七年级初一上册英语人教版新起点-名师教学教案-Unit-6-Section-B-01.doc

七年级上册英语电子备课教案课型Listening and speaking, acting课题Unit6 班级教学目标（三维目标）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。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。教学过程Step. Warming- up and revision1. 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, strawberriesUncountable nouns: milk, bread, riceUncountable 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-esbus buses box boxes brush brushes (刷子) watch watches 以“辅音字母 + y”结尾，变y为i, 再加-esfamily families strawberry strawberries 以“f或fe”结尾，变f或fe为v, 再加-esknife 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-stomato tomatoes photo photos Step . Presentation1. 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)T: Do you have your breakfast every day? S1: No, sometimes I get up late. I have no time to eat. T: I think its 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. Step . 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.)Step . 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.)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, lets 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.) Step . 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. Step . 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. Step . Presentation 1. T: We have breakfast, lunch and dinner every day. Lets 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 dont. T: Do you eat ice-cream, S1? S1: Yes, I do. T: Do you eat ice-cream, S2? S2: No, I dont. . Reading 1. T: Well, lets see some sports stars eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now lets 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: Does Cindy like bananas? Does Cindy like salad? Does Cindy like hamburgers for dinner? What does Cindy like for dinner? Does Cindy eat ice-cream after dinner? Are Cindys 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 doesnt she like? Read the article and write five sentences about Cindys eating habits. e.g. Cindy likes fruit for breakfast. （注意运用句型：Cindy likes for 或Cindy doesnt 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.教学反思