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unit6课件
教师学科教案
[20–20学年度第__学期]
任教学科：
_____________
任教年级：
_____________
任教老师：
_____________
xx市实验学校
Unit6Doyoulikebananas?
教学内容
本单元的核心项目是“喜欢和不喜欢（likeanddislike）”。
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，学业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了坚实的基础。
教学目标
⑴知识目标：
A、学会询问对方喜欢与不喜欢的食物；
B、学习并激情些食物的词汇；
C、学会谈论自己与他人早、中、晚餐喜爱吃的食物；
D、学会营养配。
⑵能力目标：
A、能准备表达喜欢和不喜欢的食物；
B、能根据具体情景对话，与他人沟通信息，合作完成任务；
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。
⑶情感目标：
A、通过学习西文食品文化，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；
B、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；
C、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。
教学重点、难点
重点：
A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；
B关于各种食物的词汇；
C名词复数的使用。
难点：
一般现在时中单数第三人称的变化形式。
课时安排
第一课时SectionAla–lc
第二课时SectionA2a–4
第三课时SectionBla–2c
第四课时SectionB3a–4Self-check
PeriodOne
课前准备
教师：
搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
教学设计
StepOne:
Newwords.
① Presentthenewwords.
T:
Let’splayaaguessinggame.Isitanappleinmybag?
Touchandtellmetheanswer.
S1:
（Touchandsay）Yes,it’sanorange.
T:
Ilikeoranges.Likemeans”喜欢”.Readafterme.L-I-K-E,like.
Ss:
L-I-K-E,like.
T:
Doyoulikeoranges?
S2:
Yes,Ido.
T:
Doyoulikeoranges?
S3:
No,Idon’t.
（Teacherwritesthetitleontheblackboard.）
T:
NowtodayIhavealotofdeliciousfood.Firstlet’tlookatsomefruit.Look!
（Showapictureofabanana.）
T:
What’sthisinEnglish?
It’sabanana.Readafterme,B-A-N-A-N-A,banana.
Ss:
B-A-N-A-N-A,banana.
T:
Whtatcolorisit?
Ss:
It’syellow.
（Thenlookatsomepicturesandteachtheotherfruitwordsinthesamewaysuchasstrawberry,apple.）
（Nextgoonlearningthevegetablesandtheotherfoodinthesmewaywiththepictures.）
T:
Lookatthepicturesandfillinthechataccordingtothecategory.
Fruit
Food
Vegetable
StepTwo:
Grammar.
① Presentthecountablenounsandtheuncountablenouns.
T:
Look!
Whatarethese?
（Showapicture.）
S1:
Theyareoranges.
T:
Howmanyorangesarethere?
Let’scount.One,two.
S1:
Two.
T:
Andwhatarethese?
（Showanotherpicture.）
S2:
Theyareapples.
T:
Howmanyapplesarethere?
Let’scountthem.One,two,three.
S2:
Three.
T:
What’sthis?
S3:
It’sbroccoli.
T:
Canwecountit”Canwesayabroccoli?
S3:
Sorry,Idon’tknow.
T:
Wecan’tsayabroccolibecauseitistheuncountablenoun.Nounscontainthecountablenounsandtheuncountablenouns.Countablenounscanbecountedwithnumber,andweadd–sor–estomaketheblural.Forexample,wecansayanapple,twoapples,threeeggs.Uncountablenounscan’tbecountedwithnumber,andtheydon’thaveplurals.Forexample,wecansaysalad,broccoli,butwecan’tsaysalads,broccolis.
T:
Lookatthepictures.Fillinthechart.（Showsomepicturesoffruitsandvegetables.）
Countblenouns
Uncountablenouns
T:
Checktheanswers.
② Presenttherulesofnounpluralforms.
T:
lookatthepictures,canyousaythem?
S:
Yes,threetomatoes,twooranges,threestrawberries.
T:
Lookatthethreerulesofpluralforms.Aretheythesame?
S:
Ofcoursenot.
StepThree:
Drills.
① Presentthenewdrills“Doyoulike…?
Yes,Ido/No,Idon’t.”
T:
Oh,wehavelotsofdeliciousfruit.Ilikeapplesbest.
（Holdingapples）
Doyoulikethem?
S1:
Yes,Ido.
S2:
No,Idon’t.Ilikesalad.
T:
Doyoulikesalad?
S3:
Yes,Ido./No,Idon’t.
（Asksomemorestudentstopracticelikethis.）
② Practicethedrill.
T:
Workinpairs.Askandanswerwithyourpictures.
（Beforeclassthestudentshavedrawnsomepicturesofthefood.）
Sa:
Doyoulike…?
Sb:
…
（Thenaskmorepairstopractice.）
T:
Let’sopenyourbooksanddo1b.Listenandnumber1-3.
（Thestudentslistenandthenchecktheanswers.）
StepFour:
Task.
T:
Let’smakeasurvey.Youcanaskeightfriendswhattheylikeanddislike.Thenfillinthechart.
Tom
Kate
LiLei
…
Apples
Bananas
…
（Thenasksomestudentstoreport.）
S1:
Fiveofthestudentslike…,twoofthemlike…
S2:
…
StepFive:
Summary.
Inthisclass,we’velearntthenamesoffoods,fruitandvegetablesandpracticedaskingandansweringquestionsaboutlikesanddislikes.Pleaseremembertherulesofnounplurals.
Homework.
Makeasurveyaboutyourparent’slikesanddislikesusingDoyoulike…?
PeriodTwo
课前准备
教师：
搜集关于食物的图片，制作表格（见教学步骤）。
学生：
准备上一节课的调查表格，作好对话和调查的准备。
教学设计
StepOne:
Reviewthedrill.
② Reviewthedrill“Doyoulike…”?
③ Thegirlandtheboyaretalkingabouttheirlikesanddislike.Let’sopenyourbooksandlisten.Trytofinish2aand2basquicklyasyoucan.
Ss:
…
StepTwo:
Newdrills.
① Presentthenewdrills“Doesshe/helike…?
Yes,she/hedoes./No,she/hedoesn’t”usingthechartabove.
T:
Kate,doyouliketomatoes?
S1:
Yes,Ido.
T:
Doyoulikeicecream?
S1:
No,Idon’t.
（TheteacherpointsatKateandaskstheclass.）
T:
DoesKateliketomatoes?
Ss:
Yes,shedoes.
T:
DoesKatelikeicecream?
Ss:
No,shedoesn’t.
（TheteachergoesonaskingKateusingthechart.）
T:
DoesyourbestfriendSueliketomatoes?
S1:
Yes,shedoes.（Katelooksatherchartinherhand.）
T:
Whoisyourbestfriend?
（TheteacherpointsatJane.）
S1:
Sallyis.
T:
Doessheliketomatoes?
S1:
Sallyis.
（TheteacherpointsatTonyandMaria.）
T:
Doyourbestfriendsliketomatoes?
S1:
Yes,theydo./No,theydon’t.
（Theteacheraskstwomorestudentstoanswerhis/herquestionsaccordingtothechartintheirhands.Thentheteacherwritesdownthedrills“Doesshe/helike…?
Dotheylike…?
”ontheblackboard.）
T:
Workinpairsandpracticethedrill“Doeshe/she…?
Dothey…?
”accordingtothechart.
（Thentheteacheraskssomepairsofthestudentstopracticeonebyone.）
② Practicethedrills.
T:
Let’sworkinpairs.
（StudentAlooksatPage33.StudentBlooksatPage83.TrytofindoutwhatBobandBillanddon’tlike.）
Sa:
DoesBilllikeFrenchfries?
Sb:
…DoesBoblikeFrenchfries?
Sa:
…
StepThree:
Task.
T:
Doyouloveyourparents?
S:
Yes.
T:
Howdoyoushowyourlovetothem?
S1:
I’lldoastheysay.
S2:
I’llbuysomethingforthemwhentheirbirthdayiscoming.
S3:
I’llstudybetterandbetter.
S4:
I’llmakeabigmealforthem.
T:
Oh,Ithinkit’sagoodidea.Nowlet’strytoknowwhattheylikeanddislike.Firsttakeoutyesterday’shomework,exchangetheinformationinpairs.
（Theteacherhaveaskedthestudentstohaveasurveylastclass.）
Parents
like
dislike
Mother
Father
（Giveasampletothestudents）
T:
Doesyourfatherlikechicken?
（Pointtoastudent）
S1:
No,hedoesn’t.
T:
Doesyourmotherlikeeggs?
S1:
Yes,shedoes.
T:
Dotheylikebananas?
S1:
Yes,theydo.
T:
Nowworkingroupsandmakeafoodsurvey.
Parents
like
dislike
Jim’sfather
Jim’smother
Kate’sfather
Kate’smother
（Thestudentsworkingroups.）
S2:
Jim’sfatherlikes…Hedoesn’tlike…Jim’smotherlikes…verymuch.Shedoesn’tlike…Andtheybothdon’tlike…
（Thenaskmorestudentstoreport.）
StepFour:
Summary.
Inthisclass,we’velearnttheSimplePresentTense,includingofthethirdpersonsingularformassubject.
Homework.
Rewriteyourconversationintheformofapassage.
PeriodThree
课前准备
教师：
搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
学生：
准备上一节课的家庭作业。
教学设计
StepOne:
Checkthehomework.
T:
Nowlet’scxchangeyourexercisebooksandhelpeachother.Trytocorrectit.（Askdifferentstudentstoreporthis/herconversation.）
StepTwp:
Reviewthewords.
T:
Youknowwehavelearntsomuchdeliciousfood.NowLet’splayagamewiththefood.Let’sseewhowillsaythenamesofthefoodasmanyaspossibleduringaminute.
（Theteacherwillgivethestudentsaminutetoprepareit.Thenasksomeonetosay.）
S:
Salad,apples,bananas,icecream…
（Choosethethreestudentswhosaidthemostandgivesomefoodaspresents.）
StepThree:
Newwords.
① Presentthenewwords.
T:
Howmanymealsdoyouhaveeveryday?
Ss:
Three.
T:
Whatarethey?
（ThestudentscananswertheminChinese.）
Ss:
Theyare“早餐、中餐和晚餐”.
T:
Oh,yes.InEnglish“早餐”wecansay“breakfast”.
（Showapictureofthebreakfast）
Readafterme,“breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss:
B-R-E-A-K-F-A-S-T,breakfast.
T:
Doyouhaveyourbreakfasteveryday?
S1:
No,sometimesIgetuplate,Ihavenotimetoeat.
T:
Ithinkit’snotgoodforyourhealth.
（Teachtheothertwowordslunch,dinnerinthesameway.）
② Practicethewords.
T:
Whichmealdoyoulikebest?
（Pointtoastudent.）
S:
Ilikebreakfastbest.
T:
Why?
S:
BecauseIlikedrinkingmilk.
T:
Whoalsolikesbreakfastinourclass?
Pleaseputupyourhands.
T:
Oh,somanystudents.Youcansitinthisteam.
（Askallthestudentswholikebreakfast,lunchordinnertocometothesameteam.Theycantalkeasily.）
T:
Wehavedividedalltheclassintothreegroups.Onegrouplikesbreakfast,theothertwolikelunchanddinner.Butwhatdoyoulikeforyourthreemeals?
（Showapictureofthreedinners.）
T:
Ihavethreemealplates.Whatdoyouwanttoputonit?
Let’stalkaboutit.Trytofindthefoodwhatyourgrouplikemostandtellusthereason.
（Wheneachgroupistalkingaboutit,theteachergoesaroundamongthestudentsandhelpsthemiftheyneed.Thenaskeachgrouptoreport.）
S:
Inourgroup,welikebreakfastbest.Wealllikeoranges,eggs,milkandanapple.Becausetheyaregoodforourhealth,wechoosethem.
（Whenthestudentissaying,theteacherputsthefoodontotheplateforbreakfast.）
（Doitforlunchanddinnerinthesameway.）
T:
Lookat1a,andwritethenumberintheboxnexttothecorrectfood.
（Thenthestudentsfinishoff1a.）
T:
Howmanyotherfoodwordscanyouaddtothechart?
Trytowritethemdowninthechart.
Fruits:
Vegetables:
（Thestudentswritethemdownassoonaspossibleandthenreadthem.Seewhowilla
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