七年级集体备课教案 Unit 6 Do you like bananas.docx

七年级集体备课教案 Unit 6 Do you like bananas.docx

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七年级集体备课教案Unit6Doyoulikebananas

七年级集体备课教案Unit6Doyoulikebananas?

Unit6Doyoulikebananas?

编辑日期：

2012-11-14作者：

张蓉生阅读次数：

31次[关闭]

Unit6Doyoulikebananas?

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（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、Differentopinions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——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Doyoulikebananas?

Yes,Ido./No,Idon’t.

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,ClassifyingandGuessing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：

SectionA（1a-1d）用1课时

SectionAl（2a-2d）用1课时

SectionA（GrammarFocus-3c）用1课时

SectionB（1a-1e）用1课时

SectionB（2a-2c）用1课时

SectionB（3a-Selfcheck）用1课时

七、教学过程设计：

TheFirstPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

Keyvocabulary:

hamburgers，tomatoes，broccoli，Frenchfries，oranges，icecream，salad，bananas，strawberries

Targetlanguage:

Doyoulikebananas？

Yes，Ido.

Doyoulikesalad？

No，Idon’t.

2.AbilityObjects:

Trainstudents’listeningskill.

Trainstudents’communicativecompetenceusingthekeyvocabularyandthetargetlanguage.

3.MoralObjects:

Nomatterwhatfoodyoulikeordon’tlike，youshouldeatsomethinghealthy.

Ⅱ.TeachingKeyPoints

Thenamesoffood.Askandanswerquestionsaboutlikesanddislikes.

Ⅲ.TeachingDifficultPoints

Usethekeyvocabularyandthetargetlanguagelearnedinthisclasstodescribesituationsinone’sownlives.

Ⅳ.TeachingMethods

Sceneteachingmethod.Pairwork.

Ⅴ.TeachingAids

Ataperecorder./Picturesoffoods.

Ⅵ.TeachingProcedures

SectionA

StepⅠKeyVocabulary

Usingpicturesoffoods，teachandpracticehamburgers，tomatoesandbroccoli.Putthepicturesupontheblackboardwithitsnameunderneathonenexttoanother.UsethesameapproachtoteachandpractiseFrenchfries，oranges，icecream，salad，bananasandstrawberries.Removethepictures，writethefoodnamesinadifferentorderfrombefore，thenhandthepicturestodifferentstudentsandaskthestudentsmatchthemwiththerightwords.Therestofclasswatchandchecktheiranswers.

（Thisactivityintroducesthekeyvocabulary.）

StepⅡ1a

Askamoreadvancedstudenttosaythewordsinthelistandhavestudentsrepeat.

Callstudentsattentiontothepicturesandask.

T:

Whatcanyousee？

Canyouseehamburgers？

Ss:

Yes，Ican.

Pointoutthesampleanswerandsaydiswrittenontheblanklineafterthewordhamburgers.Nowyouareaskedtomatchtheotherwordswiththepictures.

Studentsworkontheirown.

Correcttheanswers.

Answers:

1.hamburgersd

2.tomatoesg

3.broccolia

4.Frenchfriesh

5.orangee

6.icecreamf

7.saladc

8.bananasb

9.strawberriesi

10.pears

（Thisactivityintroducesthekeyvocabulary.）

StepⅢ1b

Pointouttheboxeswherestudentswillwriteanumberforeachconversation.Thefirstoneisdoneforyou.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingagain.Thistimestudentslistenandnumbertheconversations1-3.

Checktheanswers.

Answers（fromlefttoright）:

2，1，3

Tapescript:

Conversation1:

Boy:

Doyoulikebananas？

Girl:

Yes，Ido.

Conversation2:

Girl:

Doyoulikesalad？

Girl:

No，Idon’t.

Conversation3:

Girl:

Doyoulikeoranges？

Boy:

Yes，Ido.

（Thisactivityintroducesthetargetlanguage.）

StepⅣ1c

SaytheconversationsinActivity1bandhavestudentsrepeat.

Writethemontheblackboard.

Thenstudentspractisetheconversationsinpairs.Dealwithanyproblemsthestudentsraisewhilepractising.

Pointtothefirstwordontheblackboard.Demonstrateanewconversationwithastudent，substitutingthewordhamburgersintoconversation1.

Repeatthesameapproachwithconversation2.

T:

Doyoulikehamburgers？

S1:

No，Idon’t.

T:

Doyouliketomatoes？

S2:

Yes，Ido.

Studentsworkinpairs.MaketheirownconversationsusingthenamesoffoodslistedinActivity1a.

（Thisactivityprovidesstudentsoralpracticeusingthekeyvocabularyandthetargetlanguage.）

OptionalActivity:

AskstudentstodrawpicturesofthefoodswhichtheylearnedinActivity1a.EncouragestudentstodrawsomeextrapicturesoffoodswhosenametheyknowinEnglish.Thenstudentsmakeconversationsinpairsusingthefoodsinthepicturesascues.Afewminuteslater，askeachpersontofindanewpartnerandcontinuethepractice.Inthisway，everypersonhastheopportunitytoaskandanswerquestions.

（Thisactivitygivesstudentsafurtherpracticewiththekeyvocabularyandthetargetlanguage.）

StepⅤSummary

Inthisclass，we’velearnedthenamesoffoodsandpractisedaskingandansweringquestionsaboutlikesanddislikes.

StepⅥHomework

Afterclass，everystudentmakesmoreconversationswithhis/herpartnerandrecordstheirconversations.

TheSecondPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects:

Listenandwritethekeyvocabulary.GrammarFocus.

2.AbilityObjects:

Trainstudents’listeningskill.Trainstudents’writingskill.

3.MoralObjects

InChina，it’simpoliteforyoutoacceptfoodthefirsttimeitisoffered.ButinAmerica，ifyousay“no”thefirsttimethehostoffersyousomethingtoeat，thehostmaythinkthatyoureallydon’twantthefood.Soyou’dbetterknowsomecultureaboutthecountrywhenlearningaforeignlanguage.Languageiscloselyassociatedwithit.

Ⅱ.TeachingKeyPoints

Targetlanguage:

1.Doyoulikesalad？

Yes，Ido./No，Idon’t.

2.Doeshelikesalad？

Yes，hedoes./No，hedoesn’t.

3.Ilikeoranges.4.Helikesoranges.5.Idon’tlikeoranges.6.Hedoesn’tlikeoranges.

Ⅲ.TeachingDifficultPoints

PresentTensetolikeincludingyes/noquestionsandaffirmativeandnegativestatements.

Ⅳ.TeachingMethods:

Pairwork./Summarization.

Ⅴ.TeachingAid:

Ataperecorder.

Ⅵ.TeachingProcedures

StepⅠ

Askdifferentstudentstoplaytheirrecordingfortheclass.Givepraisetothosewhosepronunciationandintonationarebothexcellent.

StepⅡ2a

Saythewordsintheboxandhavestudentsrepeat.Theninviteamoreadvancedstudenttosaythemandhavetheotherstudentsrepeat.

Youwilllistentothreeconversationsandcirclethenamesoffoodsyouhear.Pointoutthesampleanswer.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingforasecondtime.Thistimestudentslistenandcirclethefoodstheyhear.

Checktheanswers.

Answers:

circledwords:

hamburgersbroccoliicecream

Tapescript:

Conversation1:

Girl:

Ilikehamburgers.Doyoulikehamburgers？

Boy:

Yes，Ido.

Conversation2:

Girl:

Doyoulikebroccoli？

Boy:

No，Idon’tlikebroccoli.

Conversation3:

Girl:

Let’shaveicecream.Boy:

Oh，no.

Girl:

No？

Boy:

Idon’tlikeicecream.

（Thisactivityprovidespracticerecognizingthekeyvocabularyinspokenconversations.）

StepⅢ2b

Callstudents’attentiontothecartoonstory.Saytheconversationsinthespeechbubblesaloud，sayingblankeachtimeyoucometoanemptywrite-online.

Youaretofillinthemissingwordswhilelisteningtothetape.

Playtherecordingtwice.Studentslistenandwritethecorrectwordsontheblanks.

Correcttheanswers.

Answers:

1.hamburgers2.hamburgers3.broccoli4.broccoli5.icecream6.icecream

StepⅣ2c

SaytheconversationinspeechbubblesinActivity2bandhavestudentsrepeat.Thenstudentspractiseitinpairs.

Askstudentswhatkindoffoodtheylike？

Whatkindoffoodtheydon’tlike？

Maketwolistsontheblackboardunderheadlineslikeanddon’tlike.Itdoesn’tmatterthatsomefoodsmayappearonbothlists.

SaythreenewconversationswithdifferentstudentsusingfoodslistedontheblackboardinplaceoftheunderlinedwordsinthespeechbubblesinActivity2b.

Studentsthenpractisetheconversationsinpairs.Remindstudentstogiveanswersthataretrueforhimself/herself.Astheypractise，movearoundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.

Invitepairsofstudentstoactouttheirconversationsfortheclass.

（Thistaskgivesstudentsanopportunitytopractisethetargetlanguage.）

StepⅤGrammarFocus

Askdifferentstudentstosaythequestionsandanswerstheaffirmativeandnegativestatements.Thefollowingarenoteworthy.

（1）Thewordsdo，does，don’tanddoesn’tarestressedwhensayingtheshortanswers.

（2）Thethirdpersonsingularformsallcontainans.Itsmainverbislikes.Itshelpingverbsaredoesanddoesn’t.

Writesomeexamplesentencesontheblackboard.

NowaskstudentstolookattheCountablenouns，uncountablenouns，andcountableanduncountablenounscolumns.Havethreestudentsreadthewordsineachcolumn.Tellstudentsthatcountablenounscanbecountedwithnumbers，andweadd-sor-estomaketheplural.Forexample，wesayatomatoandtwotomatoes.Uncountablenounscan’tbecountedwithnumbersandtheydon’thaveplurals.Forexample，broccoli，However，somewordscanbeeithercountableoruncountablenouns.Forexample，salad.Encouragestudentstoaddmorefoodstoeachcolu