7AUnit6Foodandlifestyle教案设计.docx

1、7AUnit6Foodandlifestyle教案设计7A Unit 6 Food and lifestyle教案 Comic strip and welcome to the unitTeaching aims:1、To revise old vocabulary and learn new vocabulary about food.2、To talk about likes and dislikes with regard to food.3、To use adjectives to describe different tastes. Key points:Words: noon，ha

2、mburger, keep, lemon, watermelon, chocolate, beef, carrot, sweet, meat, health Sentences: 1. I like/dislike/hate/love2. I dont like 3. do you like?4. an apple a day keeps the doctor away .5. what about you ? Difficult points:1. I like/dislike/hate/love2. I dont like 3. do you like?4. an apple a day

3、keeps the doctor away .5. what about you ? Teaching preparation: recorder, computerTeaching design:Part One: 预习作业与交流1.Check the prepared work.检查校对高效课堂里第一课时的导学案。2. Warm-up activity1) Brain-stormingGive Ss five questions about the daily diet and ask them to answer them as soon as possible.(show them b

4、y ppt.)1. How many meals do you have a day?2. What drink do you like best?3. What fruit do you like best?4. What is your favourtie meat?5. What is your favourtie vegetable?交际法，师生问答, 复习已经学过的有关食物的单词。2) Ask students to name as much food as possible in English and write them on the blackboard and group

5、them. Teachers can ask the following questions:What food do you have for breakfast/lunch/supper?What food do you like? Why?What food do you dislike? Why not?What food is good for us? What food is bad for us?What Chinese food do you know?What Western food do you know?Do you like Chinese food or Weste

6、rn food? Why?交际法，师生问答, 了解中西方不同的食物并认识哪些是健康食物，鼓励学生能简单讲出喜欢或不喜欢的原因。Part Two: 展示探究Step one : 导入1 教师将Comic strip 的第一幅图片展示给学生，先遮盖文字部分，问学生： What is Eddie thinking? Do you know his favourite thing ? 2 让学生发挥想象，针对学生的回答回应： yes, he is thinking about having lunch. He likes food best. Today we will talk about food

7、 and how to eat healthily.Step two : 呈现1 教师利用图片与学生讨论Eddie的午餐，从而引入事物的话题， 并介绍A部分的生词。继续讨论Comic strip第一幅图片，问学生： whats the time in the picture ? yes ,its half past ten. Its noon . what do you think Eddie wants to have for lunch ? Some meat ? chicken , beef, or pork ? 教师在此过程中用图片呈现这三种肉类食品并分别带读。2 熟读这三个词汇后，教

8、师与学生进行如下自由交流：1) Which meat do you think Eddie likes to have for his lunch ?2) Which one do you like to eat ?3) Do you think meat is good for our health ?4) Do you think we should eat a lot of meat for each meal or each day ?3 教师利用图片呈现集中蔬菜： Eddie also needs some vegetables for lunch, because sometime

9、s vegetables are more important than meat. They are good for us to keep healthy. What are the vegetables here ? yes, they are potatoes , tomatoes , and carrots.4 教师带读生词并与学生进行自由交流。1) Of the three vegetables , which one do you think Eddie will like to eat ?2) And what about you ?3) Do you eat vegetabl

10、es for each meat or each day ?5 教师利用图片分类介绍各种食品，并与学生进行自由交流，参考问题如下：1) What fruit do you see in the picture ?2) What fruits do you often eat ?3) Do you think fruit juice is better than fruit?4) When do you usually eat fruit, before meals or after meals ?5) Do you think snacks are delicious ? Are they g

11、ood for our health? And how often do you have some snacks?6 完成A部分练习。7 学习Comic strip。 教师说：just now , we talk about many kinds of food. Now listen to the tape and tell me what Eddie is going to have for his lunch. 教师播放录音并请学生回答问题。8 学生朗读对话， 教师提出第二个问题：What does Hobo want Eddie to have for lunch ? why? 给学

12、生两分钟自由朗读对话，之后请他们复述对话。9 提供一篇短文，请学生根据对话填写空缺的词汇，没空一词。Its . Hobo and Eddie are talking about what to eat. Eddie would like to have a . but Hobo thinks hamburgers are not for their health, and that Eddie should have an , because an apple a day the doctor away. Eddie agrees, but he needs . do you think he

13、 can eat ten apples for just one meal?10 教师与学生讨论自由讨论Eddie的午餐健康与否问题。教师得出结论： Hamburgers are not good for health . Apples are good but we can not only eat them for lunch. 并提议：Lets make a healthy diet for Eddie, shall we ? It should be a diet for three meals for each day. Step three : 操练1 为Eddie 设计一份健康的

14、一日三餐食谱。学生以四人小组为单位。准备三分钟，然后请学生以报告或对话的形式向全班展示。教师可以给出更多夫人食物词汇作文补充。2 以B部分对话为例，操练对话。步骤如下：听对话，回答问题，如：what does Millie like？ And how about Danile?1) 朗读对话。2) 表演对话。3) 编排新对话并表演。4) 再此过程中，让学生尽量多运用有关食物的词汇。Step four : 语言点1 Be good for 区别：be good at / be good with / be good to 2 eat 与have 的区别3 keep 的多种用法4 how abou

15、t 5 fish Part three : 当堂检测完成高效课堂中第一课时里的当堂检测部分Homework1. 背诵本科室词汇、词组及句型。2. 完成高效课堂中第一课时里的拓展延伸部分。3. 预习完成高效课堂中第二课时reading 里的预习导学部分，预习reading.4. 学生准备对话表演。情境为班级要举行一次周末聚餐活动，生活委员询问大家喜欢什么食物，以作准备。四人一组完成对话表演。教后反思7A Unit 6 Food and lifestyle教案 Reading 1 Teaching Aims:1. Ofknowledge：Revise and learn some new word

16、s about food and lifestyles. 2. Ofskills： Improve the skills of looking for the main idea and details of an article.3. Ofemotion:Know about the relationship between food and health.key points: fit , meal , pear, sugar, tooth, change, plan, more, pool, swimming pool sentences :1. I need to keep fit.2

17、. I always have milk and braed for breakfast.3. There is a swimming pool near my home.4. I plan to go swimming every week.Difficult points:1. I need to keep fit.2. I always have milk and braed for breakfast.3. There is a swimming pool near my home.4. I plan to go swimming every week.Teaching prepara

18、tion : recorder , some pictures, and computerTeaching design:Part one : 预习作业与交流检查校对学生在高效课堂中的预习作业。纠正错误。Part two: 交流展示与点拨提高Step one :导入1 复习：教室请几组学生表演上一节课布置的对话。2 与学生自由讨论饮食和生活习惯，引入生词。1) What do you often eat for three meals a day?2) Do you know how to eat healthily?3) Do you like eating sugar？ Eating to

19、o much sugar is bad for our teeth. Do you think so?4) Do you often drink cola? Cola is unhealthy. How to change this bad habit?5) If you are not strong or healthy enough, what do you plan to do？3 教师总结讨论结果，引入课文：to have a healthy lifestyle is very important. For breakfast we can have something like mi

20、lk and bread. For lunch we should eat more, like beef, fish, rice and some vegetables. They can give us enough energy. We should not eat too much for supper because we do fewer activities in the evening. Doing enough exercise is necessary. Swimming is good exercise.Step two: 呈现1 听录音，回答问题。教师说：lets li

21、sten to Kittys article about her lifestyle, and answer the questions.1) What does she love doing？2) How long does she do that every day?2 朗读课文。3 阅读课文，完成B2部分Kitty的表格。4 在本篇课文中找出B1左栏中的前四个词，并在右栏中找出正确释义。5 听课文录音，回答问题。教师说：now lets listen to Daniels article, and answer the question: what does he like to do,

22、 to eat and to drink?6 朗读课文。7 阅读课文，完成B2部分Daniel的表格。8 在本篇课文中找出B1左栏的后两个词，并在右栏中找出正确释义。Step three: 练习1 看图说话，复述Kitty和Daniel的食谱。在多媒体课件中准备包括Kitty和Daniel食谱的食物图片，让学生为食物和人物进行匹配，再进一步细致地描述他们分别在哪一餐食用哪一种食物。在此过程中，要求每个学生描述一到两点即可。2 完整描述Kitty和Daniel的食谱。经过上一个环节的反复练习，学生应有能力比较完整的复述Kitty和Daniel的食谱，请三位学生到讲台上来做报告。Part thre

23、e : 当堂检测完成高效课堂第二课时中当堂检测部分。校对答案。Homework:朗读并复述课文。记忆生词，词组和句型。完成高效课堂第二课时中拓展延伸部分。预习完成高效课堂第三课时中预习导学部分，预习reading 2。教后感：7A Unit 6 Food and lifestyle教 案 Reading 2Teaching Aims:1. Ofknowledge：Revise and learn some new words about food and lifestyles. 2. Ofskills： Improve the skills of looking for the main id

24、ea and details of an article.3. Ofemotion:Know about the relationship between food and health.key points: fit , meal , pear, sugar, tooth, change, plan, more, pool, swimming pool sentences :5. I need to keep fit.6. I always have milk and braed for breakfast.7. There is a swimming pool near my home.8

25、. I plan to go swimming every week.Difficult points:5. I need to keep fit.6. I always have milk and braed for breakfast.7. There is a swimming pool near my home.8. I plan to go swimming every week.Teaching preparation : recorder , some pictures, and computerTeaching design:Part one : 预习作业与交流检查校对学生在高

26、效课堂中的预习作业。纠正错误。Part two: 交流展示与点拨提高Step one :导入1 朗读课文，回顾信息，完成B3部分。2 独立完成B4部分的填写，两人一组完成对话，可对答案，学生不看书本，教师问，学生答，完成该部分对话的复述。Step two: 练习1 完成表格，巩固上一课时掌握的课文信息。教师说：fill in the table with the information about Kitty and Daniel. KittyDanielWhat she/he eatsFor breakfast1He loves:5For lunch2For dinner3He plans

27、to eat:6Between meals4How she/he eatsHow often does she exercise?7How often does he exercise?9How long does she exercise？8He plans to:102 根据上面表格口头复述课文容，可以不完全按照课文的顺序，只要基本信息包含在即可。教师说：use the information in the table and retell the articles about Kitty and Daniel.3 请学生用自己的信息填写上面的表格，并对自己的生活方式进行口头的描述。给学生

28、三分钟的时间准备。教师说：now lets talk about our own lifestyle. What do we eat and how do we live? Fill in the table with your own information, and then make an oral report for us.4 用词组翻译、完成句子的方式考查本课的词组和句型。Step three :知识点的理解和运用1 名词所有格：kittys and Daniels 与Kitty and Daniels 2 love 与 like 3 need的用法4 keep fit 和 kee

29、p healthy 5 feel 感官动词是系动词的一种。6 too much, too many 与 much too Part three :当堂检测完成高效课堂第三课时中当堂检测的部分。检查校对。Homework：1. 记忆本课所学的词汇、词组和句型。2. 仿照课文容，请学生就自己的饮食和生活方式写一篇小短文。3. 完成高效课堂第三课时中拓展延伸的部分。4. 预习完成高效课堂第四课时中的预习导学，预习语法。教后感：7A Unit 6 Food and lifestyle教案 Grammar 1 教学目标：1. 识别并学会使用可数名词2. 掌握可数名词的复数形式，包括规则变化和不规则变化。

30、教学重难点：1. 识别并学会使用可数名词2. 掌握可数名词的复数形式，包括规则变化和不规则变化。教学准备：1. 有关可数名词实物的图片或实物。教学步骤：Part one: 预习作业与交流1) 检查高效课堂里的预习导学。2) 交流校对。Part two:交流展示及点拨提高Step one: 呈现1 用实物呈现可数名词单数及不定冠词修饰单数名词的区别。教师拿出一本书问：whats this? Its a book. 将a book写在黑板上。接着拿出一个苹果问：whats this? Its an apple. 将an apple写在黑板上。引导学生发现a和an在修饰单数可数名词时的区别。当单数可

31、数名词一元音音素开头时，使用an来修饰，其他以辅音音素开头的单数可数名词用a来修饰。以元音字母开头的单词，当元音字母发元音音素时，使用an来修饰，否则使用a来修饰，如：This is an umbrella.That is a university.2 用实物呈现可数名词复数。教师拿出两本书问：what are they? They are two books. 将two books下在黑板上，用红色将books 的s标注出来。以此方法再引出pens, rulers, bags等。教师引导学生发现黑板上列出的名词复数与单数的不同：what is the difference between book and books? 请疑问学生总结：名词复数是在名词单数后面加s。教师带读名词复数，引导学生注意并模仿s的发音。3 练习可数名词直接加s变复数，如：hamburger, orange, carrot, apple, pea