七年级集体备课教案 Unit 6 Do you like bananas

1、七年级集体备课教案 Unit 6 Do you like bananas?Unit 6 Do you like bananas?编辑日期：2012-11-14 作者：张蓉生 阅读次数： 31 次 关 闭 Unit 6 Do you like bananas?主备人：张蓉生说课材料：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

2、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

3、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

4、以填空、造句为主；语法教学比较不同、总结规律、模仿操练。四、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 dont.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。五、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

5、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。六、单元课时分配本单元可用六课时完成教学任务：Section A (1a-1d) 用1课时SectionAl（2a-2d）用1课时Section A (Grammar Focus-3c) 用1课时Sect

6、ion B (1a-1e) 用1课时Section B(2a-2c) 用1课时Section B(3a-Selfcheck) 用1课时七、教学过程设计：The First Period.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:hamburgers，tomatoes，broccoli，French fries，oranges，ice cream，salad，bananas，strawberriesTarget language:Do you like bananas？Yes，I do.Do you like salad

7、？No，I dont.2.Ability Objects:Train students listening skill.Train students communicative competence using the key vocabulary and the target language.3.Moral Objects:No matter what food you like or dont like，you should eat something healthy.Teaching Key PointsThe names of food.Ask and answer question

8、s about likes and dislikes.Teaching Difficult PointsUse the key vocabulary and the target language learned in this class to describe situations in ones own lives.Teaching MethodsScene teaching method.Pairwork.Teaching AidsA tape recorder./Pictures of foods.Teaching ProceduresSection AStep Key Vocabu

9、laryUsing pictures of foods，teach and practice hamburgers，tomatoes and broccoli.Put the pictures up on the blackboard with its name underneath one next to another.Use the same approach to teach and practise French fries，oranges，ice cream，salad，bananas and strawberries.Remove the pictures，write the f

10、ood names in a different order from before，then hand the pictures to different students and ask the students match them with the right words.The rest of class watch and check their answers.（This activity introduces the key vocabulary.）Step 1aAsk a more advanced student to say the words in the list a

11、nd have students repeat.Call students attention to the pictures and ask.T:What can you see？Can you see hamburgers？Ss:Yes，I can.Point out the sample answer and say d is written on the blank line after the word hamburgers.Now you are asked to match the other words with the pictures.Students work on th

12、eir own.Correct the answers.Answers:1.hamburgers d2.tomatoes g3.broccoli a4.French fries h5.orange e6.ice cream f7.salad c8.bananas b9.strawberries i10.pears（This activity introduces the key vocabulary.）Step 1bPoint out the boxes where students will write a number for each conversation.The first one

13、 is done for you.Play the recording for the first time.Students only listen.Play the recording again.This time students listen and number the conversations 1-3.Check the answers.Answers （from left to right）:2，1，3Tapescript:Conversation 1:Boy:Do you like bananas？ Girl:Yes，I do.Conversation 2:Girl:Do

14、you like salad？ Girl:No，I dont.Conversation 3:Girl:Do you like oranges？ Boy:Yes，I do.（This activity introduces the target language.）Step 1cSay the conversations in Activity 1b and have students repeat.Write them on the blackboard.Then students practise the conversations in pairs.Deal with any proble

15、ms the students raise while practising.Point to the first word on the blackboard.Demonstrate a new conversation with a student，substituting the word hamburgers into conversation 1.Repeat the same approach with conversation 2.T:Do you like hamburgers？ S1:No，I dont.T:Do you like tomatoes？ S2:Yes，I do.

16、Students work in pairs.Make their own conversations using the names of foods listed in Activity 1a.（This activity provides students oral practice using the key vocabulary and the target language.）Optional Activity:Ask students to draw pictures of the foods which they learned in Activity 1a.Encourage

17、 students to draw some extra pictures of foods whose name they know in English.Then students make conversations in pairs using the foods in the pictures as cues.A few minutes later，ask each person to find a new partner and continue the practice.In this way，every person has the opportunity to ask and

18、 answer questions.（This activity gives students a further practice with the key vocabulary and the target language.）Step SummaryIn this class，weve learned the names of foods and practised asking and answering questions about likes and dislikes.Step HomeworkAfter class，every student makes more conver

19、sations with his/her partner and records their conversations.The Second Period.Teaching Aims and Demands1.Knowledge Objects:Listen and write the key vocabulary.Grammar Focus.2.Ability Objects:Train students listening skill.Train students writing skill.3.Moral ObjectsIn China，its impolite for you to

20、accept food the first time it is offered.But in America，if you say “no” the first time the host offers you something to eat，the host may think that you really dont want the food.So youd better know some culture about the country when learning a foreign language.Language is closely associated with it

21、.Teaching Key PointsTarget language:1.Do you like salad？Yes，I do./No，I dont.2.Does he like salad？Yes，he does./No，he doesnt.3.I like oranges.4.He likes oranges.5.I dont like oranges.6.He doesnt like oranges.Teaching Difficult PointsPresent Tense to like including yes/no questions and affirmative and

22、negative statements.Teaching Methods:Pairwork./Summarization.Teaching Aid:A tape recorder.Teaching ProceduresStep Ask different students to play their recording for the class.Give praise to those whose pronunciation and intonation are both excellent.Step 2aSay the words in the box and have students

23、repeat.Then invite a more advanced student to say them and have the other students repeat.You will listen to three conversations and circle the names of foods you hear.Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording for a second time.This tim

24、e students listen and circle the foods they hear.Check the answers.Answers:circled words:hamburgers broccoli ice creamTapescript:Conversation 1:Girl:I like hamburgers.Do you like hamburgers？ Boy:Yes，I do.Conversation 2:Girl:Do you like broccoli？ Boy:No，I dont like broccoli.Conversation 3:Girl:Lets h

25、ave ice cream. Boy:Oh，no.Girl:No？ Boy:I dont like ice cream.（This activity provides practice recognizing the key vocabulary in spoken conversations.）Step 2bCall students attention to the cartoon story.Say the conversations in the speech bubbles aloud，saying blank each time you come to an empty write

26、-on line.You are to fill in the missing words while listening to the tape.Play the recording twice.Students listen and write the correct words on the blanks.Correct the answers.Answers:1.hamburgers 2.hamburgers 3.broccoli 4.broccoli 5.ice cream 6.ice creamStep 2cSay the conversation in speech bubble

27、s in Activity 2b and have students repeat.Then students practise it in pairs.Ask students what kind of food they like？What kind of food they dont like？Make two lists on the blackboard under headlines like and dont like.It doesnt matter that some foods may appear on both lists.Say three new conversat

28、ions with different students using foods listed on the blackboard in place of the underlined words in the speech bubbles in Activity 2b.Students then practise the conversations in pairs.Remind students to give answers that are true for himself/herself.As they practise，move around the classroom check

29、ing progress and offering pronunciation and intonation support as needed.Invite pairs of students to act out their conversations for the class.（This task gives students an opportunity to practise the target language.）Step Grammar FocusAsk different students to say the questions and answers the affir

30、mative and negative statements.The following are noteworthy.（1）The words do，does，dont and doesnt are stressed when saying the short answers.（2）The third person singular forms all contain an s.Its main verb is likes.Its helping verbs are does and doesnt.Write some example sentences on the blackboard.

31、Now ask students to look at the Countable nouns，uncountable nouns，and countable and uncountable nouns columns.Have three students read the words in each column.Tell students that countable nouns can be counted with numbers，and we add-s or -es to make the plural.For example，we say a tomato and two to

32、matoes.Uncountable nouns cant be counted with numbers and they dont have plurals.For example，broccoli，However，some words can be either countable or uncountable nouns.For example，salad.Encourage students to add more foods to each column.（This activity gives students a further understanding of the tar

33、get language.）Step SummaryIn this class，weve learned the Present Tense，including the third person singular form as subject.Step HomeworkAfter class，students draw a picture of one of his/her classmates.Write down your conversations，and then rewrite conversations in the form of a passage.Suggested ans

34、wers:Conversation 1:SA:I like oranges.Do you like oranges？ SB:Yes，I do.Conversation 2:SA:Do you like French fries？ SB:No，I dont like French fries.Conversation 3:SA:Lets have hamburgers. SB:Oh，no.SA:No？ SB:I dont like hamburgers.A passage:My friend（SB name） likes orange very much.But he doesnt like F

35、rench fries or hamburgers.The Third Period.Teaching Aims and Demands1.Knowledge ObjectsTarget language:Do you like tomatoes？/Yes，I do./No，I dont.Does Bob like French fries？ Yes，he does./No，he doesnt.2.Ability Object;Train students ability of the society practices.3.Moral Object:It makes you better u

36、nderstand your parents to ask them what they like and dont like.Teaching Key PointYes/No questions.Teaching Difficult PointsDoes Bob like French fries？Yes，he does./No，he doesnt.Teaching Method:Teaching by demonstration.Teaching Aid:Pieces of paper.Teaching ProceduresStep Check homework first.Student

37、s exchange their exercise books and help correct each others work.Then ask different students to report his/her conversations in the form of a passage as in the suggested answers.This task may provide the students a brief review of the target language.Step 3Get the students to have a careful look at

38、 the chart and name the foods at the top of each column.Point to the happy face and the sad face and guide the students to say.The former means you like it very much and the latter means you dont like it at all.Divide the class into pairs.One person in each pair looks at Page 33 and the other Page 8

39、3.Each person has only part of the information needed to complete the activity.Show students how to complete the chart by asking and answering questions.Get a student looking at Page 33 to ask:Does Bill like French fries？Help the students looking at Page 83 find the happy face under the French fries

40、 and call a student to answer，“Yes，he does.”Then the students looking at Page 33 draw a happy face in their charts under the French fries.Now change them round.Students looking at Page 83 ask if Bob likes French fries and students looking at Page 33 answer.Ask students to work in pairs.Your job is t

41、o get the rest of the information from your partner.As the students work together，move around the classroom to make sure that all the students know how to do it.Then draw a simple chart on the blackboard.When students have completed their task，ask two students to fill in the chart on the blackboard.

42、Go over the answers with the whole class.Answers:Give them some more time to practise asking and answering questions.（This task provides practice talking about foods that people like and dislike.）Optional activity:Ask students in pairs to make up two copies of charts，using the ones on Pages 33 and 9

43、5 as a model.Ask them to use different food items and leave out half of the information on each copy of the chart.Ask each pair to exchange their charts with another pair and fill in the charts as in Activity 3.Encourage pairs to present their completed charts to the class.（This activity gives stude

44、nts further practice using the target language.）Step 4Put students in pairs to ask and answer questions about the food items.A:What are these？B:They are tomatoes.A:Whats this？B:Its a hamburger.Ask students to point to the headlines food，like it and doesnt like it to make sure that students know wher

45、e to write the foods and where to write the names of their classmates.Demonstrate the following:T:Do you like a hamburger？Liu Li:Yes，I do.T:Do you like bananas？Zhao Jun:No，I dont.Help the students write a hamburger and bananas under the headline Food，Liu Li likes it and Zhao Jun doesnt like it.Ask t

46、he students to interview their classmates and fill in the chart.As the students work together，walk around the classroom to give them pronunciation，intonation and spelling support where necessary.When all the students have finished filling in the chart，check the answers.Ask a student to come to the f

47、ront and ask.Student A:Does Liu Li like （tomatoes）？Who knows？Raise your hand.（looking around.）Zhao Jun.Please.Zhao Jun:Yes，she does.Student A:Does Zhao Jun like （tomatoes）？Who knows？Raise your hand.（looking around） Tommy，please.Tommy:No，he doesnt.Write the conversations on the blackboard.Have differ

48、ent students ask questions.（This activity gives the students a chance to practise yes/no questions.）Step SummaryIn this class，weve learned yes/no questions，especially the third person singular form as subject.Step HomeworkAsk students to interview family members outside of class，find out what foods

49、they like and dislike，make a chart similar to the one in Activity 4 and prepare a short oral report on their findings next class.The Fourth Period.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary:eggs，apples，carrots，chicken，breakfast，lunch，dinner，fruit，vegetable2.Ability Objects:Train stu

50、dents listening skill.Train students writing skill.Train students ability of classifying.3.Moral Object:Students should learn to be concerned for their family members.Teaching Key PointKey Vocabulary.Teaching Difficult PointTrain students ability of classifying and analysing.Teaching MethodsIllumina

51、tive teaching method.Teaching by demonstration.Pairwork.Teaching Aids:A tape recorder.A projector.Teaching ProceduresSection BStep Ask different students to make a report on the findings about their family members like this:My father is Zhao Jun.He likes meat very much.He doesnt like vegetable.My mo

52、ther is Liu Li.She doesnt like meat at all.Instead she likes fruit very much.My sister.（This task gives students a chance to practise affirmative and negative statement when the third person singular forms are used as subjects.）Step 1aShow the pictures of eggs，apples，carrots and chicken with each na

53、me underneath on the screen by a projector.Pointing to the items one by one，say its name and have students repeat.Ask students to say the words together，in rows and then individually to check that they pronounce the words accurately.Write the words on the blackboard while the students practice sayin

54、g them.Point to the numbered words in the box in Activity 1a and have the students say them.Let the students have a look at the pictures.Ask students to write the number of each word in the box next to the picture of that food.Check the answers with the whole class.Answers:3，4，7，9，6，8，10，2，5，1（This

55、activity provides practice reviewing the key vocabulary words presented in section A and introduces some more food names.）Step 1bTeach students the words fruit and vegetable.And ask， “Whats the difference between a fruit and a vegetable？”The teacher gives them three minutes.They are to write as many

56、 fruits and vegetables as they can within the limited time.If there are too many words to write in the chart，make up a larger one on a piece of paper. Three minutes later，ask different students to write their words on the blackboard.Suggested answers:fruits:pear，peach，grape，apricot，plum，watermelon，l

57、emon，mango，cherry，chestnut，peanut，mulberyvegetables:potato，mooli，onion，celery，cabbage，cucumber，eggplant，bean，sweetcorn，greenpepper，cashewnutsStudents should list the words they have learned in previous classes.All the suggested words havent been presented.（This activity helps remember and spell the vocabulary words and build vocabulary.It also trains students ability of classifying.）Step 2aAsk students to say the numbered words in Activity 1a