人教版七年级英语上册Unit 6教案

Unit 6 Do you like bananas?

话题Topic 谈论食物Talk about food

观

的发散思维

,

采用丰富的句式进行书写。

1.教学重点:

(1)学习并积累一些表示食物的词汇。

(2)正确使用表示食物名称的可数名词和不可数名词。

(3)动词like的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。

从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。

教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力,

突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。

注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。

第一课时:Section A 1a-1c

第二课时:Section A 2a-3c

第三课时:Section B 1a-2c

第四课时:Section B 3a-Self Check

名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, 语法二、可数名词与不可数名词。

欧美饮食习惯

相对于注重口味的中国饮食,西方饮食观念更为理性。西方人喜欢小而精。对于烹饪食物,营养性和美味性就是他们的出发点。他们全力开发和研究食物在不同状态下的营养差异。而在中国的饮食文化中,对于“口味”的追求往往大于对“营养”的追求,从餐桌上各式各样的菜色中就不难看出。这种价值观念的差别形成了中餐注重饭菜色、香、味的特点,而西方人则自始至终坚持从营养角度出发,轻视饭菜的其他功能。

在西方,人们有早餐breakfast,午餐lunch,晚餐或正餐dinner,宵夜点心或睡觉之前吃的简便晚餐supper。早餐和午餐比较简单,时间也不长。正餐较正式,尤其是农村的正餐最丰盛,因为西方人的时间观念比较强,而且工作地点离住的地方比较远,因此晚上才是一家人真正相聚的时候,大家都非常珍惜,有时一顿正餐吃几个

小时都不稀奇,正餐后还会有甜点dessert。在有些国家,如澳大利亚,有上午茶morning tea,吃些甜点、快餐、咖啡、茶等,时间大概在十点左右。而在英美,有下午茶,大概在14:00左右,吃的东西差不多。西方人的上午茶或下午茶都是非常重要的,对于他们来说一般是雷打不动的。

因为工作地点离住的地方比较远,而且中午一般休息的时间很短(一般是半个小时),因此西方人一般都

会在离办公室比较近的餐馆吃午餐。即使到餐馆就餐也要讲究礼仪:如果与别人同桌,须征得先到客人的同意后方可入座,否则会被视为粗鲁。在美国的餐馆,若用餐巾擦拭刀叉、盘子,服务员会马上换一套餐具,在服务员看来,顾客擦拭餐具是认为餐具不干净。

第一课时Section A 1a—2c

1.记忆单词:banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread。

2.掌握和运用询问你喜欢某物的交际用语以及简略回答:

—Do you like…?

—Yes, I do./No, I don’t.

3.通过听力训练,以两人一组合作角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。

4.能根据对话编出新的对话。

1.学会运用like的一般疑问句及简略回答:

—Do you like…?

—Yes, I do./No, I don’t.

2.能运用I like….句型谈论自己的真实情况。

1.含有like的一般疑问句句型及简略回答。

2.部分食物名称的记忆。

3.能根据所学内容自己编对话。

本课是上一个单元的延伸,首先出示一些食物,问学生们喜欢什么食物,自然引出like,然后讲解like的各

种句式,水到渠成,让学生们不感到唐突。教师通过展示食物或图片帮助学生巩固,为听力打下基础,轻松过渡到听力环节。然后让学生根据听力内容编排自己的对话,使学生的口语能力得到提升。接下来与同桌交流自己的情况,说说自己喜欢什么食物,不喜欢什么食物,促进学生之间的友情。整节课都围绕着听力和口语进行,使每一位学生都能得到充分的锻炼。

设计教学PPT,录音机,多媒体,相应的插图,卡片。

StepⅠ.Lead in

Leading in 【情景1】

Warming up by reviewing the words:

T:Good morning/afternoon, boys and girls.

Ss:Good morning, Mr./Ms.××.

Ask some Ss questions:

T:Do you have volleyball?

S1:Yes, I do.

T:Do you like volleyball?

S2:Yes, I do.

T:We have learned about sports equipment.Now let’s have a revision about sports equipment.

S3:Basketball, soccer ball, tennis ball, baseball …

T:After playing sports, we usually may be very hungry.This class we’ll first have a free talk about food.Every day we have to eat food and we can find a lot of food around us, for example, in the fridge, the supermarket, the KFC and McDonald’s, etc.What food do you like to eat?(Show some pictures of the food.) Do you like them?

[设计意图]本单元是上一个单元的延伸,所以导入时可以先从上一个单元Do you have…入手,使学生感到不突兀,还可以起到复习的作用,然后在此基础上提出问题What food do you like to eat after sports?自然过渡到本单元like的教学内容。

Leading in 【情景2】

T:(Greet the class.) Hello, everyone! Good morning/afternoon!

Ss:Good morning/afternoon,Mr./Ms.××.

Show some objects and ask like this:

T:What’s this?

Ss:It’s a basketball.

T:Do you have a basketball?

S:Yes, I do./No, I don’t.

T:Do you like it?

Ss:Yes, I do./No, I don’t.

Then teacher takes out an apple.And says, “I have an apple.”And the teacher tastes the apple, showing the emotions and says, “I like apples.Do you like apples?”Help students to answer, “Yes, I do./No, I don’t.”

[设计意图]通过先复习上单元的知识,然后老师拿出实物苹果,很享受地咬上一口,说出I like apples.。学生们很少见到老师在课堂上吃苹果,印象尤其深刻,因此对于本节课也会显得格外感兴趣,自然过渡到新知识的教学。

StepⅡ.Match work(1a-1b)

1.T:Boys and girls,I can see that you know many English names of food on the cards.Do you know some of the food with letters in the picture on Page 31? Can you tell the English names for them?

S:Yes, e is orange; b is banana; j is pear.

T:Very good! Then do you know some of the food with the numbers on the left? Can you find them out in the picture? First, I’d like you to practice reading the words on the left, talk with your partner about the picture and then tell me what you see in it.

After three minutes.Hold up the picture and point to the food in the picture on Page 31.Ask students to say the things.

2.Then ask students to match the words and pictures.

T:We can see hamburgers in the picture with the letter d.So what about tomatoes?

S:g.

T:Good.Please write “g”on the line next to the word “tomatoes”, clear?

3.Ask the students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations, and then number them in order.Point out the boxes where the students will write a number for the conversations they hear and play the recording.Then check the answers and finally ask the students to repeat after the recording.

T:In the picture, we can see many people.They are talking about their likes and dislikes about food.Now please work in pairs and read the conversations.Then listen to the three short conversations and finish activity 1b.

【Keys】2, 1, 3

[设计意图]运用课本插图,由于在听之前就先读了课文图中的对话,所以学生们听起来还是很轻松的。Step Ⅲ.Pair work (1c)

1.Listen and repeat the conversations in 1b.

2.Then ask the students to practice the conversations above in pairs and then make their own conversations using the target language.

T:We know in the listening material A and B talk about some food like bananas, salad and oranges.Now, can you think of the names of some other food and practice talking about them in pairs?

Move around the classroom to help the students and then ask two pairs of students to say the conversation in class.

Sample dialogue:

S1:Do you like pears?

生的知识面,起到举一反三的作用。

3.Practice

T:Now, I show you the things or the picture of things, please ask and answer in two halves, boys and girls.When I nod my head, say “yes”, when I move my head from side to side, say “no”.Now boys ask.

Boys:Do you like salad? (Node.)

Girls:Yes, I do.

Boys:Do you like milk? (Shake head.)

Girls:No,I don’t.

Step Ⅳ Exercise

Ⅰ.翻译单词

1.汉堡

2.西红柿

3.沙拉

4.草莓

5.梨

6.牛奶

7.面包

8.冰激凌

Ⅱ.根据句意填空

1. A: you like salad?

B:No, I ./Yes, I .

2. I (喜欢) hamburgers.

3. (你喜欢) hamburgers?

4.I (不) like strawberries.

【Keys】Ⅰ.1.hamburger 2.tomato 3.salad 4.strawberry 5.pear https://www.wendangku.net/doc/0519297085.html,k 7.bread 8.ice-cream

Ⅱ.1.Do, don’t, do 2.like 3.Do you like 4.don’t

[设计意图]以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价。Step Ⅴ.Homework

1.Practice dialogues with your group members after class.

2.Copy and learn the new words.

[设计意图]口头练习和单词记忆相结合,同时注重语言知识的操练。

banana(s), strawberry(ies) Do you like bananas?

hamburger(s), pear(s) Yes, I do./No, I don’t.

tomato(es)

ice-cream, milk, bread

salad

【基础训练】

Ⅰ.单词匹配

1.banana A.西红柿

2.hamburger B.沙拉

3.tomato C.草莓

4.ice-cream D.香蕉

5.salad E.汉堡包

6.strawberry F.面包

7.pear G.牛奶

https://www.wendangku.net/doc/0519297085.html,k H.冰激凌

9.bread I.梨

10.food J.苹果

11.vegetable K.水果

12.fruit L.食物

13.apple M.蔬菜

Ⅱ.翻译短语

14.have strawberries

15.think about the food

16.how about

17.next week

18.my birthday dinner

【综合运用】

Ⅰ.单项填空

1. his parents apples?

A.Do,like

B.Does,like

C.Do,likes

D.Does,likes

2. My friend like hamburgers.

A.don’t

B.doesn’t

C.does

D.isn’t

3. Let’s salad.

A.have

B.has

C.eats

D.doesn’t eat

4.Does he like for dinner?

A.salad

B.banana

C.chickens

https://www.wendangku.net/doc/0519297085.html,ks

5. are my favorite(最喜爱的).

A.Tomato

B.Tomatoes

C.Tomatos

D.Strawberry

Ⅱ.按要求完成句子

6.I like salad.(改为一般疑问句)

you salad?

7.My cousin likes chicken.(改为否定句)

My cousin chicken.

8.My little brother has two eggs every day.(对画线部分提问)

your little brother every day? 9.Do your friends often have milk(牛奶)? (作否定回答)

, .

10.He likes tomatoes and bananas.(改为否定句)

He tomatoes or bananas.

Ⅲ.补全对话

A: Hey, next Sunday(星期日) is my friend John’s birthday. 11

B:Sure.How about some hamburgers, fruit, vegetables and salad?

C: 12 John likes burgers.

A:Oh, I don’t like salad.

B: 13 And it’s his birthday.

C:Yes, you’re right. 14

A:I think John likes strawberries and oranges.

16.我喜欢汉堡包和草莓。

I like and .

17.他喜欢水果吗?是的,他喜欢。

he fruit? Yes, he .

18.咱们吃香蕉吧。

Let’s.

19.约翰不喜欢吃西红柿。他喜欢梨。

John tomatoes.He pears.

20.你说得对。

.

【参考答案】

【基础训练】

Ⅰ.1.D 2.E 3.A 4.H 5.B 6.C 7.I 8.G 9.F 10.L 11.M 12.K 13.J

Ⅱ.14.吃草莓15.考虑食物16.……怎么样17.下周18.我的生日宴会

【综合运用】

Ⅰ.1.A 2.B 3.A 4.A 5.B

Ⅱ.6.Do, like 7.doesn’t like 8.How many eggs does, have 9.No, they don’t10.doesn’t like

Ⅲ.11.D 12.A 13.F 14.B 15.C

Ⅳ.16.hamburgers, strawberries 17.Does, like, does 18.have bananas 19.doesn’t like, likes

20.You’re right

第二课时Section A 2a—3c

1.记忆单词:birthday, dinner, week, food, sure, burger, vegetable, fruit, right, apple, then, egg, carrot, rice, chicken, so;短语:birthday dinner, think about, how about, I think。

2.掌握和运用like的肯定句、否定句、疑问句以及如何简略回答:

—Do you/they like…?

—Yes, I/they do./No, I/they don’t.

—Does she/he like…?

—Yes, she/he does./No, she/he doesn’t.

—I/We/He like/likes…I/We/He don’t/doesn’t like…

3.掌握部分可数名词、不可数名词和既可以作可数又可作不可数的名词。

4.通过听力训练、分角色扮演等方式提高学生对like的灵活运用。

1.分角色扮演2d的内容,让学生自由发挥,尽可能多地运用所学的内容进行对话活动。

2.学习like的肯定句、否定句、疑问句以及如何简略回答。

3.能运用含有like的语句调查同学喜欢什么和不喜欢什么。

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。

本课时的教学内容是人教版七年级英语第六单元的第二课时,重点在于引导学生总结动词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。首先让学生进行分角色表演,熟悉对话内容。然后重点总结like的各种句式,让学生们在比较中找出规律。通过可数名词和不可数名词的变化,让学生明白汉语和英语的不同。最后把课堂交给学生,让学生结合表格调查同学喜欢什么,不喜欢什么,让学生成为课堂的主人。

设计教学PPT,录音机,多媒体。

StepⅠ.Lead in

Leading in 【情景1】

Warming up by reviewing the new words and conversations in 1b:

T:(Show some pictures of food on the screen.) Do you like…?

Ss:Yes, I do./No, I don’t.

[设计意图]通过复习已学过的对话,用结对对话的方式复习单词。

Leading in 【情景2】

Ask them to spell some new words and make a dialogue about their likes and dislikes.

T:(Show pictures and ask.) What’s this? What are these in English?

S:Hamburgers.

T:Well, can you spell the word for us?

S:H-A-M-B-U-R-G-E-R-S.

T:Good.Do you like French fries?

S:No, I don’t.But I like ice-cream very much.

T:Thank you.Next, I’d like some pairs to practice your conversations in front of the class, any volunteers? I’ll give the best pair a prize as a reward.

Sample conversation 1:

S1:Do you like strawberries?

S2:Yes, I do.

Sample conversation 2:

S1:Do you like bananas?

S2:No, I don’t.But I like tomatoes.

[设计意图]首先复习上节课的知识,运用发奖品的办法鼓励学生们积极发言,活跃课堂气氛。

Step Ⅱ.Listening (2a-2b)

1.Before listening

Ask the students to read the words in the box and talk about the pictures like this:

S1:I like hamburgers, bananas and pears.

S2:I like oranges and ice-cream.But I don’t like salad.

T:Read aloud the words in the box.

2.While listening

Listen to the recording and finish activities 2a and 2b.

T:Now we’ll listen to three conversations.In the conversations, a boy and a girl are talking about their likes and dislikes about food.For the first time, please don’t look at your book.Just listen carefully.Then circle the food words.

Play the tape for the second time.Ask the students to listen to the recording again and try to finish the sentences in the picture.

T:We can see some pictures and some sentences in 2b.In the first picture we can see some hamburgers.Do you know the food in Picture 2 and 3?

Get the students to talk about the last two pictures and choose the names for the food from 2a.Then ask them to listen to the tape again and try to finish the sentences in the pictures.

Play the recording again, check the answers.

3.Post-listening activities

Ask students to listen again and repeat after the recording.

T:Now I will ask you some questions about the picture.(Show the PPT on the screen.)Does the boy like hamburgers?Does the boy like tomatoes?Does the boy like ice-cream?Does the girl like hamburgers?Does the girl like tomatoes?Does the girl like ice-cream?

Help students to answer them like this:

Yes, he/she does./No, he/she doesn’t.

Then the teacher writes “A:Does he/she like…?

B:Yes, he/she does.No, he/she doesn’t.”on the blackboard.

【Keys】hamburgers, tomatoes, tomatoes, ice-cream, ice-cream

[设计意图]本次听力训练是上一个听力训练的扩展,增加了like的肯定句和否定句,难度有所加大,先通过观察书中的插图,谈论图片后选择食物单词填空,在听完之后的活动中,教师通过PPT向学生展示第三人称中like的句子,达到扩展的目的,也为下一节课做一个很好的铺垫。

StepⅢ Pair work (2c)

Ask students to work in pairs to practice the above conversations and give answers that are true to themselves.

T:I know every one of you has some food you like and don’t like.Now I’d like you to write down the names of food you like and don’t like.(Show the PPT.)

Sample list:

Like Don’t like

fish beans

carrots rice

apples bananas

……

Sample dialogue 1:

S1:I like tomatoes.Do you like tomatoes?

S2:Yes, I do./No, I don’t.

Sample dialogue 2:

S1:Let’s have salad.

S2:Oh, no.

S1:No?

S2:I don’t like salad.I like ice-cream.

…

Then ask some pairs of students to act out their conversations for the class.

[设计意图]先通过让学生写下自己喜欢和不喜欢的食物,然后让学生模仿对话,学生也很乐意说出自己喜欢和不喜欢的食物,易于接受。运用和巩固今天所学内容。

Step Ⅳ Role play

1.Before reading

T:I know a boy.His name’s John.John’s birthday is next week.So his friends are preparing for his birthday dinner.But they don’t want John to know it.What are they going to do? Let’s listen to the conversation.

T:Please read the conversation in silence.And try to answer the question:What do they want to eat? Ask students to answer it.(Strawberries and apples.)

2.While reading

T:Very good.Now let’s read the conversation more slowly.And would you like to answer these questions?

Show the PPT.Present the questions:

(1)Whose birthday is it next week?

(2)Does Jack like salad?

(3)Does John like salad?

(4)Does John like hamburgers?

(5)What fruit does John like?

(6)What do they want to eat for John’s birthday?

Help students to answer the questions.Give help if necessary.

3.Post reading

T:Please listen and repeat the conversation after recording.

Then act out the dialogue.Suppose one of your classmates will come.Ask some students act the dialogue in class.I’ll give the best performer a gift.(An exercise book.)Encourage students to act the dialogue.

[设计意图]通过任务型阅读教学2d,让学生带着问题去读课文,培养学生的自主阅读能力,不要养成依赖老师的坏习惯。阅读完之后让学生分角色表演,使枯燥的阅读教学变得充满乐趣,为了鼓励学生上台表演对

StepⅤ.Grammar Focus

1.Ask students to review the grammar box and make sure they have mastered “do/does”questions and countable nouns and uncountable nouns.

First ask students to talk about the use of the third person singular.

T:As we can see from these sentences, the third person singular forms all contain an “s”, while the other forms do not.What is the third person singular main verb? What is the third person singular helping verb?

S:The third person singular main verb is likes.The third person singular helping verbs are “does”and “doesn’t”.

T:Very good! Now you know how to ask, answer and express one’s likes and dislikes both in short forms and in complete sentences.You may make as many sentences as possible using different persons.

Sample sentences:

—Do you like bananas?

—Yes, I do.Do you like bananas, too?

—No, I don’t.I like pears.

—Do they like pears, too?

—No, they don’t.They like strawberries.

—Does she like strawberries very much?

—Yes, she does.Does he like them?

—No, he doesn’t like them at all.He likes apples best.

2.Then show the following nouns and ask students to tell countable from uncountable nouns and try to use them correctly.

Show the following words on the PPT in the screen.

banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, week,food, burger, vegetable, fruit,apple

T:Do you know the difference between countable nouns and uncountable nouns?

Get the students to talk about the words and try to answer the question.

3.Ask students to make some phrases using numbers and adjectives to modify some nouns to make sure they use the modifiers correctly.

T:Note that we use a/an, many, few with countable nouns, but much/little with uncountable nouns.

Ask students to read the following phrases.

Show the following.(Show the PPT.)

a pear, an apple/egg/orange, two tomatoes, three apples,many oranges, many eggs;

much milk, much salad;

some rice, some apples;

a lot of ice-cream, a lot of chicken;

…

[设计意图]通过PPT的大容量教学语法知识,让学生熟练掌握一般现在时的用法,以及可数名词和不可数名词的变化规律,另外补充一些描述可数名词和不可数名词的形容词,拓展学生的思维,为以后学习奠定一定的基础。

Step Ⅵ. Practice (3a-3b)

1.Food survey

Ask students to finish 3a individually.Then check the answers in groups.Ask some students to read the sentences in front of class.

Next ask students to make sentences using like.

Sample sentences:

…like/likes …,but…don’t/doesn’t like…

Tell students that they can talk about other things like subjects, seasons, colors and sports.

2.Finish 3b.Ask a pair of students to act the conversation.

[设计意图]本环节的练习是语法的巩固和运用,使学生灵活掌握like的用法。所以主要以学生的独立完成为主,贯穿了读、演和创。

Step Ⅶ. Food Survey

Tell students how to do this.Ask students to work in groups of four.First let them talk about the

names of the classmates.Then ask them to pass the charts around to check the information by themselves.Finally ask them to write a short passage about the result of the discussion.

Encourage students to ask as many questions as possible and help them with the answers and the list of the names.

Sample dialogue:

S1:Do you like bananas, Zhao Ling?

S2:No, I don’t.But I like ice-cream.

S1:What else do you like?

S2:I like hamburgers.

A sample version:

Liu Li likes tomatoes.He doesn’t like hamburgers.Zhao Jun doesn’t like tomatoes.He likes bananas.Zhao Li likes French fries and pears.But she doesn’t like salad.

[设计意图]让学生们小组活动调查同学最喜欢的食物,要求学生尽量去用英语交流,然后针对调查的结果让学生进行写作,提高学生的写作能力。

Step Ⅷ.Summary

T:In this class, we learn the following structures(Show the language points.):

—Do you like…?

—Yes, I do./No, I don’t.

—Do they like…?

—Yes, they do./No, they don’t.

—Does she like…?

—Yes, she does./No, she doesn’t.

I/We like…I/We don’t like…

He likes…He doesn’t like…

Exercise

按要求完成句子

1.Her brother likes meat a lot.(对画线部分提问)

her brother like a lot?

2.There are oranges on the table.(改为单数句)

There on the table.

3.He likes salad for supper.(改为一般疑问句)

he salad for supper?

4.They like to eat ice-cream.(改为否定句)

They to eat ice-cream.

5.Tom likes playing soccer.(baseball)(用所给词改为选择一般疑问句)

Tom like playing soccer baseball?

【Keys】 1.What does 2.is an orange 3.Does, like 4.don’t like 5.Does,or

[设计意图]适当的练习是一节课很好的补充,通过变换句子达到灵活运用的目的。

Step Ⅸ. Homework

Read the conversation in 2d.

[设计意图]学生最容易轻视的往往就是对话,他们认为对话太过简单,实际上对话练习是今后运用英语的重要内容,英语就是为了交际的。

Let’s have strawberries and apples.

Do you like…? Yes, I do./No, I don’t.

Do they like…? Yes, they do./No, they don’t.

Does she like…? Yes, she does./No, she doesn’t.

I/We like…I/We don’t like…

He likes…He doesn’t like…

【基础训练】

Ⅰ.用所给词的适当形式填空

1.I apples, but he doesn’t them.(like)

2. My sister doesn’t hamburgers.She milk.(like)

3. —he like salad?

—Yes, he .(do)

4.They like (banana) and (orange).

5.Let’s have some (strawberry) and (carrot).

Ⅱ.根据汉语提示完成句子

6.I don’t like the (食物)in Japan.

7. (蔬菜) and (水果)are healthy food.

8.An (苹果)a day is good for you.

9.She doesn’t like (面包). She likes (米饭).

10.I have a glass of (牛奶) and two (鸡蛋)in the morning.

Ⅲ.单项填空

11.She likes fruit, she doesn’t like vegetables.

A.and

B.but

C.so

D.then

12.I rice and I bread.

A.don’t like, like

B.like, don’t like

C.don’t like, don’t like

D.likes, likes

13.You like salad, let’s have salad.

A.and

B.but

C.so

D.or

14.Chicken my favorite food.It’s the food I like.

A.is

B.are

C.have

D.has

15.—fruit and vegetables healthy food?

—Yes.We all like .

A.Is, it

B.Is, them

C.Are, it

D.Are, them

Ⅳ.根据汉语意思完成句子

16.我喜欢面包,但不喜欢沙拉。

I bread, I salad.

17.她不喜欢水果,但我们喜欢。

She fruit, but we .

18.他们喜欢鸡蛋、牛奶、米饭。

They like , and .

19.我的生日在下个星期。

My is .

20.你们爱吃苹果吗?我们吃些苹果吧。

you apples? Let’s apples.

【综合运用】

完形填空

A:Jane, we have some 1 https://www.wendangku.net/doc/0519297085.html,e and eat them 2 us.

B:What are they?

A:We have apples, oranges 3 bananas.

B:Sounds good.I like 4 .

A: 5 you like hamburgers?

B:No, I 6 . 7 I like ice-cream.Do you have ice-cream?

A:No, 8 .Do you like salad?

B: 9 .I like all 10 .

1.A.food B.foods C.salad D.vegetable

2.A.and B.for C.with D.to

3.A.and B.for C.with D.but

4. A.vegetables B.fruit

C.salad

D.food

5.A.Do B.Are C.Does D.Is

6.A.not like B.don’t like

C.don’t

D.do

7.A.And B.But C.Or D.So

8.A.not B.I don’t C.I do D.not have

9.A.No, not B.No, I don’t

C.Yes, I like

D.Yes, I do

10.A.fruit B.meat

C.oranges

D.vegetables

【参考答案】

【基础训练】

Ⅰ.1.like,like 2.like,likes 3.Does,does 4.bananas,oranges 5.strawberries,carrots Ⅱ.6.food 7.Vegetables,fruit 8.apple 9.bread,rice https://www.wendangku.net/doc/0519297085.html,k,eggs

Ⅲ.11.B 12.C 13.C 14.A 15.D

Ⅳ.16.like,but,don’t like 17.doesn’t like,do 18.eggs,milk, rice 19.birthday,next week 20.Do,like,have some

【综合运用】

1.A

2.C

3.A

4.B

5.A

6.C

7.B

8.B

9.D 10.D

【Section A】

1a d, i, f, h, b, g, c, j, e, a

1b 2,1,3

2a 1.hamburgers 2.tomatoes 3.ice-cream

2b 1.hamburgers 2.tomatoes, tomatoes 3.ice-cream,ice-cream

3a 1.don’t 2.likes, doesn’t 3 likes, doesn’t 4.like, like 5.like, don’t

3b 3,2,1,4

第三课时Section B 1a—2c

1.记忆单词: breakfast, lunch, star, eat, well, habit, healthy, really, question, want, be, fat;短

语:eating habits, what about, one last question, after dinner, be fat。

2.熟练掌握句型:I like…I don’t like…What do you like for…?

3.通过听说活动、阅读活动和写作活动,让学生进一步讨论对不同食物的喜好,探讨健康饮食的问题,引

导他们养成良好的饮食习惯,树立健康饮食的观念。

4.在游戏中轻松学习,培养积极参与课堂活动的习惯。

1.学习更多有关食物的词汇,如:egg, chicken, carrot, rice。

2.通过听力内容讨论对食物的喜好,进一步练习第三人称单数的一般现在时句型。

3.能运用目标语言转述听力内容,达到运用语言的能力。

4.通过阅读采访体育明星的对话内容,让学生明白健康的饮食是很重要的,帮助学生树立健康饮食的观念。

教学重点:

巩固第三人称单数的一般现在时的用法。

教学难点:

阅读和写作训练,本单元渗透了简单的段落意识,要求学生能套用例句写出更多的句子。

本课时的教学内容是人教版七年级英语第六单元的第三课时,首先在原来的基础上增加了更多的食物

生词,通过听力内容讨论对食物的喜好,让学生能做到表达自己或者他人的喜欢和不喜欢,熟练掌握目标语言。通过活动引发学生的学习兴趣,以听说和阅读为主。了解什么是健康的饮食习惯,渗透情感态度和价值观的教育,引导学生养成良好的饮食习惯,改掉不健康的饮食习惯。

设计教学PPT,录音机,多媒体。

StepⅠ.Lead in

Leading in 【情景1】

Warming up by showing some pictures of food on the screen:

T:Here are some pictures of beautiful and delicious food.

Ask students questions like this:

T:What’s this?

Ss:It’s…

T:Do you like…?

S:Yes, I do./No, I don’t.

Then ask another student like this:

T:Does he/she like…?

S:Yes, he/she does./No, he/she doesn’t.

S:I like…I don’t like…

T:This class will learn some more words of food.Would you like to write the number of each word next to the correct food?

Finish 1a.

[设计意图]通过出示各种食物的精美图片,吸引学生的注意力,复习上节课学过的目标语言,激发学生的学习兴趣,通过询问一名学生喜欢某物,然后问另外一名学生(他或她)喜欢某物吗,让学生能自然地把like

的第三人称单数形式表达出来,易于学生接受。

Leading in 【情景2】

Ask one student to dress up as a shop assistant.

T:He/She is a shop assistant now.He/She is selling food.You are a customer.You are going to buy some food for dinner.What food do you like to buy?

Act the dialogue like this:

S1:Can I help you?

S2:Yes, please.

S1:What food would you like?

S2:I like…

S1:Do you like…?

S2:Yes, I do./No, I don’t.I don’t like…

S3:Does he/she like…?

Ss:Yes, he/she does./No, he/she doesn’t.

[设计意图]导入运用创设情境法,通过让学生扮演售货员卖东西,运用所学的目标语言Do you like…?进行对话,让其他学生提问全班的学生:Does he/she like…?让学生进行交流对话,复习了所学的内容又锻炼了学生们说英语的胆量,增加他们的信心。

Step Ⅱ.Match work(1a)

Ask students to read the words, talk about the picture, and then match the words with the food in the picture.

T:First practice reading the words by yourselves and then read after me and correct the pronunciation.

After reading

T:Now, please look at the pictures.Do you like the food in the pictures for three meals every day?

S:Yes./No.

T:Can you name them in English? Talk with your partners and give the English names for them.

Ask the students to work in pairs and talk about the food in the pictures.

Check the answers with the students.

[设计意图]先让学生观察图片、读单词,然后和同伴谈论它们的名称,再要求学生两人一组检查答案。都是以学生作为课堂的主体。

Step Ⅲ.Pair work and Listening (1b-1d)

1.Ask the students to work in pairs, look at the chart (1b), tell the difference between the fruit and vegetables and add to the lists within the limited time.

T:Now, please look at the lists in the chart.We can see that the pear is fruit while the carrot is a kind of vegetables, so can you tell the fruit from the vegetables?

T:OK.Fruit is the part of a plant or a tree that contains seeds and that is used as food while vegetables are plants which you eat as food, e.g.potatoes and carrots.

T:Now, can you add some words to the lists on the right? I’ll give you three minutes to work with your partner and list as many fruit and vegetables as you can.

Sample list of words:

Pears, strawberries, watermelons, grapes, and bananas are fruit.

Cabbage, cucumber, eggplants, carrots, broccoli and potatoes are vegetables.

2.Ask students to read the words in 1a again and then listen to a conversation, circle the words in

1a.(1c)

Check the answers by asking students to read their answers.

3.T:Now listen again.Fill in the chart.(1d)

After listening, check the answers by asking some students to read their answers.

[设计意图]通过让学生列举单词,尽可能多地写出表示水果和蔬菜的名词。渗透了根据语义场分类记忆单词的策略,老师再讲解水果和蔬菜的区别。听力训练要求学生合作检查自己的答案,老师只是起到指导的作用。

Step Ⅳ. Pair work (1e)

Ask students to talk about the likes and dislikes for three meals of Tom and Sally.

T:Since we have listened to the recording for many times and you may know a lot about the eating habits of Tom and Sally.Now please work in pairs, ask and answer questions about what Sally and Tom like and don’t like.You may look at the chart above when necessary.(Show the PPT) Sample dialogue:

S1:Does Tom like apples?

S2:Yes, he does.

S1:Does he like vegetables?

S2:No, he doesn’t.

S1:Does Sally like ice-cream?

S2:Yes, she does.

S1:Does she like vegetables?

S2:No, she doesn’t.

[设计意图]本环节主要以学生的小组活动为主,主要训练学生运用语言的能力。

Step Ⅴ. Discussion (2a)

1.T:Image you are in the supermarket.And you are going to buy some food for dinner.What would you like to buy? Why? Please discuss in groups.

Ask some students to say it in class.

Ask some students to say in front of the class.

Sample sentences:

I like …I think …is healthy.I don’t like …Because I think it’s…

[设计意图]通过学生的小组活动复习、总结单元词汇,并要求用所给的句型进行问答,训练学生运用语言的能力。

Step Ⅵ. Reading (2b)

1.Before reading

T:I like to eat healthy food.It’s good for our body.So does the sports stars.

Explain “a sports star”means a person who plays sports very well.Do you know a sports star? Yes, Yao Ming is a sports star.So what does the title mean? OK.“Sports star eats well.”means a sports star eats healthy food.

2.While reading

T:You are going to read a volleyball star.She has healthy eating habits.After reading the dialogue, answer the following questions. (Show the PPT)

(1)What does Cindy like for breakfast?

(2)What fruit does she like?

(3)Does she like bananas?

(4)Does she like salad?

(5)Does she like hamburgers?

(6)What does Cindy like for dinner?

Ask some students to answer above questions.Teacher helps them to answer the questions if necessary.

3.Post-reading activities(2c)

T:Cindy has a healthy eating habit.She likes many fruit and vegetables.Could you please write something about Cindy according to the questions? Ask students to finish 2c.Write five sentences about Cindy’s eating habits.

Invite some students to read them aloud in class.

Then ask some pairs to act the dialogues like this:

A:What does Cindy like for breakfast?

B:She likes …

A:What fruit does she like?

B:She likes …

A:What does she like for dinner?

B:She likes …

A:What about bananas?

B:She doesn’t like …

A:And ice-cream?

学生举一些体育明星的例子,为下面的阅读活动做好准备工作。阅读中采取任务型教学,让学生带着问题去阅读,有目的地在课文中寻找问题的答案,紧接着由阅读过渡到写作,让学生立即对所学的课文进行必要的写作,巩固阅读的同时又锻炼了学生的写作能力。

Step Ⅶ.Summary

T:Today we’ve consolidated the countable nouns and uncountable nouns.And we’ve also improved our listening skill through some listening practice.

Exercise

按要求给单词分类

apple pear orange banana strawberry salad noodles carrots tomato hamburger chicken egg potato ice-cream milk bread rice

fruit:______________________________________________________________________

vegetables: ___________________________________________________________________________ unhealthy food:______________________________________________________________________________ 【Keys】fruit:apple, pear, orange, banana, strawberry, salad

vegetables:carrots, tomato, potato

unhealthy food:hamburger, ice-cream

[设计意图]练习作为今天教学内容的有力补充和巩固,加深印象。

Step Ⅷ.Homework

1.Learn the words of food by heart.

2.Read 2b after class.

[设计意图]本节课的单词较多,所以记忆本节课所学的新单词是有必要的。阅读是学习英语的重要方面,平时需要学生多多阅读。

Fruit:pears, apples, oranges, strawberries, bananas,…Vegetables:carrots, tomatoes, potatoes, salad,…Healthy food:fruit, vegetables,eggs,…

【基础训练】

Ⅰ.根据句意填空

1.We have three a day.

2.We have in the morning.

https://www.wendangku.net/doc/0519297085.html,ually I have at school.

4.They eat at 6 o’clock in the evening.

5.I like (胡萝卜)and chicken for dinner.

Ⅱ.写出下列名词的复数形式

6.orange

7.apple

8.carrot

9.tomato

10.pear

11.hamburger

12.vegetable

13.banana

14.strawberry

15.egg

【综合运用】

Ⅰ.单项填空

1.—Does he like ?

—Yes, he .

A.a apple, does

B.apples, likes

C.salad, does

D.fruit, do

2. I like for breakfast.

A.an egg, a bread and rices

B.two eggs, bread and rice

C.two eggs, breads and rice

D.two eggs, bread and a rice

3. I think vegetables and fruit good for people.

A.are

B.is

C.have

D.has

4. How about ?

A.carrot

B.apple

https://www.wendangku.net/doc/0519297085.html,k

D.vegetable

5. Jack tomatoes.

A.very like

B.also like

C.too likes

D.only likes

Ⅱ.按要求完成句子

6. Tim and his sister like eggs.(改为否定句)

Tim and his sister eggs.

7. John eats beef noodles(牛肉面).(改为否定句)

John beef noodles.

8. My cousin has fruit every week.(改为一般疑问句)

your cousin fruit every week?

9. David doesn’t like meat.(改为肯定句)

David meat.

10. They like eating salad.(用He改写句子)

He eating salad.

人教版七年级英语上册Unit 6教案

Unit 6 Do you like bananas? 话题Topic 谈论食物Talk about food

观

的发散思维 , 采用丰富的句式进行书写。 1.教学重点: (1)学习并积累一些表示食物的词汇。 (2)正确使用表示食物名称的可数名词和不可数名词。 (3)动词like的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。 从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。 教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力, 突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。 注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。 第一课时:Section A 1a-1c 第二课时:Section A 2a-3c 第三课时:Section B 1a-2c 第四课时:Section B 3a-Self Check 名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, 语法二、可数名词与不可数名词。

新目标英语七年级下册全英文教案(全册)

新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:

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