Unit 6 Section B 1a-1e 表格式英文教案 新目标七上Unit 6 Do you like bananas?

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Unit 6 Do you like bananas Section B (1a-1e)教学设计
课题 Unit 6 Do you like bananas Section B (1a-1e) 单元 Unit 6 学科 English 年级 Grade 7
教材分析 The lesson is listening and speaking based. Introducing more vocabulary about food (i.e. orange, salad, egg, apple, ice-cream, hamburger, banana chicken, rice, carrot) , the lesson involves listening and speaking activities around the topics of meals. And students are expected to use the patterns “Do you like... How about... I don't1ke..., but I like... ” to further talk about people's preferences for different foods. 1a~le contains two main tasks, one is to learn more vocabulary about food, and the other is to expand on the previous listening input and speaking output. Activity 1a introduces the concepts of breakfast, lunch and dinner and elicits the vocabulary words egg, chicken, carrot and rice in relation to the three meals a day. These vocabularies, though they had appeared in the grammar tables on previous lesson, do not focus on communicative training, so they need to be strengthened in activity 1a in this lesson. Activity 1b infiltrates the strategy of memorizing words by classifying them according to their semantic fields.1a and 1b set the scene for the following listening activities.1c and 1d focus on listening content on food preferences.1e is about applying langauge when students are asked to paraphrase the listening content in the target language.
学习目标 1. be able to listen to information and record what is heard.2. be able to understand the concepts of countable and uncountable nouns, and be able to discriminate between the vocabulary they have learnt.3. Ask and answer questions about the eating habits of three meals a day.Talk to others about food preferences using natural voice inflections and rich language.
重点 Consolidate the use of the third person of simple present tense with new vocabulary
难点 Use target language to report listening material.
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 Ask students to see the first letter and to say the words by guessing. Ask Ss to use a/an to describe the food and say its plural forms.Ask Ss to complete 1a and 1b. Guess the words according to the first letter of the words.Try to use a/an to describe the food and say its plural forms.3.Complete 1a and 1b. Using animation, students are guided through pictures to review words and expand their food vocabulary in preparation for listening.
讲授新课 Pre-listening:1. Show the times of the day and ask students to think that What do you like for three meals 2. Ask students to fill in the blanks and make conversations with partners according to the pictures.While-listening:1.T asks students to finish task 1c-- Listen and circle the food you hear in 1a.2.T asks students to listen and fill in the chart.3.T shows the listening scripts and asks students to listen again and complete the conversation.T asks students to listen the listening scripts and repeat.Post-listening:1.T asks students to work in pairs to finish the task 1e-- Ask and answer questions about what Sally and Tom like and don’t like.2.Group work- Make a survey about the meals and report it.3. Explains knowledge points.(If students are able, have several groups to report their survey results in front of the class.) 1. Think about the question and answer: What do you like for three meals 2. Fill in the blanks and have a conversation with partner.1. Complete the listening task 1c: Circle the foods.2.Listen again and fill in the table.3.Listen again and fill in the blanks.Listen and repeat.1.Practice role-playing dialogues with desk mates according to the listening materials.2.Group activity: conduct a survey and report the eating habits of classmates.3.Take notes. Dialogue practice lays the foundation for subsequent listening.Conversation practice drills new words in time and reinforces target sentence patterns.Guide students to catch key words for listening tasks and develop listening skills.The original text is set to presented with information missing for listening training to raise the level of difficulty and foster thinking abilities.Follow and repeat the listening transcript to develop students' awareness of intonation.Conversation exercises are carried out according to the contents of the book to cultivate students' communicative awareness.The group activities give full play to students' independent cooperation and inquiry ability, which is conducive to the development of students' creativity and the cultivation of their cooperation and communication skills.
课堂练习 Show students the following exercises on slides, and have them write down answer first and then call out chorally. Check answer as class. Have individual students explain reasons if necessary. 1. I have some bread and eggs for ___(早饭).2. What does your father have for __(午餐) 3. There are three___(西红柿) are on the plate.4. Do you like___(胡罗卜) 5. My Mom likes____（草莓）6. Let’___(have)some meat.7. I like____(vegetable) best! What’s your favorite food 8. My sister ____(not like) bananas.9. What __(do) Wang Lei like to eat 10. ___Peter____(like) playing basketball Keys:1. breakfast 2. lunch 3. tomatoes 4. carrots 5.strawberries 6. have 7. vegetables 8. doesn’t like 9. does 10. does; like Students write down keys first and then call out answer chorally. Allow students to practice digesting knowledge points in class and drill key points and target language in time for teachers to grasp the learning situation.
课堂小结 Summarize what has been learnt in the lesson to consolidate and deepen the impression.Use the mind map to give students an orderly organization.
板书 Unit 6　Do you like bananas Section B1a～1eNew wordsKey sentencesbreakfast, lunch, dinner, orange, salad，egg, apple, ice-cream，hamburger, banana chicken, rice, carrotDoes Tom like carrots Yes, he does./No, he doesn’t.
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