下面是小编整理的unit 6 Do you like bananas?教案(新课标版高一英语教案教学设计)，本文共18篇，欢迎您能喜欢，也请多多分享。
篇1：unit 6 Do you like bananas?教案(新课标版高一英语教案教学设计)
Ⅰ Teaching aims:
1. Learn to talk about likes and dislikes
2. Learn food names
3. Learn to concerned with others, formed a close friendship with others.
Ⅱ Topic: Food
Ⅲ Teaching guide:
1. Language goal:
Learn to talk about what they like and what they don’t like and remember food names.
2. Fuctions:
Talk about likes and dislikes
3. Language structures:
a. present tense to like
b. Yes/No questions and short answers
c. Affirmative and negative statements
4. Target languages:
Do you like hamburgers?
Yes,I do./ No, I don’t.
I like French fries.
I don’t like tomatoes.
5. Vocabulary
hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, banana, eggs, strawberries, carrots, apples, chicken
breakfast, lunch, dinner
fruit, vegetable
6. Recycling
Let’s
I, you, he, she
Personal names
7. Learning strategies:
Personalizing
Classifying
8. Emotion:
Learn to concerned with others, formed a close friendship with others.
Ⅳ Important and difficult points:
1. Grasp the new words and use them freely
2. Grasp the following pattens:
Do you like…? Yes, I do. / No, I don’t.
Does she like…? Yes, she does. / No, she doesn’t.
I like… I don’t like…
He likes… He doesn’t like…
3. Talk about the Ss’ favourite food.
4. The use of countable and uncountable nouns.
Ⅴ Teaching plan:
The first period: Page 31-32
The second period: Page 33-34
The third period: Page 35
The fourth period: self check
The First Period
Ⅰ Language fuctions:
Do you like…? Yes, I do./ No, I don’t.
I like…
I don’t like…
Ⅱ Vocabulary:
hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, banana, strawberries, chicken,egg
Ⅲ Procedures:
Step 1. Warm-up
1. Greeting
2. Review:
T: What’s this? ( It’s a soccer ball.
Can you use this word make sentences?
Ss: Do you have a soccer ball?
I have a soccer ball.
Let’s play soccer.
……
I like playing soccer. I don’t like playing soccer.
I like soccer balls. I don’t like soccer balls.
(Help Ss to answer)
Then write on Bb.
Step 2. Presentation
1. T: Are you free this Sunday?
Ss: Yes.
T: Well, let’s go to KFC.
Ss: That sounds interesting/fun…
T: In KFC, there are much food (Show pictures of food) , what do you like?
Ss: I like …
2. T: What ’s this?
S: It’s a hamburger.
T: What are they?
S: They’re hamburgers.
T: Do you like hamburgers?
S: Yes,
No, I don’t like
(Tell Ss the short answer: Yes, I do. /No, I don’t. )
3. Using the same way to teach other words.
Show the followings on the Bb.
4. Task 1 Food names.
Ask the Ss to write as many words as they can.Pay attention to the countable and uncountable nouns.
5. Do Part 2c
Step 3. Presentation
1. T: In KFC, I like apple pie. It’s very delicious. Do you like apple pie? (Yes./ No) There are many pies, which pies do you like?
(banana pie, strawberry pie, orange pie)
2. T: What ’s this?
S: It’s a /an ….(banana, orange, strawberry)
T: What are they?
S: They’re …. (bananas, oranges, strawberries)
Then Bb Teach
Fruit
Step 4. Presentation
1. T: Apple, banana… these fruit can make us keep healthy. Vegetable also can make us healthy. So I like broccoli. Broccoli is uncountable.
2. T: Do you kown tomato is a fruit or vegetable.(Vegetable)
3. Write on Bb
4. T: Do you like …( broccoli , tomatoes)
Yes, I do. / No, I don’t.
Step 5. Do excises
1. 1a Ask one student to read the words
Match the words with the things in the picture.
2. 1b Listen to the tape.
3. 1c Pairwork （say as 1b）
4. 2a Ask one student to read the words.
circle the food you hear.
2b Listen again.
Fill with the blank.
Read the conversation
Step 6. Pairwork
Make a coversation as Part 2b
Ask Ss act
Step 7. Homework
Copy the new words
Make a conversation with your partner as Part 1b
The Second Period
Ⅰ Language fuctions:
Do you like…? Yes, I do./ No, I don’t.
Do they like…? Yes, I do./ No, I don’t.
Does he / she like…? Yes, he/she does. / No, he/she doesn’t.
They like… They don’t like…
He/she likes… He/She doesm’t like…
Ⅱ Vocabulary:
carrot, ftuit, vegetable, breakfast, lunch, dinner
Ⅲ Procedures:
Step 1. Revision
1. Greetings.
2. Enjoy “the apple” song.
T: Do you like this song?
Ss: Yes, we do.
T: Do you like apples?
S1: Yes, I do.
T: Do you like…?
S2: ……
T: If I go to your home, what fruit will you show me?
( Help to say. )
Ss: Do you like pears/peaches/ grapes/bananas/…?
T: Yes, I do. / No, I don’t.
T: Can you write down my favourite fruit?
The Ss write them down.And see who write the faster and the best.
Step 2. Presentation
T: Does you like…? S1: Yes, I do. / No, I don’t.
T: Does S1 like…? S2: Yes, she/he like…
No, she/he doesn’t like…
Then the Ss pratise in group.
Teach the words: carrot,vegetable.
Step 3. Task 1.Food Survey
Do you like tomatoes,Li Lei?Yes, I do. / No, I don’t.
Name Like Dislike
Li Lei tomatoes hamburgers
Then report like this: Li Lei likes tamatoes, but he doesn’t like hamburgers…
Step 4.Task 2.
Show the pictures of the animals.
T: What’s the favourite food?
Ss: Cabbages/ bananas/ meat(chicken)/ fish…
Step 5.Presentation
T: Li Lei likes tomatoes. But do you know what he likes for breakfast/ lunch/ dinner…?
(Teach the new words: breakfast, lunch, dinner)
Ss:…
T: What about you? What do you like for breakfast/ lunch/ dinner?
Ss: I like … for …
Step 6. Task 3. Guessing game
Show the picture of Dave/ Helen/…
The Ss do like this, S1: Does Dave like apples for breakfast?
S2: Yes, he does./ No, he doesn’t.
Step 7. Pairwork (Do Part 3,4) SectionB 1b,2a,2b,2c
Step 8. Homework
Make a survey.( The bithday presents for your parents )
What should you give your parents for their birthdays? What’s the best gift you have ever received? Please make up a shopping list you could use to buy bithday presents for your parents.
Preparation: a. know about the parents’ birthday
b. know about their like and dislike food,then fill in the form
Prarents Like Dislike
mother
father
The Third Period
Ⅰ Language fuctions:
Learn to read and write a acticle about sb likes to eat for breakfast,lunch, dinner,and dessert.
Ⅱ Vocabulary:
run, runner, eat, star, lot, lots of, healthy, food, dessert, list
Ⅲ Procedures:
Step 1. Revision
a. Greeting
b. Free talk
Step 2. Presentation
a. Show the pictures of Liu Xiang / Xing Huina / Louis /….
T: Do you know them? Who’s this/ that?
What are they? ( Help to say )
Ss: They are running star. Liu Xiang and Xing Huina are the winners in the Olympic Games.
T: Do you like them? What do they have for breakfast/ lunch/ dinner?
Ss: …
b. Show another picture of Sandra Clark.
T: What does she like for breakfast/ lunch/ dinner? Please read the text of P35 3a quickly and find the answers.
Name breakfast lunch dinner ddssert
Sandra Clark
Ask several Ss to retell the text.
Tell Ss: One should eat well in breakfast, eat enough in lunch, eat less in supper.
Step 3. Writing ( 3b )
Show the picture.
T: What can you see in the picture? Who’s he? What does he like to eat for breakfast/ lunch/ dinner? Please read and fill in the blank. Then check the answers.
Step 4. Teaching “lots of, healthy”.
a. Liu Xiang is a running star ,Xing Huina is a running star, too.
In China we have a lot of running stars like them.
We also have lots of other stars like film stars,TV stars, singing stars,sport stars …
b. Show a picture of a strong man.
T: Does he look fine? Does he look healthy?
c. Show the pictures of Mr Fat and Mr Thin
T: Whom do you like better, why?
Step 5. Task 1. Discussion: What can make you healthy?
( Running, Playing sports, Eat fruit … )
Task 2. This week we have learned lots of food. Some of them
are healthy food, but some of them are unhealthy food. Please fill in the form.
Healthy Unhealthy
Step 6. Groupwork
T: Look, the sun in shining brightly, the weather is neither too hot nor too cold. It’s cool. It’s a good time for us to have a picnic. Do you want to have a picnic? What do you like/ have for the picnic?
Ss: I like …
T: Ah, so much food. OK, let’s go shopping. But before we go
shopping, we should make a list, a shopping list. Now, four
Ss a group to discuss, then write the shopping list.(4a)
Ask the Ss report their list.
Step 7. Homework
If you want to be healthier, which food do you think is the
best for breakfast/ lunch/ dinner?
The Fourth Period
Ⅰ Content: Self –check
Have a quiz
Ⅱ Procedures:
Step 1. Revise
1. Revise the food names. ( singular and plural )
2. Revise how to inquire sb’s like or dislike.
3. Revise how to write an article which is about sb likes for three meals at usual.
Step 2. Go through self-check
Step 3. Have a quiz.
篇2：Unit 6 Do you like bananas?
重庆市110中学 曹 毅
一、教学目标
1、总目标
谈论喜好
根据本课的练习，培养学生的想像能力和发散思维能力。
2、具体目标
语言目标：Do you like hamburgers? Yes, I do./No, I don’t.
I like French fries.
I don’t like tomatoes.
学习策略与思维技巧：通过一系列的练习谈论喜好，利用分类的方法进行事物归类，达到复习单词与句型的目的，学会调查的列表法。
重点词汇：hamburgers, tomatoes, bananas, carrots, breakfast, chicken, fruit, dinner
语言结构：Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
语言功能：Talk about likes and dislikes
跨学科与文化意识：对中西方饮食习惯的不同了解，同时包容西方的文化，饮食与医疗健康的关系，利用数学的统计方法进行调查研究。
情感态度：培养学生的喜爱和判别是否观点的能力。
二、课时安排
Period One P31-P32 Period Two P33-P34 Period Three P35 Period Four P36
三、教学步骤
Period One
Step 1: Section A (P31)
1. 学习1a的生词。
2. 使用句型Do you like…? 了解学生对food and drinks单词的情况，稍差学生可以使用Chinese。
3. 朗读1a的9个单词（Class or Group）
4. 听录音：完成P32-2a
Step 2: Presentation
1. 听对话（教师编写图中的一些food and drinks对话问句(A、B)，让学生找出相应的food and drinks，训练学生的观察辨别能力，进一步熟悉生词。
2. 听录音，完成P31－1b内容
3. 对话练习：给出食物或学生每人（同组不一样）带1－2样food and drinks，进行操练句型Do you like…? 同时增加复习单元的体育活动词汇。
Step 3: Listening
1. 听录音，完成P32－2b
2. 再听录音，跟读P32－2b对话。
Step 4: Grammar
给学生3－5分钟准备，差些的学生进行操练，好些学生每组选代表表演对话，至少3组。(Do you like …? Yes,/No What do you like..? I like….)
Step 5: Survey
Task 1: 利用Do you like…?句型问答完成下列表格。
Name drinks food sports things
Step 6: Homework
1. Ex P19 1,2
2. Task 2: 写作
利用句型I like…. I don’t like ….等写一篇20词以上的个人爱好短文。
Period Two (P33-34)
Step 1: Revision (food and drinks)
1. 找food and drinks （由教师叙述相关东西，在教师处或在学生处（组）中领取所叙述的东西，找正确则给他（她）作为奖励。）
2. 利用实物复习上节课单词、句型（P33－34）
3. 检查学生的写作情况，请2－3组的代表把合作的短文读给同学们听。
Step 2: Ask and answer (P33-34)
对话使用Do you like…? I like…. I don’t like….等句型。
Step 3: Survey
Task 3 调查个食物情况爱好及原因，完成下列表格内容。
Name like why don’t like why not
Step 4: 汇报
请小组代表汇报总结调查情况（抽2－3组）
Step 5: Listening (P34-1a)
1. 听录音，圈出food, drinks, fruit。
2. 再听录音，写出相应的单词。
Step 6: Found (P34-1b)
教师给出food, drinks, fruit and sports进行属性归类。
Step 7: Listening (P34-2b)
1. 听录音，完成P34－2b内容，完成表格。
2. Task 4 :利用对话（由教师编写相应对话），选出相应食物、饮料和水果等。
Step 8 : Survey
Task 5: 询问每组同学中三餐的喜好，完成下列表格内容。
Name breakfast lunch supper
Step 9: Homework
1. Ex. P20-22 4,5
2. Task 6 : 请设计一份你在本周六全家人要去麦德隆餐馆就餐的每个人所吃的食物谱。
Period Three (P35)
Step 1: Revision
1. Review the words and structures about food, drinks and fruit of Section B.
2. Check the students’ hobbits about three meals in the last lesson and report to the students each group.
Step 2: Listening
The teacher makes up a conversation and read to the students, then complete the tables.
Name breakfast lunch supper
like dislike like dislike like dislike
Step 3: Practice
1. Complete P35 -3a.
2. Finish P35-3b
Step 4: Written
Please ask a student of the group to report according to the students’ discussion. (P35-3c)
Step 5: Design a picnic plan (P35-4a)
Task 7: The students are going to have a picnic outside next Saturday on Nan Mountain. Please write a plan about food and drinks they’ll bring.
Step 6: Homework
Ex P22 6,7
Period Four (P36)
Step 1: Revision
1. Check the homework and write down the keys.
2. Review the words and the sentence structures.
3. Match Look for the food and fruit matched the words. Or draw a few fruit trees and all kinds of fruit on them. Ask the students to chick them on them.
Step 2: Draw and say (P36-3)
Ask a student to draw food or fruit, then let other students to talk about them and write down the words.
Step 3: Classify the same favourite
Task 8: Ask the classmates what to eat for breakfast or lunch, supper, then hand in the book of the survey.
Step 4: Practise (ask and answer)
A: What’s this in English?
B: (It’s)….
A: Do you like it/them?
B: Yes./No.
A: What else do you like?
B: (I like) ….
A: Thank you.
B: That’s all right.
A: Goodbye.
B: Bye.
Step 5: Reading
Read just for fun！And act out.
Step 6: Design a shopping list
Task 9: If you go to the shop on Sunday morning, please write down a shopping list where you want to buy some fruit and food in the market.
Step 7: Test
Have a quiz in the checking Handbook.
Sept. 2,
篇3：Unit 6 Do you like bananas
Teaching procedures:
T: let’s welcome all the teachers!
Ss: claps.
T: class begins!
Ss: hello Nancy
T: hello everyone. Sit down please.
T: what’s the weather like today?
Ss: it’s a cloudy/ windy/ sunny/ rainy day.
T: the whole class please answers my questions.
What’s this in English? (Holding an apple picture)
Ss: it’s an apple.
T: is it a book?
Ss: no, it isn’t.
T: where is the apple?
Ss: it’s on the table.
T: I have an apple. Do you have an apple?
Ss: no, I don’t.
T: what are these?
Ss: they are bananas.
T: where are the bananas?
Ss: they are under the book. (Put the bananas under the book)
T: I have oranges. Do you have bananas?
Ss: no, I don’t.
板书：Do you have (bananas 图片)?
No, I don’t.
Yes, I do.
T: now Nancy wants to change “have” to “like”. What is “like”? Now look at Nancy. (Do the actions of like and dislike. Make them understand what is like and what is dislike.)
Now who can tell me what is “like” in Chinese?
Ss: 喜欢.
T: that’s right.
Do you like bananas?
Ss: yes, I do.
T: 引导说no, I don’t.
What are these?
They are hamburgers. (Ask the students to follow me)
Do you like hamburgers?
Ss: …
T: what are these?
They are tomatoes. (Ask the students to follow me)
Do you like tomatoes?
Ss: …
T: what are these?
They are French fries. (Ask the students to follow me)
Do you like French fries?
Ss: …
T: what are these?
They are oranges. (Ask the students to follow me)
Do you like oranges?
Ss: …
T: what are these?
They are strawberries. (Ask the students to follow me)
Do you like strawberries?
Ss: …
以上的香蕉，汉堡，西红柿，炸薯条，桔子，草莓都有顺序的铁在一起。
以下的属于不可数名词的有顺序的铁在一起。
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s broccoli. (非常强调it’s)
Do you like broccoli?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s ice cream. (非常强调it’s)
Do you like ice cream?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s salad. (非常强调it’s)
Do you like salad?
Ss: …
让学生找出这两类食物的不同之处。可以根据刚才的问题来判断。
T: these are countable and these are uncountable.（翻译） 可数名词我们用C 来表示，不可数名词我们用U来表示。可数名词后面可以加S 但是不可数名词后面就不能加S 了。
板书：在可数名词的物品栏写C 在不可数名词栏写 U
T：Now please open your book, turn to page 31. 大家现在用2分钟的时间从课文中的单词找出那些使可数名词，哪些是不可数名词？
（2 minutes later）
Ask the student from hamburger to strawberries to check if they can understand countable and uncountable.
Flashing the cards to check if they can read the words well.
Listening comprehension
T: Let’s look at Part 1b.Listen to the tape and mark 1, 2, 3. here we go.
Can you catch that? Yes or no?
Ss: …
(If no, listen again. Otherwise do some paper work.)
Hand out the papers. And ask the students to do it. (5minutes)
Check the answer
But if the time is limited, it should be the homework for them.
T: Here, Nancy has some delicious food. If you want to have them you have to answer my questions correctly.
Who can try?
You please? Do you like oranges?
Ss: yes, I do.
T: you please?
Ss: do you like broccoli?
Ss: no I don’t.
(Try 5 students)
T: let’s stop here. Now I want all of you use these sentences to make up a dialogue.现在大家用黑板上的这两个句型同桌之间做两个对话先是一个问一个答，之后再换过来。有不明白的可以问。Now, let’s do it. (2 minutes)
T: are you ready?
Ss: …
T: now I want some students to come here and tell us what do they like?
You 2 please?
S: …
（能进行几对就是几对直到下课）
T: Class is over, goodbye everyone.
Ss: goodbye Nancy.
篇4：Unit 6 Do you like bananas?
单元要点分析:
本单元主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词；然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答；最后是用所学过的食物名词制定一次野炊活动的采购单。
知识目标：
1．词汇：banana，hamburger，tomato，broccoli，French fries，
orange，ice cream，salad，strawberry，breakfast，lunch， dinner，egg，apple，chicken，fruit，vegetable
2．句型：Do you/they like salad? Yes，I/they do．／No，I／they don’t．
Does he/she like salad? Yes，he/she does．／No，he/she doesn’t.
I/They like oranges． I/They don’t like oranges．
He/She likes ice cream． He/She doesn’t like bananas．
语法重点
1． 行为动词一般现在时的肯定句、否定句和一般疑问句的构成及回答。
2． 可数名词与不可数名词
情感目标
1． 学会谈论自己与他人早、中、晚餐喜欢吃的食物；
2． 学会营养配餐并能够制作购物单和调查表。
3． 了解东西方饮食的不同。
单元课时分配
本单元用4课时教学
第一课时：Section A 1a-2c
第二课时：Section A（1a-2c）
第三课时: Section B 3a-4a
第四课时: Self Check
Teaching Plan
The first period
Teaching aims and demands
1. Let the students know how to talk about their likes and dislikes by using the present tense.
2. Learn some new words about food.
3. Listening and speaking practice.
.Teaching focuses and difficulties
1. Do you like bananas? Yes, I do. / No, I don’t.
Does he/she like apples? Yes, he/she does. No, he/she doesn’t.
2. He/She likes….; He/She doesn’t like…..
3. The countable nouns and uncountable nouns
Teaching Procedures
Step1 warning-up and revision
1.Daily greeting to the students
2.Revision: I have┅ Do you have ┅?
T: Good morning /afternoon/children . (showing a fruit basket)
I have a fruit basket. Do you have a fruit basket？Ask the students to ask and answer using the pettern:: Do you have a ….?
Step2 Presentation
1. Guessing games
Taking away the fruit bastet and asking the students to guess:
What’s in the basket? Using the sentence: Do you have┅?
Present the names of all kinds of fruits and food .
2. Showing a picture of fridge in the computer .
Revise the names of food and fruit .
Teach the new words of food and fruit by using the pattern:
What’s this? It’s….
What’re these? They’re…
Pay attention to the plural forms of these new words.
3. Ask the students from hamburgers to strawberries to check if they can understand countable and uncountable.
4. Practise
1a. match the words with the pictures Then check the answer.
5. 2a. Listen and circle the food you hear
Step3 Presentation
1.Show the pictures again or take out an apple, act out eating an apple delicious and say: I like apples for several times then take an egg, “I don’t like eggs” for several times, working a horrible face at them (Ask more questions about fruits and food )
2.Talk about the students likes and dislikes. Model these questions and answers.
T: Do you like salad?
S: Yes, I do. / No, I don’t.
T: Does he/she like hamburgers?
S: Yes, he/she does. No, he/she doesn’t.
The teacher can help the students to answer if they have any difficulties. Write the sentence patterns on the blackboard.
Step4 Pairwork
1. Ask them to make their own conversations about what they like or dislike.
2. Ask some pairs to perform their conversations.
3. Sum up their conversations on the blackboard.
e.g Bob likes … and…. He doesn’t like…. Sophie likes … and …. She doesn’t like….
Students practice asking and answering questions and answers above.
Step 5 Group work
1．Guessing game
Guess what my favourite food is, or ask some students to come to the front and guess what her/his favourite food is.
2．Discussion
Ask the students to talk about their likes and dislikes in talking pairs or groups
Tell the students: We’ll go on a picnic. Divide the class into groups. Ask them to make a survey, using the questions: Do you like…?
Then give report to the class.
Names hamburgers apples bananas ice cream tomatoes
Model: Tom likes …. He doesn’t like ….
Step6 Listening practice
1.SB Page31. Activity1b. Listen and number the conversations. Check the answer. Listen again, let the students repeat after the tape.
2. Ask some pairs to read the conversations.
Step7 Consolidation & Homework
Get the students to ask their family what food they like and make a shopping list.
篇5：教案Unit 6 Do you like bananas?
（教案）Unit 6 Do you like bananas?
教学资源 -12-05 15:05:40 阅读49 评论0 字号：大中小 订阅 引用 花中人 的 （教案）Unit 6 Do you like bananas? 教学目标Teaching Aims 【知识与技能】【Knowledge and skills】Learn the usage of the verb like in affirmatives, negatives and yes-no questions, and the affirmative and negative replies of yes-no questions; Review the usage of plural nouns; Learn to ask, know and talk about the food that they or others like and dislike by introducing the food; Learn to talk about the food that they and others like to eat for breakfast, lunch and dinner and how to have a healthy diet; Learn to make a shopping list and a survey. 【过程与方法】【Processes and methods】With the studying strategies of Different Opinions and Classifying, get the students to do Pair work to ask and talk about the food that they or others like and dislike by using the teaching courseware, pictures, flashcards or objects; Learn how to have a healthy diet by making a survey, filling in the chart, reading and filling in the blanks; Get the students to practice hearing. 【情感、态度与价值观】【Emotion, attitudes and value】This content is close to the students’ life and the topic deals with the students’ diet habits and preference, so it’s helpful for the students to have a healthy diet habit and it can arose the students’ special attention and inspire them to fall interest in learning English; At the same time it can bring up the students’ feelings of solicitude and friendship to their families, classmates and friends. 教学重点难点Difficulties and focus 1. The structures and usage of the verb like in affirmatives, negatives, and get the students to grasp the basic sentence patterns: I/They like ….; I/They don’t like ….; He/She likes ….; He/She doesn’t like ….. 2. The structures and usage of the verb like in yes-no questions, and the affirmative and negative replies of yes-no questions, and get the students to grasp the basic sentence patterns: Do you/they like…? ; Does he/she like…? 3. The structures of notional verbs in affirmatives, negatives and yes-no questions at Present Tense, especially the forms of the third singular person and the usage of plural nouns. 教与学互动设计Teaching and studying design of mutual actions Section A 创设情境，导入新课Create plots and scenes to guide the new lesson The main content is to learn to talk about the food that we like and dislike by introducing foods in Section A, so we can adopt the Audiovisual Guiding Method: At first, the teacher can teach some nouns about foods, the teacher can demonstrate with an apple or a picture or by projecting a flashcard I have an apple. Bite it and show that you like it I like apples. And ask Do I like pears? and answer Yes, I do.; The teacher can demonstrate again with a pear or a picture or by projecting a flashcard I have a pear. Bite it and show that you dislike it I don’t like pears. And ask Do I like pears? and answer No, I don’t. ; Do the same demonstration with other objects. Then ask the students Do I like …? and get the students to answer Yes, you do. No, you don’t. Ask the students Do you like …? and get them to answer Yes, I do. No, I don’t. Ask the students Does he/she like …? and get them to answer Yes, he/she does. No, he/she doesn’t. Ask the students Do they like …? and get them to answer Yes, they do. No, they don’t. Get the students to do Pair work and mutual actions with the target knowledge. 合作交流，解读探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: Do you/they like salad? Yes, I/they do. / No, I/they don’t. Does he/she like salad? Yes, he/she does. / No, he/she doesn’t. I/They like oranges. I/They don’t like oranges. He/She likes ice cream. He/She doesn’t like bananas. 1、【演示】【Demonstration】Learn some nouns about food first, and then the teacher communicates with the students: 1）Show some pictures about food or project some flashcards about food. （Demonstration）I like …. I don’t like …. （Question）Do I like …? （Answer）Yes, I do. / No, I don’t. 2）Show some pictures about food or project some flashcards about food. （Ask the students）Do you like …? （Get them to answer）Yes, I do. No, I don’t. （Ask the students）Does he/she like …? （Get them to answer）Yes, he/she does. No, he/she doesn’t. （Ask the students）Do they like …? （Get them to answer）Yes, they do. No, they don’t. 2、【活动】【Activities】Get the students to practice conversations and communicate with each other: Do you/they like …? Yes, I/they do. / No, I/they don’t. Does he/she like …? Yes, he/she does. / No, he/she doesn’t. 3、【体验】【Experiences】 1）Play the tape of Part 1b, and get the students to listen and choose the proper conversations and mark the order, finish the teaching task of Part 1b. 2）Play the tape of Part 2a, and get the students to choose the nouns about food they hear, finish the teaching task of Part 2a. 3）Play the tape of Part 2a again，and get the students to fill in the blanks with the nouns about food that they hear, finish the hearing training task of 2b and the structures and usage of the verb like in affirmatives, negatives and yes-no questions, and the affirmative and negative replies of yes-no questions at Present Tense. 4、【活动】【Activities】 1）Get the students do Pair work, and finish the teaching task of oral intercourse in Part 2c. Let the students practice the conversations above and the structures of the verb like in affirmatives, negatives and yes-no questions, and the affirmative and negative replies of yes-no questions at Present Tense. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: I like …. Do you like …? Yes, I do./ No, I don’t. I don’t like ….；And then get the students to make the proper answers according to their own actual circumstances. 2）Get the students do Pair work, and finish the teaching task of oral intercourse in Part 3. Let the students ask questions according to their own charts, and then draw the right sign designs according to others’ answers. 5、【调查】【Survey】Get the students to do Food Survey, and finish the teaching task of oral intercourse in Part 4. Demand the students to learn to use Do you like …? Yes, I do. No, I don’t. I don’t like …. to talk about the food that they like and dislike and make notes, fill in the charts. Section B and Self Check 创设情境，导入新课Create plots and scenes to guide the new lesson Review and consolidate the usage of verb like in yes-no questions, and the affirmative and negative replies of yes-no questions by reviewing and learning some nouns about food in Section B. The Audiovisual Guiding Method can still be adopted: The teacher show some objects or pictures or project some flashcards and get the students to do Pair work to review the words taught in the first part; Again the teacher show some objects or pictures or project some flashcards（about the food learned in Part 1a）, and describe What’s this? It’s a/an … as the students are watching. Repeat and get the students to follow and understand their meanings; At last, get the students to observe the pictures in Part 1a and fill the numbers of the nouns of food in the proper boxes, and finish the teaching task of Part 1a. 合作交流，解读探究Cooperate and intercourse to unscramble and research The main content in Section B is to talk about their own love with the target language learnt. 1、【演示】【Demonstration】The teacher communicate with the students to review the target language: Do you/they like …? Yes, I/they do. / No, I/they don’t. Does he/she like …? Yes, he/she does. / No, he/she doesn’t. 2、【活动】【Activities】Get the students to practice conversations to review the target language: Do you/they like …? Yes, I/they do. / No, I/they don’t. Does he/she like …? Yes, he/she does. / No,篇6：unit 6 Do you like bananas评课稿
unit 6 Do you like bananas评课稿
蒋老师一直给人以青春甜美、大方利落的印象，在文海之星这一全校性教学教研活动的开展下，我们有幸欣赏到蒋老师带来的一节清新活泼，匠心独运的一节课。蒋老师执教的是七年级上册第六单元Do you like bananas?的第一课时，本单元主要是围绕食物的话题，让学生谈谈自己的喜好。本课时的目标语言句型在第五单元已经学过，因此学生对于句型没有陌生感，也非常容易把握。因此，本课时重点在于目标词汇中可数名词与不可数名词的区分与正确运用，以及让学生能自如地表达自己喜欢的食物和不喜欢的食物。
在本节课中，蒋老师以班级学生的生日为主线，引出本单元的话题，以及本课时的重点词汇，并注意引导学生进行可数名词与不可数名词的辨认，学生在情境中进行目标语言的操练，最后以让学生探讨中西方庆祝生日的不同收尾，设计匠心独运，也体现了外语学习中文化的渗透，人文性与工具性的并行。
一、 老师的教
1. 引
蒋老师以一首欢快的英语歌作为引子，学生听完后，蒋老师问道：“Do you like the song?”,学生愉悦地响应“Yes, I do .”巧妙地在第五单元重点句型“Do you have a..?”的基础上引入本单元的重点句型“Do you like...?”.接着老师又问：“What can you hear?”学生接着说出刚刚从歌曲里听到的cake等单词，接着蒋老师告诉大家，班里的一名学生的生日快到了，让大家猜猜是谁的生日，激发了学生的好奇心。然后蒋老师又问：“What can you do for John’s birthday？”引发学生头脑风暴，自然地引出了食物这一话题，流畅自然。
2. 助
在教学过程中，蒋老师也特别注意在每个教学细节对学生语言的`产出障碍给予及时的帮助与指导。比如，在让学生猜测老师的冰箱里的食物时，蒋老师给出了学生以前接触过但不太会运用的句型：“Is there a/an...in the fridge? Are there any..in the fridge?”帮助学生完成交际。虽然学生对这个句型的运用效果没达到熟练的程度，但却是一个给学生提供支架，辅助学生完成猜测，拓展学生语言能力的很好的尝试。
3. 评
在课堂教学中，蒋老师注意对班级学生学习兴致的掌控，对回答问题的学生给予的正面评价也很及时，在整节课中，学生兴致很高，氛围很活跃，尤其是蒋老师对于其中两个同学的精彩发言给予的两个印章的奖励更是刺激了学生们的积极性，此时无声胜有声。
4. 促
本节课的主题是谈论对事物的喜好，话题接近生活，在蒋老师巧妙的课堂设计思路下，学生学习情绪很高，蒋老师设计的各个语言操练活动学生基本上都能完成。在句子表达的基础上，蒋老师最后设计了一个个人秀活动，以语篇的形式让学生在真实情境的交流体验后输出语言，对学生语言能力层次的提高是很好的促进与提拔。在本节课的尾声，蒋老师布置了一个让学生对比中国与西方庆祝生日在方式，食物和参与人员方面的不同，是对学生跨文化意识的渗透的培养。
二、学生的学
1. 自学
本单元的部分单词学生在小学阶段接触过，不认识的单词课前学生也做了预习工作，句型在第五单元基础上加以强化，因此整节课学生能够在蒋老师的铺垫下，独立完成听力练习和对话实践。
2. 组学
学生在老师的指令下，能够积极响应并参与到小组对话学习中，并能有效地达到本课时的教学目标。这也得益于蒋老师平时的个人教学艺术与人格魅力，培养出学生良好的组学习惯。
3. 展学
在本节课中，对于目标语言的展示，蒋老师设计了多样的形式，有个人的回答展示，也有两个人的小组对话，还有小组讨论的中西方生日习俗对比，但因为前面的任务占用时间有点多，所以最后的小组展示没能看到。在学生的对话展示中，值得探讨的是，在学生基本上掌握目标语言后，可否撤掉ppt中的提示语言，让学生独立思考，用自己的语言实现语言的交际功能。
4. 固学
巩固是英语教学过程中必不可少的一个环节，这个环节通过巩固性操练，让学生当堂巩固新授知识。在本课时的教学中，蒋老师在学生对话的基础上，让学生以汇报的形式来巩固强化本课时的目标语言。但稍有欠妥的是，本课时的不可数名词作为重点、难点之一只是在词汇部分加以强调，在句子的操练中似乎还少了点强化。
总之，蒋老师给大家带来的是一节构思新颖，充满人文性的一节英语课堂，学生的活泼与精彩表现使得整节课闪耀着星星光芒。如果在教学中，能够再突出学生的自学，比如，让学生自己去将可数名词与不可数名词进行分类；在教学中，能够在扶着学生走了一段路后，教师放手让学生自己去独立思维发挥，是不是能让我们看到意外的惊喜？是不是也能领略到学生更多的“花言巧语”？
篇7：人教版七年级Unit 6 Do you like bananas?
UNIT 6 DO YOU LIKE BANANAS?
(The first period section A 1z-1c)
Teaching aims (教学目标)
1.学会日常生活中食物 水果的名称
2..学会谈论对食物水果的喜好
Lauguage points (语言栏)
要求掌握以下句式 （1）Do you like┅ Yes I do/No I don’t
（2）I like┅ I don’t like
要求掌握以下词汇 knowledge tomatows broccoli French fries oranges ice cream salad bananas strawberries garrots
Difficulties
(1) 可数名词和不可数名词
(2) 可数名词的复数形式
Teaching steps (教学步骤)
1.warning-up and revision (课堂热身和复习)
(1)Daily greeting to the students（日常问候）
(1) Revision（复习） I have┅ Do you have ┅?
T: Good morning /afternoon/children
(showing a ) fruit basket
I have a fruit basket
Do you have a fruit basket
Ask the students to ask and answer using the pettern::
Do you have┅?
2. Guessing games
Taking away the fruit bastet and asking the students to guess:
What’s in the basket? Using the sentence: Do you have┅?
Present the names of all kindsof fruits and food
3. Showing a picture of fridge in the computer
Revise the names of food and fruit
Teach the new words of food and fruit
4. Practise
1a. match the words with the pictures
5. 2a. Listen and circle the food you hear
6. Show the picture again or take out an apple,
act out eating an apple delicious and say: I like apples
for several times then take an egg, “I don’t like eggs” for
several times, working a horrible face at them (Ask more
questions about fruits and food )
7.Guessing game
Guess what my favourite food is, or ask some students to come
to the front and guess what her/his favourite food is.
8. Fill in the chart
Pictures of food&fruits like dislike
9. Discussion
Ask the students to talk about their likes and dislikes in talking pairs
10. Listening
1b. Listen and number the conversation
11. Chant
12. Homework
Oral work:
Rcite the new words
Written work:
1. Copy the new words
2. Making up dialogues between you and your parents about
likes and dislikes
Unit 6
The Second Period Section
Teaching aims教学目标
1 学会谈论第三人称（he/she）的喜好
2 巩固有关食物的单词
Language points
1 要求掌握以下句子
（1）-Does she/he like apples？
-Yes，she/he does，she/he likes apples.
-No，she/he doesn`t，she/he doesn`t like apples.
（2）-Do they like apples？
-Yes，they do，they like apples.
-No ，they don`t .Thet don`t like apples.
2 Difficulties
(1) Does……do sth?的动词要用原形
(2) He/She likes apples.中的动词后一定要加“s”
Teaching steps
Step 1 Warming-up and revision
（1） Play a guessing game 教学设计说明
T：show pictures of food，drinks，fruits fast. 1复习食物单词以达
Ss：guess one by one and spell it. 巩固之目的
T：check it and show the correct spelling on the right. 2通过这一步训练学
（2） Listen（to 2b）and fill in the form 生的听力能力，使
(Ask S2 to read the dialogue to check the answer) 死的词汇变活的语
言
Step 2 Presentation（呈现）
（From the listening material we know the boy`s and the girl`s
likes and dislikes.Now I want to know what you like and dislike）
(1) T：（To a boy student）Do you like tomatoes？ 3 通过公开展示he/she
S1：Yes，I do. 的喜好，使学生更清
T：（To Ss）Does he like tomatoes？ 楚其用法以例巩固
Ss：Yes，he does.He likes tomatoes.
(Ss look at the screen and read them again)
T：（To St2）Do you like salad？
St2：No，I don`t.
T：（To Ss）Does he like salad？
St2：（helped by the teacher）
No，he doesn`t.
He doesn`t like salad.
(Ss look at the screen and read them again)
(2) T：（To a girl student）Do you like icecream？
S1：Yes，I do.
T：（To the Ss）Does she like icecream？
Ss：Yes，she does.She likes icecream.
(Ss look at the screenand read them again)
T：（To S2）Do you like tea？
S2：No，I don`t.
T：（To Ss）Does she like tea？
Ss：No，she doesn`t.
She does like tea..
Step3 Practice
(1)Ss do the same as the teacher. 4通过多种
(2)Ss practise them in groups. 形式的练
(3) Ask Ss to act it out.习以使学
(4) Ask Ss to write out his partner`s 2 likes and 2 dislikes. 生提高并
(5) Let Ss have a competition between the girls and boys using the key phrases. 保持学习
(T give a example) 的兴趣，
Does she/he like……？ 时句型的
S1：（look at the student`s sentence） 巩固落到
Yes，he does.He likes…… 实处。
No,he doesn`t.He doesn`t like……)
(6) Summarize the competition
Step4 Presentation and practice
(1) T show pictures of 姚明and刘翔and ask：Who are they？
Ss：They are ……
T ：Do they like carrots？
（Ss may know but most don`t .T ask Ss to look at the chart and
give their answers）
FFFF 5换一种方式呈现新知识
不仅使学生耳目一新，
兴趣高涨，而且使学生
对此句型的掌握更趋
简单。
Do they like……？
Yes，they do.they like ……
No，they don`t .They don`t like……
(2)T show pictures of郭晶晶and蔡依林and ask ：Who are they？
Ss answer……
(3)Ss take about their likes and dislikes in pairs.
(4)Ask several pairs to talk about their likes and dislikes.
Step5 Work on Part3(P33)
(1) SA look at Page33 and ask questions and fill in the blanks.
(2) SB look at Page83 and ask questions and fill in the blanks.
(3) Ask 2 pairs to read out their answers.
Step6 Make a food survey
T：I`m going to have a birthday party，so I want to buy some food ，
fruits and drinks.
Please help me find out what they like and don`t like and finish the chart.
Ss finish the chart 6 使语言知识生
T ask S4 to report their survey to the teacher. 活化，使学生
He/She likes…… 感到学习的乐
They don`t like…… 趣。
He/She doesn`t like……
Step7 Homework
(1) Make an interview to you friend about his father and mother`s likes
And dislikes and record it.（with the key phrases）
（2）After the interview make a food survey and finish it.
Unit 6 Do you like bananas?
(The 3rd period )
Teaching aims (教学目标)：
1． 巩固所学的食物及水果名词。
2． 掌握名词的性质：可数名词和不可数名词。
Language points (语言点)：
1． 要求掌握以下句型：
（1）Do you like…? Yes, I do.
No, I don’t.
(2)Does he/she like…? Yes, he/she does.
No, he/she doesn’t.
Difficulties (难点)：
名词单数变复数的规则。
Teaching steps (教学步骤)： 教学设计说明
Step 1. Warming-up and revision (课堂热身和复习) 1. 复习这几个单词是为了接下来让学生学习复数时有个铺垫。
1. Greetings (日常问候)
T: Good morning/afternoon, boys and girls.
How are you today?
2. Revision
T: Now let’s count our fingers: (together with the ss, count
from one to ten )1.
3. Sing a song: “Ten little Indians”.2 2.老师与学生一起唱歌，用十个手指头表演，以带动气氛。老师给予适当鼓励。
Step 2. Drills （操练） （Students’ book P34, Section B 1a）
T: Please open your books at P34, look at Section B 1a. First
read the words together.
T: Now look at the pictures below, please write the number in the box 3. 给学生一分钟写
next to the correct food.3 下数字.
Step 3. Presentation (呈现新知识) 4. T板书斜体部分
1. T: (holding a book ) Please answer my question: What’s this ?
It’s a book.
What’s this in English? What和a book 用白色粉笔，’s用红色，
S: It’s a book.4 this和It 用绿色。
(Repeat with an apple, an orange, a watch, a knife ,etc.)
2.T: (holding two books)
Now look at here, please answer:
What’re these in English?5 5.在4的板书下，再写
Repeat the question and help them to answer: What’re these?
They’re books.
They’re books.5 颜色同上。给学生一个对比。
（Repeat with apples, oranges, watches, knives, etc.）
3. Students’ book P31, Section A 1a.
Name as many food and fruit words as possible if you can .
Step 4. Listening practice (听力练习)
1． Section B 2a
Say :listen to the tape carefully and circle the words form 1a you hear. 6.这一步骤既巩固了学生对名词复数的认识，又复习了前一课的句型。
Ss listen, then check the answers.
2.Section B 2b
First look at the chart in Section B 2b, then listen to the tape again and fill
in the chart.
Step 5 Oral pratice6(口头练习)
Section B 2c
1. Pair work
Work in pairs, ask the Ss to ask and answer the following questions:
-----Does Tom like carrots?
-----Yes, he does . / No, he doesn’t.
2. Report
Have two students give two reports about what Tom or Sandra likes
and dislikes.
3. Look at the breakfast, lunch and dinner in Section B 1a.
Let the Ss decide if they are Sandra’s or Tom’s. Write S or T on their
text-books.
Step 6 Grammar focus.(语法)
1.look at the screen, we can see an apple and then two apples.7 7.这里主要用实物或剪贴画在Bb
Repeat with a watch -------three watches 呈现。宜用一行
a knife --------four knives 画一行字的形式
but ice cream-----ice cream
2.Say: English nouns have two kinds: countable nouns and uncountable nouns.
eg, ice cream is uncountable, So we Can’t add “s” here, but for countable
nouns, we have different rules.
(1) 一般情况下，直接加s. apple----apples, orange---oranges 8.这些规则及例子
(2) 以s, x, ch, sh结尾的，加es. watch----watches, box---boxes 要出现在板书中。必
(3) 以f, fe结尾的去f, fe变ves. knife---knives 要时可用中文。
(4) 以辅音字母加y结尾的，去y变i再加es.
French fry----French fries8
3． Practice:
Now, Let’s do more practice. Please write down the
plural forms of the following words.
banana salad
egg milk
pencil-box match
house-wife story
4.Section A 2c.
Look at P32,Section A, 2c, part 3. 9.可用中文解释可数名词、不可数名词及既
Read the words by yourselves.9 可数又不可数的名词。
Step 7. Group work
1.Section B 4a
We are going on a picnic this Sunday. 10.告诉学生用英语交流，黑板上出现
First talk in your group what you like or dislike. 可供使用的句型。
Then make a list of food to buy.10 Do you like……
2.Section B 4b Does he/she like……?
Give a report of your group. Tell the Do they like……? I like…,
whole class what your group-mates like or dislike, He/she likes…,They like…
Then read your list of food to the class. 再提供How many/much 供学生发挥。
Step 8 Homework.
1. Recite the 4 rules
2. Look for some words on food and
fruit, then write down their plural forms.
Unit 6
The 4th priod section
Teaching aims (教学目标)
1 使学生能较熟练地描述自己对事物的喜好。
2 使学生能熟练地用第三人称表述他人对食物的喜好。
3 学会为自己及他人设计菜谱。
Language points (语言点)
1 要求掌握以下词汇：
runner eat run star lot lots of healthy food dessert list
2 要求运用以下句型：
(1) - Do you like …?
Yes,I do./ No, I dont.
(2) - Does he/she like…?
Yes,she does . / No,she doesn’t
(3) - What does she / he like ?
- She / he likes…。
(4) For breakfast /lunck /supper,she / he likes…。
Difficulties（难点）：学生运用所学的知识为自己及他人设计一日三餐的食谱。
Teaching steps（教学设计）
1 (1) Warming-up and revision（课堂热身和复习）
T:Good morning.
Do you like basketball?
Do you like apples ? Do you like carrots ?
(2) Ask:T:What animal likes carrots ?
S:A rabbit.
T:Now I’ll show you a picture.
please tell me what you can see in the picture?
S:A tiger,a rabbit , a cat and a monkey.
T:What does a tiger a rabbilt,a cat,a monkey like to eat?
Then show them a picture
a tiger a cat a monkey a rabbit
↓ ↓ ↓ ↓
meat fish bananas carrots
（3）.Competition.Boys and girls ,let’s have a competition.
Please tell me the names of the food, vegetables and fruits.
Apples,bananas , oranges ,strawberries,watermelons
Tomatoes,French fries,dessert, eggs,hamburgers,salad
chicken,icecream（方便面）
2 Presentation (呈现新知识)
T: In all of the food, what do SHE like to eat?
S: They like …
Show them a picture of Zhou Jielun.(Jay)1
Ask: What does he like to eat?
S: He likes ………fast noodles.
SB 3a
T: Who is a good runner in China?
S: Xing Huina.
T: What do runners like to eat? Do you know?
I think they like to eat healthy food.
T: Open your books at page 35,look at 3a.
Read the article below.Underline the fruits and circle the vegetables.
Show them a picture of Yao Ming.
Ask: Who is he?
S: He is Yao Ming.
T: Does he like football?
S: No,he doesn’t.
T: Does he like basketball?
S: Yes, he does.
T: What’s the name of Yai Ming’s girl friend?
S: Ye Li.
T: Yes. Ye Li is a very good girl. She likes cooking.
She often prepares the meals for Yao Ming.
Ask: What are the three meals?
Teach: breakfast, lunch, dinner
Now you are Yao Ming’s girl friend.Please prepare the
three meals for him.
Unit 6 Do you like bananas?
The 5th period
Teaching aims(教学目标)：
1． 复习巩固本单元单词。
2． 能熟练表达like and dislike。
3． 掌握名词单数变复数的规则。
Teaching steps(教学步骤)：
Step 1 Competition(竞赛) 教学设计说明：
1. Divide the whole class into two teams: the boys’ team 1.这一部分旨在
and the girl’s team. 通过竞赛的方式
(1) Have them say and spell as many words on food and 检测学生的单词
fruit as possible. T will judge which team is the winner. 掌握情况。
(New words are possible.)
(2) Students of one team say a noun, and students of the
other team must give its plural form. The more, the better.1 2.鼓励学生对不认
2. Work on Self-check No. 1 识的单词在课后
Have them read the words together, then check the words 多加巩固。
they know. 2
Step 2 A game(游戏): Pick out what you like to eat for lunch.
1. Prepare some cards or real objects, put all of them in a box.
2. Ask two ss to come to the front. One chooses the food he/she 3.这一部分复习巩
likes to eat for lunch. Every time he/she picks out an object, he/she 固like 和dislike
must say the sentence: “I like …” .At the same time the other s must 的表达。
repeat :”He/She likes …”.3
3. Let the ss ask each other questions to find the classmates who
Like the same food, and fulfill the chart on Self-check No. 4.
Then choose some ss to have a report.
Eg: “I like chicken. Bob likes chicken, too.”
Step 3 Practice(练习)
Finish off “Tests and Games Package”, Unit 6.4 4.这一部分可由T
控制，也可适当
增减内容。
Additional
Evaluation form:
(In class)
All the time Most of the time A little None
1. I work with my classmates □ □ □ □
2. I know the lesson □ □ □ □
3. I speak English □ □ □ □
4. I am interested in the lesson □ □ □ □
(About knowledge)
我会 Yes Need more practice Need more help
1. 朗读并拼写本单元单词 □ □ □
2. 区分可数名词和不可数名词 □ □ □
3．写出可数名词复数形式 □ □ □
4．表达喜欢和不喜欢 □ □ □
5．询问别人的喜好 □ □ □
篇8：go for it 7A Unit 6 Do you like bananas?
Part 1:Teaching design(第一部分：教学设计)
Structures:
Present tense to like, Yes/No questions and short answers, Affirmative and negative statements
Target language:
Do you like hamburgers? Yes, I do. / No, I don’t. I like French fries. I don’t like tomatoes.
Vocabulary: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberries, carrots, apples, pears, chicken, breakfast, lunch, dinner, fruit, vegetable
Learning strategies: Classifying, Personalizing
SECTION A
Goals
● To learn to use present tense to like, Yes/No questions and short answers, affirmative and negative statements
● To learn to talk about what they like and don’t like
● To learn names of some food
Procedures
Warming up by learning to use present tense to like, Yes/No questions and short answers, affirmative and negative statements
1.Yes/No Interrogative
An interrogative sentence or clause that can be answered by 'yes' or 'no'.
For example, Do you like reading books? Yes, I do. Would you like a drink? No, I wouldn’t.
2. The present tense to like
I like acting. I like action movies. I like apples. I like my backpack.
Warming up by discussing the pictures
1. French fries 2. hamburger 3. my daughter 4. McDonald
Hello, everyone!
I’m happy to meet you again. Today we shall take up the sixth unit, Unit 6 “Do you like bananas?”
Look at these pictures please. You must know the sign in the picture 4. It’s McDonald. Many young people like to go there. And my daughter, the little girl in picture3, also likes McDonald. But at McDonald she just likes tomato sauce and toys; she doesn’t like French fries and hamburgers! Look at these two kinds of food in the picyures1and 2. They are delicious. Do you like them? Now look at the sentences on the board and read after me.
Do you like hamburgers? Yes, I do. / No, I don’.
I like French fries. I don’t like bananas.
She likes tomatoes. She doesn’t like hamburgers.
1a Matching words
Look at the picture on page 31 in your book. What can you see in the picture? Yes, there’re many kinds of food in the picture, hamburgers, salad, ice cream and so on. Now look at the word list. Read the words out and match them with the pictures.
Check the answers:
1. hamburgers d 6. ice cream f
2. tomatoes g 7. salad c
3. broccoli a 8. bananas b
4. French fries h 9. strawberries i
5. orange e
2b Listening and Numbering
Look at these three conversations and read them out. Listen to the recording and number them in the right order.
Check the answers: 2, 1,3
Tapescript
Conversation 1
Boy: do you like bananas? Girl: Yes, I do.
Conversation 2
Girl: Do you like salad? Girl: No, I don’t.
Conversation 3
Girl: Do you like oranges? Boy: Yes, I do.
Read the tapescript to underline the “like ﹢ n.”.
1c Doing pairwork
broccoli strawberries ice cream
Now practice the conversation. And then make your own conversations about food with your partner, following the examples in 1b. When you practice, please pay attention to your pronunciation. At last I’ll ask some students to act out their conversations.
Samples:
1. A: Do you like broccoli? B: No, I don’t.
2. A: Do you like ice cream? B: Yes, I do.
3. A: Do you like strawberries? B: Yes, I do.
4. A: Do you like tennis? B: No, I don’t.
5. A: Do you like your cousin? B: No, I don’t.
2a Listening and circling
Now look at the words in 2a and read after me one by one. Listen to the recording and circle the words you hear.
Tapescript
Conversation 1
Girl: I like hamburgers. Do you like hamburgers? Boy: Yes, I do.
Conversation 2
Girl: Do you like broccoli? Boy: No, I don’t like broccoli.
Conversation3
Girl: Let’s have ice cream Boy: Oh, no.
Girl: No? Boy: I don’t like ice cream.
Read the tapescript to underline the “like ﹢ n.”.
2b Listening and filling
Look at the pictures in 2b. Please pay attention to the example in box 1 of the illustration. Listen to the recording again and fill in the missing words. All the words you are to write are listed in 2a.
Check the answers:
1. hamburgers 4. broccoli
2. hamburgers 5. ice cream
3. broccoli 6. ice cream
2c Doing pairwork
Now read the conversations in 2b and practice in pairs substituting words that are true for you. When you practice, please pay attention to “do, does, don’t, and doesn’t”. These words are stressed when saying the short answers and you can put much stress on these words to create an angry tone.
Sample conversations:
1. S1: I like salad and broccoli. Do you like salad and broccoli?
S2: Yes, I do.
2. S3: Do you like French fries?
S4: No, I don’t. I like salad.
3. S5: let’s have salad.
S6: Oh, no!
S5: No?
S6: I don’t like salad.
Let’s ask some pairs to say their conversations and discuss them. You must pay attention to the third person singular forms.
For example:
T: Does S1 like salad?
Ss: Yes, he does.
T: Does S2 like salad?
Ss: Yes, he does.
T: Do they like broccoli?
Ss: Yes, they do.
T: Does S4 like French fries?
Ss: No, she doesn’t.
3 Doing pairwork
Look at the chart in part3. Do you know these four kinds of food in the chart? Good! And do you know the meanings of the happy face and the sad face? Right, the happy face means likes and the sad face means doesn’t like. Now please work in pairs. One person looks at the chart on page33 and the other looks at the one on page 83. Each of you has only half of the information. Your job is to get the rest of the information from your partner. I’ll help you if you have any questions.
Check the answers:
Bob
Bill
Closing up by doing a food survey
Now let’s make a survey. Look at the chart below. There is some food listed in the chart. Who likes or doesn’t like these kinds of food? Please interview your classmates using the questions “Do you like?” and fill in the chart.
Food likes it Doesn’t like it
tomatoes Wu Jie Li Feng
hamburgers
bananas
French fries
broccoli
salad
ice cream
Now let’s check to see which students have the same answers. I’ll ask one person to ask a question and another one to answer the question. For example, the volunteer asks, Does Wu Jie like tomatoes? Tthen I say, Who knows? Raise your hands please. The volunteer then calls one of these pupils to answer the question. He will say, Yes, he does. When you ask and answer, please pay attention to the third person singular form.
SECTION B
Goals
● To learn some new words about food
● To practice the four skills of listening, speaking, reading and writing
Procedures
Warming up by talking
In section A, we learned the names of some food. This class we’ll go on learning some new words. And let’s see what healthy food is.
1a Looking and writing
Look at each numbered word and repeat it after me. Then please write the number of each food in the box next to the picture of that food. If you don’t know any of them, leave them blank for now.
Check the answers: (from left to right)
3 eggs, 4 apples, 7 bananas, 9 carrots, 6 hamburgers, 8 orange, 10 chicken, 2 salad, 5 ice cream, 1 broccoli
1b Doing pairwork
Please look at the chart. Can you give me examples of fruit and vegetable? Good. Now please work in pairs to list as many fruits and vegetables as you can in three minutes. Then I’ll ask some students to write your lists on the board and discuss them together.
Sample list:
Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, kiwifruit, mango, coconut
Vegetables: broccoli, carrots, egg plants, tomatoes, potatoes, cabbage, onion, cucumber
2a Listening and circling
Look at the words in 1a again and read them out. When you read each word, please point to its picture to make sure you have known its meaning. Then we’ll hear a conversation between Sandra and Tom. Listen carefully and circle the words you hear from 1a.
Check the answers:
Broccoli, ice cream, banana, carrots, salad, apple, orange
Tapescript:
Sandra: Do you like carrots?
Tom: Yes, I do. I like all vegetables.
Sandra: How about broccoli? Do you like broccoli?
Tom: Yes, I do. It’s great! Do you like vegetables?
Sandra: No, I don’t like vegetables. Well, only salad.
But I like fruit. I like bananas, oranges…
Tom: How about apples? I don’t like apples!
Sandra: Yes, I like apples. And you know what I really like?
Tom: What?
Sandra: Ice cream!
Read the tapescript to darken the questions and underline the “like ﹢ n.” phrases.
2b Listening and filling
Here is a chart about food that Sandra and Tom like or doesn’t like. The boxes in column1 are for food the person likes. The boxes in column2 are for food the person doesn’t like. Listen to the recording again and write the food names in the chart.
Check the answers:
likes Doesn’t like
Sandra apples, bananas, oranges, salad,
ice cream vegetables
Tom carrots, broccoli apples
2c Doing Pairwork
Look at the speech bubbles and read them out. Ask and answer more questions with your partner using information from the chart in 2b.
Sample conversation:
S1: Does Sandra like broccoli?
S2: No, she doesn’t. She doesn’t like vegetables.
Now look at the pictures in 1a again. These three meals are for breakfast, lunch and supper separately. Now decide whom each meal belongs to according the chart in 2b. S stands for Sandra, T stands for Tom.
Check the answers:
breakfast S lunch T dinner T
3a Reading, underlining and circling
According to 2a and 2b, we know Sandra likes fruit very much. What does she have for breakfast, lunch and dinner? Listen to the article and find the answer. Listen to it again. This time please underline the fruits, darken the vegetables and copy the expressions.
Check the answer:
Runner eats well!
Running star Sandra Clark/ eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and pears. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.
OK, now please read the article as the recorder goes. When you read, you should pay more attention to the pronunciation and intonation. Try to imitate the native reader.
3b Looking and writing
Look at the pictures in 3b. Tom is eating. Do you know which one is lunch and which one is dinner? Yes, the left one is lunch. What does he have for lunch and for dinner?
Look at the pictures carefully and fill in the lunch and dinner food you see in the pictures.
Check the answers:
For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers, carrots, and oranges. And for dinner, he likes chicken, broccoli, and salad.
3c Do personalized writing
According to 3a and 3b, we know what Sandra and Tom have for each meal in a day. What about you? Do you have healthy food everyday? Now write something about your meals. For each meal, please try to include at least three kinds of food. Then read your partner’s passage to get to know what he or she likes. Then let’s ask some students to read their passage aloud.
The sample:
Everyday I try to eats a lot of healthy food. For breakfast, I like milk, bread, eggs and apples. For lunch, I have rice, carrots and chicken. And for dinner, I like porridge, noodles, broccoli and oranges.
Closing down by groupwork
From this unit we’ve learned some more food names and you know what food your partner likes. Now suppose you are going on a picnic with your friends and you want to buy some food for picnic. Make a list of food that you and your friends all like. Then read your list of food to the class.
Sample list:
A LIST OF FOOD
Bananas Tomatoes Chickens Milk
Apples Carrots Eggs Orange juice
Oranges Cucumber Hamburgers
Pears Bread
Cakes
SELF CHECK
Goals
● To revise the key words of this unit
● To practice writing
Procedures
1 Checking
Please open your book at page 36 and look at part 1. Check all the words you know. If you have any words you don’t know, circle them and please find out the meanings of them.
2 Writing
Write five new words in your notebook and share your list with your partners in your group.
3 Drawing
Please draw five pictures of the food you like to eat for lunch and write under them their names. Let’s see who draws best.
Just for fun!
Look at the cartoons and read the dialogue. The girl doesn’t like broccoli or carrots. She likes ice cream. But the ice cream is made from broccoli! It’s so bad for her. Now let’s invite some pairs to present this dialogue to us, OK?
Part 2: Teaching resources (第二部分:教学资源)
I. Background readings
1.What is Food?
Food is what people or animals eat.
People eat different kinds of food in different parts of the world. Some kinds of foods come from plants, such as fruit, vegetables, leaves, or grain. Some kinds of food come from animals, such as meat, eggs, or milk.
People get most of their food from farms and gardens. In the modern world, a lot of food is grown on large farms by companies, processed in factories, and transported far from the place where it came from.
Most people don't grow their own food, so they have to buy food that was grown by someone else. People buy most of their food in stores, shops, or markets. But some people still grow most or all of their own food.
People may buy food and take it home to cook it, or buy food that is ready to eat from a street vendor, or in a restaurant or fast food place.
Many religions say that people should not eat certain foods, such as certain animals, or food that is prepared in a wrong way.
Food is still a big problem in the world today. Many people don't have enough money to buy the food that they need. Also bad weather or other problems sometimes destroys the growing food in one part of the world. When people don't have enough food, we say that they are hungry. If they don't eat enough food for a long time, they will become sick and die from starvation. In areas where many people don't have enough food, we say that there is famine there.
Food contains the nutrition that people need to be healthy. People need to eat protein, carbohydrates, vitamins, and minerals to be healthy.
If people don't eat the right foods, they can become sick. If people don't eat enough protein, they get the disease called kwashiorkor. If they don't eat enough vitamin B1 (thiamine), they get the disease called beriberi. If people eat too much food, they can become fat (also called overweight or obese). This is also bad for people's health.
Food is material, usually of animal or plant origin, consumed by living things to provide energy and nutrition. Liquids used for this purpose are often called drink.
Food for humans is mostly produced through farming or gardening, and includes animal and vegetable sources. Some people refuse to eat food from animal origin (see vegetarianism and veganism).
2. Basic foods consumed by humans are
From animal sources:
Meat; Fish; Poultry; Seafood; Eggs
From plant sources:
Fruit; Seeds; Legumes (Beans, peas, lentils, etc.) ;Vegetables; Cereal grains; Herbs; Spices
Food produced by farmers or gardeners can be transformed by industrial process (food industry). Processed food usually contains several natural ingredients, and food additives (such as preservative, antioxydants, emulsifiers, flavour enhancers...).
Food can make people sick if it is contaminated by micro-organisms, heavy metals, chemicals.
Meals, in English, are called :
Breakfast; Brunch; Lunch; High tea; Dinner; Supper
At home, food is prepared in the kitchen, by the cook. The cook sometimes use a cookbook. Cooking utensils are for example, casserole, pressure cooker, pot, pan.
The food can also be prepared and served in restaurant (often workers, or in the evening for entertainment) or refectory (in particular for kids in school).
The utensils used may be plate, knife, fork, chopsticks, spoon, bowl.
3.Top 40 Chinese food
(1)Basic Fried Rice (2)Chicken Chow Mein (3)Chicken Fried Rice (4)Orange Chicken (Quick and Easy) (5)Beef With Broccoli (6)Moo Goo Gai Pan (7)Sweet and Sour Sauce (8)Egg Rolls (9)Sesame Chicken (10)Vegetable Chow Mein (11)Crab Rangoon (12)Shrimp Fried Rice (13)Lettuce Wraps (14)Honey Walnut Prawns (15)Sweet and Sour Pork (16)Pork Chop Suey (17)Kung Pao Stir-fry (18)Egg Drop Soup (19)General Tso's Chicken (20)Shanghai Stir-fried Noodles (21)Vegetable Chop Suey (22)Kung Pao Chicken (23)Sweet and Sour Chicken With Black Rice Vinegar (24)Sweet and Sour Chicken With Lemon (25)Vegetable Spring Rolls (26)Mooncakes (27)Garlic Chicken (28)Imperial Rolls - Vietnamese Spring Rolls (29)Mango Pudding (30)Lemony Chicken Stir-fry (31)Char Siu Bao (32)Steamed Buns (33)Peking Duck (34)Egg Custard (35)Moo Shu Chicken Wraps (36)Vietnamese Style Salad Rolls (37)Wonton Soup (38)Szechuan Chicken (39)Beef With Broccoli (40)Ginger Sauce
4.美国人的饮食习惯
通常美国式饮食不讲究精细，追求快捷方便，也不奢华，比较大众化。一日三餐都比较随便。
早餐以面包、牛奶、鸡蛋、果汁、麦片、咖啡、香肠等为主。午餐一般在工作地点用快餐（快餐是典型的美国饮食文化，十分普及），一般有三明治、水果、咖啡、汉堡包、热狗等。晚餐是正餐，比较丰盛，有一二道菜，如牛排、猪排、烤肉、炸鸡等，配面包、黄油、青菜、水果、点心等。也有不少人上餐馆用晚餐。美国餐馆很多，一般供应自助餐、快餐、特餐（固定份饭）、全餐等各种形式的餐饮，价格一般比较低廉，也可点菜，点菜价格最高。早餐一般在8时左右，午餐一般在12时－14时，晚餐一般在18时左右。他们在临睡前有吃点心的习惯，成人以水果、糖果为主，孩子则食用牛奶和小甜饼。美国人的口味比较清淡，喜欢吃生、冷食品，如凉拌菜、嫩肉排等，热汤也不烫。菜肴的味道一般是咸中带甜。煎、炸、炒、烤，为主要烹调方式，不用红烧、蒸等方式。以肉、鱼、蔬菜为主食，面包、面条、米饭是副食。甜食有蛋糕、家常小馅饼、冰淇淋等。他们喜欢吃青豆、菜心、豆苗、刀豆、蘑菇等蔬菜。所用肉类都先剔除骨头，鱼去头尾和骨刺，虾蟹去壳。
美国人喜欢吃糖醋鱼、咕噜肉、炸牛肉、炸牛排、炸猪排、烤鸡、炸仔鸡等肉食菜品，爱用冰水、矿泉水、可口可乐、啤酒、威士忌、白兰地等饮料，喜欢在饮料中加冰块，不喜欢饮茶。饭前以蕃茄汁、橙汁等作为开胃饮料，吃饭时习惯饮用啤酒、葡萄酒、汽水等饮料，饭后则喝咖啡，很少喝烈性酒。美国人不爱吃猪蹄、鸡爪、海参、动物内脏、肥肉等。烹饪时不放调料，调料放在餐桌上自取，有酱油、醋、味精、胡椒粉、辣椒粉等。
部分美国人喜欢吃蚯蚓、罐头、饼干。制作凉菜时，一般用色拉油、沙司作调料。不少人喜欢吃中国的粤菜、川菜以及甜酱、蚝油、海鲜酱等。喜欢用威士忌、杜松子酒、伏特加等生酒混合调制鸡尾酒。
II. Word studies
1. like
v. 1.喜欢；喜爱 feel that someone or something is good, lovely, interesting, etc; enjoy something： Do you like fish? 你喜欢（吃）鱼吗？I don't like it very much. 我不大喜欢它。You like singing, is that right? 你喜欢唱歌，是吗？I like my tea very hot. 我喜欢喝很热的茶。I like to read in bed. 我喜欢躺在床上看书。I don't like your talking to me like that. 我不喜欢你和我这样讲话。2. 想要；愿意 wish (should like or would like) ： I should like a word with you. 我想和你说句话。You may go to the films if you like. 如果你想看电影你就去吧。 I don't like to ask too many questions. 我不想问太多的问题。
Would you like to go for a walk? 你愿意去散步吗? I'd like to stay at home. 我愿意留在家里。
prep. 1.像；如；和…一样 such as; the same as： I can not do it like you. 我不能像你那样做。 He is more like his mother than his father. 他更像他的母亲而不象他的父亲。2. 象…一样 in the same way as： Their caps have red stars on them, like soldier’s. 像战士的帽子一样，他们的帽子上也有红星。She sings like a bird. 她唱起歌来像小鸟一样。 I'm going to be a school teacher, like my father and mother. 我要像我爸爸和妈妈一样，当一名学校老师。It looks like rain. 看来像是要下雨。
adj. 相象的，相同的 having the same or similar qualities：The two brothers are much like each other. 那两个兄弟非常相象。
Like father like son. 有其父必有其子。
n. 同样，同类的人或事物 a person or thing similar to another; an equal or match：I have never seen the like of it. 我从来没见过你这样的人。Did you ever hear the like? 你听过你那样的事吗？
and the like 等等；同样的东西： Our teacher told us to eat plenty of apples, oranges and the like. 老师告诉我们要吃大量的苹果、桔子之类的东西。
conj. 好像，如同 as if： It looks like he means to go. 他看来好像是有意要去。She dances like she had years of experience. 她跳舞好像有多年经验似的。
2. healthy
（词根： heal 完整的，未受伤害的，健康的 whole, uninjured； 形容词比较级： healthier最高级： healthiest ）
adj. 1.健壮的；健康的 well; not ill： He is a very healthy boy. 他是一个很健康的孩子。He looks very healthy. 他看来很健康。Children must eat well to be healthy. 儿童必须吃得好才会健康。Sports help to keep people healthy. 运动有助于人们保持健康。 2.有益于健康的 that will make or keep you well： The seaside has a healthy climate. 海边的气候对健康有益。Early to bed and early to rise is a healthy way of living. 早睡早起是一种有益于健康的生活方式。
IV. Grammar studies
1.名词
名词可以分为专有名词（Proper Nouns）和普通名词 (Common Nouns),专有名词是某个（些）人，地方，机构等专有的名称，如Beijing，China等。普通名词是一类人或东西或是一个抽象概念的名词，如：book，sadness等。普通名词又可分为下面四类：
1. 个体名词（Individual Nouns）：表示某类人或东西中的个体，如：gun。
2. 集体名词（Collective Nouns）：表示若干个个体组成的集合体，如：family。
3.物质名词（Material Nouns）：表示无法分为个体的实物，如：air。
4.抽象名词（Abstract Nouns）：表示动作、状态、品质、感情等抽象概念，如：work。
个体名词和集体名词可以用数目来计算，称为可数名词（Countable Nouns），物质名词和抽象名词一般无法用数目计算，称为不可数名词（Uncountable Nouns）。
1） 物质名词
a. 当物质名词转化为个体名词时。比较：
Cake is a kind of food.蛋糕是一种食物。 (不可数)
These cakes are sweet.这些蛋糕很好吃。 (可数)
b. 当物质名词表示该物质的种类时，名词可数。
This factory produces steel.(不可数)
We need various steels.(可数)
c. 当物质名词表示份数时，可数。
Our country is famous for tea. 我国因茶叶而闻名。
Two teas, please.请来两杯茶。
2）抽象名词有时也可数。
four freedoms 四大自由
the four modernizations四个现代化
物质名词和抽象名词可以借助单位词表一定的数量。如：
a glass of water 一杯水， a piece of advice一条建议
2.名词的复数
名词作定语一般用单数，但也有以下例外。
1. 用复数作定语。 如：
sports meeting 运动会，students reading-room 学生阅览室， talks table 谈判桌，the foreign languages department 外语系
2. man, woman, gentleman等作定语时，其单复数形式以所修饰的名词的单复数而定。 如：men workers，women teachers，gentlemen officials
3. 有些原有s结尾的名词，作定语时，s保留。 如：
goods train (货车)，arms produce武器生产， customs papers 海关文件， clothes brush衣刷
4. 数词+名词作定语时，这个名词一般保留单数形式。 如：
two-dozen eggs 两打（二十四个鸡蛋）， a ten-mile walk 十里路， two-hundred trees 两百棵树， a five-year plan.一个五年计划
篇9：Unit 6 Do you like bananas教学设计 (人教版英语七年级)
一、教学设计思路
结合多媒体（图片、视频、课件）来帮助学生熟悉、记忆相关的食品词汇；通过结合学生生活进行调查、设计活动来帮助学生学习喜爱与不喜爱的表达法。
二、教学目标
(一)知识
1. 掌握如何用like询问对方喜欢与不喜欢某样食物：Do you like ...? Yes, I do. No, I don’t.
2. 掌握食物的名称：hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken
3. 掌握如何表达自己与他人早、中、晚餐喜爱吃的食物：I like ... for breakfast/lunch/dinner. She likes ... for breakfast/lunch/dinner.
4. 初步掌握名词复数的用法。
(二)能力
能够做简单的调查并用表格的方式将调查结果表现出来。
(三)情感
要懂得健康、均衡饮食的重要性。
三、教学重点
如何表达喜欢与不喜欢：Do you like ...? Yes, I do. No, I don’t.
名词复数的使用。
四、教学难点
名词复数的使用，可数名词与不可数名词的区分。
五、教学媒体
如果条件允许，可以带上课文中涉及到的食品，如苹果香蕉等，否则可用图片代替（参考“图片集锦”）；电脑；投影仪
六、教学过程
(一)巧妙导入
方法1: 拿出自己带的食品，询问学生是否爱吃，引出like的用法，进入话题。
方法2: 播放一段动画歌曲（如优秀课件中的I like apples.），进入话题。
方法3: 询问学生是否爱吃“麦当劳”、“肯德基”等快餐，引起学生兴趣，导入话题。
(二)结合生活，互动练习
方法1: 用课件帮助学生熟悉食物名称。（参考“优秀课件”）
方法2: 让几个学生在黑板上画各种食品的简笔画，由其他学生猜测其画的是什么。
方法3: 学生两人一组，互相询问对方喜欢和不喜欢的食品，简单写下对方喜爱和不喜爱的食品。
方法4: 将食品放在不同的地方让学生猜测其位置，这样可以在学习食品名称的同时复习上一单元的方位介词。
方法5: 由学生列出自己一日三餐最想吃的食品。
(三)总结延伸
可以让学生通过分组，调查出每一组最喜欢吃的食物。
七、评价方法
评价本单元的教学效果，可以通过以下几点：
(一)学生是否能真实地表达“喜欢”与“不喜欢”。
(二)学生是否注意自己的饮食是否健康。
八、板书设ji
篇10：Go For ItBook 7 (A)Unit 6 Do you like bananas?教案
Go For It Book 7 (A) Unit 6 Do you like bananas?
Period 1 Section A 1a-2c
Teaching objective:
Ability objective:
The students would be able to ask and answer what they like and dislike
Knowledge objective:
The students would be able to use these new words and sentences:
1. food, like, banana, hamburger, tomato, broccoli, French, fries, orange, ice, cream, ice cream, salad, strawberry
2. Do you like …? Yes, I do. No, I don’t.
Moral objective:
The students would be able to aware it is very important to eat healthily.
Teaching importance: the names of the food, Do you like …? Yes, I do. No, I don’t.
Teaching difficulty: Countable and uncountable nouns.
Teaching aid: CAI
Teaching procedure:
TeachingSteps TeachingContents Teacher’sActivities Students’Activities DesignIntentions
Warming Up Brainstorming 1. Give Ss the word ‘food’; let Ss say some words about food.2. Write down the words on the blackboard. 1. Say the words out. 1. Attract Students’ attentions and make Ss active.2. Make the leading in nature.
Pre-task 1. New words food, like, banana, hamburger, tomato, broccoli, French, fries, orange, ice, cream, ice cream, salad, strawberry:.2. The sentence patterns:Do you like bananas/salad/…?Yes, I do. I like…/ No, I don’t. I don’t like…1. Memory game“what is missing” 1. Lead in the new words and the topic by playing ppt.2. Point out countable and uncountable nouns.3. Present sentence forms . Help Ss understand the sentences.4. Write down the sentence patterns on the blackboard.5. Tell Ss to play a memory game.① 1. Read the new words and finish 1a.2. Ss find out what are countable and uncountable nouns.2. Learn the new sentence patterns and try to ask and answer in pairs.3. Look at the different pictures and say out what is missing?. 1. Let Ss get to know the target languages,2. Learn how to ask and answer about partner’s likes and dislikes.3. Use memory game to help Ss learn the new words by heart.
While-task 1.Use Do you like bananas/…?Yes, I do. I like…?No, I don’t. I don’t like…2.Listening and speaking abilities3. Pay attention to what you eat. 1. Set a task: Ss work in groups and talk about what food Ss’ teammates like and dislike.2. Let Ss act out Ss’ conversations.3.Set listening task4.Play a flash② about fat 1. Ask and answer in groups about what they like and dislike.2. Act Ss’ conversations out.3. Listening task: Work on 1b,2a,2b.4. Say out what they think after watching the flash. 1. Improve Ss’speaking and communicating abilities.2.Train Ss’ listening ability.2. Ss have theawareness that they should eat healthily.
Post-task Consolidation Guide Ss write down what they talk About. 1. Write down Ss’ conversations.2. Report what they write down. Use the target languages to give a report.
Homework Survey Ask Ss to fill in a form.③ Ss fill in the form. Use the target Language.
㈠
篇11：Unit 6 Do you like bananas?说课教案挺好
Unit 6 Do you like bananas?说课教案（挺好）
Unit 6 Do you like bananas? 单元教材分析： 本课包括三部分：Section A, Section B和 Self-check. 主题: Food. 语言功能: Talk about likes and dislikes. 询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。 语言结构: Present tense to like Yes/No questions and short answers Affirmative and negative statements like 的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。 语言目标: 主要语法 Do you like hamburgers? Yes, I do. No, I don’t. I like French fries. I don’t like tomatoes. Main vocabulary（词汇）: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable. 品德：在平日饮食中要做到不挑食。 根据需要可以分为四课时来讲 第一课时： I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。 Language topic: Do you like bananas? Yes, I do. No, I don’t. Language strategies: Talk about likes and dislikes. Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad II.语言结构: like的一般现在时的一般疑问句及回答。 III.语言功能:询问某人是否喜欢某物及怎样回答. IV.活动设计： 采访调查 Do you like…? V. Teaching steps: Step 1:Greetings. Step 2: Words: (pictures) What’s this? (picture) It’s a soccer ball. Do you have a soccer ball? Yes, I do. /No, I don’t. Do you like it? Yes, I do./No, I don’t. What’s this? It’s a hamburger. Do you like it? Yes, I do. No, I don’t. What are these? They’re bananas. Do you like bananas? Yes, I do. / No, I don’t. 运用图片和对话教学单词：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并运用这些单词进行对话：Do you like…? Yes, I do./ No, I don’t. Step 3: 1a Match the words with the pictures. (P31) Step 4: 1b Listen and number the conversations 1-3. Do you like salad? No, I don’t. Do you like bananas? Yes, I do. Do you like oranges? Yes, I do. Practice the conversations, and then make your own conversations. Step 5: 2a Listen and circle the food you hear. (P32) hamburgers tomatoes broccoli French fries oranges ice cream salad bananas Step 6: 2b Listen again and fill in the blanks. I like hamburgers. Do you like hamburgers? Yes, I do. Do you like______: No, I don’t like ______. Let’s have _______. Oh, no. I don’t like_________. Step 7: 4 (P33)Make a food survey. Do you like…? Food like it doesn’t like it tomatoes Liu Li Zhao Jun hamburgers bananas French fries broccoli salad oranges How many students like hamburgers? How many students like bananas? 日常生活中饮食要做到不偏食，不挑食。 Step 8: Let’s sum what we have learned this class. Words: Sentences: Something else: Step 9: Homework 1. Remember the words in this class. 2. Practise the dialogue in pairs. 教后一得：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课，没有去从学生的角度去处理教材，学生当然没兴趣。这节课，以学生的日常生活为话题，学生积极踊跃参加，效果很好，自我感觉良好。 第二课时： I.教材分析：这是本单元的第二部分，生词也比较多。 Language topic: Does he like salad? Yes, he does. Does she like salad? No, she doesn’t. Language strategies: Talk about likes and dislikes. Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner II.语言结构: like一般现在时第三人称单数的一般疑问句及回答。 III.语言功能:询问第三人称是否喜欢某物及怎样回答. IV.活动设计：Guessing game V. Teaching steps: Step 1:Greetings. Step 2: Words: (由对话引出) (Ask a boy)Do you like bananas? Yes, I do. / No, I don’t. (Ask another student) Does he like bananas? Yes, he does. / No, he doesn’t. (Ask a girl)Do you like eggs? Yes, I do. / No, I don’t. (Ask another student) Does she like bananas? Yes, she does. / No, she doesn’t. 依次类推 chicken, apple, carrot, fruit, vegetable. Do you like eggs for breakfast? Breakfast is the first meal of a day. Do you like vegetables for lunch? And do you like chicken for dinner? (转到第三人称) Does he or she like carrots for lunch? Yes, he does./No, he doesn’t. Ask the students to remember the new words. Step 3: 1a Write the number in the box next to the correct food. (P34) 1. broccoli 2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana 8. orange 9.carrots 10. chicken Step 4: 2a Listen and circle the words from 1a that you hear. (P34) Step 5: 1b How many other words can you add to the lists? (P34) Fruit: apples Vegetables: broccoli Add five new words to your Vocab-Builder. Ask the students to remember them. Step 6: Write down what your family like to eat. My father: eggs, apples… My mother: chicken, oranges, carrots… My sister: hamburgers, ice cream… My brother: Ask another student to guess: What does my father like? Does he like vegetables? No, he doesn’t. What does my sister like? Does she like ice cream? Yes, she does. Step 7: Let’s see what we’ve learned today. Words: Sentences: Something else: Questions: Step 9: Homework. 1. Remember the words. 2. Practise the dialogue in pairs. 3. Finish the workbook. 教后一得：这节课不如上一节课效果好。原因是：今天我的`情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。 第三课时： I.教材分析： Language topic: I like oranges. I don’t like bananas. They like salad. They don’t like broccoli. He likes hamburgers. He doesn’t like broccoli. She likes ice cream. She doesn’t bananas. Language strategies: Talk about likes and dislikes. Main vocabulary: eat, running star, lots of, healthy, food, dessert, list II.语言结构: like一般现在时的肯定句和否定句。 III.语言功能:怎样表达喜欢什么和不喜欢什么. IV. Teaching steps: Step 1:Greetings. Step 2: Practise dialogue like this: Do you like bananas? Yes, I do. I like bananas. Do you like salad? No, I don’t. I don’t like bananas. I like salad. Practise in groups: I like …, I don’t like. 转到第三人称 Ask another student: Does he like salad? No, he doesn’t. He likes bananas. Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don’t like. French fries strawberry salad ice cream Bob Bill Practise like this: Bob likes French fries. He doesn’t like salad. Bill likes … Step 4: 2b Listen and fill in the chart. (P34) likes doesn’t like Katrina: apples carrots Tom: Ask and answer questions about what Katrina and Tom like and don’t like. Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina’s or Tom’s? Write K or T (P34) Step 6: 3a Read the article and underline the fruits and the vegetables. (P35) Runners eats well! Middlebrook High running star Katrina Pedrosa eats lots of hea篇12：新目标英语上册/Unit 6 Do you like bananas?
教案示例一
第六单元第二课时
教学目标：
1、复习本单元所学食品名称。Broccoli, salad, ice cream, apple, banana, orange, carrots, hamburger, French fries, strawberry, tomatoes，练习与like有关的肯定句、否定句和疑问句。
2、扩展词汇。
〖教师备用〗
Rice, porridge/gruel/congee, steamed bun, steamed stuffed bun, pancake, noodles, dumpling, ravioliEgg, pizza, bread, cake, biscuit, cream, cheese, candy, sweets, milk, yogurt, fruit juice, soup, peanutPeanutPork, mutton, mutton kebab, beef, fish, shrimpCabbage, CH. cabbage, potato, bean, bean curd, bean sprouts, onion, celeryApple, pear, peach, grape, strawberry, coconut,
Leek, pea, eggplant, cucumber garlic, celery, mushroom, pumpkin, guava, pineapple, beerry, peach, fig, mango, cherry, plum, lamb , bacon, turkey, oat, wheat, barley, corn, rye, crab, cookie, biscuit, nut pie.
3、任务一：食品分类。任务二：询问或陈述食物的喜好。任务三：谈一日三餐。
重点句型：Do you like…?Does he like…?I like… He likes…I don’t like… He doesn’t like,,,
情感教育：关心他人的喜好，加强与同学，家人的沟通。
教学手段：多媒体，卡片，表格。
Chart 1
Staple food
Vegetables
Meat
Fruits
others
Chart 2
Foods I like Students’ names …likes… …doesn’t like…
chart 3
…likes… …doesn’t like
Father
Mother
Grandfather
Grandmother
Chart 4
This Sunday’s foods plan
For breakfast
For lunch
For supper
教学过程
步骤任务教师的话语 大屏幕展示 学生活动 课前，课堂临时补充 课后反思
Step 1greetings.nice to see you Do you like bananas? Nice to meet you ,too.
Step 2 review the words of foodsWho knows it? hand up. Good. Do you like it? Use flash cards. Say the food names and answer the questions. 让学生将单词拼写出来 此项活动容易完成，学生的积极性一下子就调动起来。
Step 3Classify foods.(in whole class) Fill in the table 1.有同学说，学了这些词我去超市，许多食品的英文我依然不知道，接下来大屏幕将展示是我在上庄超市拍的食物，并配有英文。请大家在表格1记下你所感兴趣的食品的英文。要求分类填写。 Pictures of foods and the words. Write down the words they are interested in. Ask in Chinese if they want to know something more. 学生很兴奋，求知欲明显很强。但由于展示太快，一些动作慢的同学跟不上，急得直嚷。下次最好将扩展词汇名提前打印下发。让学生划勾。
Step 4food likes and dislikes.(in group) Fill in the table 2.民以食为先，在中国开餐馆似乎最赚钱。假如你想在永丰开个餐馆，已有了资金，店面，店员，执照，开业前还有一件非常重要的事，是什么？调查当地人的食物喜好。从哪儿开始？从身边的人开始 zhang Xu , do you like bananas? Yao shuo , do you like bananas. Do you like bananas? Yes, I do.No , I don’t. Discuss in group, and fill in the table 2 设问语气很重要。要有煽动性。
Step 5Ask some students to give reportsFor example: zhang Xu , likes banans. Yao Shuo doesn’t like bananas? Zhang Xu likes bananas.2. Yao Shuo doesn’t like bananas. A student from each group gives a report. The others do a calculation to find out what kinds of food are popular. 事先教师问过张雪，瑶硕两位同学对香蕉的喜好。并根据实际情况修改了两个例句的主语。
Step 6Again food likes and dislikes.(pair work)For example: Liu Wei , does your father like hamburgers？ Does your father like hamburgers?Yes, he does.No he doesn’t. Write down a menu . ask the partner to tick in the table 3
Step 7Ask some students to give reports. Liu Wei’s father likes hamburgers. His father doesn’t like salad.. A student from each group gives a report. The others do a calculation to find out what kinds of food are popular. 刘委同学课上临时改变了他父亲的食物喜好，与课前不符，教师场在大屏幕上用电脑更改例句。 电脑不熟练，教师有点忙乱。
Step 8prepare three meals for parents on SundayExchange the table 3. Fill in the fourth table. For breakfast, I have…For lunch, I have…For supper, I have…(use table 4) Fill in the fourth table.
Step 9: HomeworkCook for your family 。周末为父母做一日三餐，用英语写出一份购物单，一份菜谱（各道菜的成分） Hand in the shopping list in English. 家长回执，写一个评价：难以下咽，过得去，好吃，太棒了。 作业很有人情味。沟通了学生与家长的情感。也使家长了解了学校的教育教学情况。尤其是使一些工作忙，无暇过问子女教学的家长心头一亮。
结束语：将本课的表格，菜单保存进档案袋，日后自己开餐馆用作参考，或向开餐馆的亲戚朋友提供信息。
课后自评：
本课的每一个环节，都力求真实，靠近学生实际生活。最大限度地调动他们的学习积极性。这是一所农村学校，大部分学生不上高中，所以我选择了开餐馆这一话题来引入重点句型。在例句中也用学生的真实姓名，真实爱好，使得课堂很亲切，很活跃。课堂任务设计难度适中，完成较好。家庭作业完成情况较好，少数学生没有家长的回执。
有听课的老师评价中文似乎多了点儿，建议能否在步骤3，4，9和结束语中用英文。我使用汉语的目的是煽动学生的求知欲。对程度较高的学生，对学生程度比较均匀的班级可以更少地使用汉语，或全用英文。但对我这个普通中学的普通班，在调动积极性和进行必要的游戏规则讲解时最好用汉语。它可使我短时快效地与学生沟通。
篇13：新目标七年级上Unit 6 Do you like bananas?
No. 110 Middle School by Cao Yi
单元整体说明
单元教材分析
本单元主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词；然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答；最后是用所学过的食物名词制定一次野炊活动的采购单。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、一般疑问句的构成以及简单的回答。
单元知识系统(树)
Do you／they like salad? Yes，I／they do．／No，I／they don’t．
Does he／she like salad? Yes，he／she does．／No，he／she doesn’t.
I/They like oranges． I／They don’t like oranges．
He／She likes ice cream． He／She doesn’t like bananas．
单元总体目标
学会使用动词like询问对方喜欢与不喜欢的食物；学会谈论自己与他人早、中、晚餐喜欢吃的食物；学会营养配餐并能够制作购物单和调查表。
单元重难点一览
重点 难点
1．复习词汇：like
2．词汇：banana，hamburger，tomato，broccoli，French fries，
orange，ice cream，salad，strawberry，breakfast，lunch， dinner，egg，apple，chicken，fruit，vegetable
3．句型：Do you/they like salad? Yes，I/they do．／No，I／they don’t．
Does he/she like salad? Yes，he/she does．／No，he/she doesn’t.
I/They like oranges． I/They don’t like oranges．
He/She likes ice cream． He/She doesn’t like bananas． 语法重点：动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答。
单元学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
单元教学建议
采用Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课 堂Pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学--让学生进行模仿操练；词汇教学--采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学--采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学--让学生学会抓住主要词汇和句型；听力教学--采取图文配对和对话选择的方式；写作教学--以填空、造词为主；语法教学--比较不同、总结规律、模仿操练。
单元课时分配
本单元用3课时教学
Section A部分用1课时
Section B部分用1课时
Self Check部分用l课时。
Section A
教学内容
Section A(教材P31-33)
教学目标
知识与能力
Section A主要是学习动词like的肯定句、否定句和一般疑问句的用法；复习名词复数的使用；通过介绍食物学会询问对方喜欢与不喜欢的食物，谈论自己与他人早、中、晚餐喜欢吃的食物。
过程与方法
采用Different Opinions和Classifying的学习策略，利用实物或教学图片、幻灯片来展开课堂Pairwork问答式的口语交际活动，询问和谈论对方或自己所喜欢的食物；同时进行听力训练。
情感态度价值观
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偏爱，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，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
教学重、难点及教学突破
重点
学习运用重点词汇：banana，hamburger，tomato，broccoli，French fries，orange, ice cream，salad，strawberry
句型：Do you／they like …? Does he／she like .．．? I／They like…
I／They don’t like…He／She likes…He／She doesn’t like…
语法难点
行为动词like的一般现在时的用法；使用d0和does引导的一般疑问句的构成和使用。
教学突破
Section A重在通过使用动词like学会询问对方喜欢与不喜欢的食物、谈论自己与他人喜欢吃的食物等交流式口语活动，学习行为动词一般现在时的肯定句、否定句和一般疑问句的构成以及回答。
教学准备
教师准备
收集课文中所涉及的食物的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插入，通过询问对方喜欢 与不喜欢的食物以及回答来引入新课。
学生准备
搜集自己所了解的或曾经见过的食物名词，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。
教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
Section A主要是通过介绍食物，学会谈论喜欢与不喜欢的食物，所以可采用视听导入法：
1．先教学一些食物名词，教师拿出一个苹果或放映幻灯片或出示图片进行演示：I have an apple．咬一口苹果并做出喜欢吃的样子：I like apples． 问：Do I like apples?自己回答：Yes，
I do．教师拿出一个梨子或放映幻灯片或出示图片进行演示：I have a pear．咬一口苹果并做出不喜欢吃的样子：I don’t like pears．问：Do I like pears?自己回答：No，I don’t．再使用其它物体进行类似的演示。 然后询问学生：Do I like…?询问学生：Do you like…?询问学生：Does he／she like…?询问学生：Do they
like…?
2．引导学生进行Pairwork对话练习，运用所学知识进行互动交流。
1．学生回答：Yes，you do．No，you don’t．；学生回答：Yes，I do．No，I don’t．；学生回答：Yes，he／she doesn’t. No．he／she doesn’t．；学生回答：Yes，they do．No，they don’t．
2．进行Pairwork对话练习，运用所学知识进行互动交流。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1．播放1b部分的录音让学生听，引导学生选出适当的对话并标明顺序，完成lb部分的教学任务。
2．引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用助动词do进行问答，可采用师生互动带动生生互动的交流方式：Do you like…?Yes，I do．／No，I don’t．再让学生自编对话进行操练，巩固所学词汇和句型。
3．播放2a部分的录音让学生听，引导学生选出他们所听到的食物名词，完成2a部分的教学任务。
4．重新播放2a部分的录音，要求学生将所听到的食物名词填人图中的空白处，完成2b部分中的听力训练任务并学习行为动词like一般现在时的肯定句、否定句和一般疑问句结构。
5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生先操练上面的对话，练习行为动词like一般现在时的肯定句、否定句和一般疑问句结构。可采用师生互动带动生生互动的交流方式：I like…Do you like…?Yes，I do．／No，I don’t．I don't like…；然后让学生根据自己的实际隋况作出回答。
6．引导学生展开Pairwork活动，完成第3部分口语交际的教学任务。让学生根据各自的图表进行询问，然后根据对方的回答画出相应的标志图案。 1．听lb部分的录音，选出适当的对话并标明顺序，完成lb部分的学习任务。
2．Pairwork活动，完成1c部分口语交际的学习任务，学会运用助动词do进行问答；自编对话进行操练，巩固所学词汇和句型。
3．听2a部分的录音，选出他们所听到的食物名词，完成2a部分的学习任务。
4．重听2a部分的录音，将所听到的食物名词填入图中的空白处，完成2b部分中的听力训练任务，学习行为动词一般现在时的肯定句、否定句和一般疑问句结构。
5．Pairwork活动，完成2c部分口语交际的学习任务。先操练上面的对话，练习行为动词like一般现在时的肯定句、否定句和一般疑问句结构，然后根据自己的实际情况作出回答。
6．Pairwork活动，完成第3部分口语交际的学习任务。根据各自的图表进行询问，然后根据对方的回答画出相应的标志图案。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生展开Food Survey调查活动，完成第4部分口语交际的教学任务。
要求学生学会使用Do you like…?Yes，I do. No, I don’t. I don’t like…等句型；互相询问对方或回答喜欢与不喜欢的食物并做记录、填表。 Food Survey调查活动，完成第4部分语交际的学习任务。学会使用Do you like…? Yes， I do．No, I don’t．I don’t like…等句型互相询问对方或回答欢与不喜欢的食物并做记录、填表。
本课总结
本课采用了Different opinions和Classiflying的学习策略，利用实物、教学幻灯图片等展开课堂Pairwork问答式的口语交际活动或小组、调查活动，学习动词like的肯定句、否定句和一般疑问句的用法；复习名词复数的使用；通过介绍食物学会对方喜欢与不喜欢的食物、谈论自己与他人喜欢吃的食物。
板书设计
Unit 6 Do you like bananas?
Section A
生词：banana，hamburger，tomato，broccoli，French fries，orange，ice cream，salad, strawberry
重点句型：
Do you／they like salad? Yes．I／they do．／No，I／they don’t．
Does he／she like salad? Yes．he／she does．／No，he／she doesn’t.
I /They like oranges．I／They don’t like oranges．
He／She likes ice cream．He／She doesn’t like bananas．
语法重点：行为动词一般现在时的肯定句、否定句和一般疑问句的构成及回答。
I／You／They like oranges．I／You／They don’t like oranges．
Do I／You／They like oranges?
He／She likes ice cream．He／She doesn’t like bananas．Does he／she like ice cream?
问题探究与拓展活动
可数名词与不可数名词
可数名词：(1)定义：是可以计数的名词；(2)可数名词单数前面可以用a，an，the，one或物主代词限定；(3)可数名词有复数形式；(4)可数名词复数形式前面可用the，two，three，some或物主代词限定。
不可数名词：(1)定义：是指不能计数的名词；(2)不可数名词前面不可以用a，an
限定，但可用the，some限定；(3)不可数名词前面不可以用one，two，three等限定；(4) 不可数名词没有复数形式。
练习设计
随堂练习设计
给对话排序.
No, I don’t．Do you?
Really? Do you like strawberries?
Let’s have some oranges．
Yes, I do．1 like all fruits．
No．I don’t like oranges．
KEY：4 3 1 5 2
个性练习设计
哪些是有益于健康的食品?哪些是无益于健康的食品?教师可组织学生四人一组进行这次讨论活动。先让学生自己画出食物，在图画下面写下该食物的英文单词，然后将这些食物进行分类，哪些食物是健康的(healthy)?哪些食物是不健康的(unhealthy)?每个组选派代表向全班汇报分类的结果。通过此项活动可以帮助学生复习、巩固所学的食物名词，提高他们学习英语的兴趣，并且使学生学会均衡饮食。
Section B
教学内容
Section B(教材P28-29)
教学目标
知识与能力
Section B主要是通过复习和学习有关食物的名词，复习和巩固行为动词like的肯定句、否定句和一般疑问句的构成及肯定、否定的回答；学会询问对方或谈论自己喜欢与不喜欢的食物；学会了解别人喜欢与不喜欢的食物；学会营养配餐；能够制作购物单和调查表。
过程与方法
采用Different Opinions和Classifying的学习策略，利用实物或教学图片、幻灯片来展开课堂Pairwork问答式的口语交际活动，询问和谈论对方或自己所喜欢的食物；并通过调查、填表、阅读和填空等活动方式学会营养配餐；同时进行听力训练。
情感态度价值观
该部分学习内容涉及学生的饮食习惯和偏爱，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，培养对家人和同学、朋友的关怀和友爱之情。
教学重、难点及教学突破
重点
学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables，复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式。
语法难点
行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三人称单数形式的变化。
教学突破
Section B的主要内容是复习并总结所学内容，通过总结、归类复习词汇；通过pairwork活动进行口语练习；通过调查、填表和阅读进行笔头练习，强化所学知识的灵活运用能力。
教学准备
教师准备
准备本课所要教授的食物或制作本课所要教授的食物图片或幻灯片；设计课后巩固练习的幻灯片；
学生准备
复习总结所学的食物名词并进行归类，看看哪些食物分别适合于早餐、午餐或晚餐，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。
教学步骤
(1课时)
一、 第一教学环节：情景创设，导入新课
教师活动 学生活动
1．出示实物或图片或放映幻灯片，引导学生进行pairwork活动，复习前一部分所学的单词。
2．出示实物或图片或幻灯片(反映la部分所要教授的食物)，一边让学生观看，一边描述：What’s this? It’s a／an …，并反复让学生跟读，理解其语义。
3．引导学生观察la部分的图画，将食物名词的序号填写在对应的方格中，完成la中的教学要求。 1．根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。
2．观看实物或图片或幻灯片(反映la部分所要教授的食物)，一边观看，一边听老师描述：What’s this? It’s a／an…，然后跟读，理解其语义。
3．观察la部分的图画，将食物名词的序号填写在对应的方格中，完成la部分中的学习要求。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1．引导学生进行Pairwork活动，根据分类在单词列表中填写所学过的有关食物的名词，学会记忆单词。
2．播放2a部分的录音，引导学生一边听录音，一边圈出所听到的食物名词，完成2a中的教学要求。
3．再播放2a部分的录音，引导学生根据所听到的内容填写表格，完成2b中的教学要求。 1．Pairwork活动，根据分类在单词列表中填写所学过的有关食物的名词，学会记忆单词。
2．听2a部分的录音，根据所听到的内容，圈出所听到的食物名词，完成2b中的学习要求。
3．再听2a部分的录音，根据所听到的内容填写表格，完成2b中的学习要求。
4．引导学生进行Pairwok活动，根据1a中的图画和单词提示，互相询问Kat和Tom喜欢与不喜欢的食物，完成2c中的教学要求。
5．引导学生阅读3a部分的短文，要求学生在短文中水果类食物名词下划线、圈出短文中的蔬菜类食物名词，并理解短文含义和行为动词一般现在时的构成，完成3a中的教学要求。
6．引导学生先看图并联想2a中的内容，再填空，完成3b中的教学要求。 要求学生正确使用名词的单、复数形式，并注意不可数名词的使用。
7．引导学生写出自己所喜爱的三餐饭中的食物，注意正确使用名词的复数形式或不可数名词形式，同时注意学会营养配餐，完成3c中的教学 要求。 4．Pairwori活动，根据la中的图画和单词提示互相询问Kat和Tom喜欢与不喜欢的食物，完成2c中的学习要求。
5．阅读3a部分的短文，在短文中水果类食物名词下划线、圈出短文中的蔬菜类食物名词，并理解短文含义和行为动词一般现在时的构成，完成3a中的学习要求。
6．先看图并联想2a中的内容，再填空，完成3b中的学习要求。要正确使用名词的单、复数形式，并注意不可数名词的使用。
7．写出自己所喜爱的三餐饭中的食物，注意正确使用名词的复数形式或不可数名词形式，同时注意学会营养配餐，完成3c中的学习要求。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
1．引导学生进行Groupwork活动，要求学生为自己的野餐制作购物单并购置食物，完成4a部分的教学要求。 可先让学生朗读示范，再分组活动，一边讨论，一边填写购物单：I like …Do you like…?No，I don’t．(换一种食物)Yes，I do．(记下该食物的名称)，注意营养配餐。
2．对学生的小组活动进行指导，挑选一些写得比较好的学生向全班公布。 1．Groupwork活动，为自己的野餐制作购物单并购置食物，完成4a部分的学习要求。认真朗读示范，再分组活动，一边讨论，一边填写购物单：I like…Do you like…? No, I don’t． (换一种食物)Yes，I do．(记下该食物的名称)，注意营养配餐。
2．(部分学生)向全班公布自己的购物单。
本课总结
本课主要是学习一些食物名词并复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式；总结行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。并通过各种活动方式学会营养配餐。
板书设计
Unit 6 Do you like bananas?
Section B
Words: breakfast, lunch, dinner, egg, apple. Chicken, fruit, vegetables, run, runner, eat, star, lot, healthy, food, dessert, list
Sentences: She like eggs, bananas and apples for breakfast /lunch / dinner.
Grammars:
I like bananas. I don’t like bananas. Do you like bananas?
She likes apples. She doesn’t like apples. Does she like apples?
练习设计
个性练习设计
为自己制定一份营养的午餐：由于生活水平的提高，许多学生在饮食上没有节制，或偏食，导致营养失衡。教师可向学生出示一份常用食物营养成分的表格，并告诉学生，在自己的午餐中总热量小于或等于450克，脂肪小于或等于35克。然后让学生根据自己的喜好为自己配制一份营养的午餐，再向全班进行汇报。通过此项活动可以帮助学生牢记所学的食物名词，提高他们学习英语的兴趣，并且使学生学会均衡饮食。
教学探讨与反思
通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的。
Self Check
教学内容
Self Check(教材P36)
教学目标
知识与能力
复习词汇banana，hamburger，tomato，broccoli，French fries，orange，ice cream，salad strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable；复习用行为动词like一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己喜欢与不喜欢的食物并学会营养配餐；总结行为动词一般现在时的肯定句、否定句和一般问句的结构，尤其是三单形式的变化。
过程与方法
运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、绘画、相询问调查与检测等手段，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。
教学重、难点及教学突破
重点
复习词汇banana，hamburger，tomato，broccoli，French fry，orange，ice cream，salad, strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable
复习行为动词 like一般现在时的肯定句、否定句和一般疑问句结构。
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。
教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片式。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类；准备几张绘画纸和彩色画笔。
教学步骤
(1课时)
一、 第一教学环节：情景创设，导入新课
教师活动 学生活动
播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。 观看课件或单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1. 引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2. 引导学生画出自己午餐所喜欢吃的食物，复习所学的目标词汇并学会营养配餐，完成第3部分的教学任务。
3．引导学生进行Pairwork活动，互相询问午餐喜欢吃的食物，并做记录，找出与你吃同样午餐的同学。通过这种活动复习所学的目标句型，完成4部分的教学任务。 1. 在筑词表上进行筑词活动，学会分类、总结等各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2. 画出自己午餐所喜欢吃的食物，复习所学的目标词汇并学会营养配餐，完成第3部分的教学任务。
3．Pairwork活动，互相询问午餐喜欢吃的食物，并做记录，找出与自己吃同样午餐的同学。通过这种活动复习所学的目标句型，完成第4部分的学习任务。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生进行Just for fun游戏活动，复习、巩固所学的Do you like…? Yes, I do. No, I don’t.等句型和语法知识。 进行Just for fun游戏活动，复习、巩固所学的Do you like…? Yes, I do. No, I don’t.等句型和语法知识。
本课总结
通过单词检测、绘画、调查和游戏等对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生一些记忆单词的有效方法。
板书设计
Unit 6 Do you like bananas?
Self check
Words: banana, hamburger, tomato, broccoli, French fries, orange, ice cream, salad, strawberry, egg, apple, chicken, fruit, vegetable, breakfast, lunch, dinner
Sentences: Do you like…? Yes, I do. No, I don’t.
练习设计
随堂练习设计
翻译填空
1．你喜欢吃香蕉吗?
________ you __________ bananas?
2．艾米丽的哥哥不喜欢吃草莓。
Emily’s brother ________ _______ strawberries．
3．凯特早餐吃鱼吗?
_______ Kate like fish ________ breakfast?
4．你晚饭常常吃什么?
What _______ you usually have ______ _________?
5．我叔叔常常吃冰淇淋作甜食。
My uncle usually _________ ice cream ______ dessert．
你的资料来自星沙英语网 rr365.com
KEY：1．Do；like 2．doesn’t like 3．Does；for 4．do：for dinner/supper 5．Has/ eats：for
个性练习设计
调查家人喜欢吃的三餐饭的食物：这种活动中的调查工作可放在课后，由学生自己完成，填写好表格。在课堂上教师挑选学生向全班进行汇报，使用I like…for breakfast／lunch／dinner．My father／mother／sister／brother likes…for breakfast／lunch／dinner．We like…for breakfast／lunch／dinner．等语言结构。此项活动不仅等语言结构。此项活动不仅可以使学生了解家人的喜好，增进与家人的感情，又能巩固所学的语言知识，也能使学生学会均衡饮食。
篇14：新目标 Unit 6 Do you like bananas?(新目标版七年级英语上册教案教学设计)
一、教学背景分析
（一）教学内容分析
本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。
综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。
（二）教学重点和难点
教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
3、能准确地用英语描述一日三餐的食谱。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.
2、描述一日三餐的方法。
3、一般现在时，主语是三单时，助动词与动词的变化。
4、可数名词和不可数名词的区别。
（三）教学目标
《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。
2、语言技能目标：
（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。
（4） 进行写作练习，使学生具备初步的综合运用语言的能力。
3、情感态度目标：
（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
（2）讨论美食，享受生活美味，提倡健康合理膳食。
4、学习策略目标：
（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。
（2）Classifying. 通过分类法，可简化学习过程，利于记忆。
（3）Guessing. 通过猜测，并大胆发言，以学习新知。
5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。
二、教学方法和学习策略
1、教法
（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。
（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
2、学习策略：
（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
三、课时结构
为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a /1b /1c /2a /2b.
Period 2 Section A 2c /3 /4 .
Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.
Period 4 Summing up SectionsAand Band the grammar.
四、教学过程设计
Period One
一、教学目标
1.知识目标：
1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.
2）句型：Do you like bananas?
Yes, I do. / No, I don’t.
2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。
3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语Do you like bananas?
Yes, I do./No, Idon’t.
四、教学设计：
Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。
本环节课堂节录如下：
T: Today we are going to learn Unit 6. Look, what’s this?
Ss: It’s a fridge.
T: Right! There are many kinds of delicious food in it. Can you guess?
S1: Apple.
T: Yes, there are some apples in it. Are there any oranges in it?
S2: Yes.
T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?
Ss: They are bananas.
T: How do you spell it?
Ss: B-A-N-A-N-A, banana.
T: Anything else?
S: French fries.
T: Maybe you are right. Let’s see. Look! What are they?
Ss: They are French fries.
T: Can you spell it, please?
Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.
T: Yes, very good! Who can write it on the blackboard?
S: Me.
T: You please.
Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。
本环节课堂节录如下：
T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?
S: What’s your favourite food ?
T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?
S: Do you like bananas?
T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?
Ss: Yes!
S: Do you like hamburgers?
T: No, I don’t. I don’t like hamburgers.
S: Do you like oranges?
T: Yes, I do. They’re sweet.
S: Do you like ice cream?
T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!
Ss: Chocolate!
T: No, I don’t like chocolate. let’s open and see! Look! What’s this?
Ss: Orange!
T: Who got the right answer?
S: Me!
T: OK, congratulations! And this orange is for you!
完成Section A, 1a, 1b.
Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。
本环节课堂节录：
T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.
( Two minutes later )
T: OK, stop here. Who’d like to be the first pair? You two, please!
A: Hello.
B: Hi.
A: Let’s go to eat breakfast. Look, do you like hamburgers?
B: Yes, I do.
A: Oh, I like it, too. Do you like French fries?
B: No, I don’t. They aren’t healthy food.
A: OK, let’s eat hamburgers.
B: Great! Thank you.
Step 4. 完成课文32页Section A听力练习activity 2a, 2b。
Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。
Homework
1. Copy the new words and try to learn them by heart.
2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.
五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。
Period Two
一、教学目标
1． 知识目标：
1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：Do you /they like salad? Yes, I /they do. No, I /they don’t
Does he like French fries? Yes, he does. No, he doesn’t.
I (They) like oranges. I (They) don’t like bananas.
She likes bananas. She doesn’t like ice cream.
2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。
3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、 教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、 教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、 教学设计:
Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。
本环节课堂节录如下：
T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.
T: What’s this?
Ss: Apple.
T: Do you like apples?
Ss: Yes, I do.
T: And what’s this?
Ss: Banana.
T: Yes, What about this one?
Ss: Broccoli.
T: Do you like broccoli?
Ss: No, I don’t.
…
T: Yes, good job! You have good memory!
Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。
本环节课堂节录如下：
T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.
( To a boy ) Do you like pears?
B: Yes, I do.
T: Do you like French fries?
B: No, I don’t.
T: (To the class) Class, does he like pears?
Ss: Yes, he does.
T: Does he like French fries?
Ss: No, he doesn’t.
(Then ask a girl to answer the teacher’s question.)
T: (To a girl) Do you like pears?
G: Yes, I do.
T: Do you like French fries?
G: No, I don’t.
T: (To the class) Now class, does she like pears?
Ss: Yes, she does.
T: Does she like French fries?
Ss: No, she doesn’t.
T: (Pointing to the boy and the girl) Class, do they like pears?
Ss: Yes, they do.
T: Right. They like pears. Do they like French fries?
Ss: No, they don’t.
T: Yeah, they don’t like French fries. Good job!
(边说边板书重点句型.)
Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。
eg. A: I like chicken. Do you like chicken?
B: Yes, I do. / No, I don’t
C: He /She likes chicken. Does she /he like chicken?
D: Yes, he /she does. /No, He /she doesn’t.
Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.
Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)
eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.
B: Good. Let’s give them something nice to eat. Does Jim like oranges?
A: Yes, he likes them very much.
B: Does Kate like oranges, too?
A: No, she doesn’t. She likes pears.
B: What about Lucy and Lily? Do they like ice cream?
A: Yes, they like it very much.
B: OK. Let’s go and get some oranges, pears, ice cream and some other things.
A: OK. Let’s go.
T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.
Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。
eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …
Homework
1. Write a report about your food survey in your class.
2. Finish off the exercises in the exercise book.
Period Three
一、教学目标
1.知识目标：
1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list
2）句型：What do you have for breakfast/ lunch/ dinner?
For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner?
For breakfast, he/ she has….
2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。
3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。
二、教学重点：掌握本课新单词。
三、教学难点：掌握描述一日三餐的方法。
四、教学设计：
Step1. Memory challenge
Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.
完成Section B, 2a, 2b, 2c.
Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。
本节课堂实录如下：
T: How many meals do we have every day?
Ss: Three.
T: Yes, and what are they?
T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?
S: For breakfast, I have hamburgers, tomatoes and salad.
T: Yes, great! Then what about lunch? What do you have for lunch?
S: For lunch, I have eggs, broccoli and carrots.
T: Right! How about dinner? What do you have for dinner?
S: For dinner, I have chicken, salad and ice cream.
T: OK. Well done!
Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。
本节课堂实录如下：
T: Do you like the food I chose for you?
Ss: Yes/ No.
T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!
( Two minutes later )
T: Time is up. Who’d like to be the first one?
Ss: Me/ Let me have a try.
T: OK, you two first. Let’s welcome!
A: Good morning.
B: Goodmorning.
A: What do you like for breakfast?
B: I like hamburgers and bananas.
A: What do you eat for lunch?
B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?
A: For dinner, I have rice, fish, vegetable soup and cucumbers.
B: I think your dinner is very delicious.
A: Thank you. Let’s go to KFC.
B: Really/ OK. Let’s go!
A: Not bad!
与学生讨论哪些是健康食品,哪些是不健康食品。
T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.
Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.
Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.
Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.
Step 7. Groupwork: You are going for a picnic with a group of friends.
1. Make a list of food to buy.
2. Read your list of food to the class.
Homework
1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.
五、 课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。
Period Four
一、教学目标：
1．知识目标
1) 将本单元所学内容编成一个对话。
2）巩固单元语言知识点，即可教名词与不可数名词。
2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。
3． 情感目标：懂得饮食合理、健康。
二、教学重点：复习单词、句型以及一日三餐表达方法。
三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。
四、教学设计：
Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。
本环节课堂实录如下：
T: Look at the screen.Who are they?
Ss: 蜡笔小新和樱桃小丸子.
T: Yes, they meet each other on Sunday. What do they talk about?
Ss: Hamburgers, French fries…
(Show the conversation.)
T: OK. Let’s read it together.
Boys: Good afternoon.
Girls: Good afternoon.
Boys: Let’s go to the KFC together.
Girls: great! I’d like to go.
Boys: What do you have for lunch?
Girls: I have hamburgers and salad. What about you?
Boys: I have rice, fish and broccoli.
Girls: What do you like for dinner in KFC?
Boys: I like hamburgers, chicken and ice cream. And you?
Girls: Me, too.
Boys: OK.Let’s go!
T: Now please make a conversation like this with your partners. Two minutes.
(Two minutes later.)
T: Now, I’d like to ask some pairs to act it out. You please.
A: Nice to meet you.
B: Nice to meet you.
A: Oh, it’s seven o’clock now. Let’s go to school.
B: OK.
A: Do you like apples?
B: Yes, I do.
A: Do you like strawberries?
B: No, I don’t. It’s too sour. Do you like French fries?
A: No, I don’t.It’s isn’t healthy food.
B: What do you have for breakfast?
A: For breakfast, I have hamburgers, eggs and orange juice. What about you?
B: I have hamburgers, French fries and coca cola.
A: Let’s have lunch together, OK?
B: OK. Bye-bye.
A: Bye.(A is a girl,B is a boy.)
Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）
本环节课堂实录：
T: Next let’s review the grammar together. Please take out your notebooks.
T: 英语名词可以大致分为两类，是哪两类？
Ss: 可数名词和不可数名词。
T: 对，可数名词又可以分为两类：单数和复数名词。
1．可数名词。举例：apple, orange, desk, chair, book等。
2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。
3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.
T: 好的，接下来我们来看可数名词的复数形式。
可数名词由单数变为复数有五种情况：
1． 词尾加s，如apples,oranges.
2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.
3．以y结尾的，去y加ies. 如story--stories.
4．以f或fe结尾的，去f或fe加ves. 如knife--knives.
5．不规则变化：如child--children, man--men, tooth--teeth.
T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。
T: 好，接着我们再看看动词变化。
1． 陈述句中，主语如果是第三人称单数，谓语动词加S
如：He likes hamburgers.
He has chicken for dinner. (have-has)
2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。
如：I don’t like hamburgers
He dosen’t like ice cream.
3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。
如：Does he like pears?
Do they like Salad?
T: OK.These are the main grammar points of unit six.Do you have any questions?
Ss: No.
Finish off Self-Check.
Do a short test about the grammer above.
Homework
1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)
篇15：七年级上册Unit 6 Do you like bananas? 教案教学设计(人教版英语七年级)
Topic : Food,likes,dislikes
Teaching aims: A.To learn some new words about food. B. talk about meals,talk about likes and dislikes
C.To practice the four skills of listening, speaking, reading and writing.Teaching focus:
New words :banana，hamburger，tomato，broccoli，French fry，orange，ice cream，salad, strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable
Phases：Talk about likes and dislikes,as follows:
Do you／they like …? Does he／she like .．．? I／They like…
I／They don’t like…He／She likes…He／She doesn’t like…
Grammer:行为动词一般现在时肯定，否定句及疑问句构成及回答
Teaching difficulties:Vocabulary.countable noun and uncountable noun & Singular third person “fo
Teaching steps:
Warm -up
Let Ss watch a part of vedio about food .After it ,I will ask them,”what can you see"?
Prsentation
1）.Use cards to teach food and phrases：Do you like--？Yes，I do /No,i don't.
banana/bnɑ:n/n. 香蕉pls. Two bananas
【引申】go bananas（美口语）发疯，发狂
Strawberry n. 草莓pls. Strawberries
【记忆法】straw（稻草）+berry（浆果）
3．carrot/krt/n.胡萝卜pls. carrots
【引申】the stick and the carrot软硬兼施。
4．chicken. ①雏鸡；②鸡肉chick--chicken
【引申】chicken-pox水痘;chickenhearted胆小的。
5．egg/eɡ/n. 蛋，卵pls. eggs
【引申】egg-plant茄子。
6．fruit/fru:t/n. 水果（总称），果实、成果pls.fruits
【考点】①Apples, oranges and bananas are fruit. 苹果、橘子和香蕉是水果。
②The potato is a vegetable, not a fruit. 马铃薯是蔬菜，不是水果。
③The old man enjoyed the fruits of his life's works. 那老人享受他一生工作的成果。
7．ice cream/aiskri:m/ n. 冰淇淋
8．like/laik/
a、like == enjoy “喜欢”
、like / enjoy 后接可数名词，所接的可数名词一定要变成复数形式。 Like tomatoes 喜欢西红柿 enjoy strawberries 喜欢草莓
like / enjoy 后接动词时，所接的动词后面要加ing 。
喜欢吃蔬菜 like eating vegetables 喜欢跑步enjoy running
b prep. 像
【引申】同义词: love, prefer;反义词: detest, dislike。
9．Tomato pls.tomatoes
n. 西红柿，蕃茄
变复数相似的有tomato，hero ，Negro
10．Vegetable n. 蔬菜: fresh vegetable新鲜蔬菜pls.Vegetables
【记忆法】vege+table（桌子）。
11．breakfast/brekfst/n. 早餐，早点
【记忆法】break+fast
【考点】at breakfast早餐时，正吃早饭；have breakfast吃早饭：She doesn't have breakfast. 她没有吃早饭。
12．lunch
n. 午餐，午饭
【考点】at lunch吃中饭: They were at lunch when I called. 我打电话的时候，他们正在吃午饭。have lunch吃便餐：We'll have lunch after the show. 散了电影我们去吃便餐吧。
【引申】同义词：meal。breakfast早餐；dinner, supper晚餐;afternoon tea下午茶;luncheon（比lunch正式的用语）午宴；fast lunch快餐。
13．dinner/din/n. 正餐，午饭或晚饭
【引申】;dinner-party晚宴;dining-room餐厅，食堂。
14．French
n. 法语
adj. 法国的，法国人的
【拓展】frenchman ，frenchwoman
Next I will play New Word games with the student:When I speak a kind of food ,the student shoud role play to eat it .
2)名词分为可数名词和不可数名词。
1、不可数名词：表示的事物，其数量不可以数清或者难以数清。不可数名词用法上有两大特点： 没有复数形式; 不能用不定冠词 a / an 、基数词、many 修饰。
eg.broccoli花椰菜 ice cream冰激凌 salad 色拉 food 食物
chicken 鸡肉 rice米饭 milk牛奶 tea 茶
water 水orange 橙汁
2、可数名词：表示的事物，其数量可以数清。可数名词用法上的特点：有单数、复数两种形式; 能用不定冠词 a / an 、基数词、many 修饰
把下列单数名词变成复数名词并记忆。
banana 香蕉 hamburger 汉堡包 tomato 西红柿 orange 橙子
pear 梨 egg 鸡蛋 apple 苹果 strawberry 草莓
frut 水果 vegetable 蔬菜 star 星星 runner 奔跑者
有些名词的复数形式是不规则的，请记忆。
man → men 男人 woman → women 女人
Chinese → Chinese 中国人 Japanese → Japanese 日本人
people → people 人 deer → deer鹿
sheep → sheep 绵羊 tooth → teeth 牙齿
foot → feet 脚 American → Americans 美国人
例： 1. _______ you like ice cream?
A.Are B. Am C. Does D. Do
2．你喜欢吃香蕉吗?
________ you __________ bananas?
3.I like strawberry ice cream, but I don’t like_______ ( strawberry)
4. Peter likes_______ (play) basketball.
Pair-work
A. I like ___Do you like ___?
B:Yes ,I ___./No, I don't .
Teacher:Does B like ___?
Students:Yes she/he does./No,he/ she doesn't.
Teacher:Do they like ___?
Students:Yes ,they ___./No, they don't .
Exercise:
1. His mother_______(not) like French fries.
2. I like strawberry ice cream, but I don’t like_______ ( strawberry)
3. They like _______ (eat) hamburgers and carrots for lunch.
按要求改写句子 (10分)
1. Linda and Tom like French fries. (改成否定句)
They _______ _______French fries.
2. Does Tom like eggs for breakfast? (否定回答)
_______, _______ _______.
3. She doesn’t have lunch. (变肯定句)
She _______ lunch.
3)T:Can you give me examples of fruit and vegetable? Good. Now please work in pairs to list as many fruits and vegetables as you can in three minutes. Then I’ll ask you to write your lists on the paper and discuss them together.
Oral work: speak like these: For breakfast,I like … and… . For lunch ,I like … and… . For dinner , I like … and… .
Practise:1.language points:
== many + 复数名词
a lot of == lots of
== much + 不可数名词
eat 与 have 都有 “ 吃” 的意思。
breakfast 吃早饭
have == eat lunch 吃午饭 一日三餐名词前
dinner 吃晚饭 不用冠词 the, a, an
2当主语是第三人称单数时，谓语动词要用第三人称单数形式，即常在动词原形后加-s或-es，但也有特殊情况。例：
1、大多数动词在词尾加“S”在清辅音后发音为[s]，在浊辅音及元音后发音为 [z]。如：
①stop－stops [s] ; make－makes [s]
②read－reads [z] ; play－plays [z]
2、以辅音字母加“y”结尾的，要先将“y”变为“i”，然后在加“es”读[iz] 如：
fly－flies [z]； carry－carries [z]
study－studies [z]; worry－worries
3、以“s, x, ch, sh”结尾的，在词尾加“es”，发音为[iz] 如：
teach－teaches [iz]; watch－watches [iz]
4、以“o”结尾的动词，加“es”，读[z] 如：
go－goes [z] do－does [z]
练习：改错
1、I like eating chichens . 2、My mother has a milk .
A B AB
3、The boys bring many waters . 4、Jim eat lots of food every day
A BA B
5、The peoples like sheep . 6、We eat many healthy food .
7、His son likes eats fruits .8、 I like apple very much .
AB A B
9、My daughter have chicken for breakfast ..
A B
10、Lots of Chineses like vegetables and fruits .
AB
Do a survery of part4 on page 36
3.Broading：臭豆腐stinky tofu
豆腐也可以说bean curd，但tofu这个词已经相当广泛了。
烧饼Chinese style baked roll油条 fried bread stick/twisted cruller
豆浆 soybean porridge锅贴 fried dumpling
水饺 boiled dumpling小笼包 small steamed bun
馒头 plain wheat roll/steamed bun麻辣火锅 spicy hot pot/Sichuan hot pot饭团 rice roll葱油饼 scallion cake
也有人戏称它是Chinese pizza
Homework: Recite the text on page 35
Writing design
Unit 6 Do you like bananas?
Words: banana, hamburger, tomato, broccoli, French fries, orange, ice cream, salad, strawberry, egg, apple, chicken, fruit, vegetable, breakfast, lunch, dinner
Sentences: Do you like…? Yes, I do. No, I don’t.
篇16：Unit 6 Do you like bananas?(人教版七年级英语上册教案教学设计)
Unit 6 Do you like bananas?
一、单元教材分析
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中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、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。
二、单元学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元教学建议
采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学--让学生进行模仿操练；词汇教学--采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学--采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学--让学生学会抓住主要词汇和句型；听力教学--采取图文配对和对话选择的方式；写作教学--以填空、造句为主；语法教学--比较不同、总结规律、模仿操练。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d) 用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时
Section B (3a-Self Check) 用1课时
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① - Do you like salad? - Yes, I do. / No, I don’t.
② - Does she/he like …? - Yes, she/he does./ No, she/he doesn’t.
③ - I like … /I don’t like …
④ - He/She likes … / He/She doesn’t like …
3) 能通过介绍食物学会询问对方喜欢与不喜欢的食物。
2. 情感态度价值观目标：
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偏爱，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，极易于激发学生学习英语的欲望和兴趣，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文化，培养跨文化交际的意识。
二、教学重难点
1. 教学重点：
1) 学习并积累一些食物的词汇。
2) 名词复数的使用。
3）动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
2. 教学难点：
1) 行为动词like的一般现在时的用法；
2) 使用do和does引导的一般疑问句的构成和使用。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework.
2. Ask some Ss questions:
T: Do you have volleyball?
S1: Yes, I do.
T: Do you like volleyball?
S1: (Help S1 answer) Yes, I do.
3. We have learned about sports equipment. Now let’s have a revision about sports equipment.
S2: basketball, soccer ball, tennis ball, baseball …
Then let some other Ss add other words.
S3: baseball bat, ping-pong bat …
Ⅱ. Presentation
1. (Show a banana on the screen.)
T: What’s this?
Ss: It’s a banana.
T: Do you like bananas?
Ss: Yes, I do. / No, I don’t.
(Show other 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 Ss read and try to remember the new words.
3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.
Ⅲ. Listening
T: Let’s work on 1b. Listen and number the conversations [1-3].
Ss listen to the tape and number the conversations.
Ⅳ. Pair work
1. Read the conversations in 1b. Have Ss read after the teacher.
2. Now let’s act out the conversations 1-3.
(Ss work with their partner and act out the conversation 1-3.)
3. Look at the picture and make more conversations using the words in 1a.
4. Let some pairs act out their conversations.
Ⅴ. Listening
1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.
2. Play the recording for the first time, Ss only listen.
3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.
4. 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? Now let’s listen to the recording.
For the first time, Ss only listen.
For the second time, Ss listen and fill in the blanks.
Play the recording for the third time, Check the answers.
Ⅵ. Pair work
1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.
2. Ss practice the conversations in pairs.
3. Let some pairs act out the conversations.
4. Ss give answers that are true for them. Then practice their conversations.
5. Ask some pairs act out their conversations.
Ⅶ. Role-play
1. Read the dialogue with your partner. Then fill in the blanks below.
① It’s _______ birthday dinner next week.
② For food, John likes ___________.
③ For vegetables, John likes __________.
④ For fruit, John likes ________.
2. Ss read the conversation and fill in the blanks.
3. Practice the conversation with your partner.
4. Let some pairs role-play the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Homework:
1. Review the words we learn today.
2. Fill in the chart after class.
Fruit Food Vegetable
板书设计：
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
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一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
3) 总结复习可数名词复数的知识。
4）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。
2. 情感态度价值观目标：
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。
二、教学重难点
1. 教学重点：
1）总结动词like一般现在时的肯定句式、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。
2. 教学难点：
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。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).
3. Ask and answer.
(Ss work in groups. Ask and answer about 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.
(Exchanging the roles ask and answer questions.)
Ⅱ. Grammar Focus
（此部分指导内容通过多媒体辅助教学以提高学习效率）
一、单元句式结构阅读指导：
1. 行为动词like的各种句式的构成
肯定句：
① 第一人称/第二人称/第三人称复数 + like + 其他
② 第三人称单数及其他单数名词 + likes + 其他
否定句：
① 第一人称/第二人称/第三人称复数 + don’t + like + 其他
② 第三人称单数及其他单数名词 + don’t + likes + 其他
一般疑问句：
① Do + 第一人称/第二人称/第三人称复数 + like +其他?
回答：Yes, I/we/you/they do. No, I/we/you/they don’t.
② Does + 第三人称单数及其他单数名词 + like + 其他?
回答：Yes, he/she/it does. No, he/she/it doesn’t.
2. Read the sentences in Grammar Focus and complete the sentences below.
① 你喜欢色拉吗？____ you_____ salad?
② 是的。___, I ____. 不，不喜欢。_____, I ______.
③ 他们喜欢梨吗？ ____ _____ like pears?
④ 是的。____, they ____. 不喜欢。___, they ___.
⑤ 她喜欢西红柿吗？ ____ she _____ a tennis?
⑥ 是的。___, she ____. 不喜欢。___, she ______.
⑦ 我们喜欢米饭。我们不喜欢汉堡。
We _____ _____. We _____ ______ hamburgers?
⑧ 她喜欢冰淇淋。她不喜欢蔬菜。
She ____ ________. She ____ ______ vegetables.
3. Check the answers with the class.
二、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
定义 特点
不可数名词 指不可以直接计数的名词，它只有单数形式。 不可以与a、an或数词连用，要表示数量的多少时，其前可以加some, any或表数量的词语。如：
some bread 一些面包
a cup of milk 一杯牛奶
可数名词 指可以用来计数的名词，它有单数和复数两种形式。 可以用a、an或具体的数词修饰。如：
a tomato 一个西红柿
an egg 一个鸡蛋
two pears 两个梨
既是可数名词又是不可数名词 有些词，既可用作可数名词，也可以用不可数名词，但意义却不同：如：
可数名词 不可数名词
orange 橙子 橙汁
chicken 小鸡 鸡肉
food 各种食物 食物
glass 玻璃杯；眼镜 玻璃
2. 可数名词复数的构成
构成方式 例词
规则变化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch结尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母+y”结尾，变y为i, 再加-es family → families
strawberry → strawberries
以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀）
leaf → leaves （树叶）
以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes
photo → photos
Ⅲ. Practice
1. Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.
2. Ss read the sentences and underline the correct words. They can discuss with their partners.
3. Check the answers and let some Ss say the grammar rules.
(根据句子主语的人称和数来确定谓语动词或助动词的数)
Ⅴ. Practice
1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.
2. Check the answers and let Ss practice the conversation.
Ⅵ. Survey
1. T: Our likes and dislikes of food are different. Some Ss like these food and other Ss like other food. Let’s make a survey of our likes and dislikes about food.
First, look at the chart below and write down the names of the food.
Second, ask your classmates about the food in the chart. e.g.
You: Do you like ice-cream, Liu Li?
Liu Li: Yes, I do.
You: What about rice?
Liu Li: No, I don’t.
…
You: Do you like ice-cream, Zhao Jun?
Zhao Jun: No, I don’t.
Zhao Jun: What about rice?
Zhao Jun: Yes. I like rice.
2. Fill in the chart with the names of your classmates.
3. Report the result of your survey likes this:
Liu Li likes ice-cream, but she doesn’t like rice. Zhao Jun doesn’t like ice-cream but he likes rice. …
Homework
1. Review the Grammar Focus.
2. Write the report of your survey result on your workbook.
板书设计
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 继续学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；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。
3）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 情感态度价值观目标：
该部分学习内容涉及学生的饮食习惯和偏爱，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，培养对家人和同学、朋友的关怀和友爱之情。
二、教学重难点
1. 教学重点：
1）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。
2）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 教学难点：
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。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss. Then check the homework. (Let some Ss report their survey result)
2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.
Countable nouns: hamburgers, eggs, oranges, bananas, apples, pear, carrots, vegetables, strawberries
Uncountable nouns: milk, bread, rice
Uncountable and countable nouns: food, fruit, ice-cream, salad, chicken
3. Ss read and try to remember the new words.
4. Review the plural forms of countable nouns.
(让学生说出规则及例词)
构成方式 例词
规则变化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch结尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母 + y”结尾，变y为i, 再加-es family → families
strawberry → strawberries
以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀）
leaf → leaves （树叶）
以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes
photo → photos
Ⅱ. Presentation
1. T: How many meals do you have every day?
Ss: Three.
T: What are they? (The students can answer them in Chinese.)
Ss: They are “早餐、中餐和晚餐”.
T: Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T, breakfast.
Ss: B-R-E-A-K-F-A-S-T, breakfast.
T: Do you have your breakfast every day?
S1: No, sometimes I get up late. I have no time to eat.
T: I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
2. Ss read and try to remember the new words.
Ⅲ. Writing
1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.
(The students finish off 1a.)
T: Look at 1b. How many other food words can you add to the chart?
Try to write them down in the chart.
Fruits:
Vegetables:
(The students write them down as soon as possible and then read them. See who will add most.)
Ⅳ. Listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)
S1: …
T: How about chicken? Do you like it?
S1: …
T: Can you guess what food I like?
S1: Do you like …?
T: No, I don’t.
S2: Do you like …?
S3: Do you like …?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
2. T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
Ⅴ. Pair work
1. T: Does Tom like tomatoes?
Ss: Yes, he does.
T: Ask and answer about the chart in pairs.
2. Let some Ss act out their conversation.
Ⅵ. Discussing
1. T: There is much food around us. Some food is healthy, but others are not so healthy.
I think fruit like apples, bananas, strawberries, oranges are very healthy. I think hamburgers are not so healthy. Maybe, chicken, eggs are healthy, too.
Which food do you think is healthy? Check (√) Yes, Maybe or No.
2. First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
3. Make a report, then read the report to their partner.
Ⅶ. Presentation
1. T: We have breakfast, lunch and dinner every day. Let’s see what do you usually eat for breakfast, lunch, and dinner?
T: What do you like for breakfast, S1?
S1: I like milk and bread.
T: What do you like for lunch?
S1: I like chicken and vegetables.
T: What do you like for dinner?
S1: I like rice and vegetables.
T: Great! You have healthy eating habits
(Write “eating habits” and “- What do you like for breakfast/lunch/dinner? - I like…” on the blackboard. )
2. OK. Now ask your partners questions to see if they have healthy habits.
3. T: Many boys and girls like ice-cream. Do you like it?
Ss: Yes, I do. / No, I don’t.
T: Do you eat ice-cream, S1?
S1: Yes, I do.
T: Do you eat ice-cream, S2?
S2: No, I don’t.
Ⅷ. Reading
1. T: Well, let’s see some sports star’s eating habits. 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.
(Ss read the article and circle the food words quickly.)
2. Read the article carefully again and answer the questions:
① Does Cindy like bananas?
② Does Cindy like salad?
③ Does Cindy like hamburgers for dinner?
④ What does Cindy like for dinner?
⑤ Does Cindy eat ice-cream after dinner?
⑥ Are Cindy’s eating habits healthy?
(Ss read the article and answer the questions. Then check the answers.)
3. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g.
Cindy likes fruit for breakfast.
（注意运用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …）
4. Let some Ss read their sentences to the class.
Homework
1. Review the word on food.
2. Make a survey about “What do your parents like for three meals?” after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1）复习所学习有关食物的词汇，并在实践活动中能熟练运用。
2）复习用行为动词like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会营养配餐；
3）由询问所喜欢的食物再拓展到所喜欢的运动和颜色来进一步复习运用所学习的句型结构。
4）通过写作练习来达到提高学生们的综合表达能力。
2. 情感态度价值观目标：
通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。
二、教学重难点
1. 教学重点：
1）复习关于各种食物的词汇、运动类的词汇及颜色类的词汇并就对方的喜欢进行问答。
2）复习名词复数的构成。
3）就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
2. 教学难点：
就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Review all the food we learned. Let Ss say the words quickly.
S1: fruit: apples, bananas, pears, strawberries …
S2: vegetables: tomatoes, potatoes, salad, carrots …
S3: food: bread, milk, ice-cream, hamburger (burger) …
2. T: I like eggs and milk for breakfast. What do you like eating for breakfast? (Point to a student.)
Sa: I like apples and bread.
T: What about you? (Point to another student.)
Sa: I like hamburgers and bananas. (Ask two more students to answer his/her questions for lunch and dinner.)
T: Who can ask and answer like this?
S1: What do you like to eat for lunch?
S2: I like …
S1: What do you like to eat for dinner?
S2: I like …
(Then ask the students to work in pairs one by one.)
Ⅱ. Survey
1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner.
Ask and answer with your partners and write down the results in the chart in 3a.
S1: What do you like for breakfast?
S2: I like eggs and milk.
S1: What do you like for lunch?
S2: I like hamburger and salad.
S1: What do you like for dinner?
S2: I like chicken and fruit.
S1: I think your eating habits are healthy.
(Exchange the roles)
2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time.
You: Oh, do you like eggs for breakfast?
Your partner: No, I don’t. I like oranges.
Ⅲ. Writing
1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures:
For breakfast/lunch/dinner, I like …, but I don’t like …
For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like …
(T goes round the classroom and offer helps if it’s necessary.)
2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce.
Ⅳ. Self Check 1
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, ping-pong, soccer. I don’t like soccer, baseball. What about you?
S1: I like …, but I don’t like …
S2: …
2. 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. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it.
(Ss work with their partners. T goes around the classroom and offers any helps. )
Ⅴ. Self Check 2
1. Do you know the plurals of these words? Put them in the correct columns.
2. Ss work with their partners and put the words in the correct columns. Then check the answers with the class.
3. 规则总结：学生叙述名词复数构成的规则，并说出几个例词。
S1: 一般在词性加-s，apples, bananas
S2: 以“辅音字母+y”结尾，变y为i, 再加-es。families, strawberries
S3: 以s. x. sh. ch结尾的加-es。boxes, watches
S4: 以“f或fe”结尾，变f或fe为v, 再加-es。knives
S5: 以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s。tomatoes, photos
4. 在屏幕上展示可数名词复数的构成规则，学生强化记忆。
Ⅵ. Self Check 3
1. T: Can you remember what color/sports your partner likes and dislikes. Write a short report about what color/sports your partner likes and dislikes. If you have forgotten what your partner likes and dislikes. Ask him/her again. (Or you can check his/her report.)
- What color do you like?
- I like …
- What sport do you like?
- I like …
2. Ss write about what his/her partner likes and dislikes. Then report to the class.
Homework
1. Review the rules of plural forms.
2. What food, sports and colors do you parents like and dislikes? Write a short article about them.
篇17：高一unit 6单元教案(新课标版高一英语教案教学设计)
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2 Talking
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3 Discussion
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Step 4 Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
1. To use the expressions of apologies and possible answers freely through some situations.
2. To distinguish what good manners are and what bad manners are
Ⅰ.Step 1 Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
1 To get to know the western talk manners
2 To compare Chinese table manners with western table manners
3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
Can you speak with your mouth full?
Can you use your hand to take food from the plate?
Is it polite to touch the glasses when you toast?
Is it polite to persuade others to drink up after toasting?
Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
1. Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter soup
summarize the main idea of every paragraph
2. With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4. Reading ⑵
Teaching Aims and Demands:
1. To learn some useful expressions about table manners.
2. To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3 Workbook
1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
2. Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1. Word study
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Grammar
Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 6 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
Homework: Finish the exercise On P41 and grammar on P118.
Period 7. Integrating Skills
Teaching Aims and Demands:
1. Deepen the format of letter
2. To know the structure of a thank-you letter
3. To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of:
I thought of my hometown when I saw the beautiful scenery.
Be busy with…
I am busy with drawing from Monday to Friday.
It is time to…
It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listening
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
篇18：unit 6 language points(新课标版高一英语教案教学设计)
（一）Grammar
Restrictive Attributive Clause and Non-restrictive Attributive Clause
（二）Words and Expressions
1. Complete
（1）vt.
① The railway is not completed yet .
（2）adj.
② He is a complete stranger to me .
※ finish , end , completed
③ I have finished the book .
④ I have completed the book .
⑤ The highway hasn’t been completed yet .
2. for a moment
（1）For a moment I thought of playing truant .
※ at the moment
（2）I’m busy at the moment .
※ for the moment
（3）Stop discussing for the moment , please .
※ in a moment
（4）You go first . I’m come in a moment .
3. apologize
（1）He apologized for the relay in replying to the letter .
（2）The waiter was made to apologize to the guest .
4. fault
correct / mend / repair a fault
cover up faults
find fault（with）
（1）Don’t find fault with others .
※ fault , shortcoming , mistake , wrong
（2）It’s his own fault that he failed in the examination .
（3）Though he has a lot of shortcomings , he is a good student .
（4）I took your book by mistake .
（5）You should know right from wrong .
5. introduce
（1）make known by name
① She introduced me to her family .
（2）bring sth. into use or into operation for the first time .
② The boss introduced new ideas into the business .
6. none
（1）Trees were cut but none were planted .
※ no one , none
（2）No one wants to go .
（3）He gave me three books , but one of them is interesting .
7. for the first time , the first time
（1）The girl was criticized by her teacher for the first time .
（2）The first time I met her , I knew we would be friends .
※ time
I went to Zhang Jiajie , I was shocked by its beauty , I’d say it was the most beautiful place I saw .
A. The first time , for the first time B. For the first time , the first time
C. The first time when , at first D. A second time , for the second time
8. surprise
（1）n.
① He looked at me in surprise .
（2）vt.
② The stranger surprised us .
（3）adj.
③ He was surprised at the surprising news .
9. manner
（1）
① I don’t object to what she says , but I really don’t like her manner of saying it .
※ manner , way
（2）Is there a better manner of solving the maths problem ?
（一）本单元重点词汇及短语
apologize to sb. for sth. drink to …
make an apology to sb. for sth. mean to do sth
make / leave a good impression laugh at
a pair of stare at
on the left / on the right make jokes about sb.
start with leave out
keep silent / quiet wish sb. sth.
ask for may sb. do sth
all the time keep in mind
（二）本单元重点功能句
道歉 应答
Excuse me . Oh , that’s all night .
Forgive me . Oh , well, that’s life .
I’m / very / so / terribly /sorry . It’s OK .
I apologise for … No problem .
I’m sorry . I didn’t mean to … Never mind
Oops . Sorry about that .
（三）语言点：
1. *I’m sorry . I didn’t mean to …
A : mean to do ：有…意图，打算，想…
（1）I mean to go , and nothing is going to stop me .
（2）I’ve been meaning to write to you for weeks .
（3）I had me out to go on Monday but have stayed on .
*Having good table manners means knowing how to use knives , and forks , when to drink a toast and how to behave at the table .
B : mean doing 意味着……
Missing the train means waiting for another one hour .
2. Knowing them will help you make a good impression .
A. 动名词作主语
（1）Going to the movies is a popular pastime .
（2）Being lost can be an unforgettable experience .
B. make / leave / create a … impression on …留…印象
（1）I didn’t want to give you any false impression .
（2）The school made a bad impression on the parents .
3. It is polite to finish eating everything on your plate , so don’t take more food than you need .
这是一个不定式做主语的句型，其中to finish eating everything是主语，it是形式主语。
（1）It would be a pity to miss the opportunity .
（2）It was his duty to take care of the baby .
（3）It is necessary for a foreigner to get some knowledge about the country he is going to visit .
4. *When drinking to someone’s health , you raise your glasses .
*Although good manners always make you look good , you do not need to worry about all the rules while having dinner with your friends or family .
（1）While hading the apple on the top of the tree , you need to be careful .
（2）Once begun , the machine will run its own way .
5. I wish you all the best .
A. 用wish来表示祝福的结构是wish sb. sth
此外，还可以用may来表示：may sb. do sth.
Wish you good luck .
Wish you a safe journey .
May you succeed .
B. wish表意愿，希望
I don’t wish to leave my mother .
You know I wish you to be happy , don’t you ?
I wish you wouldn’t smoke any more .
6. After the starter you will get a bowl of soup but only one bowl of soup and never ask for a second serving .
ask for：要求得到或给予（常有灵活译法）
（1）May I ask for a photograph of the popular singer ?
（2）Did you get the post card I sent you asking for John’s address ?
（3）She entered it , asked for a cup of coffee and sat down .
ask sb. for sth. 向…要，请…给
（1）He asked the waiter for the bill .
★Eat well and stay healthy教案(新课标版八年级英语教案教学设计)
★unit 14 warming up Period 1(新课标版高一英语教案教学设计)
★人教新课标第三单元阅读理解(新课标版高一英语教案教学设计)
★Unit 3 Australia(新课标版高三英语教案教学设计)
★unit 1 里的语言点详解 (新课标版高一英语教案教学设计)
文档为doc格式
