Unit6 Do you like bananas? 教案教学设计(人教版英语七年级)（通用12篇）由网友“potatotomatoto”投稿提供，以下是小编为大家准备了Unit6 Do you like bananas? 教案教学设计(人教版英语七年级)，欢迎参阅。
篇1：Unit6 Do you like bananas? 教案教学设计(人教版英语七年级)
一、Teaching Goals
A.To learn some new words about food.
B.To practice the four skills of listening, speaking, reading and writing.
C.Review the key words and sentences in Unit5
二、Teaching Important and Difficult points
1. Learn the new words and remember the key words
2. Practice the four kills.
3.It’s difficult to write the key sentences or use the key words.
e.g Sandra likes eggs ,______, and ________ for breakfast.
Tom ______ ______ ______ and ______ for lunch.
三、Teaching tools
Some pictures of food ,a small blackbord and a recorder.
四、Teaching Methods
1. Task-based Teaching
2.Listening ,speaking reading and writing
五、Teaching procedures
Step1 Warming up (Greet eachother)
1. look and read out the words of some food.(some pictures of the food)
2. Review yes/no questions.
3.Say some sentences about like I like ….. I don’t like ….. Mary likes ….. .She doesn’t like ….
Step2 Present
1.Show tsome time on Bb like this :At 8:00 a.m we eat _breakfast.
At 12:00 we eat lunch. At 5:00 we eat dinner .
Then teach beakfast ,lunch ,dinner. Make sure Ss can speak them fluently.
Step3 1a Looking and writing
.Lead Ss finish 1a,Section B. Then chek the answers and read loudly.
Check the answers: (from left to right)
breakfast 3 eggs, 4 apples, 7 bananas
lunch 9 carrots, 6 hamburgers, 8 orange,
dinner 10 chicken, 2 salad, 5 ice cream, 1 broccoli
Step4 1b Task 1 speak and write the more words (work in pairs)Please look at the chart. Can you give me examples of fruit and vegetable? Good. Now please work in pairs to list as many fruits and vegetables as you can in three minutes. Then I’ll ask some students to write your lists on the board and discuss them together. Teach the words :fruits , vegetables…
Sample list: Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, kiwifruit, mango, coconut
Vegetables: broccoli, carrots, eggplants, tomatoes, potatoes, cabbage, onion, cucumber….
Step5 Task2 Group work Write and speak like these: For breakfast,I like … and… . For lunch ,I like … and… . For dinner , I like … and… .
Step6 2a Listening and circling
Look at the words in 1a again and read them out. When you read each word, please point to its picture to make sure you have known its meaning. Then we’ll hear a conversation between Sandra and Tom. Listen carefully and circle the words you hear from 1a.Check the answers:roccoli, ice cream, banana, carrots, salad, apple, orange
Step6 2b Listening and filling
Here is a chart about food that Sandra and Tom like or doesn’t like. The boxes in column1 are for food the person likes. The boxes in column2 are for food the person doesn’t like. Listen to the recording again and write the food names in the chart..
Check the answers.
Step7 Speaking and Writing some words about Sandra an Tom
Sandra likes… and … . She doesn’t like … and ... .
Tom likes … and … . He doesn’t like … and … .
Step8 Task3 Looking and thinking 2 c
Lead Ss look and think 2b 1a,then Write S or T .
Lead Ss say or write some words about Sandra and Tom like this: For beakfast Sandra likes eggs, apples and bananas.
Ss finish ,For lunch ,______ likes _______ _______ ___and _____ .
For dinner ,______ likes ______ _______ ______ and _______ .
Step9 (Competition ) Exercise on the small blackbord (if the time is enough) in class.
1. She _____________ ( not like ) salad .
2. ______ you ______ ( like ) apples or oranges ?
3. He _______ ( eat ) lots of healthy food every day .
4. There _______ ( be ) some chicken on the table .
5. Mike’s brother _______ ( like ) ice cream .
6. ______ your father ______ ( like ) eggs for breakfast ?
7. They ____________ ( not like ) playing basketball .
8. There _____ ( be ) two tomatoes in the bag .
9. My mother _____ ( have ) supper at home every day .
10. Mr Green _____________ ( not have ) lunch every day
Step10 Homework
1.Write a passage ( for beakfast lunch or dinner) what you like
2.Find what yourmother or father likes … and doesn’t like… Write a passage about it
六、Blackbored Designs
Unit6 Do you like bananas?
( 1a,1b,2a,2b and 2c Section B)
breakfast 3 eggs, 4 apples, 7 bananas For breakfast I like… and….
lunch 9 carrots, 6 hamburgers, 8 orange For____ I like… and….
dinner 10 chicken, 2 salad, 5 ice cream, 1 broccoli ___ ____ I …..
Sample list: Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, mango....
Vegetables: broccoli, carrots, eggplants, tomatoes, potatoes, cabbage, onion…
Sandra likes… and …for breakfast . She doesn’t like … and ... for _______.
Tom likes … and … for ______. He doesn’t like … and … for ____.
教学反思：本节课为一节听说读写课，是本单元的第三课时，我以任务型教学法和学生为中心的教学理念为基础，设计了九个环节的教学过程，步骤及其任务的设置有梯度，难度层层深入，由词汇到句型，再由单句到文段学习。听说读写四级能力逐层加深，学生在学习的过程中，收获了快乐，同时还培养了他们听说读写的良好习惯和能力。本节课趣味性强，无论是学生的水平高低，都能够参与到课堂之中，并且都有所得。本节课达到了我的预期目标。在场的各位听课老师给出了很好的评价好。
不足之处：上课时间没安排好，复习热身时间多了些，以致写和读得时间相对少了点。
篇2：unit6 do you like bananas 英语试卷
试题预览
一、基本词汇（20分）
1.饮食习惯 2.吃早餐
3.体育明星 4吃得好
5.蔬菜沙拉 6.健康的食物
7.垃圾食品 8.想要变胖
9.就午饭而言 10….怎么样
二、根据句意填空（15分）
1.What f does she like？---She likes apples.
2.She wants to stay h ,so she doesn’t eat junk food.
3.The potato is a kind of (蔬菜).
4.She is a good singer and she sings very w .
5.Can I ask you a q ？
6.The little girl likes (草莓) a lot.
7.Do you like chicken for d ?
8.Their (dictionary) look new.
9.What do you think about (go) swimming?
10.Can I help you?---S .
三、完形填空（10分）
Mrs Jones: Which meal do we need most, breakfast ,lunch or____1____?
Tony: Dinner.
Mrs Jones: Dinner is the big meal of the day. But I don’t _____2_____ we need it most.
Tony: Is lunch the meal we want most?
Mrs Jones: No, ___3____ is the meal we need most. But why?
Kate: It is a long time form night to morning. We have no___4____
Mrs Jones: Right! If we don’t have breakfast , we don’t feel ___5____. But what makes a good breakfast?
James: I think we can___6____ milk, bread, noodles or porridge. ____7___ are good for breakfast.
Mrs Jones: That’s right. We can eat some vegetables and fruits ___8____ the morning, too. They make us health.
David: I ___9____ coca cola a lot. Can I have that in the morning?
Mrs Jones: You’d better not. Water is good for you.
Danny: Mum says we can not eat too much things after___10____.
Mrs Jones: Great, Danny. It may make you sick. After sport you need water and a rest first, not lots of food.
( )1. A. fruits B. food C. dinner
( )2. A. like B. know C. think
( )3. A. breakfast B. lunch C. dinner
( )4. A. water B. food C. vegetables
( )5. A. good B. great C. well
( )6. A. take B. make C. have
( )7. A. You B. They C. We
( )8. A. for B. in C. on
( )9. A. eat B. bring C. like
( )10. A. school B. lunch C. sports
四、阅读理解（20分）
A
Hello ! I’m Mike . English , am , boy , an ,I . Now my parents
are in China .I like China and Chinese food . Usually , I have an egg and porridge (粥) for breakfast . I don’t like hamburgers . And I eat rice (米饭)，chicken and vegetables for lunch . I like noodles（面条）and fruit for dinner .
阅读短文，完成下列任务。（10分）
1.你能推断出文中划线词“Now”的意思吗？（ ）（2分）
A.过去 B.现在 C.将来
2.将文中划线的单词重新排列，使其成为一个完整的句子。（2分）
-----------------
3.英汉互译（每题1.5分，共3分）
①他们喜欢面条吗？
----------------
② In the morning , he has porridge and fruit .
----------------
4.选择正确答案。（每题1.5分，共3分）
① Mike doesn’t like ____ .
A. eggs B.chicken C. hamburgers
② He has ____for lunch .
A. rice , chicken and vegetables B.noodles and fruit
C.chicken ,porridge and fruit
B
Today is my birthday. I want to thank my family for their love. So I cook the dinner for them. I know my mother likes hamburgers and broccoli. But my father likes chicken and tomato soup. I have a brother. He likes hamburgers, too. But he doesn’t like broccoli. He likes carrots. I have a sister, too. She likes fish and French fries. I like chicken and strawberries. I will buy these things for the birthday party.
( ) 5.Do I have a brother ?
A. yes B. no C.. I don’t know
( ) 7.What does Mother like? _____.
A. hamburgers B. broccoli C. both A and B
( ) 8. My father likes____.
A. broccoli B. carrots C. chicken
( ) 9. Both my mother and my brother like ____.
A. hamburgers C. carrots D. broccoli
( ) 10. According to the passage, we can know____.
A. Today is my father’s birthday.
B. My parents both like broccoli.
C. I have a brother and a sister.
五、根据汉语提示完成句子。（15分）
1.--Does Tom like eggs for breakfast? (否定回答)
_______, _______ _______.
2. Linda and Tom like French fries. (改成否定句)
They _______ _______French fries.
3. My teacher plays basketball. (改一般疑问句)
_______ your teacher _______ basketball?
4. We play volleyball. (变成由Let开头的祈使句)
_______ _______volleyball.
5.hamburgers,like,do,dinner,for,you?(连词成句)
______________________________？
篇3：Unit6 Do you like bananas? 教学反思
Unit6 Do you like bananas? 教学反思
本单元教学以食物为话题，主要应掌握我们日常生活中的各种常见食物，以及它们各自的营养价值。这个话题贴近学生的实际生活，容易上口。本单元教材特点是话题集中，句型不多，但生词量大。让学生体验不同的角色，参与实践，合作交流，从而提高语言的运用能力。让所有学生全面参与，使学生的思维一直处于积极的状态，提高课堂教学质量，课堂教学层层递进，环环相扣。由于形式新颖多样，非常吸引学生，全体学生积极参与，打破了沉闷的教学气氛，给课堂带来了勃勃生气，这样赋教学内容于演，玩，游戏之中，既增强了学生学习活动的动力，发挥了学生的学习自主性，又能在这种贴近生活的教学情境中唤起他们对学英语的欲望，激发他们的兴趣。贴近学生生活的教学活动，将所学知识运用到实际中去，有助于培养学生的实际应用能力，有利于开发学生的创新能力和求异思维能力及口语表达能力，这样的活动增加了趣味性，使学生的思维一直处于积极的状态，有利于提高课堂教学质量。
教学反思:新课标注重学生的'情感因素，着力培养学生的学习兴趣，激发学生的学习动机和培养他们热爱生活的品质。在英语教学中适当运用游戏教学可使学生在玩中学，变无意注意为有意注意，使学生在游戏之中实实在在地进行语言信息交流，避免了枯燥的死记硬背，激发了学生的学习兴趣，曾强了学生学好英语的信心和决心，使良好的英语学习心理素质在游戏之中逐渐培养起来。新课程标准从某种意义上说对老师提出了更高的要求，作为英语老师，我们要及时转换自己的角色和观念，做一名出色的节目主持人，组织好每一项课堂活动，把表演的机会给学生，让学生成为真正的“主角”，让学生时刻处在体验，实践，参与，合作与交流的活动中，使他们的语言技能，语言知识，情感态度，学习策略和文化意识等素养得到整体发展。
篇4：Unit 6 Do you like bananas教学设计 (人教版英语七年级)
一、教学设计思路
结合多媒体（图片、视频、课件）来帮助学生熟悉、记忆相关的食品词汇；通过结合学生生活进行调查、设计活动来帮助学生学习喜爱与不喜爱的表达法。
二、教学目标
(一)知识
1. 掌握如何用like询问对方喜欢与不喜欢某样食物：Do you like ...? Yes, I do. No, I don’t.
2. 掌握食物的名称：hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken
3. 掌握如何表达自己与他人早、中、晚餐喜爱吃的食物：I like ... for breakfast/lunch/dinner. She likes ... for breakfast/lunch/dinner.
4. 初步掌握名词复数的用法。
(二)能力
能够做简单的调查并用表格的方式将调查结果表现出来。
(三)情感
要懂得健康、均衡饮食的重要性。
三、教学重点
如何表达喜欢与不喜欢：Do you like ...? Yes, I do. No, I don’t.
名词复数的使用。
四、教学难点
名词复数的使用，可数名词与不可数名词的区分。
五、教学媒体
如果条件允许，可以带上课文中涉及到的食品，如苹果香蕉等，否则可用图片代替（参考“图片集锦”）；电脑；投影仪
六、教学过程
(一)巧妙导入
方法1: 拿出自己带的食品，询问学生是否爱吃，引出like的用法，进入话题。
方法2: 播放一段动画歌曲（如优秀课件中的I like apples.），进入话题。
方法3: 询问学生是否爱吃“麦当劳”、“肯德基”等快餐，引起学生兴趣，导入话题。
(二)结合生活，互动练习
方法1: 用课件帮助学生熟悉食物名称。（参考“优秀课件”）
方法2: 让几个学生在黑板上画各种食品的简笔画，由其他学生猜测其画的是什么。
方法3: 学生两人一组，互相询问对方喜欢和不喜欢的食品，简单写下对方喜爱和不喜爱的食品。
方法4: 将食品放在不同的地方让学生猜测其位置，这样可以在学习食品名称的同时复习上一单元的方位介词。
方法5: 由学生列出自己一日三餐最想吃的食品。
(三)总结延伸
可以让学生通过分组，调查出每一组最喜欢吃的食物。
七、评价方法
评价本单元的教学效果，可以通过以下几点：
(一)学生是否能真实地表达“喜欢”与“不喜欢”。
(二)学生是否注意自己的饮食是否健康。
八、板书设ji
篇5：人教版七年级Unit 6 Do you like bananas?
UNIT 6 DO YOU LIKE BANANAS?
(The first period section A 1z-1c)
Teaching aims (教学目标)
1.学会日常生活中食物 水果的名称
2..学会谈论对食物水果的喜好
Lauguage points (语言栏)
要求掌握以下句式 （1）Do you like┅ Yes I do/No I don’t
（2）I like┅ I don’t like
要求掌握以下词汇 knowledge tomatows broccoli French fries oranges ice cream salad bananas strawberries garrots
Difficulties
(1) 可数名词和不可数名词
(2) 可数名词的复数形式
Teaching steps (教学步骤)
1.warning-up and revision (课堂热身和复习)
(1)Daily greeting to the students（日常问候）
(1) Revision（复习） I have┅ Do you have ┅?
T: Good morning /afternoon/children
(showing a ) fruit basket
I have a fruit basket
Do you have a fruit basket
Ask the students to ask and answer using the pettern::
Do you have┅?
2. Guessing games
Taking away the fruit bastet and asking the students to guess:
What’s in the basket? Using the sentence: Do you have┅?
Present the names of all kindsof fruits and food
3. Showing a picture of fridge in the computer
Revise the names of food and fruit
Teach the new words of food and fruit
4. Practise
1a. match the words with the pictures
5. 2a. Listen and circle the food you hear
6. Show the picture again or take out an apple,
act out eating an apple delicious and say: I like apples
for several times then take an egg, “I don’t like eggs” for
several times, working a horrible face at them (Ask more
questions about fruits and food )
7.Guessing game
Guess what my favourite food is, or ask some students to come
to the front and guess what her/his favourite food is.
8. Fill in the chart
Pictures of food&fruits like dislike
9. Discussion
Ask the students to talk about their likes and dislikes in talking pairs
10. Listening
1b. Listen and number the conversation
11. Chant
12. Homework
Oral work:
Rcite the new words
Written work:
1. Copy the new words
2. Making up dialogues between you and your parents about
likes and dislikes
Unit 6
The Second Period Section
Teaching aims教学目标
1 学会谈论第三人称（he/she）的喜好
2 巩固有关食物的单词
Language points
1 要求掌握以下句子
（1）-Does she/he like apples？
-Yes，she/he does，she/he likes apples.
-No，she/he doesn`t，she/he doesn`t like apples.
（2）-Do they like apples？
-Yes，they do，they like apples.
-No ，they don`t .Thet don`t like apples.
2 Difficulties
(1) Does……do sth?的动词要用原形
(2) He/She likes apples.中的动词后一定要加“s”
Teaching steps
Step 1 Warming-up and revision
（1） Play a guessing game 教学设计说明
T：show pictures of food，drinks，fruits fast. 1复习食物单词以达
Ss：guess one by one and spell it. 巩固之目的
T：check it and show the correct spelling on the right. 2通过这一步训练学
（2） Listen（to 2b）and fill in the form 生的听力能力，使
(Ask S2 to read the dialogue to check the answer) 死的词汇变活的语
言
Step 2 Presentation（呈现）
（From the listening material we know the boy`s and the girl`s
likes and dislikes.Now I want to know what you like and dislike）
(1) T：（To a boy student）Do you like tomatoes？ 3 通过公开展示he/she
S1：Yes，I do. 的喜好，使学生更清
T：（To Ss）Does he like tomatoes？ 楚其用法以例巩固
Ss：Yes，he does.He likes tomatoes.
(Ss look at the screen and read them again)
T：（To St2）Do you like salad？
St2：No，I don`t.
T：（To Ss）Does he like salad？
St2：（helped by the teacher）
No，he doesn`t.
He doesn`t like salad.
(Ss look at the screen and read them again)
(2) T：（To a girl student）Do you like icecream？
S1：Yes，I do.
T：（To the Ss）Does she like icecream？
Ss：Yes，she does.She likes icecream.
(Ss look at the screenand read them again)
T：（To S2）Do you like tea？
S2：No，I don`t.
T：（To Ss）Does she like tea？
Ss：No，she doesn`t.
She does like tea..
Step3 Practice
(1)Ss do the same as the teacher. 4通过多种
(2)Ss practise them in groups. 形式的练
(3) Ask Ss to act it out.习以使学
(4) Ask Ss to write out his partner`s 2 likes and 2 dislikes. 生提高并
(5) Let Ss have a competition between the girls and boys using the key phrases. 保持学习
(T give a example) 的兴趣，
Does she/he like……？ 时句型的
S1：（look at the student`s sentence） 巩固落到
Yes，he does.He likes…… 实处。
No,he doesn`t.He doesn`t like……)
(6) Summarize the competition
Step4 Presentation and practice
(1) T show pictures of 姚明and刘翔and ask：Who are they？
Ss：They are ……
T ：Do they like carrots？
（Ss may know but most don`t .T ask Ss to look at the chart and
give their answers）
FFFF 5换一种方式呈现新知识
不仅使学生耳目一新，
兴趣高涨，而且使学生
对此句型的掌握更趋
简单。
Do they like……？
Yes，they do.they like ……
No，they don`t .They don`t like……
(2)T show pictures of郭晶晶and蔡依林and ask ：Who are they？
Ss answer……
(3)Ss take about their likes and dislikes in pairs.
(4)Ask several pairs to talk about their likes and dislikes.
Step5 Work on Part3(P33)
(1) SA look at Page33 and ask questions and fill in the blanks.
(2) SB look at Page83 and ask questions and fill in the blanks.
(3) Ask 2 pairs to read out their answers.
Step6 Make a food survey
T：I`m going to have a birthday party，so I want to buy some food ，
fruits and drinks.
Please help me find out what they like and don`t like and finish the chart.
Ss finish the chart 6 使语言知识生
T ask S4 to report their survey to the teacher. 活化，使学生
He/She likes…… 感到学习的乐
They don`t like…… 趣。
He/She doesn`t like……
Step7 Homework
(1) Make an interview to you friend about his father and mother`s likes
And dislikes and record it.（with the key phrases）
（2）After the interview make a food survey and finish it.
Unit 6 Do you like bananas?
(The 3rd period )
Teaching aims (教学目标)：
1． 巩固所学的食物及水果名词。
2． 掌握名词的性质：可数名词和不可数名词。
Language points (语言点)：
1． 要求掌握以下句型：
（1）Do you like…? Yes, I do.
No, I don’t.
(2)Does he/she like…? Yes, he/she does.
No, he/she doesn’t.
Difficulties (难点)：
名词单数变复数的规则。
Teaching steps (教学步骤)： 教学设计说明
Step 1. Warming-up and revision (课堂热身和复习) 1. 复习这几个单词是为了接下来让学生学习复数时有个铺垫。
1. Greetings (日常问候)
T: Good morning/afternoon, boys and girls.
How are you today?
2. Revision
T: Now let’s count our fingers: (together with the ss, count
from one to ten )1.
3. Sing a song: “Ten little Indians”.2 2.老师与学生一起唱歌，用十个手指头表演，以带动气氛。老师给予适当鼓励。
Step 2. Drills （操练） （Students’ book P34, Section B 1a）
T: Please open your books at P34, look at Section B 1a. First
read the words together.
T: Now look at the pictures below, please write the number in the box 3. 给学生一分钟写
next to the correct food.3 下数字.
Step 3. Presentation (呈现新知识) 4. T板书斜体部分
1. T: (holding a book ) Please answer my question: What’s this ?
It’s a book.
What’s this in English? What和a book 用白色粉笔，’s用红色，
S: It’s a book.4 this和It 用绿色。
(Repeat with an apple, an orange, a watch, a knife ,etc.)
2.T: (holding two books)
Now look at here, please answer:
What’re these in English?5 5.在4的板书下，再写
Repeat the question and help them to answer: What’re these?
They’re books.
They’re books.5 颜色同上。给学生一个对比。
（Repeat with apples, oranges, watches, knives, etc.）
3. Students’ book P31, Section A 1a.
Name as many food and fruit words as possible if you can .
Step 4. Listening practice (听力练习)
1． Section B 2a
Say :listen to the tape carefully and circle the words form 1a you hear. 6.这一步骤既巩固了学生对名词复数的认识，又复习了前一课的句型。
Ss listen, then check the answers.
2.Section B 2b
First look at the chart in Section B 2b, then listen to the tape again and fill
in the chart.
Step 5 Oral pratice6(口头练习)
Section B 2c
1. Pair work
Work in pairs, ask the Ss to ask and answer the following questions:
-----Does Tom like carrots?
-----Yes, he does . / No, he doesn’t.
2. Report
Have two students give two reports about what Tom or Sandra likes
and dislikes.
3. Look at the breakfast, lunch and dinner in Section B 1a.
Let the Ss decide if they are Sandra’s or Tom’s. Write S or T on their
text-books.
Step 6 Grammar focus.(语法)
1.look at the screen, we can see an apple and then two apples.7 7.这里主要用实物或剪贴画在Bb
Repeat with a watch -------three watches 呈现。宜用一行
a knife --------four knives 画一行字的形式
but ice cream-----ice cream
2.Say: English nouns have two kinds: countable nouns and uncountable nouns.
eg, ice cream is uncountable, So we Can’t add “s” here, but for countable
nouns, we have different rules.
(1) 一般情况下，直接加s. apple----apples, orange---oranges 8.这些规则及例子
(2) 以s, x, ch, sh结尾的，加es. watch----watches, box---boxes 要出现在板书中。必
(3) 以f, fe结尾的去f, fe变ves. knife---knives 要时可用中文。
(4) 以辅音字母加y结尾的，去y变i再加es.
French fry----French fries8
3． Practice:
Now, Let’s do more practice. Please write down the
plural forms of the following words.
banana salad
egg milk
pencil-box match
house-wife story
4.Section A 2c.
Look at P32,Section A, 2c, part 3. 9.可用中文解释可数名词、不可数名词及既
Read the words by yourselves.9 可数又不可数的名词。
Step 7. Group work
1.Section B 4a
We are going on a picnic this Sunday. 10.告诉学生用英语交流，黑板上出现
First talk in your group what you like or dislike. 可供使用的句型。
Then make a list of food to buy.10 Do you like……
2.Section B 4b Does he/she like……?
Give a report of your group. Tell the Do they like……? I like…,
whole class what your group-mates like or dislike, He/she likes…,They like…
Then read your list of food to the class. 再提供How many/much 供学生发挥。
Step 8 Homework.
1. Recite the 4 rules
2. Look for some words on food and
fruit, then write down their plural forms.
Unit 6
The 4th priod section
Teaching aims (教学目标)
1 使学生能较熟练地描述自己对事物的喜好。
2 使学生能熟练地用第三人称表述他人对食物的喜好。
3 学会为自己及他人设计菜谱。
Language points (语言点)
1 要求掌握以下词汇：
runner eat run star lot lots of healthy food dessert list
2 要求运用以下句型：
(1) - Do you like …?
Yes,I do./ No, I dont.
(2) - Does he/she like…?
Yes,she does . / No,she doesn’t
(3) - What does she / he like ?
- She / he likes…。
(4) For breakfast /lunck /supper,she / he likes…。
Difficulties（难点）：学生运用所学的知识为自己及他人设计一日三餐的食谱。
Teaching steps（教学设计）
1 (1) Warming-up and revision（课堂热身和复习）
T:Good morning.
Do you like basketball?
Do you like apples ? Do you like carrots ?
(2) Ask:T:What animal likes carrots ?
S:A rabbit.
T:Now I’ll show you a picture.
please tell me what you can see in the picture?
S:A tiger,a rabbit , a cat and a monkey.
T:What does a tiger a rabbilt,a cat,a monkey like to eat?
Then show them a picture
a tiger a cat a monkey a rabbit
↓ ↓ ↓ ↓
meat fish bananas carrots
（3）.Competition.Boys and girls ,let’s have a competition.
Please tell me the names of the food, vegetables and fruits.
Apples,bananas , oranges ,strawberries,watermelons
Tomatoes,French fries,dessert, eggs,hamburgers,salad
chicken,icecream（方便面）
2 Presentation (呈现新知识)
T: In all of the food, what do SHE like to eat?
S: They like …
Show them a picture of Zhou Jielun.(Jay)1
Ask: What does he like to eat?
S: He likes ………fast noodles.
SB 3a
T: Who is a good runner in China?
S: Xing Huina.
T: What do runners like to eat? Do you know?
I think they like to eat healthy food.
T: Open your books at page 35,look at 3a.
Read the article below.Underline the fruits and circle the vegetables.
Show them a picture of Yao Ming.
Ask: Who is he?
S: He is Yao Ming.
T: Does he like football?
S: No,he doesn’t.
T: Does he like basketball?
S: Yes, he does.
T: What’s the name of Yai Ming’s girl friend?
S: Ye Li.
T: Yes. Ye Li is a very good girl. She likes cooking.
She often prepares the meals for Yao Ming.
Ask: What are the three meals?
Teach: breakfast, lunch, dinner
Now you are Yao Ming’s girl friend.Please prepare the
three meals for him.
Unit 6 Do you like bananas?
The 5th period
Teaching aims(教学目标)：
1． 复习巩固本单元单词。
2． 能熟练表达like and dislike。
3． 掌握名词单数变复数的规则。
Teaching steps(教学步骤)：
Step 1 Competition(竞赛) 教学设计说明：
1. Divide the whole class into two teams: the boys’ team 1.这一部分旨在
and the girl’s team. 通过竞赛的方式
(1) Have them say and spell as many words on food and 检测学生的单词
fruit as possible. T will judge which team is the winner. 掌握情况。
(New words are possible.)
(2) Students of one team say a noun, and students of the
other team must give its plural form. The more, the better.1 2.鼓励学生对不认
2. Work on Self-check No. 1 识的单词在课后
Have them read the words together, then check the words 多加巩固。
they know. 2
Step 2 A game(游戏): Pick out what you like to eat for lunch.
1. Prepare some cards or real objects, put all of them in a box.
2. Ask two ss to come to the front. One chooses the food he/she 3.这一部分复习巩
likes to eat for lunch. Every time he/she picks out an object, he/she 固like 和dislike
must say the sentence: “I like …” .At the same time the other s must 的表达。
repeat :”He/She likes …”.3
3. Let the ss ask each other questions to find the classmates who
Like the same food, and fulfill the chart on Self-check No. 4.
Then choose some ss to have a report.
Eg: “I like chicken. Bob likes chicken, too.”
Step 3 Practice(练习)
Finish off “Tests and Games Package”, Unit 6.4 4.这一部分可由T
控制，也可适当
增减内容。
Additional
Evaluation form:
(In class)
All the time Most of the time A little None
1. I work with my classmates □ □ □ □
2. I know the lesson □ □ □ □
3. I speak English □ □ □ □
4. I am interested in the lesson □ □ □ □
(About knowledge)
我会 Yes Need more practice Need more help
1. 朗读并拼写本单元单词 □ □ □
2. 区分可数名词和不可数名词 □ □ □
3．写出可数名词复数形式 □ □ □
4．表达喜欢和不喜欢 □ □ □
5．询问别人的喜好 □ □ □
篇6：七年级上册Unit 6 Do you like bananas? 教案教学设计(人教版英语七年级)
Topic : Food,likes,dislikes
Teaching aims: A.To learn some new words about food. B. talk about meals,talk about likes and dislikes
C.To practice the four skills of listening, speaking, reading and writing.Teaching focus:
New words :banana，hamburger，tomato，broccoli，French fry，orange，ice cream，salad, strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable
Phases：Talk about likes and dislikes,as follows:
Do you／they like …? Does he／she like .．．? I／They like…
I／They don’t like…He／She likes…He／She doesn’t like…
Grammer:行为动词一般现在时肯定，否定句及疑问句构成及回答
Teaching difficulties:Vocabulary.countable noun and uncountable noun & Singular third person “fo
Teaching steps:
Warm -up
Let Ss watch a part of vedio about food .After it ,I will ask them,”what can you see“?
Prsentation
1）.Use cards to teach food and phrases：Do you like--？Yes，I do /No,i don't.
banana/bnɑ:n/n. 香蕉pls. Two bananas
【引申】go bananas（美口语）发疯，发狂
Strawberry n. 草莓pls. Strawberries
【记忆法】straw（稻草）+berry（浆果）
3．carrot/krt/n.胡萝卜pls. carrots
【引申】the stick and the carrot软硬兼施。
4．chicken. ①雏鸡；②鸡肉chick--chicken
【引申】chicken-pox水痘;chickenhearted胆小的。
5．egg/eɡ/n. 蛋，卵pls. eggs
【引申】egg-plant茄子。
6．fruit/fru:t/n. 水果（总称），果实、成果pls.fruits
【考点】①Apples, oranges and bananas are fruit. 苹果、橘子和香蕉是水果。
②The potato is a vegetable, not a fruit. 马铃薯是蔬菜，不是水果。
③The old man enjoyed the fruits of his life's works. 那老人享受他一生工作的成果。
7．ice cream/aiskri:m/ n. 冰淇淋
8．like/laik/
a、like == enjoy “喜欢”
、like / enjoy 后接可数名词，所接的可数名词一定要变成复数形式。 Like tomatoes 喜欢西红柿 enjoy strawberries 喜欢草莓
like / enjoy 后接动词时，所接的动词后面要加ing 。
喜欢吃蔬菜 like eating vegetables 喜欢跑步enjoy running
b prep. 像
【引申】同义词: love, prefer;反义词: detest, dislike。
9．Tomato pls.tomatoes
n. 西红柿，蕃茄
变复数相似的有tomato，hero ，Negro
10．Vegetable n. 蔬菜: fresh vegetable新鲜蔬菜pls.Vegetables
【记忆法】vege+table（桌子）。
11．breakfast/brekfst/n. 早餐，早点
【记忆法】break+fast
【考点】at breakfast早餐时，正吃早饭；have breakfast吃早饭：She doesn't have breakfast. 她没有吃早饭。
12．lunch
n. 午餐，午饭
【考点】at lunch吃中饭: They were at lunch when I called. 我打电话的时候，他们正在吃午饭。have lunch吃便餐：We'll have lunch after the show. 散了电影我们去吃便餐吧。
【引申】同义词：meal。breakfast早餐；dinner, supper晚餐;afternoon tea下午茶;luncheon（比lunch正式的用语）午宴；fast lunch快餐。
13．dinner/din/n. 正餐，午饭或晚饭
【引申】;dinner-party晚宴;dining-room餐厅，食堂。
14．French
n. 法语
adj. 法国的，法国人的
【拓展】frenchman ，frenchwoman
Next I will play New Word games with the student:When I speak a kind of food ,the student shoud role play to eat it .
2)名词分为可数名词和不可数名词。
1、不可数名词：表示的事物，其数量不可以数清或者难以数清。不可数名词用法上有两大特点： 没有复数形式; 不能用不定冠词 a / an 、基数词、many 修饰。
eg.broccoli花椰菜 ice cream冰激凌 salad 色拉 food 食物
chicken 鸡肉 rice米饭 milk牛奶 tea 茶
water 水orange 橙汁
2、可数名词：表示的事物，其数量可以数清。可数名词用法上的特点：有单数、复数两种形式; 能用不定冠词 a / an 、基数词、many 修饰
把下列单数名词变成复数名词并记忆。
banana 香蕉 hamburger 汉堡包 tomato 西红柿 orange 橙子
pear 梨 egg 鸡蛋 apple 苹果 strawberry 草莓
frut 水果 vegetable 蔬菜 star 星星 runner 奔跑者
有些名词的复数形式是不规则的，请记忆。
man → men 男人 woman → women 女人
Chinese → Chinese 中国人 Japanese → Japanese 日本人
people → people 人 deer → deer鹿
sheep → sheep 绵羊 tooth → teeth 牙齿
foot → feet 脚 American → Americans 美国人
例： 1. _______ you like ice cream?
A.Are B. Am C. Does D. Do
2．你喜欢吃香蕉吗?
________ you __________ bananas?
3.I like strawberry ice cream, but I don’t like_______ ( strawberry)
4. Peter likes_______ (play) basketball.
Pair-work
A. I like ___Do you like ___?
B:Yes ,I ___./No, I don't .
Teacher:Does B like ___?
Students:Yes she/he does./No,he/ she doesn't.
Teacher:Do they like ___?
Students:Yes ,they ___./No, they don't .
Exercise:
1. His mother_______(not) like French fries.
2. I like strawberry ice cream, but I don’t like_______ ( strawberry)
3. They like _______ (eat) hamburgers and carrots for lunch.
按要求改写句子 (10分)
1. Linda and Tom like French fries. (改成否定句)
They _______ _______French fries.
2. Does Tom like eggs for breakfast? (否定回答)
_______, _______ _______.
3. She doesn’t have lunch. (变肯定句)
She _______ lunch.
3)T:Can you give me examples of fruit and vegetable? Good. Now please work in pairs to list as many fruits and vegetables as you can in three minutes. Then I’ll ask you to write your lists on the paper and discuss them together.
Oral work: speak like these: For breakfast,I like … and… . For lunch ,I like … and… . For dinner , I like … and… .
Practise:1.language points:
== many + 复数名词
a lot of == lots of
== much + 不可数名词
eat 与 have 都有 “ 吃” 的意思。
breakfast 吃早饭
have == eat lunch 吃午饭 一日三餐名词前
dinner 吃晚饭 不用冠词 the, a, an
2当主语是第三人称单数时，谓语动词要用第三人称单数形式，即常在动词原形后加-s或-es，但也有特殊情况。例：
1、大多数动词在词尾加“S”在清辅音后发音为[s]，在浊辅音及元音后发音为 [z]。如：
①stop－stops [s] ; make－makes [s]
②read－reads [z] ; play－plays [z]
2、以辅音字母加“y”结尾的，要先将“y”变为“i”，然后在加“es”读[iz] 如：
fly－flies [z]； carry－carries [z]
study－studies [z]; worry－worries
3、以“s, x, ch, sh”结尾的，在词尾加“es”，发音为[iz] 如：
teach－teaches [iz]; watch－watches [iz]
4、以“o”结尾的动词，加“es”，读[z] 如：
go－goes [z] do－does [z]
练习：改错
1、I like eating chichens . 2、My mother has a milk .
A B AB
3、The boys bring many waters . 4、Jim eat lots of food every day
A BA B
5、The peoples like sheep . 6、We eat many healthy food .
7、His son likes eats fruits .8、I like apple very much .
AB A B
9、My daughter have chicken for breakfast ..
A B
10、Lots of Chineses like vegetables and fruits .
AB
Do a survery of part4 on page 36
3.Broading：臭豆腐stinky tofu
豆腐也可以说bean curd，但tofu这个词已经相当广泛了。
烧饼Chinese style baked roll油条 fried bread stick/twisted cruller
豆浆 soybean porridge锅贴 fried dumpling
水饺 boiled dumpling小笼包 small steamed bun
馒头 plain wheat roll/steamed bun麻辣火锅 spicy hot pot/Sichuan hot pot饭团 rice roll葱油饼 scallion cake
也有人戏称它是Chinese pizza
Homework: Recite the text on page 35
Writing design
Unit 6 Do you like bananas?
Words: banana, hamburger, tomato, broccoli, French fries, orange, ice cream, salad, strawberry, egg, apple, chicken, fruit, vegetable, breakfast, lunch, dinner
Sentences: Do you like…? Yes, I do. No, I don’t.
篇7：Unit 6 Do you like bananas?(人教版七年级英语上册教案教学设计)
Unit 6 Do you like bananas?
一、单元教材分析
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、Different opinions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、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d) 用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时
Section B (3a-Self Check) 用1课时
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① - Do you like salad? - Yes, I do. / No, I don’t.
② - Does she/he like …? - Yes, she/he does./ No, she/he doesn’t.
③ - I like … /I don’t like …
④ - He/She likes … / He/She doesn’t like …
3) 能通过介绍食物学会询问对方喜欢与不喜欢的食物。
2. 情感态度价值观目标：
该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，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。
二、教学重难点
1. 教学重点：
1) 学习并积累一些食物的词汇。
2) 名词复数的使用。
3）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；
2. 教学难点：
1) 行为动词like的一般现在时的用法；
2) 使用do和does引导的一般疑问句的构成和使用。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework.
2. Ask some Ss questions:
T: Do you have volleyball?
S1: Yes, I do.
T: Do you like volleyball?
S1: (Help S1 answer) Yes, I do.
3. We have learned about sports equipment. Now let’s have a revision about sports equipment.
S2: basketball, soccer ball, tennis ball, baseball …
Then let some other Ss add other words.
S3: baseball bat, ping-pong bat …
Ⅱ. Presentation
1. (Show a banana on the screen.)
T: What’s this?
Ss: It’s a banana.
T: Do you like bananas?
Ss: Yes, I do. / No, I don’t.
(Show other pictures of food on the screen and learn the new words.)
(banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, food, burger, vegetable, fruit)
2. Let Ss read and try to remember the new words.
3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.
Ⅲ. Listening
T: Let’s work on 1b. Listen and number the conversations [1-3].
Ss listen to the tape and number the conversations.
Ⅳ. Pair work
1. Read the conversations in 1b. Have Ss read after the teacher.
2. Now let’s act out the conversations 1-3.
(Ss work with their partner and act out the conversation 1-3.)
3. Look at the picture and make more conversations using the words in 1a.
4. Let some pairs act out their conversations.
Ⅴ. Listening
1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.
2. Play the recording for the first time, Ss only listen.
3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.
4. A girl and a boy want to have something in the restaurant. Do they like hamburgers? Does the boy like milk? Does the boy like ice-cream? Now let’s listen to the recording.
For the first time, Ss only listen.
For the second time, Ss listen and fill in the blanks.
Play the recording for the third time, Check the answers.
Ⅵ. Pair work
1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.
2. Ss practice the conversations in pairs.
3. Let some pairs act out the conversations.
4. Ss give answers that are true for them. Then practice their conversations.
5. Ask some pairs act out their conversations.
Ⅶ. Role-play
1. Read the dialogue with your partner. Then fill in the blanks below.
① It’s _______ birthday dinner next week.
② For food, John likes ___________.
③ For vegetables, John likes __________.
④ For fruit, John likes ________.
2. Ss read the conversation and fill in the blanks.
3. Practice the conversation with your partner.
4. Let some pairs role-play the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Homework:
1. Review the words we learn today.
2. Fill in the chart after class.
Fruit Food Vegetable
板书设计：
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
3) 总结复习可数名词复数的知识。
4）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 情感态度价值观目标：
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；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。
二、教学重难点
1. 教学重点：
1）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 教学难点：
理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).
3. Ask and answer.
(Ss work in groups. Ask and answer about the questions according to the picture in 1a.)
S1: Do you like bananas?
S2: Yes, I do.
S3: Does he like bananas?
S4: Yes, he does.
S1: Do you like ice-cream?
S2: No, I don’t.
S3: Does he like ice-cream?
S4: No, he doesn’t.
(Exchanging the roles ask and answer questions.)
Ⅱ. Grammar Focus
（此部分指导内容通过多媒体辅助教学以提高学习效率）
一、单元句式结构阅读指导：
1. 行为动词like的各种句式的构成
肯定句：
① 第一人称/第二人称/第三人称复数 + like + 其他
② 第三人称单数及其他单数名词 + likes + 其他
否定句：
① 第一人称/第二人称/第三人称复数 + don’t + like + 其他
② 第三人称单数及其他单数名词 + don’t + likes + 其他
一般疑问句：
① Do + 第一人称/第二人称/第三人称复数 + like +其他?
回答：Yes, I/we/you/they do. No, I/we/you/they don’t.
② Does + 第三人称单数及其他单数名词 + like + 其他?
回答：Yes, he/she/it does. No, he/she/it doesn’t.
2. Read the sentences in Grammar Focus and complete the sentences below.
① 你喜欢色拉吗？____ you_____ salad?
② 是的。___, I ____. 不，不喜欢。_____, I ______.
③ 他们喜欢梨吗？ ____ _____ like pears?
④ 是的。____, they ____. 不喜欢。___, they ___.
⑤ 她喜欢西红柿吗？ ____ she _____ a tennis?
⑥ 是的。___, she ____. 不喜欢。___, she ______.
⑦ 我们喜欢米饭。我们不喜欢汉堡。
We _____ _____. We _____ ______ hamburgers?
⑧ 她喜欢冰淇淋。她不喜欢蔬菜。
She ____ ________. She ____ ______ vegetables.
3. Check the answers with the class.
二、可数名词与不可数名词学习指导：
1. 可数名词与不可数名词的含义与特点
定义 特点
不可数名词 指不可以直接计数的名词，它只有单数形式。 不可以与a、an或数词连用，要表示数量的多少时，其前可以加some, any或表数量的词语。如：
some bread 一些面包
a cup of milk 一杯牛奶
可数名词 指可以用来计数的名词，它有单数和复数两种形式。 可以用a、an或具体的数词修饰。如：
a tomato 一个西红柿
an egg 一个鸡蛋
two pears 两个梨
既是可数名词又是不可数名词 有些词，既可用作可数名词，也可以用不可数名词，但意义却不同：如：
可数名词 不可数名词
orange 橙子 橙汁
chicken 小鸡 鸡肉
food 各种食物 食物
glass 玻璃杯；眼镜 玻璃
2. 可数名词复数的构成
构成方式 例词
规则变化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch结尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母+y”结尾，变y为i, 再加-es family → families
strawberry → strawberries
以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀）
leaf → leaves （树叶）
以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes
photo → photos
Ⅲ. Practice
1. Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.
2. Ss read the sentences and underline the correct words. They can discuss with their partners.
3. Check the answers and let some Ss say the grammar rules.
(根据句子主语的人称和数来确定谓语动词或助动词的数)
Ⅴ. Practice
1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.
2. Check the answers and let Ss practice the conversation.
Ⅵ. Survey
1. T: Our likes and dislikes of food are different. Some Ss like these food and other Ss like other food. Let’s make a survey of our likes and dislikes about food.
First, look at the chart below and write down the names of the food.
Second, ask your classmates about the food in the chart. e.g.
You: Do you like ice-cream, Liu Li?
Liu Li: Yes, I do.
You: What about rice?
Liu Li: No, I don’t.
…
You: Do you like ice-cream, Zhao Jun?
Zhao Jun: No, I don’t.
Zhao Jun: What about rice?
Zhao Jun: Yes. I like rice.
2. Fill in the chart with the names of your classmates.
3. Report the result of your survey likes this:
Liu Li likes ice-cream, but she doesn’t like rice. Zhao Jun doesn’t like ice-cream but he likes rice. …
Homework
1. Review the Grammar Focus.
2. Write the report of your survey result on your workbook.
板书设计
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 继续学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；并能按食品、水果和蔬菜进行分类总结。
2）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。
3）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 情感态度价值观目标：
该部分学习内容涉及学生的饮食习惯和偏爱，对培养学生健康的饮食习惯有很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人和同学、朋友的关怀和友爱之情。
二、教学重难点
1. 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，促进学生语言运用能力的提高。
2. 教学难点：
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。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss. Then check the homework. (Let some Ss report their survey result)
2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.
Countable nouns: hamburgers, eggs, oranges, bananas, apples, pear, carrots, vegetables, strawberries
Uncountable nouns: milk, bread, rice
Uncountable and countable nouns: food, fruit, ice-cream, salad, chicken
3. Ss read and try to remember the new words.
4. Review the plural forms of countable nouns.
(让学生说出规则及例词)
构成方式 例词
规则变化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch结尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母 + y”结尾，变y为i, 再加-es family → families
strawberry → strawberries
以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀）
leaf → leaves （树叶）
以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes
photo → photos
Ⅱ. Presentation
1. 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. Ss read and try to remember the new words.
Ⅲ. Writing
1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.
(The students finish off 1a.)
T: Look at 1b. 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.)
Ⅳ. Listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (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 Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
2. 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.)
Ⅴ. Pair work
1. T: Does Tom like tomatoes?
Ss: Yes, he does.
T: Ask and answer about the chart in pairs.
2. Let some Ss act out their conversation.
Ⅵ. Discussing
1. 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.
2. First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
3. Make a report, then read the report to their partner.
Ⅶ. 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. OK. Now ask your partners questions to see if they have healthy habits.
3. T: Many boys and girls like ice-cream. Do you like it?
Ss: Yes, I do. / No, I don’t.
T: Do you eat ice-cream, S1?
S1: Yes, I do.
T: Do you eat ice-cream, S2?
S2: No, I don’t.
Ⅷ. Reading
1. T: Well, let’s see some sports star’s eating habits. 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?
④ What does Cindy like for dinner?
⑤ Does Cindy eat ice-cream after dinner?
⑥ Are Cindy’s eating habits healthy?
(Ss read the article and answer the questions. Then check the answers.)
3. 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.
（注意运用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …）
4. Let some Ss read their sentences to the class.
Homework
1. Review the word on food.
2. Make a survey about “What do your parents like for three meals?” after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1）复习所学习有关食物的词汇，并在实践活动中能熟练运用。
2）复习用行为动词like一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己一日三餐所喜欢的食物并学会营养配餐；
3）由询问所喜欢的食物再拓展到所喜欢的运动和颜色来进一步复习运用所学习的句型结构。
4）通过写作练习来达到提高学生们的综合表达能力。
2. 情感态度价值观目标：
通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。
二、教学重难点
1. 教学重点：
1）复习关于各种食物的词汇、运动类的词汇及颜色类的词汇并就对方的喜欢进行问答。
2）复习名词复数的构成。
3）就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
2. 教学难点：
就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Review all the food we learned. Let Ss say the words quickly.
S1: fruit: apples, bananas, pears, strawberries …
S2: vegetables: tomatoes, potatoes, salad, carrots …
S3: food: bread, milk, ice-cream, hamburger (burger) …
2. T: I like eggs and milk for breakfast. What do you like eating for breakfast? (Point to a student.)
Sa: I like apples and bread.
T: What about you? (Point to another student.)
Sa: I like hamburgers and bananas. (Ask two more students to answer his/her questions for lunch and dinner.)
T: Who can ask and answer like this?
S1: What do you like to eat for lunch?
S2: I like …
S1: What do you like to eat for dinner?
S2: I like …
(Then ask the students to work in pairs one by one.)
Ⅱ. Survey
1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner.
Ask and answer with your partners and write down the results in the chart in 3a.
S1: What do you like for breakfast?
S2: I like eggs and milk.
S1: What do you like for lunch?
S2: I like hamburger and salad.
S1: What do you like for dinner?
S2: I like chicken and fruit.
S1: I think your eating habits are healthy.
(Exchange the roles)
2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time.
You: Oh, do you like eggs for breakfast?
Your partner: No, I don’t. I like oranges.
Ⅲ. Writing
1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures:
For breakfast/lunch/dinner, I like …, but I don’t like …
For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like …
(T goes round the classroom and offer helps if it’s necessary.)
2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce.
Ⅳ. Self Check 1
1. T: Your friends also want to know what food/sports/colors you like. First, let’s talk about sports. What sports do you like? What sports do you dislike?
T: I like basketball, volleyball, ping-pong, soccer. I don’t like soccer, baseball. What about you?
S1: I like …, but I don’t like …
S2: …
2. Now, let’s talk about colors. I like red, blue, white and green. I don’t like black, brown, purple or yellow. What about you?
S3: I like …, but I don’t like …
S4: ….
3. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it.
(Ss work with their partners. T goes around the classroom and offers any helps. )
Ⅴ. Self Check 2
1. Do you know the plurals of these words? Put them in the correct columns.
2. Ss work with their partners and put the words in the correct columns. Then check the answers with the class.
3. 规则总结：学生叙述名词复数构成的规则，并说出几个例词。
S1: 一般在词性加-s，apples, bananas
S2: 以“辅音字母+y”结尾，变y为i, 再加-es。families, strawberries
S3: 以s. x. sh. ch结尾的加-es。boxes, watches
S4: 以“f或fe”结尾，变f或fe为v, 再加-es。knives
S5: 以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s。tomatoes, photos
4. 在屏幕上展示可数名词复数的构成规则，学生强化记忆。
Ⅵ. Self Check 3
1. T: Can you remember what color/sports your partner likes and dislikes. Write a short report about what color/sports your partner likes and dislikes. If you have forgotten what your partner likes and dislikes. Ask him/her again. (Or you can check his/her report.)
- What color do you like?
- I like …
- What sport do you like?
- I like …
2. Ss write about what his/her partner likes and dislikes. Then report to the class.
Homework
1. Review the rules of plural forms.
2. What food, sports and colors do you parents like and dislikes? Write a short article about them.
篇8：教案Unit 6 Do you like bananas?
（教案）Unit 6 Do you like bananas?
教学资源 -12-05 15:05:40 阅读49 评论0 字号：大中小 订阅 引用 花中人 的 （教案）Unit 6 Do you like bananas? 教学目标Teaching Aims 【知识与技能】【Knowledge and skills】Learn the usage of the verb like in affirmatives, negatives and yes-no questions, and the affirmative and negative replies of yes-no questions; Review the usage of plural nouns; Learn to ask, know and talk about the food that they or others like and dislike by introducing the food; Learn to talk about the food that they and others like to eat for breakfast, lunch and dinner and how to have a healthy diet; Learn to make a shopping list and a survey. 【过程与方法】【Processes and methods】With the studying strategies of Different Opinions and Classifying, get the students to do Pair work to ask and talk about the food that they or others like and dislike by using the teaching courseware, pictures, flashcards or objects; Learn how to have a healthy diet by making a survey, filling in the chart, reading and filling in the blanks; Get the students to practice hearing. 【情感、态度与价值观】【Emotion, attitudes and value】This content is close to the students’ life and the topic deals with the students’ diet habits and preference, so it’s helpful for the students to have a healthy diet habit and it can arose the students’ special attention and inspire them to fall interest in learning English; At the same time it can bring up the students’ feelings of solicitude and friendship to their families, classmates and friends. 教学重点难点Difficulties and focus 1. The structures and usage of the verb like in affirmatives, negatives, and get the students to grasp the basic sentence patterns: I/They like ….; I/They don’t like ….; He/She likes ….; He/She doesn’t like ….. 2. The structures and usage of the verb like in yes-no questions, and the affirmative and negative replies of yes-no questions, and get the students to grasp the basic sentence patterns: Do you/they like…? ; Does he/she like…? 3. The structures of notional verbs in affirmatives, negatives and yes-no questions at Present Tense, especially the forms of the third singular person and the usage of plural nouns. 教与学互动设计Teaching and studying design of mutual actions Section A 创设情境，导入新课Create plots and scenes to guide the new lesson The main content is to learn to talk about the food that we like and dislike by introducing foods in Section A, so we can adopt the Audiovisual Guiding Method: At first, the teacher can teach some nouns about foods, the teacher can demonstrate with an apple or a picture or by projecting a flashcard I have an apple. Bite it and show that you like it I like apples. And ask Do I like pears? and answer Yes, I do.; The teacher can demonstrate again with a pear or a picture or by projecting a flashcard I have a pear. Bite it and show that you dislike it I don’t like pears. And ask Do I like pears? and answer No, I don’t. ; Do the same demonstration with other objects. Then ask the students Do I like …? and get the students to answer Yes, you do. No, you don’t. Ask the students Do you like …? and get them to answer Yes, I do. No, I don’t. Ask the students Does he/she like …? and get them to answer Yes, he/she does. No, he/she doesn’t. Ask the students Do they like …? and get them to answer Yes, they do. No, they don’t. Get the students to do Pair work and mutual actions with the target knowledge. 合作交流，解读探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: Do you/they like salad? Yes, I/they do. / No, I/they don’t. Does he/she like salad? Yes, he/she does. / No, he/she doesn’t. I/They like oranges. I/They don’t like oranges. He/She likes ice cream. He/She doesn’t like bananas. 1、【演示】【Demonstration】Learn some nouns about food first, and then the teacher communicates with the students: 1）Show some pictures about food or project some flashcards about food. （Demonstration）I like …. I don’t like …. （Question）Do I like …? （Answer）Yes, I do. / No, I don’t. 2）Show some pictures about food or project some flashcards about food. （Ask the students）Do you like …? （Get them to answer）Yes, I do. No, I don’t. （Ask the students）Does he/she like …? （Get them to answer）Yes, he/she does. No, he/she doesn’t. （Ask the students）Do they like …? （Get them to answer）Yes, they do. No, they don’t. 2、【活动】【Activities】Get the students to practice conversations and communicate with each other: Do you/they like …? Yes, I/they do. / No, I/they don’t. Does he/she like …? Yes, he/she does. / No, he/she doesn’t. 3、【体验】【Experiences】 1）Play the tape of Part 1b, and get the students to listen and choose the proper conversations and mark the order, finish the teaching task of Part 1b. 2）Play the tape of Part 2a, and get the students to choose the nouns about food they hear, finish the teaching task of Part 2a. 3）Play the tape of Part 2a again，and get the students to fill in the blanks with the nouns about food that they hear, finish the hearing training task of 2b and the structures and usage of the verb like in affirmatives, negatives and yes-no questions, and the affirmative and negative replies of yes-no questions at Present Tense. 4、【活动】【Activities】 1）Get the students do Pair work, and finish the teaching task of oral intercourse in Part 2c. Let the students practice the conversations above and the structures of the verb like in affirmatives, negatives and yes-no questions, and the affirmative and negative replies of yes-no questions at Present Tense. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: I like …. Do you like …? Yes, I do./ No, I don’t. I don’t like ….；And then get the students to make the proper answers according to their own actual circumstances. 2）Get the students do Pair work, and finish the teaching task of oral intercourse in Part 3. Let the students ask questions according to their own charts, and then draw the right sign designs according to others’ answers. 5、【调查】【Survey】Get the students to do Food Survey, and finish the teaching task of oral intercourse in Part 4. Demand the students to learn to use Do you like …? Yes, I do. No, I don’t. I don’t like …. to talk about the food that they like and dislike and make notes, fill in the charts. Section B and Self Check 创设情境，导入新课Create plots and scenes to guide the new lesson Review and consolidate the usage of verb like in yes-no questions, and the affirmative and negative replies of yes-no questions by reviewing and learning some nouns about food in Section B. The Audiovisual Guiding Method can still be adopted: The teacher show some objects or pictures or project some flashcards and get the students to do Pair work to review the words taught in the first part; Again the teacher show some objects or pictures or project some flashcards（about the food learned in Part 1a）, and describe What’s this? It’s a/an … as the students are watching. Repeat and get the students to follow and understand their meanings; At last, get the students to observe the pictures in Part 1a and fill the numbers of the nouns of food in the proper boxes, and finish the teaching task of Part 1a. 合作交流，解读探究Cooperate and intercourse to unscramble and research The main content in Section B is to talk about their own love with the target language learnt. 1、【演示】【Demonstration】The teacher communicate with the students to review the target language: Do you/they like …? Yes, I/they do. / No, I/they don’t. Does he/she like …? Yes, he/she does. / No, he/she doesn’t. 2、【活动】【Activities】Get the students to practice conversations to review the target language: Do you/they like …? Yes, I/they do. / No, I/they don’t. Does he/she like …? Yes, he/she does. / No,篇9：教学反思： M3U1 Do you like bananas?
教学反思： M3U1 Do you like bananas?
教学反思：M3U1 Do you like bananas?
珠海市香洲区夏湾小学黄玲
11月29日上午，笔者在金湾区航空新城小学上了一节珠海市“同课异构”二年级上册英语Module 3 Unit 1 Do you like bananas?的课堂教学研讨课。
根据二年级学生的好玩、好奇的特点，我将本课设计为一节复习活动课。这节课我结合本单元模块的教学目标“学生能用--Do you like…?-- Yes, I do./No, I don’t.来询问他人对食物的喜好进行表达和交流”，设计孩子们熟悉的故事三只小兔为主线，通过去三只小兔家做客，运用歌曲、小诗和游戏活动，带着孩子们在轻松愉悦的情境中学习和运用语言，取得了很好的课堂效果。
这节课的亮点：
一、主线鲜明，活动从易到难，层层递进。
本课我主要以去三只小兔家做客为主线，设计了三个闯关活动。第一关：Listen and say.听录音并大声读出密码锁的单词解密。这个环节调动了学生的多元感官学习，并通过图片的对比让学生明白了单复数。第二关:Read a chant.朗读小诗,在小诗中渗透自然拼读法，让学生感知语音，并复习I like….的句型。第三关:I spy.创设通过望远镜从门洞看看小兔家有什么食物并回答Do you like…?这个环节将枯燥的学习变得有趣味性，孩子们都很喜欢这个活动。这三个闯关活动中，从单词到句子，学生很好的学习和运用所学语言。
二、联系生活，创设情景语境，活用语言。
闯关成功，小兔子把门打开了，学生在小兔家用餐，我设计pair work,让孩子们用--Do you like…?-- Yes, I do./No, I don’t.来询问对方对食物的喜好进行表达和交流。之后，我设计一个music train活动,带着孩子们一边唱歌一边开火车，用歌曲总结本单元的知识点。这个活动学生特别的活跃，也在唱和玩的同时运用了所学语言。最后，为了让学生对健康饮食有个清晰的概念，我先让孩子们判断哪些食物对我们有益，哪些有害，再让他们为家人设计周末的早餐。让学生学会在实际生活中运用所学语言，提高语言运用能力。
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本课的不足及改进：
在这节课中，我觉得有2个地方需要改进。
一、检查教学设备是否正常运行。
由于上课当天班级的平板突然无法连接屏幕，我在上课的`时候有些课件格式不能播放，虽然我及时应变突发情况，但是我觉得对课堂效果还是会有一些影响。以后上课要提前安装好课件并运行检测。
二、优化设计早餐食谱环节。
在这个环节中，如将为家人设计周末早餐食谱改为为学校食堂设计一份健康的早餐食谱会更贴近学生生活实际。
综上所述，是笔者对这节课的一些反思。通过这节课，我特别感谢我们学校英语科组和主持人蔡晓霞老师，在磨课中给了我很多建议。通过磨课、上课、观课和反思，我对一二年级的这套新教材得教法、学法也有了进一步的收获，这对我在今后的教学中取到了很好的促进作用。
篇10：新目标英语七年级上册学案及典型例题C1 Unit6 Do you like bananas?
教学目标与要求
一、串记口诀
食品水果名称词
cake糕饼 egg蛋， apple苹果 pear梨。 Banana译香蕉 ,orange译橙子。
二、学习目标
本单元的核心内容是如何表达喜欢和厌恶。涉及的语法内容还是一般现在时，主要是动词like的一般现在时的陈述句（肯定句、否定句），疑问句及其答语。
三、能力目标
1.熟练运用表示喜好和厌恶的日常用语。
进一步学习一般现在时中第三人称单数的动词形式及助动词do/does和don’t/doesn’t的用法，助动词后面加原形动词。
教学重点与难点
一、单词导航台
1.banana
n.香蕉
【引申】go bananas(美口语)发疯，发狂；banana republic香蕉共和国（指在政治、经济等方面发展缓慢的中美洲小国）。
2.breakfast
n.早餐，早点
【记忆法】break+fast(旧用法)斋戒后开始进食，所用的第一餐，扩展译为每日的第一餐，即早餐。
【考点】at breakfast早餐时，正吃早饭；have breakfast吃早饭：She doesn’t have breakfast.她没有吃早饭。
【引申】lunch(午餐)；dinner(晚餐)；supper(晚餐)。
3.carrot
n.胡萝卜
【引申】the stick and the carrot软硬兼施。
4.chicken
n.①雏鸡；②鸡肉
【引申】chicken-pox水痘；chickenhearted胆小的。
5.dinner
n.正餐，午饭或晚饭
【引申】breafast早餐；lunch中餐；dinner-party晚宴；dining-room餐厅，食堂。
6.egg
n.蛋，卵
【引申】shell蛋壳；white蛋白；yolk蛋黄；egg beater打蛋器；eggcup蛋杯；egg-plant茄子。
7.French
n.法语
adj.法国的，法国人的
8.fruit
n.水果（总称），果实、成果
【考点】①Apples, oranges and bananas are fruit.苹果、橘子和香蕉是水果。
②The potato is a vegetable, not a fruit.马铃薯是蔬菜，不是水果。
③The old man enjoyed the fruits of his life,s works. 那老人享受他一生工作的成果。
1.ice cream/’aiskri:m/
n.冰淇淋
10.like/laik/
v.①喜欢，喜爱：Do you like fish?你喜欢鱼吗？②想要，比较喜欢，选择，希望：I like people to tell the truth. 我喜欢人讲实话。
prep.像
【引申】同义词：love, prefer;反义词：detest, dislike.
11.lunch
n.午餐，午饭
【考点】at lunch吃中饭：They were at lunch when I called.我打电话的时候，他们正在吃午饭。Have lunch 吃便餐：We,ll have lunch after the show.散了电影我们去吃便餐吧。
【引申】同义词：meal。 breakfast早餐；dinner, supper晚餐；afternoon tea 下午茶；luncheon（比lunch正式的用语）午宴；fast lunch快餐。
12．strawberry
n. 草莓
【记忆法】straw（稻草）＋berry（浆果）
13．tomato
n. 西红柿，蕃茄
【考点】（pl. ）tomatoes。
14．vegetable
n. 蔬菜：fresh vegetable新鲜蔬菜
【记忆法】vege＋table（桌子）。
【引申】pepper胡椒、辣椒；potato马铃薯。
二、句子破译站
1．Katrina eats lots of healthy food. 科莱娜吃许多有营养的食品。
lots of＝a lot of修饰不可数名词food。a lot of相当于many或much，既可以修饰可数名词，又可以修饰不可数名词，通常只用在肯定句中。在否定句和疑问句中用many和much。many修饰可数名词复数，much修饰不可数名词。如：
There are a lot of flowers in the park. 公园里有许多花。
There is a lot of milk in the cup. 杯子里有许多牛奶。
How many hours are there in a day? 一天有多少小时？
How much tea do you want? 你要多少茶叶？
2．And for dinner, she has chicken, tomatoes, Frech fries and, for desset, ice cream. 晚餐她吃鸡肉、西红柿和薯条，甜点是冰淇淋。
(1)句中介词for表示“作为，当做”，后面接名词。如：
-What do you have for breakfast? 你们早餐吃什么？
-We have bread and milk. 我们吃面包和牛奶。
(2)have在此句译为“吃”，如：have breakfast/lunch/supper。
(3)以o结尾的名词，有生命的加es，如potatoes(土豆)，tomatoes(西红柿)。无生命的加s，常见的有：zoos(动物园)，photos(照片)，kilos(公斤)，radios(收音机)。
(4)and作为并列连词，在此句中连接两个分句，后一分句为使句子简洁省略了前面的she has，即for dessert，she has ice cream。
三、工具箱
1．like一词的用法及含义归纳
(1)用作及物动词。
like用作及物动词，译为“喜欢”。
①后接名词或代词，表示喜欢某人或某物。如：
I like the baby very much. 我非常喜欢这个小孩。
Lucy has a new pen. She likes it very much. 露茜有一支新钢笔，她非常喜欢它。
②后接动名词(v. -ing)，表示“喜欢做某事”，着重于习惯、爱好。如：
Do you like swimming? 你喜欢游泳吗？
Tom likes playing football. 汤姆喜欢踢足球。
③后接动词不定式(to do )，表示“偶尔地喜欢做某事”，着重于某次具体的行为。如：
Would you like to play basketball this afternoon? 今天下午你想打篮球吗？
I like reading, but I like to watch TV this evening. 我喜欢读书，但我今晚想看电视。
⑵与like有关的短语
①Would like愿意，想要
would like相当于want，但语气比want更为委婉，后可接名词、代词或动词不定式，如：
I would like a cup of tea. 我想喝杯茶。
I’d like to fly a kite. 我想去放风筝。
②like…a lot/very much/a little很/非常/有一点喜欢
在这里a lot/very much/a little是表程度，用来修饰动词like。如：
-Does Li Ping like meat? 李萍喜欢吃肉吗？
-Yes, she likes it a little. 她有点喜欢。
-What about fish? 她喜欢吃鱼吗？
-She likes fish very much/a lot. 她很喜欢吃鱼。
⑶与like有关的句型：
①Would you like…? “你想要……吗？”“你想……吗？”口语中用来表示客气的邀请、请求、征询意见或建议等，比Do you want…？更有礼貌，语气更委婉。肯定回答时常说：Yes, please. /Yes, I’d like to. 否定回答为：No, thanks. 如：
-Would you like a cup of tea? 来杯茶好吗？
-Yes, please. 好的
-Would you like some apples, too? 你也来几个苹果吗？
-No, thanks. 不，谢谢。
②How do you like…？你觉得……怎么样？
用于询问对方对某人、某事、某物的看法，相当于What do you think of …？如：
- How do you like my new watch? 你觉得我的新手表怎么样？
- It’s great. 棒极了!
③What do you like about? 你喜欢……的什么呢？
用于询问对方对某事(某人)所喜欢的内容。如：
-What do you like about China? 你喜欢中国的什么呢？
-The people and the food. (中国的)人民，还有食物。
2. breakfast, lunch和supper
这三个词既可作可数名词，又可作不可数名词。一般说来，指抽象概念时，在固定词组中为不可数。如：have breakfast/lunch/supper(吃早餐/中餐/晚餐)；指某次具体的饭时，为可数。如：have a quick breakfast(吃一顿简便的早餐)，a light lunch(一顿清淡的中餐)等。
早、中、晚饭三餐前面不加冠词。Meal指一顿饭，可以加冠词。如：
We have three meals a day. 我们一天吃三顿饭。
They have their evening meal at about seven o’clock. 他们大约七点吃晚饭。
3. like和love
like和love都有“喜欢，喜爱”之意，但含义有所不同。
(1)like“喜欢”，用作及物动词，后面接名词、代词或不定式。指喜欢、不厌恶某人或某物，但没有深刻的爱意及迫切的意愿。如：
He is a very clever boy; so everyone likes him. 他是一个非常聪明的男孩，大家都喜欢他。
I like tea better than milk. 我喜欢茶甚于牛奶。
(2)love“热爱，喜欢”。用作及物动词，后面接名词、代词或不定式。指火热的爱意，感情比like深刻；它也可指在生活中对某事物或活动的喜爱。如：
We love our Party and our people. 我们热爱党和人民。
He love to hear me sing. 他爱听我唱歌。
四、重难点密室
1．一般现在时
一般现在时表示经常性、习惯性的动作，或表示现在的特征、状态。当主语是非第三人称单数时，行为动词的一般现在时变化形式(见下表)。如：
句式 结构 例句
肯定句 主语＋行为动词原形＋其他 We speak Chinese.
否定句 主语＋don’t＋行为动词原形＋其他 We don’t speak Chinese.
一般疑问句 Do＋主语＋行为动词原形＋其他？ Do you speak Chinese?
肯定回答
否定回答 Yes，主语＋do
No，主语＋don’t Yes, we do.
No, we don’t.
如：
We have classes from Monday to Friday. 我们从周一到周五上课。
-Do you often write to your friends? 你经常给你的朋友们写信吗？
-Yes, I do. /No, I don’t. 是的，我经常写。/不，我不经常写。
当主语是第三人称单数时，行为动词一般现在时的句型变化如下：
⑴肯定句在行为动词原形后＋s/es(其构成方法与名词单数变复数相同，见141页工具箱)。
⑵否定句用助动词doesn’t＋动词原形。
⑶一般疑问句则是把助动词does放在句首，后面动词用原形，回答时，肯定用“Yes，主语＋does.”；否定用“No，主语＋doesn’t.”。
下面以为例：
She works hard. 她工作努力。
She doesn’t work hard. 她工作不努力。
Does she work hard? 她工作努力吗？
Yes, she does. 是的，她工作努力。
No, she doesn’t. 不，她工作不努力。
2．可数名词与不可数名词
⑴英语中的名词可分为可数名词与不可数名词。凡是可以计数的名词叫可数名词。物质名词和抽象名词一般无法用数目来衡量，称为不可数名词。可数名词有复数形式，可与不定冠词a或an数词连用；不可数名词没有复数形式，它不能与不定冠词或连用来表示量。如food，meat，bread，tea，water，milk，ink，orange(橘汁)，drink(饮料)，rice，fish等。
①常用的可数名词如下：
a. 人、动物或植物等，如friend，cat，rose。
b. 有形状的具体事物，如ball，car，book。
c. 度量单位，如hour，kilo，meter。
d. 不可数名词的各个部分，如part，piece。
e. 一些抽象名词，如idea。
②常用的不可数名词包括以下名词。
a. 固体的物质或原料，如bread，rice。
b. 液体、气体等，如water，tea，air。
c. 语言，如English，Chinese。
d. 一些抽象事物，如money，peace。
⑶有许多名词在汉语中是可数名词，在英语中却是不可数名词。如：
chalk粉笔；bread面包；rice米；paper纸
⑷不可数名词表示“一个”概念时，要用短语，如：
a cup of tea a glass of milk
a bottle of orange a piece of bread
⑸不可数名词表达复数意义时应用下?蟹绞剑?
two cups of tea; three bottles of drink; four pieces of meat
⑹many, much只可以分别修饰可数与不可数名词。How many主要用于对可数名词的数量提问，how much主要用于对不可数名词的数量提问。如：
How many bottles of orange do you want? 你想要多少瓶橘子汁？
How much tea do you want? 你想要多少茶？
⑺a lot of, lots of, some, any即可以修饰可数名词，也可以修饰不可数名词。
a lot of, lots of, much, some, any修饰不可数名词，后面的名词不变。
a lot of, lots of, many, some, any修饰可数名词，后面的名词是复数。
口语交际
英语中表示“喜好”和“厌恶”的常用语有：
I like/love…(very much).我非常喜欢……
I like/love to do something.我喜欢做某事。
I like doing something.我喜欢做某事。
I like…a little. 我有点喜欢……
She likes…a lot. 她很喜欢……
I don’t like (to)… 我不喜欢……
I don’t like…at all. 我一点也不喜欢……
Do you like…? 你喜欢……吗？
No. I/we don’t. 不，我/我们不喜欢。
What do you like? 你喜欢什么？如：
I like them very much. 我非常喜欢它们。
Children love to play this game. 孩子们通常喜欢玩这种游戏。
He likes working in China very much. 他非常喜欢在中国工作。
I like noodles a little. 我有点喜欢面条。
I don’t like potatoes. 我不喜欢吃土豆。
He doesn’t like rice at all. 他一点也不喜欢吃米饭。
相关资料检索
三明治和汉堡包
三明治(sandwich)一词来自一个人名，相传从前有一个人名叫sandwich，他非常富有。他酷爱打牌，有时候他能从早打到晚，又从晚上打到天亮。这样他就没时间吃饭，他叫仆人把肉夹在两片面包中间拿给他吃。人们觉得这样吃挺好，后来越来越多的人把肉夹在面包片里吃，并把这种食品叫做sandwich。后来发展成夹以各种冷食(如果酱、奶油等)的两片面包都叫三明治。
汉堡包(hamburger)在英、美、澳大利亚是十分流行的食品，它和Hambruger(德国城市汉堡)没有多少关系。是“火腿”之意，可是hamburger里并没有火腿，而是把一个圆面包切成两半，中间夹上牛肉。在英国和澳大利亚把这样的东西叫做beefburger。
趣味英语链接
“伟人”谈希望
希望是什么？是梦境、是幸福，是人们赖以生存的一切。
1．Hope is itself a species of happiness，and，perhaps，the chief happiness which this world affords. 希望本身就是一种幸福，也许，是这个世界赐予我们的首要幸福。
When there is no hope there can be no endeavour. 没有希望就不会去努力奋斗。
-Samuel Johnson
(英国作家 塞缪尔约翰逊)
2．Hope is a waking dream. 希望是清醒的梦境。
-Aristotle
(希腊大哲学家 亚里士多德)
3．Hope is the poor man’s bread. 希望是穷人的面包。(或：穷人靠希望生存)。
-George Herbert
(英国诗人 乔治赫伯特)
4．Hope springs eternal in the human breast. 希望永远滋生在人们心中。
-Alexander Pope
(英国古典诗人 亚历山大蒲伯)
5．In all things, it is better to hope than to despair. 凡事与其悲观失望，不如抱有希望。
-Goethe
(德国诗人 歌德)
6．Hope is a good breakfast, but it is a bad supper. 希望是可口的早餐，难咽的晚餐。(或：事前希望很美好，事后希望很苦恼)
-Francis Bacon
(英国哲学家和散文家 弗朗西斯培根)
创新思维火花
动脑筋，猜谜语。
1．I’m white and yellow. My coat is white and brown. I’m under a bird. What am I?
2．I’m on a tree. I’m white, but my coat is red. or green or yellow. What am I?
参考答案提示
【课文要点诠释】
Ⅰ.1.C 2.C 3.B 4.D 5.C
Ⅱ.1.vegetables 2.eggs 3.fruit 4.hamburgers 5.uncles 6.dinner 7.Strawberries 8.Chicken 9.bookcase 10.difficult
Ⅲ.1.your 2.watches 3.interesting 4.under 5.tomatoes 6.they 7.these 8.know
Ⅳ.1.oranges 2.Your 3.spell 4.is 5.love 6.ID card 7.likes 8.on
【创新思维火花】
1.An egg 2.An apple
篇11：新目标 Unit 6 Do you like bananas?(新目标版七年级英语上册教案教学设计)
一、教学背景分析
（一）教学内容分析
本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。
综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。
（二）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Do you like bananas? Yes, I do. /No, I don’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。
（三）教学目标
《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。
2、语言技能目标：
（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。
（4） 进行写作练习，使学生具备初步的综合运用语言的能力。
3、情感态度目标：
（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
（2）讨论美食，享受生活美味，提倡健康合理膳食。
4、学习策略目标：
（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。
（2）Classifying. 通过分类法，可简化学习过程，利于记忆。
（3）Guessing. 通过猜测，并大胆发言，以学习新知。
5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。
二、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, Classifying and Guessing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。
三、课时结构
为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a /1b /1c /2a /2b.
Period 2 Section A 2c /3 /4 .
Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.
Period 4 Summing up SectionsAand Band the grammar.
四、教学过程设计
Period One
一、教学目标
1.知识目标：
1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.
2）句型：Do you like bananas?
Yes, I do. / No, I don’t.
2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。
3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语Do you like bananas?
Yes, I do./No, Idon’t.
四、教学设计：
Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。
本环节课堂节录如下：
T: Today we are going to learn Unit 6. Look, what’s this?
Ss: It’s a fridge.
T: Right! There are many kinds of delicious food in it. Can you guess?
S1: Apple.
T: Yes, there are some apples in it. Are there any oranges in it?
S2: Yes.
T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?
Ss: They are bananas.
T: How do you spell it?
Ss: B-A-N-A-N-A, banana.
T: Anything else?
S: French fries.
T: Maybe you are right. Let’s see. Look! What are they?
Ss: They are French fries.
T: Can you spell it, please?
Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.
T: Yes, very good! Who can write it on the blackboard?
S: Me.
T: You please.
Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。
本环节课堂节录如下：
T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?
S: What’s your favourite food ?
T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?
S: Do you like bananas?
T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?
Ss: Yes!
S: Do you like hamburgers?
T: No, I don’t. I don’t like hamburgers.
S: Do you like oranges?
T: Yes, I do. They’re sweet.
S: Do you like ice cream?
T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!
Ss: Chocolate!
T: No, I don’t like chocolate. let’s open and see! Look! What’s this?
Ss: Orange!
T: Who got the right answer?
S: Me!
T: OK, congratulations! And this orange is for you!
完成Section A, 1a, 1b.
Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。
本环节课堂节录：
T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.
( Two minutes later )
T: OK, stop here. Who’d like to be the first pair? You two, please!
A: Hello.
B: Hi.
A: Let’s go to eat breakfast. Look, do you like hamburgers?
B: Yes, I do.
A: Oh, I like it, too. Do you like French fries?
B: No, I don’t. They aren’t healthy food.
A: OK, let’s eat hamburgers.
B: Great! Thank you.
Step 4. 完成课文32页Section A听力练习activity 2a, 2b。
Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。
Homework
1. Copy the new words and try to learn them by heart.
2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.
五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。
Period Two
一、教学目标
1． 知识目标：
1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：Do you /they like salad? Yes, I /they do. No, I /they don’t
Does he like French fries? Yes, he does. No, he doesn’t.
I (They) like oranges. I (They) don’t like bananas.
She likes bananas. She doesn’t like ice cream.
2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。
3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、教学设计:
Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。
本环节课堂节录如下：
T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.
T: What’s this?
Ss: Apple.
T: Do you like apples?
Ss: Yes, I do.
T: And what’s this?
Ss: Banana.
T: Yes, What about this one?
Ss: Broccoli.
T: Do you like broccoli?
Ss: No, I don’t.
…
T: Yes, good job! You have good memory!
Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。
本环节课堂节录如下：
T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.
( To a boy ) Do you like pears?
B: Yes, I do.
T: Do you like French fries?
B: No, I don’t.
T: (To the class) Class, does he like pears?
Ss: Yes, he does.
T: Does he like French fries?
Ss: No, he doesn’t.
(Then ask a girl to answer the teacher’s question.)
T: (To a girl) Do you like pears?
G: Yes, I do.
T: Do you like French fries?
G: No, I don’t.
T: (To the class) Now class, does she like pears?
Ss: Yes, she does.
T: Does she like French fries?
Ss: No, she doesn’t.
T: (Pointing to the boy and the girl) Class, do they like pears?
Ss: Yes, they do.
T: Right. They like pears. Do they like French fries?
Ss: No, they don’t.
T: Yeah, they don’t like French fries. Good job!
(边说边板书重点句型.)
Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。
eg. A: I like chicken. Do you like chicken?
B: Yes, I do. / No, I don’t
C: He /She likes chicken. Does she /he like chicken?
D: Yes, he /she does. /No, He /she doesn’t.
Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.
Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)
eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.
B: Good. Let’s give them something nice to eat. Does Jim like oranges?
A: Yes, he likes them very much.
B: Does Kate like oranges, too?
A: No, she doesn’t. She likes pears.
B: What about Lucy and Lily? Do they like ice cream?
A: Yes, they like it very much.
B: OK. Let’s go and get some oranges, pears, ice cream and some other things.
A: OK. Let’s go.
T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.
Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。
eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …
Homework
1. Write a report about your food survey in your class.
2. Finish off the exercises in the exercise book.
Period Three
一、教学目标
1.知识目标：
1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list
2）句型：What do you have for breakfast/ lunch/ dinner?
For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner?
For breakfast, he/ she has….
2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。
3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。
二、教学重点：掌握本课新单词。
三、教学难点：掌握描述一日三餐的方法。
四、教学设计：
Step1. Memory challenge
Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.
完成Section B, 2a, 2b, 2c.
Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。
本节课堂实录如下：
T: How many meals do we have every day?
Ss: Three.
T: Yes, and what are they?
T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?
S: For breakfast, I have hamburgers, tomatoes and salad.
T: Yes, great! Then what about lunch? What do you have for lunch?
S: For lunch, I have eggs, broccoli and carrots.
T: Right! How about dinner? What do you have for dinner?
S: For dinner, I have chicken, salad and ice cream.
T: OK. Well done!
Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。
本节课堂实录如下：
T: Do you like the food I chose for you?
Ss: Yes/ No.
T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!
( Two minutes later )
T: Time is up. Who’d like to be the first one?
Ss: Me/ Let me have a try.
T: OK, you two first. Let’s welcome!
A: Good morning.
B: Goodmorning.
A: What do you like for breakfast?
B: I like hamburgers and bananas.
A: What do you eat for lunch?
B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?
A: For dinner, I have rice, fish, vegetable soup and cucumbers.
B: I think your dinner is very delicious.
A: Thank you. Let’s go to KFC.
B: Really/ OK. Let’s go!
A: Not bad!
与学生讨论哪些是健康食品,哪些是不健康食品。
T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.
Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.
Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.
Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.
Step 7. Groupwork: You are going for a picnic with a group of friends.
1. Make a list of food to buy.
2. Read your list of food to the class.
Homework
1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.
五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。
Period Four
一、教学目标：
1．知识目标
1) 将本单元所学内容编成一个对话。
2）巩固单元语言知识点，即可教名词与不可数名词。
2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。
3． 情感目标：懂得饮食合理、健康。
二、教学重点：复习单词、句型以及一日三餐表达方法。
三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。
四、教学设计：
Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。
本环节课堂实录如下：
T: Look at the screen.Who are they?
Ss: 蜡笔小新和樱桃小丸子.
T: Yes, they meet each other on Sunday. What do they talk about?
Ss: Hamburgers, French fries…
(Show the conversation.)
T: OK. Let’s read it together.
Boys: Good afternoon.
Girls: Good afternoon.
Boys: Let’s go to the KFC together.
Girls: great! I’d like to go.
Boys: What do you have for lunch?
Girls: I have hamburgers and salad. What about you?
Boys: I have rice, fish and broccoli.
Girls: What do you like for dinner in KFC?
Boys: I like hamburgers, chicken and ice cream. And you?
Girls: Me, too.
Boys: OK.Let’s go!
T: Now please make a conversation like this with your partners. Two minutes.
(Two minutes later.)
T: Now, I’d like to ask some pairs to act it out. You please.
A: Nice to meet you.
B: Nice to meet you.
A: Oh, it’s seven o’clock now. Let’s go to school.
B: OK.
A: Do you like apples?
B: Yes, I do.
A: Do you like strawberries?
B: No, I don’t. It’s too sour. Do you like French fries?
A: No, I don’t.It’s isn’t healthy food.
B: What do you have for breakfast?
A: For breakfast, I have hamburgers, eggs and orange juice. What about you?
B: I have hamburgers, French fries and coca cola.
A: Let’s have lunch together, OK?
B: OK. Bye-bye.
A: Bye.(A is a girl,B is a boy.)
Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）
本环节课堂实录：
T: Next let’s review the grammar together. Please take out your notebooks.
T: 英语名词可以大致分为两类，是哪两类？
Ss: 可数名词和不可数名词。
T: 对，可数名词又可以分为两类：单数和复数名词。
1．可数名词。举例：apple, orange, desk, chair, book等。
2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。
3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.
T: 好的，接下来我们来看可数名词的复数形式。
可数名词由单数变为复数有五种情况：
1． 词尾加s，如apples,oranges.
2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.
3．以y结尾的，去y加ies. 如story--stories.
4．以f或fe结尾的，去f或fe加ves. 如knife--knives.
5．不规则变化：如child--children, man--men, tooth--teeth.
T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。
T: 好，接着我们再看看动词变化。
1． 陈述句中，主语如果是第三人称单数，谓语动词加S
如：He likes hamburgers.
He has chicken for dinner. (have-has)
2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。
如：I don’t like hamburgers
He dosen’t like ice cream.
3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。
如：Does he like pears?
Do they like Salad?
T: OK.These are the main grammar points of unit six.Do you have any questions?
Ss: No.
Finish off Self-Check.
Do a short test about the grammer above.
Homework
1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)
篇12：新目标七年级上Unit 6 Do you like bananas?
No. 110 Middle School by Cao Yi
单元整体说明
单元教材分析
本单元主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词；然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答；最后是用所学过的食物名词制定一次野炊活动的采购单。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、一般疑问句的构成以及简单的回答。
单元知识系统(树)
Do you／they like salad? Yes，I／they do．／No，I／they don’t．
Does he／she like salad? Yes，he／she does．／No，he／she doesn’t.
I/They like oranges． I／They don’t like oranges．
He／She likes ice cream． He／She doesn’t like bananas．
单元总体目标
学会使用动词like询问对方喜欢与不喜欢的食物；学会谈论自己与他人早、中、晚餐喜欢吃的食物；学会营养配餐并能够制作购物单和调查表。
单元重难点一览
重点 难点
1．复习词汇：like
2．词汇：banana，hamburger，tomato，broccoli，French fries，
orange，ice cream，salad，strawberry，breakfast，lunch， dinner，egg，apple，chicken，fruit，vegetable
3．句型：Do you/they like salad? Yes，I/they do．／No，I／they don’t．
Does he/she like salad? Yes，he/she does．／No，he/she doesn’t.
I/They like oranges． I/They don’t like oranges．
He/She likes ice cream． He/She doesn’t like bananas． 语法重点：动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答。
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。
单元教学建议
采用Different opinions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、造词为主；语法教学--比较不同、总结规律、模仿操练。
单元课时分配
本单元用3课时教学
Section A部分用1课时
Section B部分用1课时
Self Check部分用l课时。
Section A
教学内容
Section A(教材P31-33)
教学目标
知识与能力
Section A主要是学习动词like的肯定句、否定句和一般疑问句的用法；复习名词复数的使用；通过介绍食物学会询问对方喜欢与不喜欢的食物，谈论自己与他人早、中、晚餐喜欢吃的食物。
过程与方法
采用Different Opinions和Classifying的学习策略，利用实物或教学图片、幻灯片来展开课堂Pairwork问答式的口语交际活动，询问和谈论对方或自己所喜欢的食物；同时进行听力训练。
情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
教学重、难点及教学突破
重点
学习运用重点词汇：banana，hamburger，tomato，broccoli，French fries，orange, ice cream，salad，strawberry
句型：Do you／they like …? Does he／she like .．．? I／They like…
I／They don’t like…He／She likes…He／She doesn’t like…
语法难点
行为动词like的一般现在时的用法；使用d0和does引导的一般疑问句的构成和使用。
教学突破
Section A重在通过使用动词like学会询问对方喜欢与不喜欢的食物、谈论自己与他人喜欢吃的食物等交流式口语活动，学习行为动词一般现在时的肯定句、否定句和一般疑问句的构成以及回答。
教学准备
教师准备
收集课文中所涉及的食物的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插入，通过询问对方喜欢 与不喜欢的食物以及回答来引入新课。
学生准备
搜集自己所了解的或曾经见过的食物名词，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。
教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
Section A主要是通过介绍食物，学会谈论喜欢与不喜欢的食物，所以可采用视听导入法：
1．先教学一些食物名词，教师拿出一个苹果或放映幻灯片或出示图片进行演示：I have an apple．咬一口苹果并做出喜欢吃的样子：I like apples． 问：Do I like apples?自己回答：Yes，
I do．教师拿出一个梨子或放映幻灯片或出示图片进行演示：I have a pear．咬一口苹果并做出不喜欢吃的样子：I don’t like pears．问：Do I like pears?自己回答：No，I don’t．再使用其它物体进行类似的演示。 然后询问学生：Do I like…?询问学生：Do you like…?询问学生：Does he／she like…?询问学生：Do they
like…?
2．引导学生进行Pairwork对话练习，运用所学知识进行互动交流。
1．学生回答：Yes，you do．No，you don’t．；学生回答：Yes，I do．No，I don’t．；学生回答：Yes，he／she doesn’t. No．he／she doesn’t．；学生回答：Yes，they do．No，they don’t．
2．进行Pairwork对话练习，运用所学知识进行互动交流。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1．播放1b部分的录音让学生听，引导学生选出适当的对话并标明顺序，完成lb部分的教学任务。
2．引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用助动词do进行问答，可采用师生互动带动生生互动的交流方式：Do you like…?Yes，I do．／No，I don’t．再让学生自编对话进行操练，巩固所学词汇和句型。
3．播放2a部分的录音让学生听，引导学生选出他们所听到的食物名词，完成2a部分的教学任务。
4．重新播放2a部分的录音，要求学生将所听到的食物名词填人图中的空白处，完成2b部分中的听力训练任务并学习行为动词like一般现在时的肯定句、否定句和一般疑问句结构。
5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生先操练上面的对话，练习行为动词like一般现在时的肯定句、否定句和一般疑问句结构。可采用师生互动带动生生互动的交流方式：I like…Do you like…?Yes，I do．／No，I don’t．I don't like…；然后让学生根据自己的实际隋况作出回答。
6．引导学生展开Pairwork活动，完成第3部分口语交际的教学任务。让学生根据各自的图表进行询问，然后根据对方的回答画出相应的标志图案。 1．听lb部分的录音，选出适当的对话并标明顺序，完成lb部分的学习任务。
2．Pairwork活动，完成1c部分口语交际的学习任务，学会运用助动词do进行问答；自编对话进行操练，巩固所学词汇和句型。
3．听2a部分的录音，选出他们所听到的食物名词，完成2a部分的学习任务。
4．重听2a部分的录音，将所听到的食物名词填入图中的空白处，完成2b部分中的听力训练任务，学习行为动词一般现在时的肯定句、否定句和一般疑问句结构。
5．Pairwork活动，完成2c部分口语交际的学习任务。先操练上面的对话，练习行为动词like一般现在时的肯定句、否定句和一般疑问句结构，然后根据自己的实际情况作出回答。
6．Pairwork活动，完成第3部分口语交际的学习任务。根据各自的图表进行询问，然后根据对方的回答画出相应的标志图案。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生展开Food Survey调查活动，完成第4部分口语交际的教学任务。
要求学生学会使用Do you like…?Yes，I do. No, I don’t. I don’t like…等句型；互相询问对方或回答喜欢与不喜欢的食物并做记录、填表。 Food Survey调查活动，完成第4部分语交际的学习任务。学会使用Do you like…? Yes， I do．No, I don’t．I don’t like…等句型互相询问对方或回答欢与不喜欢的食物并做记录、填表。
本课总结
本课采用了Different opinions和Classiflying的学习策略，利用实物、教学幻灯图片等展开课堂Pairwork问答式的口语交际活动或小组、调查活动，学习动词like的肯定句、否定句和一般疑问句的用法；复习名词复数的使用；通过介绍食物学会对方喜欢与不喜欢的食物、谈论自己与他人喜欢吃的食物。
板书设计
Unit 6 Do you like bananas?
Section A
生词：banana，hamburger，tomato，broccoli，French fries，orange，ice cream，salad, strawberry
重点句型：
Do you／they like salad? Yes．I／they do．／No，I／they don’t．
Does he／she like salad? Yes．he／she does．／No，he／she doesn’t.
I /They like oranges．I／They don’t like oranges．
He／She likes ice cream．He／She doesn’t like bananas．
语法重点：行为动词一般现在时的肯定句、否定句和一般疑问句的构成及回答。
I／You／They like oranges．I／You／They don’t like oranges．
Do I／You／They like oranges?
He／She likes ice cream．He／She doesn’t like bananas．Does he／she like ice cream?
问题探究与拓展活动
可数名词与不可数名词
可数名词：(1)定义：是可以计数的名词；(2)可数名词单数前面可以用a，an，the，one或物主代词限定；(3)可数名词有复数形式；(4)可数名词复数形式前面可用the，two，three，some或物主代词限定。
不可数名词：(1)定义：是指不能计数的名词；(2)不可数名词前面不可以用a，an
限定，但可用the，some限定；(3)不可数名词前面不可以用one，two，three等限定；(4) 不可数名词没有复数形式。
练习设计
随堂练习设计
给对话排序.
No, I don’t．Do you?
Really? Do you like strawberries?
Let’s have some oranges．
Yes, I do．1 like all fruits．
No．I don’t like oranges．
KEY：4 3 1 5 2
个性练习设计
哪些是有益于健康的食品?哪些是无益于健康的食品?教师可组织学生四人一组进行这次讨论活动。先让学生自己画出食物，在图画下面写下该食物的英文单词，然后将这些食物进行分类，哪些食物是健康的(healthy)?哪些食物是不健康的(unhealthy)?每个组选派代表向全班汇报分类的结果。通过此项活动可以帮助学生复习、巩固所学的食物名词，提高他们学习英语的兴趣，并且使学生学会均衡饮食。
Section B
教学内容
Section B(教材P28-29)
教学目标
知识与能力
Section B主要是通过复习和学习有关食物的名词，复习和巩固行为动词like的肯定句、否定句和一般疑问句的构成及肯定、否定的回答；学会询问对方或谈论自己喜欢与不喜欢的食物；学会了解别人喜欢与不喜欢的食物；学会营养配餐；能够制作购物单和调查表。
过程与方法
采用Different Opinions和Classifying的学习策略，利用实物或教学图片、幻灯片来展开课堂Pairwork问答式的口语交际活动，询问和谈论对方或自己所喜欢的食物；并通过调查、填表、阅读和填空等活动方式学会营养配餐；同时进行听力训练。
情感态度价值观
该部分学习内容涉及学生的饮食习惯和偏爱，对培养学生健康的饮食习惯有很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人和同学、朋友的关怀和友爱之情。
教学重、难点及教学突破
重点
学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables，复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式。
语法难点
行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三人称单数形式的变化。
教学突破
Section B的主要内容是复习并总结所学内容，通过总结、归类复习词汇；通过pairwork活动进行口语练习；通过调查、填表和阅读进行笔头练习，强化所学知识的灵活运用能力。
教学准备
教师准备
准备本课所要教授的食物或制作本课所要教授的食物图片或幻灯片；设计课后巩固练习的幻灯片；
学生准备
复习总结所学的食物名词并进行归类，看看哪些食物分别适合于早餐、午餐或晚餐，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。
教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
1．出示实物或图片或放映幻灯片，引导学生进行pairwork活动，复习前一部分所学的单词。
2．出示实物或图片或幻灯片(反映la部分所要教授的食物)，一边让学生观看，一边描述：What’s this? It’s a／an …，并反复让学生跟读，理解其语义。
3．引导学生观察la部分的图画，将食物名词的序号填写在对应的方格中，完成la中的教学要求。 1．根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。
2．观看实物或图片或幻灯片(反映la部分所要教授的食物)，一边观看，一边听老师描述：What’s this? It’s a／an…，然后跟读，理解其语义。
3．观察la部分的图画，将食物名词的序号填写在对应的方格中，完成la部分中的学习要求。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1．引导学生进行Pairwork活动，根据分类在单词列表中填写所学过的有关食物的名词，学会记忆单词。
2．播放2a部分的录音，引导学生一边听录音，一边圈出所听到的食物名词，完成2a中的教学要求。
3．再播放2a部分的录音，引导学生根据所听到的内容填写表格，完成2b中的教学要求。 1．Pairwork活动，根据分类在单词列表中填写所学过的有关食物的名词，学会记忆单词。
2．听2a部分的录音，根据所听到的内容，圈出所听到的食物名词，完成2b中的学习要求。
3．再听2a部分的录音，根据所听到的内容填写表格，完成2b中的学习要求。
4．引导学生进行Pairwok活动，根据1a中的图画和单词提示，互相询问Kat和Tom喜欢与不喜欢的食物，完成2c中的教学要求。
5．引导学生阅读3a部分的短文，要求学生在短文中水果类食物名词下划线、圈出短文中的蔬菜类食物名词，并理解短文含义和行为动词一般现在时的构成，完成3a中的教学要求。
6．引导学生先看图并联想2a中的内容，再填空，完成3b中的教学要求。 要求学生正确使用名词的单、复数形式，并注意不可数名词的使用。
7．引导学生写出自己所喜爱的三餐饭中的食物，注意正确使用名词的复数形式或不可数名词形式，同时注意学会营养配餐，完成3c中的教学 要求。 4．Pairwori活动，根据la中的图画和单词提示互相询问Kat和Tom喜欢与不喜欢的食物，完成2c中的学习要求。
5．阅读3a部分的短文，在短文中水果类食物名词下划线、圈出短文中的蔬菜类食物名词，并理解短文含义和行为动词一般现在时的构成，完成3a中的学习要求。
6．先看图并联想2a中的内容，再填空，完成3b中的学习要求。要正确使用名词的单、复数形式，并注意不可数名词的使用。
7．写出自己所喜爱的三餐饭中的食物，注意正确使用名词的复数形式或不可数名词形式，同时注意学会营养配餐，完成3c中的学习要求。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
1．引导学生进行Groupwork活动，要求学生为自己的野餐制作购物单并购置食物，完成4a部分的教学要求。 可先让学生朗读示范，再分组活动，一边讨论，一边填写购物单：I like …Do you like…?No，I don’t．(换一种食物)Yes，I do．(记下该食物的名称)，注意营养配餐。
2．对学生的小组活动进行指导，挑选一些写得比较好的学生向全班公布。 1．Groupwork活动，为自己的野餐制作购物单并购置食物，完成4a部分的学习要求。认真朗读示范，再分组活动，一边讨论，一边填写购物单：I like…Do you like…? No, I don’t． (换一种食物)Yes，I do．(记下该食物的名称)，注意营养配餐。
2．(部分学生)向全班公布自己的购物单。
本课总结
本课主要是学习一些食物名词并复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式；总结行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。并通过各种活动方式学会营养配餐。
板书设计
Unit 6 Do you like bananas?
Section B
Words: breakfast, lunch, dinner, egg, apple. Chicken, fruit, vegetables, run, runner, eat, star, lot, healthy, food, dessert, list
Sentences: She like eggs, bananas and apples for breakfast /lunch / dinner.
Grammars:
I like bananas. I don’t like bananas. Do you like bananas?
She likes apples. She doesn’t like apples. Does she like apples?
练习设计
个性练习设计
为自己制定一份营养的午餐：由于生活水平的提高，许多学生在饮食上没有节制，或偏食，导致营养失衡。教师可向学生出示一份常用食物营养成分的表格，并告诉学生，在自己的午餐中总热量小于或等于450克，脂肪小于或等于35克。然后让学生根据自己的喜好为自己配制一份营养的午餐，再向全班进行汇报。通过此项活动可以帮助学生牢记所学的食物名词，提高他们学习英语的兴趣，并且使学生学会均衡饮食。
教学探讨与反思
通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的。
Self Check
教学内容
Self Check(教材P36)
教学目标
知识与能力
复习词汇banana，hamburger，tomato，broccoli，French fries，orange，ice cream，salad strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable；复习用行为动词like一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己喜欢与不喜欢的食物并学会营养配餐；总结行为动词一般现在时的肯定句、否定句和一般问句的结构，尤其是三单形式的变化。
过程与方法
运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、绘画、相询问调查与检测等手段，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。
教学重、难点及教学突破
重点
复习词汇banana，hamburger，tomato，broccoli，French fry，orange，ice cream，salad, strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable
复习行为动词 like一般现在时的肯定句、否定句和一般疑问句结构。
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。
教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片式。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类；准备几张绘画纸和彩色画笔。
教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。 观看课件或单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1. 引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2. 引导学生画出自己午餐所喜欢吃的食物，复习所学的目标词汇并学会营养配餐，完成第3部分的教学任务。
3．引导学生进行Pairwork活动，互相询问午餐喜欢吃的食物，并做记录，找出与你吃同样午餐的同学。通过这种活动复习所学的目标句型，完成4部分的教学任务。 1. 在筑词表上进行筑词活动，学会分类、总结等各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2. 画出自己午餐所喜欢吃的食物，复习所学的目标词汇并学会营养配餐，完成第3部分的教学任务。
3．Pairwork活动，互相询问午餐喜欢吃的食物，并做记录，找出与自己吃同样午餐的同学。通过这种活动复习所学的目标句型，完成第4部分的学习任务。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生进行Just for fun游戏活动，复习、巩固所学的Do you like…? Yes, I do. No, I don’t.等句型和语法知识。 进行Just for fun游戏活动，复习、巩固所学的Do you like…? Yes, I do. No, I don’t.等句型和语法知识。
本课总结
通过单词检测、绘画、调查和游戏等对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生一些记忆单词的有效方法。
板书设计
Unit 6 Do you like bananas?
Self check
Words: banana, hamburger, tomato, broccoli, French fries, orange, ice cream, salad, strawberry, egg, apple, chicken, fruit, vegetable, breakfast, lunch, dinner
Sentences: Do you like…? Yes, I do. No, I don’t.
练习设计
随堂练习设计
翻译填空
1．你喜欢吃香蕉吗?
________ you __________ bananas?
2．艾米丽的哥哥不喜欢吃草莓。
Emily’s brother ________ _______ strawberries．
3．凯特早餐吃鱼吗?
_______ Kate like fish ________ breakfast?
4．你晚饭常常吃什么?
What _______ you usually have ______ _________?
5．我叔叔常常吃冰淇淋作甜食。
My uncle usually _________ ice cream ______ dessert．
你的资料来自星沙英语网 rr365.com
KEY：1．Do；like 2．doesn’t like 3．Does；for 4．do：for dinner/supper 5．Has/ eats：for
个性练习设计
调查家人喜欢吃的三餐饭的食物：这种活动中的调查工作可放在课后，由学生自己完成，填写好表格。在课堂上教师挑选学生向全班进行汇报，使用I like…for breakfast／lunch／dinner．My father／mother／sister／brother likes…for breakfast／lunch／dinner．We like…for breakfast／lunch／dinner．等语言结构。此项活动不仅等语言结构。此项活动不仅可以使学生了解家人的喜好，增进与家人的感情，又能巩固所学的语言知识，也能使学生学会均衡饮食。
★ 人教版英语7年级下第五单元复习教案 (人教版英语七年级)
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