七年级上册Unit6Doyoulikebananasunit6writing教案定稿.docx

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1、Unit6 Do you like bananas?Section B 3a-Self Check方山学校刘雅兰学习目标：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

2、学、朋友的关怀和友爱之情并学会营养配餐。学习重难点：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。3 .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。学习过程：I. Warming- up and revisionshow a picture of a fat boy ,say he is crying, do you want to help him ?1. How to help him? We c

3、an share our eating habits to him!2. Review all the food we learned. Let Ss say the words quickly.51: fruit: apples, bananas, pears, strawberries .52: vegetables: tomatoes, potatoes, salad, carrots .53: food: bread, milk, ice-cream, hamburger (burger).2. T: I like eggs and milk for breakfast. What d

4、o 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?SI: What do you like to eat

5、for lunch?S2:1 like .SI: What do you like to eat for dinner?S2:1 like .(Then ask the students to work in pairs one by one.)n. Survey1. Now lets 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 i

6、n 3a.51: What do you like for breakfast?52: I like eggs and milk.SI: What do you like for lunch?S2:1 like hamburger and salad.SI: What do you like for dinner?S2:1 like chicken and fruit.SI: I think your eating habits are healthy.(Exchange the roles)Ss fill in the chart. If you forget what your partn

7、er likes. You may ask him or her a second time.You: Oh, do you like eggs for breakfast?Your partner: No, I dont. I like oranges.DI. WritingNow lets write about what you and your partner like and dont like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence

8、 structures:For breakfast/lunch/dinner, I like .z but I dont like .For breakfast/lunch/dinner, my partner likes but he/she doesnt like .(T goes round the classroom and offer helps if its necessary.)The students write about themselves as quickly as they can. When they are ready, ask them to introduce

9、.IV. Self Check 1T: Your friends also want to know what food/sports/colors you like. First, lets talk about sports. What sports do you like? What sports do you dislike?T: I like basketball, volleyball, ping-pong, soccer. I dont like soccer, baseball. What about you?SI: I like but I dont like .S2:.1.

10、 Now, lets talk about colors. I like red, blue, white and green. I dont like black, brown, purple or yellow. What about you?S3:1 like but I dont like .S4:.2. 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 go

11、es around the classroom and offers any helps.)Self Check 21. 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, bana

12、nasS2:以辅音字母+y 结尾，变 y 为 i,再加-es。families, strawberriesS3: Uis. x. sh. ch结尾的加es。boxes, watchesS4:以f或fe结尾，变f或fe为v,再加-es。knivesS5:以字母结尾的有生命词,加es ;以字母结尾的无生命词，力口 tomatoes, photos4.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 3T: Can you remember what color/sports your partner likes and dislikes. Write a short

13、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?- 1 like .- What sport do you like?- 1 like .1. Ss write about what his/her partner likes and disl

14、ikes. Then report to the class.HomeworkReview the rules of plural forms.1. write a letter to Tom课后反思：创设情境是本次写作变得有意义，学生更愿意去写，并且唤醒学生养成良好饮食习惯的意识。通 过写作帮助学生使用讨论喜好的几个句型，在写作之前提供model能帮助大部分学生理清写作思 路，从而达到很好的效果，并且把重点短语的表示食物的单词罗列出来，加深学生的印象。但是 小组合作来写作文却让一些学生在上课时无所事事，应该让每个学生都动笔写。上课时应该对时 间的把握更准确一些，避免最后展示时间过少，并且平常应多训练学生的书写速度。