Unit 6 Do you like bananas(教案6课时)【2023秋人教七上英语（听说版）高效备课】

中小学教育资源及组卷应用平台
Unit 6 Do you like bananas(教案6课时)
【2023秋人教七上英语（听说版）高效备课】
本单元主题属于“人与自我”范畴，涉及“饮食与健康”。围绕着这一中心话题，本单元设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种训练。
Period Ⅰ Section A(1a～1c)和Period Ⅱ Section A(2a～2d)是听说课，从超市中的物品名称入手，对水果、蔬菜的喜恶进行听说练习，主要训练学生对食物名词的听辨能力。
Period Ⅲ Section A(Grammar Focus～3c)是语法训练课，在听说训练的基础上，总结一般现在时态的句型结构特点和名词单复数的分类，然后进行听说训练，加深对语法的理解和应用。
Period Ⅳ Section B(1a～1e)是听说强化课，由一日三餐的图片入手，强化谈论食品的听说能力，深入训练学生对物品的听辨能力。
Period Ⅴ Section B(2a～2c)和Period Ⅵ Section B(3a～Self Check)是阅读写作课，通过对一篇调查报告的阅读，培养学生对有关日常饮食习惯方面文章的阅读能力和写作能力。
1．掌握本单元的单词和句型。
2．继续学习含有实义动词的一般疑问句及其肯定和否定回答。
3．继续学习含有实义动词的否定句。
4．学习可数名词与不可数名词的运用。
5．能运用目标语言谈论喜恶。
重点：
1．识记表示食物的单词，并掌握food，fruit，vegetable与其他表示食物的单词的关系。
2．学会运用句型：—Do you/they like…？
—Yes，I/they do./No，I/they don't.
—Does she/he/Zhang Ming like…？
—Yes，she/he does./No，she/he doesn't.
3．谈论喜欢或不喜欢的食物。
4．学习一般现在时的用法。
5．能准确区分可数名词与不可数名词。
难点：正确运用谈论喜恶的句型。
导入一　复习导入：
复习Section A的单词和对话。
1．进行水果拼盘的比赛，看谁写得又对又快。
2．利用写出的词汇编写对话，全班分组练习。
导入二　图片或视频导入：
展示教学图片或视频——各种蔬菜、水果的图片或视频，学生根据提供的图片或视频内容，学习蔬菜、水果等名词。
导入三　情境导入：
创设场景，让一些学生描述一些水果的特征，让其他学生猜这是什么水果，然后导入新课。
导入四　话题导入：
有关蔬菜、水果的笑话(一)
在英语课上，一名学生处于半梦半醒的状态中。老师提问：“西红柿是水果还是蔬菜？” 这个学生不知道答案，只好猜一个，“En，fruit…”。 老师的声音提高了八倍，“What？”。幸亏这个学生机灵，赶紧见风使舵，“Vegetables！”。 老师终于不能忍了：“我是让你翻译这句话。”
有关蔬菜、水果的笑话(二)
Kid：Mom，I want to eat chocolate.
Mom：You should have more vegetables.They're good for your body.
Kid：I want to eat vegetable chocolate.
活动 1　Pair－work(1c)
Get the students to make conversations about different fruits or vegetables.
A：Do you like oranges
B：Yes，I do.I like oranges./No，I don't.I don't like oranges.
A：Does he like ice－cream
B：Yes，he does./No，he doesn't.He doesn't like ice－cream.
…
活动 2　Role－play(2d)
Step 1　教师给学生设置一定的情境，让学生充分发挥自主能动性来编造对话。
Step 2　学生自己提供草莓、西红柿、牛奶等实物，并根据实物进行现场对话练习。
Step 3　老师根据学生的对话内容，写下本课时要学习的重点短语和句型。如：
1．What/How about…？
2．Sounds good.
3．Let's think about the food.
Step 4　学生总结 “What/How about…？” 和 “Sounds good.” 两个句型的用法。
Period Ⅰ　Section A(1a～1c)
1．学习下列词汇：banana，hamburger，tomato，ice－cream，salad，strawberry，pear，milk，bread。
2．学习使用句型“Do you like…”及其回答“Yes，I do./No，I don't.”谈论他人对食物的喜好。
1．能够运用以下句型进行交际：Do you like…？ Yes，I do.Do you like…？ No，I don't.
2．学会用like表达喜好。
3．引导学生养成健康的饮食习惯。
重点：
1．学习并积累一些与食物相关的词汇。
2．名词复数的使用。
3．动词like在一般现在时中的各种句式及一般疑问句的肯定、否定回答。
难点：
1．行为动词like在一般现在时中的用法。
2．熟练运用do引导的一般疑问句。
Step 1　Warming－up
T：What do you usually see in the fridge And what do you like best
S1：I usually see carrots，meat and vegetables.I like meat.
S2：Tomatoes，milk and chicken.I like milk.
…
【设计意图】通过看图提问的方式，激发学生学习的兴趣。
Step 2　Presentation
1．Show some pictures of food on the screen and learn the new words.
(banana，hamburger，tomato，ice－cream，salad，strawberry，pear，milk，bread)
Ask students in this way：
T：Do you like bananas
S1：Yes，I do.I like bananas./No，I don't like bananas.
2．Let students read and try to remember the new words.
3．Games about new words.
(1)Tell the words.
(2)眼明手快：根据记忆，说出物品的英文名称。
【设计意图】让学生围绕中心话题进行一定的语言学习与积累，理解所学的目标语言。
Step 3　Work on 1a
1．Look at the picture in 1a.Match the words with the things in the picture.Then check the answers.
[答案] 1.d　2.i　3.f　4.h　5.b　6.g　7.c　8.j　9.e　10.a
2．Read the words together.
【设计意图】通过小练习检验学生对有关食物的单词的掌握情况。
Step 4　Listening (1b)
1．Let students listen and number the conversations [1－3]．
2．Check the answers.
【设计意图】通过听力练习，逐步提高听说能力。
Step 5　Pair－work (1c)
1．Read the conversations in 1b.Have students read after the teacher.
2．Let some students act out the conversations [1－3]．
3．Look at the picture in 1a and make more conversations using the words in 1a.
4．Let some pairs act out their conversations.
【设计意图】进行初步的语言实践，鼓励学生大胆开口，巩固所学的句型结构。
Step 6　Homework
Copy the new words twice.
Unit 6　Do you like bananas Period Ⅰ　Section A(1a～1c) —Do you like…？—Yes，I do. —Do you like…？—No，I don't.
Period Ⅱ　Section A(2a～2d)
1．复习用句型“Do you like…？”讨论喜欢的食物。
2．学习单词：birthday，dinner，week，food，sure，vegetable，fruit，right，apple，then。
3．学习提建议的句型“Let's…”及“How/What about…？”。
1．能够对目标语言进行听力训练，加强对目标语言的理解。
2．能够进一步利用所学的目标语言进行口头交际。
3．该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和喜好，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，能激发学生学习英语的兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，促使学生了解西方生活方式与饮食文化，培养学生的跨文化交际的意识。
重点：
1．学习并积累一些与食物相关的词汇。
2．名词复数的使用。
3．动词like和一般现在时中的各种句式及一般疑问句的肯定、否定回答。
难点：
1．行为动词like在一般现在时中的用法。
2．熟练运用do和does引导的一般疑问句。
Step 1　Warming－up
1．T：This is a food house.What's in the house
S1：It's an orange.
S2：It's a hamburger.
S3：It's rice.
…
2．Use pictures to review or learn some words about food.
【设计意图】通过看图提问的方式，激发学生的学习兴趣。
Step 2　Listening (2a～2b)
1．Show some pictures of food on the screen and learn the new words.
(banana，hamburger，tomato，ice－cream，salad，strawberry，pear，milk，bread，birthday，food，burger，vegetable，fruit)
2．Let students read and try to remember the new words.
3．Play the recording for the first time.Let students listen to it.
4．Then play the recording again.Let students circle the words they hear.Check the answers.
hamburgers　pears　tomatoes　strawberries oranges　ice－cream　salad　bananas
5．Listen again.Answer the following questions.
(A girl and a boy want to have something in the restaurant.)
Do they like hamburgers
Does the boy like milk
Does the boy like ice－cream
6．Play the recording for the third time.Check the answers.
【设计意图】通过不同梯度的练习，让学生逐渐掌握听力技巧，逐步提高听说能力。
Step 3　Pair－work (2c)
1．Read the conversation in 2b.Ask students to read after the teacher.
2．Let students practice the conversations in pairs.
3．Let some pairs act out the conversations.
4．Make students give answers that are true for them.Then practice their conversations.
5．Ask some pairs act out their conversations.
【设计意图】进行初步的语言实践，鼓励学生大胆开口，巩固所学的功能句型。
Step 4　Reading (2d)
1．Read the dialogue in 2d.Then answer the following questions.
Does John like hamburgers
Does Jack like salad
What fruit does John like
2．Let students finish the dialogue with their partner.Then role－play the conversation.
3．Let students practice the conversation with their partners.
【设计意图】让学生回答问题能更好的帮助他们理解对话的内容；再通过对话练习，可提高学生的表达能力。
Step 5　Homework
1．Review and remember the new words in this lesson.
2．Do a survey.Write four groups of sentences asking about what your family members' favorite food is.For example：
—Do you like…？
—Yes，I do./No，I don't.
…
Unit 6　Do you like bananas Period Ⅱ　Section A(2a～2d) —Do you like salad？—Yes，I do./No，I don't. —Does she/he like…？—Yes，she/he does./No，she/he doesn't. I like…/I don't like… He/She likes…/He/She doesn't like… What/How about…？
Period Ⅲ　Section A(Grammar Focus～3c)
1．继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2．总结动词like在一般现在时中的肯定句式、否定句式及一般疑问句的肯定、否定回答。
1．总结复习与可数名词复数相关的知识。
2．理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
3．通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。
重点：
1．总结动词like在一般现在时中的肯定句式、否定句式及一般疑问句的肯定、否定回答。
2．理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
难点：理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
Step 1　Warming－up and revision
1．Greeting the students.
2．Review the new words about food，fruit and vegetables.(Students may look at the picture in 1a)．
3．Ask and answer.
(Let students work in groups.Ask and answer the questions according to the picture in 1a.)
S1：Do you like bananas S2：Yes，I do.
S3：Does he like bananas S4：Yes，he does.
S1：Do you like ice－cream S2：No，I don't.
S3：Does he like ice－cream S4：No，he doesn't.
【设计意图】通过复习有关食物的单词和用do，does引导的一般疑问句导入，巩固学生对目标语言的运用能力。
Step 2　Grammar Focus
1．Read the sentences in Grammar Focus and complete the sentences below.
(1)Ask students to review the grammar box and make sure they have mastered “do/does” questions，countable nouns and uncountable nouns.
(2)Fill in the blanks.
①你喜欢沙拉吗？________ you ________ salad
②是的，我喜欢。________，I ________．不，我不喜欢。________，I ________．
③他们喜欢梨吗？________ ________ like pears
④是的，他们喜欢。________，they ________．不，他们不喜欢。________，they ________.
⑤她喜欢西红柿吗？________ she ________ tomatoes
⑥是的，她喜欢。________，she ________．不，她不喜欢。________，she ________.
⑦我们喜欢米饭。我们不喜欢汉堡包。
We ________ ________．We ________ ________ hamburgers.
⑧她喜欢冰激凌。她不喜欢蔬菜。
She ________ ________．She ________ ________ vegetables.
(3)Check the answers with the class.
2．可数名词与不可数名词学习指导：
(1)可数名词与不可数名词的含义与特点。
(2)可数名词复数的构成。
【设计意图】通过练习，让学生掌握由do，does引导的一般疑问句和可数名词、不可数名词的用法。
Step 3　Practice (3a)
1．Let students read the sentences and underline the correct words in the brackets.They can discuss with their partners.
2．Check the answers and let some students say the grammar rules.
【设计意图】让学生自己观察总结并得出一些规律，加深对本单元语法的理解。
Step 4　Pair－work (3b)
1．Look at the sentences in 3b.Number the sentences [1－4] to make a conversation.
2．Check the answers and let students practice the conversation.
【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。
Step 5　Survey (3c)
T：Students like different food.Some students like vegetables but others may like chicken.Let's make a survey of our likes and dislikes about food.
1．Ask students to look at the chart below and write down the names of the food.
2．Make students ask their classmates about the food in the chart.
3．Fill in the chart with the names of their classmates.
4．Report the result of their surveys like this：
Liu Li likes ice－cream，but she doesn't like rice.Zhao Jun doesn't like ice－cream but he likes rice…
【设计意图】通过做调查报告可以调动学生的学习热情，并且让学生相互交流，练习口语表达。
Step 6　Homework
1．Talk about your family's favorite food，and write a short passage.
My name is… I like…，but I don't like…
My father likes…，but he doesn't like…
My mother likes…，but she doesn't like…
2．Recite the Grammar Focus.
Unit 6　Do you like bananas Period Ⅲ　Section A(Grammar Focus～3c) —Do you like…？—Yes，I do./No，I don't. —Does she/he like…？—Yes，she/he does./No，she/he doesn't.
Period Ⅳ　Section B(1a～1e)
1．继续复习有关膳食的名词等；并能按食品、水果和蔬菜进行分类总结。
2．理解可数名词与不可数名词的概念，并能对所学的词汇进行分辨。
1．能够听懂信息，并记录所听到的内容。
2．该部分学习内容涉及学生的饮食习惯和喜好，对培养学生健康的饮食习惯有很强的指导性，能引起学生特别关注；同时通过互相询问和谈论，培养对家人、同学和朋友的关怀和友爱之情。
重点： 继续学习运用有关食物的词汇并能按食品、水果和蔬菜进行分类总结。
难点：就食物的话题开展听、说技能的训练，促进学生语言运用能力的提高。
Step 1　Revision
1．Review the words about food.
2．List them into countable nouns，uncountable nouns，countable and uncountable nouns.
Countable nouns：hamburgers，eggs，oranges，bananas，apples，pears，carrots，vegetables，strawberries
Uncountable nouns：milk，bread，rice
Uncountable and countable nouns：food，fruit，ice－cream，salad，chicken
3．Let students read and try to remember the new words.
4．Review the plural forms of countable nouns.
【设计意图】复习上节课的内容，加强对本单元语法知识的理解和记忆。
Step 2　Presentation
1．T：How many meals do you have every day
Ss：Three.
T：What are they
(The students can answer them in Chinese.)
T：Oh，yes.In English，“早餐” we can say “breakfast”．
(Show a picture of the breakfast.)
(Teach the other two words “lunch” and “dinner” in the same way.)
2．Let students read and try to remember the new words.
【设计意图】师生问答，导入本节课的内容。
Step 3　Writing (1a～1b)
1．Write the number of each word in the box next to the correct food.
2．Let students look at 1b and ask how many other words they can add to the chart.
Ask them to write them down in the chart.
(The teacher can ask some students to write them down on the blackboard.See who will add most.)
【设计意图】继续加强对与食物相关的单词的学习和巩固。
Step 4　Listening (1c～1d)
1．Work on 1c.
Listen and circle the food you hear in 1a.
(Play the recording in Section B 1c.Let the students find out each food mentioned in the conversation in the recording.Then check the answers.)
2．Work on 1d.
Listen again.Fill in the chart.
【设计意图】通过不同梯度的练习，让学生逐渐掌握听力技巧，逐步提高听说能力。
Step 5　Pair－work (1e)
1．T：Does Tom like tomatoes
Ss：Yes，he does.
T：Ask and answer questions about what Sally and Tom like and don't like.
…
2．Let some students act out their conversations.
【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。
Step 6　Homework
Make a list of food you want.
(Suppose you are going on a picnic with your parents tomorrow.What kind of food would you like to take for the picnic Can you make a list of food you want for three meals？)
Unit 6　Do you like bananas Period Ⅳ　Section B(1a～1e) Countable nouns：hamburgers，eggs，oranges，bananas，apples，pears，carrots，strawberries Uncountable nouns：milk，bread，rice Uncountable and countable nouns：food，fruit，ice－cream，salad，chicken
Period Ⅴ　Section B(2a～2c)
1．学习下列词汇：star，eat，well，habit，healthy，really，question，want，be，fat。
2．掌握like的第三人称单数形式。
3．讨论某人早、中、晚三餐喜欢吃的食物。
1．能够听懂信息，并记录所听到的内容。
2．能够根据所阅读的文章完成问题。
3．该部分学习内容涉及学生的饮食习惯和喜好，对培养学生健康的饮食习惯有很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人、同学和朋友的关怀和友爱之情。
重点：
1．能够判断食物是否健康。
2．能够读懂有关采访类的文章，并可以从中提取和总结信息。
难点：阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能力。
Step 1　Lead－in
1．Do a survey.
T：What food do you like？Are they healthy？Do you have a good eating habit
S1：I like strawberries.They are very healthy.
S2：…
2．Ask students to write their deskmate's answers.
(1)Tom likes bananas and strawberries.He thinks they are healthy.He has a good eating habit.
(2)Sally likes ice－cream and hamburgers.But I think they are not healthy.She doesn't have a good habit.
【设计意图】通过调查活动，激发学生的学习热情。
Step 2　Work on 2a
1．Ask students to finish exercise of 2a.
2．Let students write more healthy food and unhealthy food in their life.
3．Ask students to look at the title of the article in 2b and guess the meaning of it.
【设计意图】通过完成课本上的小练习为学习2b的内容作铺垫。
Step 3　Reading (2b)
T：Well，let's see a sports star's eating habit.Cindy Smith is a volleyball star.What does she like for breakfast，lunch and dinner Does she eat ice－cream Now let's read the magazine article about Cindy Smith.First，read the article and circle the food words.
(students read the article and circle the food words quickly.)
1．根据Cindy对于下列食物的喜好，在相应单词后打钩或画叉。
2．哪些食物是David和Cindy谈到的早餐、午餐或晚餐？在早餐后写b，在午餐后写c，在晚餐后写d。
3．Read and find out True(T) or False(F)．
4．Let students read the article and answer the questions.Then check the answers.
【设计意图】通过做任务的方式，加深学生对课文的理解。
Step 4　Work on 2c
1．Write five sentences about Cindy's eating habits.
Cindy likes healthy food.
(1)Cindy ________________________
(2)She ________________________
(3)She ________________________
(4)Cindy doesn't ________________________
(5)She doesn't ________________________
2．Discussion：What do you think of Cindy Smith's eating habit
【设计意图】通过练习和讨论，让学生进一步理解和掌握课文信息。
Step 5　Review and retell the passage
1．Read the passage again and then finish the following mind map.
For breakfast： She likes (1)________ and apples. She doesn't like (2)________．
Cindy's Eating Habit
For lunch： She likes (3)________．
For dinner： She likes (4)________． She doesn't like (5)________，because they're not healthy.
[答案](1)oranges　(2)bananas　(3)salad　(4)chicken　(5)hamburgers
2．Make students retell the passage using their own words according to the mind map.
【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。
Step 6　Homework
分类复习所学的有关食物的词汇并强化记忆。
Unit 6　Do you like bananas Period Ⅴ　Section B(2a～2c) What do you like for breakfast What fruit do you like I don't want to be fat.
Period Ⅵ　Section B(3a～Self Check)
1．复习本单元的单词。
2．熟练运用本单元句型：
—Do you/they like…？
—Yes，I/they do./No，I/they don't.
—Does she/he/Zhang Ming like…
—Yes，she/he does./No，she/he doesn't.
1．复习所学习有关食物的词汇，并在实践活动中熟练运用。
2．复习用行为动词like的一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己一日三餐所喜欢的食物并学习如何健康饮食。
3．由询问所喜欢的食物拓展到所喜欢的运动和颜色来进一步复习运用所学习句型结构。
4．通过写作练习来提高学生的综合表达能力。
重点：
1．能够询问及表达对食物是否喜爱。
2．可以写关于自己和他人一日三餐的短文。
3．能够运用可数名词单数变复数的规则完成相关练习。
难点：学会写关于某人早、中、晚三餐喜欢吃什么的短文。
Step 1　Revision
1．Ask students to look at the picture and describe what their likes and dislikes.
2．Ask some students to give their answers.
T：Do you like bread for breakfast
S1：Yes，I do.
T：How about you，S2
S2：I don't like bread for breakfast，but I like apples.
【设计意图】通过对话导入，复习本单元的重点句型，也为本课时的写作做铺垫。
Step 2　Work on 3a
1．Let students make a survey about what food they and their partners like for breakfast，lunch or dinner.
2．Write down the results in the chart in 3a.
3．Let some students give their answers.
【设计意图】让学生完成任务，自然地引入到写作部分。
Step 3　Guidance on writing methods
【典型例题】
假如你们学校有两位外教——John和Bill，他们都非常喜欢中国的食物。请你写一篇英语短文，描述一下他们的一日三餐吧！
◆◆思路点拨
写作注意事项：
1．本文主要介绍他人的饮食习惯，应使用第三人称；
2．正确使用表达喜好，三餐或各种食物的词汇及句型“He likes…and…，but he doesn't like…”。
◆◆范文欣赏
There are two foreign teachers in our school.They are John and Bill.They like Chinese food very much.John likes eggs and bananas for breakfast.Bill likes milk and apples for breakfast.They don't like strawberries for breakfast.John has chicken and hamburgers for lunch，but Bill has rice and vegetables for lunch.They don't like pears for lunch.For dinner，John has rice and salad and Bill has noodles，tomatoes and oranges.They don't have ice－cream.Because they want to keep healthy.
【设计意图】通过一篇典型例题的讲解，用思维导图的形式，让学生了解如何谋篇布局来完成一篇写作。
Step 4　Writing (3b)
1．Let students introduce their three meals according to the survey result in the chart.And write about what they and their partner like and don't like for breakfast，lunch and dinner.They can look at the chart above.
2．Ask students to finish the writing as quickly as they can.After they finish the writing，ask some of them to share their work with the class.
【设计意图】学生独立完成写作任务，达到提升语言书写能力的目的。
Step 5　Exercises (Self Check)
Self Check 1
T：Do you know the plurals of these words Put them in the correct columns.
1．Students work with their partners and put the words in the correct columns.Then check the answers with the class.
2．规则总结：学生叙述名词复数构成的规则，并举几个例子。
3．在屏幕上展示可数名词复数的构成规则，帮助学生强化记忆。
Self Check 2
1．T：Your friends also want to know what food/sports/colors you like.First，let's talk about sports.What sports do you like What sports do you dislike
T：I like basketball，volleyball，and ping－pong.I don't like soccer，baseball.What about you
S1：I like…，but I don't like…
S2：…
2．T：Now，let's talk about colors.I like red，blue，white and green.I don't like black，brown，purple or yellow.What about you
S3：I like…，but I don't like…
S4：…
3．T：OK.Now first think and write about what food/sports/colors you like and dislike.
Self Check 3
T：Can you remember what food/colors/sports your parents like and dislike.Write a short report about it.
My father/mother likes…我爸爸/妈妈喜欢……
My father/mother doesn't like…我爸爸/妈妈不喜欢……
也可以合成一句话来表达：He/She likes…，but he/she doesn't like…他/她喜欢……，但他/她不喜欢……
【设计意图】通过练习，检测学生对本单元所学知识的掌握程度，起到复习的效果。
Step 6　Homework
Ask students to write about what their parents like and dislike.Then report to the class.
Unit 6　Do you like bananas Period Ⅵ　Section B(3a～Self Check) For breakfast/lunch/dinner，I like…but I don't like… For breakfast/lunch/dinner，he/she likes…but he/she doesn't like…
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)