七年级英语上册Unit6DoyoulikebananasSectionB第3课时教案新版人教新目标版

Unit 6 Do you like bananas?

SectionB1a-2c 一、【教材分析】

教 学 目 标 1. 能听、说、读、写下列词汇和短语。 eat, chicken, breakfast, lunch, healthy, fat 知识 2. 能够熟练掌握句型： 目标 I/They like oranges. I/They don’t like bananas. He/She likes hamburgers. He/She doesn’t like chicken. 能力 1. 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。 目标 2. 就食物的话题开展听、说、读、写技能的训练，提高学生语言运用能力。 情感 本部分学习内容涉及学生饮食习惯和偏爱，对培养学生健康的饮食习惯有很强的指导目标 性。同时通过互相询问和谈论，培养对家人、同学和朋友的关怀和友爱之情。 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，提高学生语言运用能力。 教学难点 教学方法 二、【教学流程】

环节 I.复习 热身 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。 情境教学法；任务型教学法。 师生活动 Warming- up and revision. 1. Daily greeting to the students. 2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns. 3. Pair work Model 1: --Do you like?? --Yes, I do. I like it/them very much/ a little. No, I don’t. I don’t like it/them at all. Model 2: 二次备课 1

--Does she/he like ?? --Yes, he/she does. He/She likes it/them very much. --No, he/she doesn’t. He/She doesn’t like it/them at all. Model 3: --Do they like ?? --Yes, they do. They like ?.very much/a little. --No, They don’t. They don’t like?at all. Ⅱ.感知 体验 1. Work on Section B, 1a. (1) T: First practice reading the words by yourselves and then read after me and correct the pronunciation. (2) T: Now, please look at the pictures. T: Can you name them in English? Talk with your partners and give the English names for them. (3) Ask the students to work. (4) Check the answers with the students. 2. Work on Section B, 1b. (1) T: Now, please look at the lists in the chart. We can see that pears are fruits while carrot is a kind of vegetable, so can you tell the fruits from the vegetables? (2) S: Yes. A fruit is the part of a plant or tree that contains seeds and that is used as food while a vegetable is a plant which you eat as food, e.g. potatoes, carrots, onions. (3) T: Good! Look at the pictures in 1a again and tell me what the vegetables are. S: salad and carrots are vegetables. T: Right! Now, Can you add some words to the lists on the right? I’ll give you three minutes to work with your partner and list as many fruits and vegetables as you can. (4) Set a time limit of two minutes. Ask the Ss to discuss the lists

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in pairs and write their answers on their books，and ask two Ss to write their answers on the board. 3. Work on Section B, 1c. (1) Ask students to read the words in 1a again and then listen to a conversation, circle the words from 1a. (2) Check the answers by asking students to read their answers. 4. Work on Section B, 1d. (1) T: Sally and Tom talk about what food they like and dislike. We know from the chart that Tom likes carrots. But what do they dislike? Next listen to the recording again and finish the chart in 1d. (2) After listening, Ss check their answers in pairs like this: A: Tom likes ... and ?. Tom doesn’t like ? or ?. B: Sally likes ? and ?. Sally doesn’t like ?. 5. Work on 1e. Practice the conversations in pairs like this: A: Does Tom like carrots? B: Yes, he does. He likes/eats carrots for lunch. (No, he doesn’t. He doesn’t like/eat? for lunch.) Ⅲ.强化 巩固 1. Work on 2a. (1) At first, the teacher ask Ss some questions: T: --Do you like fruit／eggs／chicken? T: --Does she／he like fruit／eggs／chicken? (2) 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.

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(3) Ss Check (√) Yes, Maybe or No behind the food. food fruit vegetables eggs chicken hamburgers ice-cream Yes Maybe No (4) Make a report, then read the report to their partners. S1: I think fruit is healthy. S2: I also think fruit is healthy. 2. Presentation (1) T: We have breakfast, lunch and dinner every day. Let’s 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) T: What does he/she like for breakfast, S1? S1: He/She likes milk and bread. T: What does he/she like for lunch? S1: He/She likes chicken and vegetables. (3) OK. Now ask your partners questions to see if they have healthy habits.

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3. Work on 2b. (1) T: Well, Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s 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: ① Does Cindy like bananas? ② Does Cindy like salad? ③ Does Cindy like hamburgers for dinner, why ? ④ What does Cindy like for dinner? ⑤ Does Cindy eat ice-cream after dinner, why? ⑥ Are Cindy’s eating habits healthy? (Ss read the article and answer the questions. Then check the answers.) follow the tape and try to copy. 4. Role – play. A is David, B is Cindy. Ⅳ.实践 应用 1. Work on 2c. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g. Cindy likes fruit for breakfast. （运用句型：Cindy likes ? for ? 或Cindy doesn’t like/eat ? for ?） 2. Do some exercises. 按要求改写句子。 (1) Tim and his sister like eggs. (改为否定句) Tim and his sister _______ _______ eggs.

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