Unit 6 Do you like bananas? （SectionB 1a-1b）

Unit 6 Do you like bananas?
SectionB 1a-1b
Learning Goals:
1.Review the dialogue in period2
2.Talk about Cindy’s eating habbits using “ What do you like for ….? I think……. What fruit do you like? What about…..?I like…for…. want to …. breakfast lunch dinner bananas and so on.”
Review Role play the dialogue in period 2 in front of the class.
Preview
Look at p35,put them into English orally,then write them down without looking at the text.
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？
[设计说明]此环节在于培养学生预习新课，提前认知将学的新内容的习惯，这样利用学生发现问题，课堂上的针对性学习能够实现，也是对上节课内容的复习。
Warming up and leading in
P35
T: Hello, everybody! Do you like fruit?
Ss: Yes,…..
T: Is fruit healthy?
Ss: Yes.
T: Do you like hamburgers?
Ss: No,….
T: Are hamburger healthy?
Ss: No,…
T：Do you like ice-cream?
Ss: No,….
T: Is ice-cream healthy?
Ss: Maybe.
T: Some food are healthy,but some are not.Let’s come to 2a.
2a Which food do you think is healthy?Check(√)Yes,Maybe or No.
[设计说明]本堂课热身环节主要让学生们复习上节课的内容，为新学的内容做铺垫。
Read the passage fast and silently to find the general idea.
The main idea of the magazine article is about__________.
sports star B. Cindy’s eating habits. C. sports star likes fruit
[设计说明]初步培养学生速读捕捉文章大意的能力。
Reading for details
2b 1. Read the magazine article and circle the food words.
2. Read the article carefully and check(√) the correct description.
like
dislike
healthy
not healthy
fruit
burgers
salad
Ice-cream
chicken
2c Write five sentences about Cindy’s eating habits.
[设计说明]此环节培养学生精读的习惯，通过填写表格把文章更细致的内容呈现出来，培养学生细心耐心的阅读习惯。
Cindy likes healthy food.
1 Cindy.
2. She
3. She
4. Cindy doesn’t
5. She doesn’t
Post-reading activities
Retell the messages according to 2b in front of the class.
Come to 3a.
Complete the survey using “Do you like…for breakfast? Yes,…./No, I don’t. I like….”
Breakfast
Lunch
Dinner
I like
I don’t like
My partner likes
My partner doesn’t like
Reported what you have interviewed to the class.
[设计说明]通过复述检查和培养学生的读，通过做调查培养学生的口头表达能力，已经检验学生对所学内容的掌握。通过汇报调查结果，是对学生综合能力的进一步提升。
Inquiry into knowledge by translation
Sports star eats well!
_____________________________________
Well 为副词，意思是“________”,修饰动词，放在_________后。Good为形容词，意思是“好的”，修饰_________词和________词。如：他是一名优秀的足球运动员，而且他足球踢的很好。
He is a _______player,and he plays football__________.
二，I think it’s healthy.
____________________________
Healthy 形容词，意思是“___________”.它的名词形式为_________.如：吃健康食品有利于我们的健康。
Eating ___________food is good for our_________.
What do you like for breakfast?
____________________________________________
for是介词，表示_______,后跟名词或代词宾格。如：
晚饭他喜欢吃鸡肉。
He likes chicken__________.
四，I like ice-cream, but I don’t eat it.
________________________________________
but 是连词，意思是“____;______”,表示转折。如：我想去，但我不能。I want to go,______I can’t.
[设计说明]此环节是对本课重点知识的梳理和总结，对于学生形成系统的英语知识有非常大的帮助。
The end-of-class test
一，用所给单词的适当形式填空。
She is a ______(sport) star.
Bob ______(not like) salad.
________Mrs Green ______(have) French fries for lunch?
________you _____(like) Chnese food?
Jim plays ping-pong_____(good).
二，翻译下列句子。
1，那些运动明星喜欢冰激凌。
____________________________________
2,辛迪吃的好。
____________________________________
3，午餐我喜欢吃鸡肉和水果。
______________________________________
4，他吃大量的健康食品。
______________________________________
5，格蕾丝喜欢吃胡萝卜吗？
______________________________________
[设计说明]此环节是对本堂课的总结性训练，也是全面检查。
Homework:
Make a survey（调查）:
What do your family like for breakfast/lunch/dinner?
Answers:
Preview
1,eating habbits 2,I don’t like bananas 3,What do you like for breakfast? 4,What about lunch? 5,Do you like hamburgers for dinner?
Inquiry into knowledge by translation
一，运动明星吃的好！ 好；动；名；代 good; well
二，我认为它很健康。健康的；health healthy; health
三，你早饭喜欢吃什么？ 对于，就…..而言 for dinner
四，我喜欢冰激凌，但我不吃。 然而；但是 but
The end-of-class test
一，1,sports 2,doesn’t like 3,Does have 4,Do like 5,well
二，1，Those sports stars like ice-cream.
2, Cindy eats well.
3, I like chicken and fruits for lunch.
4, He eats a lot of healthy food.
5, Does Grace like carrots?
教学反思：
本课教案是在上一课基础上的继续，主要通过一篇短文来培养学生的阅读能力、理解能力、思维能力及仿写能力，使用泛读、精读等多钟方法来处理文本信息。
精读题目没有更深刻地去挖掘，量不太多。
本课适用于起点一般偏上一点的班级学生使用，主要目的是练习学生们获得信息并进行信息输出的能力培养，教师可根据自己学生的学情适当进行增减。