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Unit 6 Do you like bananas?

Unit 6 Do you like bananas?

分类:七年级英语教案   更新:2013/1/25   来源:网友提供

Unit 6 Do you like bananas?

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akeasurveyaboutyourparent’slikesanddislikesusingDoyoulike…?Unit6Doyoulikebanana

Unit 6 Do you like bananas?
教学内容
本单元的核心项目是“喜欢和不喜欢(like and dislike)”。围绕着这一中心项目,课ake a survey about your parent’s likes and dislikes using Do you like…?

Unit 6 Do you like bananas?
Period Two

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
Step One: Review the drill.
② Review the drill “Do you like…”?
③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.
Ss:…
Step Two: New drills.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
(The teacher points at Kate and asks the class.)
T:Does Kate like tomatoes?
Ss:Yes, she does.
T:Does Kate like ice cream?
Ss:No,she doesn’t.
(The teacher goes on asking Kate using the chart.)
T:Does your best friend Sue like tomatoes?
S1:Yes, she does.(Kate looks at her chart in her hand.)
T:Who is your best friend?
(The teacher points at Jane.)
S1:Sally is.
T:Does she like tomatoes?
S1:Sally is.
(The teacher points at Tony and Maria.)
T:Do your best friends like tomatoes?
S1:Yes, they do./No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)
T:Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one.)
② Practice the drills.
T:Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Sa:Does Bill like French fries?
Sb: … Does Bob like French fries?
Sa: …
Step Three: Task.
T:Do you love your parents?
S:Yes.
T:How do you show your love to them?
S1:I’ll do as they say.
S2:I’ll buy something for them when their birthday is coming.
S3:I’ll study better and better.
S4:I’ll make a big meal for them.
T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
Parents like dislike
Mother  
Father  
(Give a sample to the students)
T:Does your father like chicken?(Point to a student)
S1: No, he doesn’t.
T:Does your mother like eggs?
S1:Yes, she does.
T:Do they like bananas?
S1: Yes, they do.
T:Now work in groups and make a food survey.
Parents like dislike
Jim’s father  
Jim’s mother  
Kate’s father  
Kate’s mother  
(The students work in groups.)
S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step Four:Summary.
   In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
Unit 6 Do you like bananas?
Period Three

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
Step One: Check the homework.
T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
Step Twp: Review the words.
T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it.Then ask someone to say.)
S: Salad, apples, bananas, ice cream…
(Choose the three students who said the most and give some food as presents.)
Step Three: New words.
① Present the new words.
T:How many meals do you have every day?
Ss:Three.
T:What are they?(The students can answer them in Chinese.)
Ss:They are “早餐、中餐和晚餐 ”.
T:Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss: B-R-E-A-K-F-A-S-T,breakfast.
T:Do you have your breakfast every day?
S1:No, sometimes I get up late, I have no time to eat.
   T:I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
② Practice the words.
T:Which meal do you like best?(Point to a student.)
S:I like breakfast best.
T:Why?
S:Because I like drinking milk.
T:Who also likes breakfast in our class? Please put up your hands.
T:Oh, so many students.You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T:We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three dinners.)
T:I have three meal plates. What do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S:In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.)
(Do it for lunch and dinner in the same way.)
T:Look at 1a, and write the number in the box next to the correct food.
(Then the students finish off 1a.)
T:How many other food words can you add to the chart?
  Try to write them down in the chart.
Fruits:

Vegetables:

(The students write them down as soon as possible and then read them. See who will add most.)
Step Four: Practice the listening.
T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
S1: …
T: How about chicken? Do you like it ?
S1: …
T: Can you guess what food I like?
S1: Do you like…?
T: No, I don’t.
S2: Do you like…?
S3: Do you like…?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
T: Does Sandra like salad?
S: Yes, she does.
T: Work in pairs about the chart.
Step Five: Task.
 Go on a picnic with a group of friends and make a list of food to buy.
① Divide the students into six groups.
② Talk about what the students in your group like and dislike and make a list.
③ The leader in each group reports to the class.
Step Six: Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.

Unit 6 Do you like bananas?
Period Four

课前准备
教师:搜集关于食物和人物图片,制作表格(见教学步骤)。
学生:准备表格。
教学设计
Step One: New words.
T: Do you like sports?
S: Yes, I do. / Of course.
T: What sport do you like best?
S1:I like playing football/ baskball /table tennis …
S2:I like 跑步.
T: Oh, Look! What is he doing?
 (Show the students a picture of Liu Xiang.)
Ss: He is 跑步.
T: Yes, he is running. Now, read after me, run.
S: Run.
T: R-U-N, run.
S: R-U-N, run.
T: Do you know him?
S: Yes, he is Liu Xiang.
T: You are very clever. He is Liu Xiang. He’s a runner.
  R-U-N-N-E-R,runner.
S: R-U-N-N-E-R,runner.
T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
S: S-T-A-R,star.
T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
Ss: “不健康的”.
T: Yes, you are clever. Read after me, healthy, unhealthy.
Ss: Healthy, unhealthy.
T: Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T: Read after me, dessert, D-E-S-S-E-R-T, dessert.
Ss: D-E-S-S-E-R-T, dessert.
Step Two: Task.
T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy?  Discuss in four people and fill in the chart. (Each group will have a chart)
Healthy food Unhealthy food
 
(Ask some groups to report.)
S: … are healthy food, … are unhealthy food.
T: So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.
Step Three: Learn to write about what somebody likes for three meals.
① Read the passage.
T: Look at Liu Xiang ! Do you know why he is very healthy?
S1: Maybe he runs every day.
S2: He takes good care of his health.
S3: Maybe he eats very well.
T: Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.
&n

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