七年級英語上冊Unit6Doyoulikebananas？集體備課教案

1、集體備課教案 Unit 6 Do you like bananas?說課材料：一、單元教材分析本單元的核心項目是 喜歡和不喜歡(like and dislike)"。圍繞著這一中心項目，課文中設計 了各種食物及水果的插圖和不同形式的表格，讓學生進行聽、說、讀、寫等各種學習活動。通過本單元的教學， 使學生學會詢問對方與了解別人喜歡與不喜歡的食物，學會談論自己與他人早、中、晚餐喜愛吃的食物，為其今后能在交際中恰當地表達自己的情感、靈活運用已 經學過的常用功能項目、進一步學習并掌握新的語言功能奠定堅實的基礎。本單元的重點內容仍然是行為動詞在一般現在時句子中的使用，應該是上一個單元內容的延伸

2、，通過本單元的教學，學生應初步掌握行為動詞一般現在時的肯定句、否定句、特殊疑問句、一般疑問句 的構成以及簡單的回答。二、單元學情分析本單元的主題是使用動詞like詢問對方對食物的喜好；談論自己與他人喜歡吃的食物，學習并掌握行為動詞的一般現在時的使用。通過前一單元的學習， 學生已經初步了解了行為動詞一般現在時的構成及其使用，再通過本單元學生比較感興趣的話題的操練，一定會使學生有更深刻的印象；同時教師要善于總結、比較以幫助學生了解構成規(guī)律，正確把握所學內容。 三、單元教學建議采用自主學習、小組合作探究、Different opinions和Classifying的學習策略，利用實物、教學圖片等來展

3、開課堂 pairwork問答式或groupwork討論式的口語交際活動，使用like詢問對方對食物的喜好和談論自己、他人喜歡吃的食物。本單元的教學法建議：語音教學一一讓學生進行模仿操練；詞匯教學一一采取演示講解的方式進行教學，讓學生進行情景操練、反復 使用；口語教學采取pairwork問答式和groupwork討論式的口語交際活動互相操練練習；閱讀教學一一讓學生學會抓住主要詞匯和句型；聽力教學一一采取圖文配對和對話選擇的方式；寫作教學一一以填空、造句為主；語法教學一一比較不同、總結規(guī)律、模仿操練。四、教學重點和難點教學重點：1、掌握關于食物的詞匯。2、熟練運用所學功能項目談論喜好和厭惡。3、能

4、準確地用英語描述一日三餐的食譜。教學難點：1、交際用語 Do you like bananas? Yes, I do. /No, I don ' t.2、描述一日三餐的方法。3、一般現在時，主語是三單時，助動詞與動詞的變化。4、可數名詞和不可數名詞的區(qū)別。 五、教學方法和學習策略1、教法(1)本單元話題源自生活，立足這一點，充分利用學生已有的知識和經驗，創(chuàng)設生活化的 真實(或半真實情景)引導學生在運用語言中學習語言，然后在學習新的語言知識后創(chuàng)造性 地運用語言(為用而學，在用中學，學了用)。( 2)開展多種類型任務活動，提供給學生合作交流的空間和時間，促使學生為完成任務和 同學進行合作，

5、為完成任務進行探究學習。2、學習策略：( 1 )通過 Disscussing, Classifying and Guessing 等形式多樣的活動，促使學生運用認知策略 進行有效地學習。( 2) 在與同學合作完成任務的活動中主動探究和學習語言；并運用知識內在規(guī)律幫助記憶、鞏固知識。 六、單元課時分配本單元可用六課時完成教學任務：Section A (1a-1d) 用 1 課時SectionAl (2a-2d)用 1 課時Section A (Grammar Focus-3c) 用 1 課時Section B (1a-1e) 用 1 課時 Section B(2a-2c) 用 1 課時 Sect

6、ion B(3a-Selfcheck) 用 1 課時 七、 教學過程設計：The First PeriodI .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 ？ No， I don t. 2.Abili

7、ty 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 don ， you shtoluiklde eat something healthy. n .Teaching Key PointsThe names of food.Ask and answer questions about lik

8、es and dislikes. m .Teaching Difficult PointsUse the key vocabulary and the target language learned in this class to describe situations in one sown lives.IV .Teaching MethodsScene teaching method.Pairwork.V .Teaching AidsA tape recorder./Pictures of foods.VI .Teaching ProceduresSection AStep I Key

9、VocabularyUsing 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 picture

10、s， write the food 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 n 1aAsk a more advanced student to say the

11、 words in the list and 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 pictu

12、res.Students work on their own.Correct the answers.Answers:1 .hamburgers d2 .tomatoes g 3.broccoli a4.French fries h5.orange e 6.ice cream f 7.salad c 8.bananas b 9.strawberries i 10.pears( This activity introduces the key vocabulary. )Step m 1bPoint out the boxes where students will write a number

13、for each conversation.The first one 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 banana

14、s ？ 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.( This activity introduces the target language. ) Step IV 1cSay the conversations in Activity 1b and have students repeat.Write them on the blackboard.Then students pr

15、actise the conversations in pairs.Deal with any problems 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 hambu

16、rgers ？ S1:No ， I don t.T:Do you like tomatoes ？S2:Yes， I do.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 p

17、ictures of the foods which they learned in Activity 1a.Encourage 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 th

18、e practice.In this way ， every person has the opportunity to ask and answer questions.( This activity gives students a further practice with the key vocabulary and the target language. ) Step V SummaryIn this class， we ve learned the names of foods and practised asking and answering questions about

19、likes and dislikes.Step VI HomeworkAfter class， every student makes more conversations with his/her partner and records their conversations.The Second PeriodI .Teaching Aims and Demands1 .Knowledge Objects:Listen and write the key vocabulary.Grammar Focus.2 .Ability Objects:Train students listening

20、skill.Train students writing skill.3 .Moral ObjectsIn China ， it s impolite for you to accept food the first time it is offered.But in America， if you say“ no” the first time the host offers you something to et，a the host may think that you really don twant the food.So you d better know some culture

21、 about the country when learning a foreign language.Language is closely associated with it.n .Teaching Key PointsTarget language:1 .Do you like salad ？ Yes， I do./No， I don t.2 .Does he like salad？ Yes， he does./No， he doesn t.3.I like oranges.4.He likes oranges.5.I don t like oranges.6.He doesn t l

22、ike oranges.m .Teaching Difficult PointsPresent Tense to like including yes/no questions and affirmative and negative statements.IV .Teaching Methods: Pairwork./Summarization.V .Teaching Aid: A tape recorder.VI .Teaching ProceduresStep IAsk different students to play their recording for the class.Gi

23、ve praise to those whose pronunciation and intonation are both excellent.Step n 2aSay the words in the box and have students repeat.Then invite a more advanced student to saythem and have the other students repeat.You will listen to three conversations and circle the names of foods you hear.Point ou

24、t the sample answer.Play the recording for the first time.Students only listen.Play the recording for a second time.This time 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 li

25、ke hamburgers ？ Boy:Yes ， I do.Conversation 2:Girl:Do you like broccoli ？ Boy:No， I don t like broccoli.Conversation 3:Girl:Let s have ice cream. Boy，:Onho.Girl:No ？ Boy:I don t like ice cream.( This activity provides practice recognizing the key vocabulary in spoken conversations. )Step m 2bCall st

26、udents attention to the cartoon story.Say the conversations in the speech bubbles ，aloudsaying blank each time you come to an empty write-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.Correc

27、t the answers.Answers:1.hamburgers 2.hamburgers 3.broccoli 4.broccoli 5.ice cream 6.ice creamStep IV 2cSay the conversation in speech bubbles 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 don ？ tMliakkee t

28、wo lists onthe blackboard under headlines like and don t like.It doesn t matter thaptpseoamroenfoods may aboth lists.Say three new conversations 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 t

29、he conversations in pairs.Remind students to give answers that are true for himself/herself.As they practise ， move around the classroom checking progress and offering pronunciation and intonation support as needed.Invite pairs of students to act out their conversations for the class.( This task giv

30、es students an opportunity to practise the target language.)Step V Grammar FocusAsk different students to say the questions and answers the affirmative and negative statements.The following are noteworthy.( 1 ) The words do， does， don t and doesn t are stressed wshaeyning the short answers.( 2) The

31、third person singular forms all contain an s.Its main verb is likes.Its helping verbs aredoes and doesn t.Write some example sentences on the blackboard.Now ask students to look at the Countable nouns， uncountable nouns， and countable anduncountable nouns columns.Have three students read the words i

32、n each column.Tell students thatcountable nouns can be counted with numbers， and we add-s or -es to make the plural.Forexample， we say a tomato and two tomatoes.Uncountable nouns can t be counted with numbersand they don t have plurals.For exam， pbleroccoli ， However， some words can be either counta

33、ble or uncountable nouns.For example， salad.Encourage students to add more foods to each column. ( This activity gives students a further understanding of the target language. )Step VI SummaryIn this class， we ve learned the Present Tens， eincluding the third person singular form as subject.Step VH

34、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 answers: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 d

35、on t like French fries.Conversation 3:SA:Let hsave hamburgers. SB:Oh， no.SA:No？SB:I don t like hamburgers.A passage:My friend （ SB nam） e likes orange very much.But he doesn t like French fries or hamburgers.The Third PeriodI .Teaching Aims and Demands1 .Knowledge ObjectsTarget language:Do you like

36、tomatoes ？ /Yes， I do./No ， I don t.Does Bob like French fries ？Yes， he does./No， he doesn t.2 .Ability Object;Train students ability of the society practices.3 .Moral Object:It makes you better understand your parents to ask them what they like and don tlike.n .Teaching Key PointYes/No questions.m

37、.Teaching Difficult PointsDoes Bob like French fries ？ Yes， he does./No， he doesn t.IV .Teaching Method: Teaching by demonstration.V .Teaching Aid: Pieces of paper.VI .Teaching ProceduresStep ICheck homework first.St udents exchange their exercise books and help correct each other swork.Then ask dif

38、ferent students to report his/her conversations in the form of a passage as in thesuggested answers.This task may provide the students a brief review of the target language.Step n 3Get the students to have a careful look at the chart and name the foods at the top of each column.Point to the happy fa

39、ce and the sad face and guide the students to say.The former means you like itvery much and the latter means you donit at atll.ikeDivide the class into pairs.One person in each pair looks at Page 33 and the other Page 83.Each person has only part of the information needed to complete the activity.Sh

40、ow 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 and call a student to answer， “ Ye，s he does. ” Then the students looking at P

41、age 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 to get the rest of the information from your partner.As the students work t

42、ogether， 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.Go over the answers with the whole class.Answers:Give them some more tim

43、e 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 95 as a model.Ask them to use different food items and leave out half

44、 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 students further practice using the target language. )Step m 4Put studen

45、ts in pairs to ask and answer questions about the food items.A:What are these？B:They are tomatoes.A:What shtis？B:It s a hamburger.Ask students to point to the headlines food ， like it and doesn t like it to make sure that students know where to write the foods and where to write the names of their c

46、lassmates.Demonstrate the following:T:Do you like a hamburger ？Liu Li:Yes ， I do.T:Do you like bananas ？Zhao Jun:No， I don t.Help the students write a hamburger and bananas under the headline Food， Liu Li likes it and ZhaoJun doesn t like it.Ask the students to interview their classmates and fill in

47、 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 front and ask.Student A:Does Liu Li like ( tomato

48、es) ？ Who knows？ Raise your hand(. looking around. ) ZhaoJun.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 doesn t.Write the conversations on the blackboard.Have different students ask questions.( Thi

49、s activity gives the students a chance to practise yes/no questions.)Step IV SummaryIn this class， we ve learned yes/no question， s especially the third person singular form as subject.Step V HomeworkAsk students to interview family members outside of class ， find out what foods they like anddislike

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

51、 listening skill.Train students writing skill.Train students abilitof classifying.3 .Moral Object:Students should learn to be concerned for their family members.n .Teaching Key PointKey Vocabulary.m .Teaching Difficult PointTrain students ability of classifying and analysing.IV .Teaching MethodsIllu

52、minative teaching method.Teaching by demonstration.Pairwork.V .Teaching Aids: A tape recorder.A projector.VI .Teaching ProceduresSection BStep IAsk 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 doesn t like v

53、egetableis.MLiyu motherLi.She doesn t 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 n 1aShow the pictures of eggs， apples， carrots and chi

54、cken with each name 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 stu

55、dents practice saying 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，

56、7， 9， 6， 8， 10， 2， 5， 1( This activity provides practice reviewing the key vocabulary words presented in section A and introduces some more food names.)Step m 1bTeach students the words fruit and vegetable.And ask， “ What s the difference between a fruit and a vegetable？ ”The teacher gives them thre

57、e minutes.They are to write as many 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， lemon， mango， cherry， chestnut， peanut， mulberyvegetables:potato， mooli ， onion， celery， cabbage， cucumber， eggplant， bean， sweetcorn， greenpepper， cashewnutsStuden