七年级上册Unit6 教案

TeachingDesign教学设计Unit6Doyoulikebananas?备课组长张淑华备课教师赵晓敏Unit6Doyoulikebananas?一．TeachingAims〔教学目标〕1.KnowledgeObjects〔知识目标〕(1)掌握掌握询问对方喜欢与不喜欢食物的集中典型句型Eg:Doyoulikesalad?Yes,Ido./No,Idon’t.Doessheliketomatoes?Yes,shedoes./No,shedoesn’t.(2)学习常见食物的名称banana,hamburger,tomato,ice-cream,salad,pear,milk,strawberry,pear,milk,bread,apple,carrot,chicken,egg…2.AbilityObjects〔能力目标〕通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过d对食物的学习了解，学会配制营养餐。3.MoralObjects〔道德情感目标〕通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。二．TeachingKeyPoints〔教学重点〕&TeachingDifficultPoints〔教学难点〕TeachingKeyPoints〔教学重点〕1.词汇：有关食物名称的单词。2.句型：Doyoulike„?Yes,Ido./No,Idon’t.TeachingDifficultPoints〔教学难点〕创设语言交际情景，操练句型。可数名词和不可数名词。动词三单形式的使用。三．TeachingMethods〔教学策略〕情景交际法，任务型教学法，听说课的“3P〞教学模式：P--呈现〔语言输入〕;P--操练〔1.机械操练2.听力训练〕;P--运用〔语言输出〕设置情景意义操练,设计听后活动任务，先模仿再迁移,听后设置任务提升学生语言运用能力。四．TeachingPeriods〔教学课时〕Fiveperiods.五．Teachingprocess(教学过程)ThefirstperiodSectionA(1a-2d)教学内容教师活动学生活动资源〔媒体〕运用设计意图I.Warming-upGoodmorning,boysandgirls!Goodmorning,MissXXX.训练日常用语Step2Presentation1aT:AreyoufreethisSunday?Ss:Yes.T:Well,let’sgotoKFC.Ss:Thatsoundsinteresting/fun…T:InKFC,therearemuchfood(Showpicturesoffood),whatdoyoulike?Ss:Ilike…引出本单元的内容学习，为完成1a做铺垫。Showpicturesoffoodandteachthefoodnames.AsktheSs:Doyoulike.....?引导学生用Yes,Ido./No,Idon’t.答复。Ssdiscuss：—Doyoulikesalad?—Yes,Ido./No,Idon’t.SeewoBlackboard用KFC及图片导入本课的重点—Doyoulikesalad?—Yes,Ido./No,Idon’t.更直观和生动，更能引起学生的学习兴趣。Step3Listening1bListento1bandnumberthedialogs1-3.让学生看对话，明确对话中是什么食物，分别是用Yes,Ido.还是No,Idon’t.答复的，然后完成相应的排序。Listenandnumberthedialogs1-3.SeewoBlackboard1.通过听力练习，检查学生是否能听懂目标词汇与根本句型2.通过听力练习，检查学生是否能通过听音朗读课文Step4Pairwork1cWorkon1c.Finish1c.Makeaconversationbetweenyouandyourpartneraboutthefoodthatyoulikeordislike.指导学生做对话：A:Doyoulikesalad/.....?B:Yes,Ido./No,Idon’t.Readconversationsandthenmaketheirnewconversationsinpairs.SeewoBlackboard进行做对话训练，进一步强化句型。Step5Listening2a-2bListentothetapeandfinish2aand2b.Askstudentstolistencarefullythencirclethefoodtheyhearin2a.Thenlistenagainandfillintheblanksin2b.Sslistenandfinishthelisteningtaskof2aand2b.ThenchecktheanswersEachother.SeewoBlackboard1.通过听力练习，检查学生听懂目标词汇与根本句型,检查学生是否能用词汇答复下列问题。Step6.Practice2cMakeconversationsusingtheinformationin2aand2b.Askafewpairsofstudentstopresenttheirconversationstotheclass.Askconversationsusingtheinformationin2aand2bwiththeirpartners稳固所学词汇及句型Step7Reading2dReadtheconversationandanswertheQuestions.教师介绍2d对话的情境，提出几个问题让学生阅读后答复。Readtheconversationandanswerthequestion.Thenrole-playtheconversationin2a.教师导入对话语境，引导学生从谈论自己和他人喜欢的食物到如何准备一个生日聚会。同时也训练学生的阅读能力。Step10SummaryandhomeworkRememberthelanguagepointsandgrammar.〔2分钟〕twonewconversationsandwritethemdown.Summarythesentences—Doyoulikesalad?—No,Idon’t./Yes,Ido.(2)—Doeshelikepears?—Yes,hedoes./No,hedoesn’t.(3)He/Shelikes….(4)She/hedoesn’tlike….Writedownthehomeworktoday.培养学生在家自主学习。Blackboarddesign:TheSecondPeriod(SectionA2d-3c)教学内容教师活动学生活动资源〔媒体〕运用设计意图Step 1 Warm- up and lead-in1. Ask them to review some new words and make a dialogue about their likes and dislikes.T: Do you like salad?T: Do you like fruit?S: Yes, I do.No, Idon’tS: Yes. I like fruit, but I don’t like vegetables. SeewoBlackboard通过让学生复习单词，能让学生轻松愉快的回归课堂气氛中，为新知识的学习打下根底。Stepwork谈论喜好Talk about your likes and dislikesS1: I like strawberries but I don’t like oranges.S2: She likes strawberries but she doesn’t like oranges. S3: I like fruit, but I don’t like vegetables.S4: She likes fruit but she doesn’t like vegetables.PPTBlackboard根据学生实际生活提问，学生易于理解和接受，才能积极主动的投入到学习中来；了解自己的喜好，更好地记忆单词。Step3GrammarFocusAskstudentstoreviewthegrammarboxandmakesuretheyhavedoesquestions,countablenounsanduncountablenounsReadthesentencesandcompletethesentencesbelow你喜欢沙拉吗？____you____salad?是的。______,I______.不，不喜欢。_____I_____.他们喜欢梨吗？___________likepears?④是的。___,they____.不喜欢。_____,they__.她喜欢西红柿吗？____shelike____?Fillintheblackswithcorrectwordsandchecktheanswerwithdeskmate.是的_____,she____不喜欢____,she_____.我喜欢橘子Ilike_______.我不喜欢香蕉。I______like_____.我们喜欢米饭。我们不喜欢汉堡。We__________.We_______________.他喜欢冰激凌。他不喜欢蔬菜。He_________.He__________________.PPTBlackboard把复杂的句子简单化，是的学生积极参与课堂活动，充分表达课堂是学生舒展灵性的空间；更好的学习本单元的重点句型。Step5Practice3a3bLet’sworkon3a.Herearesomesentences.Pleaseunderlinethecorrectwordsinthebrackets.2.Ssreadthesentencesandunderlinethecorrectwords.Theycandiscusswiththeirpartners.3.ChecktheanswersandletsomeSssaythegrammarrules.(根据句子主语的人称和数来确定谓语动词或助动词的数)1.Lookatthesentencesin3b.Numberthesentences[1-4]tomakeaconversation.2.ChecktheanswersandletSspracticetheconversation.Studentsfinish3a.Underlinethecorrectwords.Thenchecktogether.Andmakeaconversation.A:Doyoulikesalad?B:Yes,Ido.A:So,let’sgetsalad.B:OK.PPT通过之前的学习，学生已经掌握了一定的知识。通过练习检测能够帮助学生检查学习本节课的重点和难点知识。并能把单词融入在句子中，帮助学生扫清障碍，并且轻松进入本节课的句型进行操练。Step6.Survey(3c)1.T:Ourlikesanddislikesoffoodaredifferent.SomeSslikethesefoodandotherSslikeotherfood.Let’smakeasurveyofourlikesanddislikesaboutfood.2.First,lookatthechartbelowandwritedownthenamesofthefood.Second,askyourclassmatesaboutthefoodinthechart..You:Doyoulikeice-cream,LiuLi?LiuLi:Yes,Ido.You:Whataboutrice?LiuLi:No,Idon’t.Makeareport.Studentsmakeasurveyaboutthefoodinthechart.Thenfindoutwhattheylikeanddon’tlike.Andthenmakeareport.Asamplereport:LiuLilikesice-cream,butZhaoJundoesn'tlikeice-cream.Helikesbananas.ZhaoLilikesFrenchfriesandpears.Butshedoesn’tlikesaladorapples.PPTBlackboard让学生参与写的活动，保持兴趣提高学生运用英语的能力；Ⅴ.HomeworkAskthestudentstopracticetalkingaboutthefoodtheylikeanddislikeusingdifferentpersonsandnouns.创造语言环境，稳固所学知识。Blackboarddesign:TheThirdPeriod(SectionB1a—1e)教学内容教师活动学生活动资源〔媒体〕运用设计意图

Step1.Warming-upandrevision1.Dailygreetingtothestudents.2.Reviewthewordsonfood.Andlistthemintocountablenouns,uncountablenouns,countableanduncountablenouns.workPairworkModel:Doyoulike…?--Yes,Ido.Ilikeit/themverymuch-No,Idon’t.Idon’tlikeit/thematall.SeewoBlackboard明确教学目标,复习旧知，导入新课；II.Workon1a1.T:Firstpracticereadingthewordsbyyourselvesandthenreadaftermeandcorrectthepronunciation.2.T:Now,pleaselookatthepictures.T:CanyounametheminEnglish?TalkwithyourpartnersandgivetheEnglishnamesforthem.3.Askthestudentstowork.4.Checktheanswerswiththestudents.Ss:readwordsOrange,eggs,ice-cream,banana,rice,salad,apple,hamburger,chicken,carrotsSeewoBlackboard通过直观的图片让学生通过直观的画面学习第二局部的新单词，并在小组活动中加以操练，加深记忆。Step3WorkonSectionB,1b.T:Now,pleaselookatthelistsinthechart.Wecanseethatpearsarefruitswhilecarrotisakindofvegetable,socanyoutellthefruitsfromthevegetables?T:Good!Lookatthepicturesin1aagainandtellmewhatthevegetablesare.T:Right!Now,Canyouaddsomewordstothelistsontheright?I’llgiveyouthreeminutestoworkwithyourpartnerandlistasmanyfruitsandvegetablesasyoucan.S:Yes.Afruitisthepartofaplantortreethatcontainsseedsandthatisusedasfoodwhileavegetableisaplantwhichyoueatasfood,.potatoes,carrots,onions.S:saladandcarrotsarevegetables.SeewoBlackboard通过让学生补充蔬菜和水果的单词，培养学生的发散性思维。Step4WorkonSectionB,1c1.Askstudentstoreadthewordsin1aagainandthenlistentoaconversation,circlethewordsfrom1a.Checktheanswersbyaskingstudentstoreadtheiranswers.Listenandcirclethewordsin1a.Thencheckthewordstogether.SeewoBlackboard教学设计符合学生的学习规律，遵循由易到难的原那么，听力练习也不例外；然后根据学生的实际水平，可以让Ss自由发挥编对话，参加自己的内容，丰富了对话内容；Step5WorkonSectionB,1d.T:SallyandTomtalkaboutwhatfoodtheylikeanddislike.WeknowfromthechartthatTomlikescarrots.Butwhatdotheydislike?Nextlistentotherecordingagainandfinishthechartin1d.Checktheanswersbyaskingstudentstoreadtheiranswers.Firsttime:Tom’sSecondtime:Sally’sThencheckPaper教学设计符合学生的学习规律，遵循由易到难的原那么，听力练习也不例外；然后根据学生的实际水平，可以让Ss自由发挥编对话，参加自己的内容，丰富了对话内容；Step6Workon1e.Practicetheconversationsinpairslikethis:A:DoesTomlikecarrots?B:Yes,hedoes.Helikes/eatscarrotsforlunch.(No,hedoesn’t.Hedoesn’tlike/eat...Forlunch.)情境对话，练习单元重点句型。Step8HomeworkAreportHello,mynameis…Ilike…and….ButIdon’tlike…or….Ihavetwofriends.Theirnamesare…and..Boblikes…buthedoesn’tlike…ThenhowaboutJane?Shelikes….Butshedoesn’tlike…练习学生的综合运用能力。Blackboarddesign:TheFourthPeriod(SectionB2a—2c)教学内容教师活动学生活动资源〔媒体〕运用设计意图

Step1Greetingandlead-in.

1.Greet.2.T:Howmanymealsdoyouhaveeveryday?T:Whatarethey?T:Oh,yes.InEnglish“早餐〞wecansay“breakfast〞.(Teachtheothertwowordslunch,dinnerinthesameway.)2.Ssreadandtrytorememberthenewwords.Ssanswertheteacher’squestions(ThestudentscananswertheminChinese.)“早餐、中餐和晚餐〞.Words:fruit,vegetable,eggs,chicken,hamburgers,ice-creamSeewoBlackboard通过学生的日常生活，导入新课。Step2.Workon2a.1.Atfirst,theteacheraskSssomequestions:T:--Doyoulikefruit／eggs／chicken…T:--Doesshe／helikefruit／eggs／chicken…2.T:Thereismuchfoodaroundus.Somefoodishealthy,butothersarenotsohealthy.Ithinkfruitlikeapples,bananas,strawberries,orangesareveryhealthy.Ithinkhamburgersarenotsohealthy.Maybe,chicken,eggsarehealthy,too.Whichfooddoyouthinkishealthy?Check(√)Yes,MaybeorNo.SsCheck(√)Yes,MaybeorNobehindthefood.Makeareport,thenreadthereporttotheirpartner.S1:Ithinkfruitishealthy.S2:Ialsothinkfruitishealthy.SeewoBlackboard通过提问的方式激发学生学习的内驱力；做报告，增强学生学习的自主能力。Step3.Presentation1.T:Wehavebreakfast,lunchanddinnereveryday.Let’sseewhatdoyouusuallyeatforbreakfast,lunch,anddinner?T:Whatdoyoulikeforbreakfast,S1?T:Whatdoyoulikeforlunch?T:Whatdoyoulikefordinner?T:Great!Youhavehealthyeatinghabits(Write“eatinghabits〞and“—Whatdoyoulikeforbreakfast/lunch/dinner?—Ilike…〞ontheblackboard.)2.T:Whatdoeshe/shelikeforbreakfast,S1?T:Whatdoeshe/shelikeforlunch?3.OK.Nowaskyourpartnersquestionstoseeiftheyhavehealthyhabits.S1:Ilikemilkandbread.S1:Ilikechickenandvegetables.S1:Ilikericeandvegetables.S1:She/helikesmilkandbread.S1:She/helikeschickenandvegetables.SeewoBlackboard学以致用，把简单的单词放在句型中，形成特定的语言环境，练习学生的听说能力。Step4.Workon2b.atp35,putthemintoEnglishorally,thenwritethemdownwithoutlookingatthetext.1〕.饮食习惯。2〕．我不喜欢香蕉。3〕.早餐你喜欢吃什么？4〕.午饭呢？5〕.午饭你喜欢汉堡吗？1.T:Well,CindySmithisavolleyballstar.Whatdoesshelikeforbreakfast,lunchanddinner?Doessheeatice-cream?Nowlet’sreadthemagazinearticleaboutCindySmith.First,readthearticleandcirclethefoodwords.2.Readthearticlecarefullyagainandanswerthequestions:①DoesCindylikebananas,why?②DoesCindylikesalad?③DoesCindylikehamburgersfordinner,why?④WhatdoesCindylikefordinner?⑤DoesCindyeatice-creamafterdinner,why?⑥AreCindy’seatinghabitshealthy?Ss:translatethesentencesThen(Ssreadthearticleandcirclethefoodwordsquickly.)(Ssreadthearticleandanswerthequestions.Thenchecktheanswers.)followthetapeandtrytocopy.4.Role–play.AisDavid,BisCindy.SeewoBlackboard通过该练习，复习学习本单元的关于食物的单词和句型，通过问题设定，使得学生对文章的内容有大概的了解。分角色朗读对话，使学生练习发音。Step5Workon2c.T:WeknowCindyhashealthyeatinghabits.Whatfooddoesshelike?Whatfooddoesn’tshelike?WeknowCindyhashealthyeatinghabits.Whatfooddoesshelike?Whatfooddoesn’tshelike?〔注意运用句型：Cindylikes…for…或Cindydoesn’tlike/eat…for…ReadthearticleandwritefivesentencesaboutCindy’seatinghabits..Cindylikesfruitforbreakfast.〔注意运用句型：Cindylikes…for…或Cindydoesn’tlike/eat…for…SeewoBlackboard鼓励学生利用所学知识发表自已的见解，让学生能畅所欲言他们的体验，有利于他们创新能力的培养。Step6Homework1.MemorizethenewwordsinthearticleandretellCindy’seatinghabits.复习稳固学习Blackboarddesign:TheFifthPeriod(SectionB3a-Self-Check)教学内容教师活动学生活动资源〔媒体〕运用设计意图Step1.Warming-upandrevision1.Reviewallthefoodwelearned.LetSssaythewordsquickly.2.T:Ilikeeggsandmilkforbreakfast.Whatdoyoulikeeatingforbreakfast?(Pointtoastudent.)Sa:Ilikeapplesandbread.T:Whataboutyou?(Pointtoanotherstudent.)T:Whocanaskandanswerlikethis?S1:fruit:apples,bananas,pears,strawberries…S2:vegetables:tomatoes,potatoes,salad,carrots…S3:food:bread,milk,ice-cream,hamburger(burger)…Sa:Ilikehamburgersandbananas.(Asktwomorestudentstoanswerhis/herquestionsforlunchanddinner.)S1:Whatdoyouliketoeatforlunch?S2:Ilike…S1:Whatdoyouliketoeatfordinner?S2:Ilike…(Thenaskthestudentstoworkinpairsonebyone.SeewoBlackboard通过设定特