the title- “eats well” means eats healthy food设计意图：*培养学生在阅读中查找细节信息的能力。学会将细节信息进行分类，从而帮助自己更好地把握文章细节信息。*强调“Cindy喜欢冰淇淋，但她不想长胖，所以不吃”这个点，回应阅读前对标题具体意义的猜测，并引出本堂课主旨的第一层-选择健康的食物。Step 6 Post reading 2c -Ss write five sentences about Cindys eating habits.Ss read the sentences they write individually.3. Retellin

11、g: about Cindys eating habits and reasons. Ss work in pairs4. Discussion: Whether Cindys eating habits are healthy enough?设计意图：*加工转化文章信息。*学生在运用第三人称单数时由第一步到第三步，由易到难。突破难点。*讨论Cindy的饮食习惯是否健康，培养学生批判性思维。并让学生感知除了选择健康食物，还应该注意量和搭配，才能算是健康的饮食习惯。Step7 PairworkSs work in pairs. One is a reporter, and the other i

12、s a model/ a teacher/ a student. Ask about their eating habits.Two or three pairs show their interview. The other Ss take notes.Ss show their opinions: Whether the interviewees have healthy eating habits? Give them advice on how to have better meals.设计意图：*利用文章中采访的形式对本单元词汇、句型，尤其是阅读文章中表达饮食习惯的句型进行综合运用输

13、出，培养学生语言综合运用的能力；*培养学生专注倾听，并独立思考的能力，落脚到本堂课核心拥有健康的饮食习惯。 Step 8. HomeworkWrite a passage about your eating habits and how to make your eating habits healthier.设计意图：落实到本人，练习已学知识，更使其具有现实指导意义，充分达成情感教育目标。六、板书设计： Unit 6 Do you like bananas? Section B 2a-2cStructure:Structure:I have. for breakfast/ lunch/ dinner.She has. Mistakes: food healthy unhealthy for three meals eating habits七、教学流程Start StartMultimediaWarming-upMultimediaWarming-upLead-inLead-inBefore readingBefore readi