人教版新目标七年级英语上册unit6单元教案

Unit 6 Do you like bananas?

教材解读

本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物及回答；会描述一日三餐，会合理搭配一日三餐。

like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。

通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。

单元目标

一、知识与技能

1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。

2. 语言目标：Do you like hamburgers? Yes, I do./No, I don’t.

I like French fries. I don’t like tomatoes.

3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。

二、过程与方法

通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。

三、情感态度与价值观

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；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；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。

教法导航

采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积极思维状态之中，全方位、多角度培养学生运用语言的能力。

学法导航

进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发展过程。

课时支配

第1课时：Section A 1a-2c

第2课时：Section A 3a-3c

第3课时：Section B 1a-2c

第4课时：Section B 3a-Self Check

课时教案

第1课时

Section A

1a-2c

教学目标

一、知识与技能

1. 掌握基本词汇：food、banana、hamburger、tomato、broccoli、French fries、strawberry、orange、ice cream、salad。

2. 掌握句型：Do you like bananas? Yes, I do./No, I don’t.

二、过程与方法

通过听说读写等任务型活动，熟练应用所学单词和动词词组。

三、情感态度和价值观

认识并了解各种食物，能分清水果和蔬菜并能认识到水果和蔬菜对人体有益。通过询问对方是否喜欢某食物来引起话题。

教学重点

基本单词、词汇和句型。

教学难点

1. 认识并掌握重点词汇。

2. 能流利地与对方开展关于食物喜好的对话。

教法导航

采用任务型教学途径并配以多媒体辅助教学，同时考虑学生的不同层次采取分层递进的教学方法。

学法导航

让学生在游戏的情景中感受到轻松愉悦、民主和谐的环境气氛，学生积极主动参与，从而产生了强烈的求知愿望，增强学习兴趣。

教学准备

PPT、关于食物的图片。

教学过程

Step 1: Greetings.

Greet the students as usual.

Step 2: Revision

Show the students pictures and ask: What’s this? It’s a soccer ball. Do you have a soccer

ball? Yes, I do./No, I don’t. Do you like it? Yes, I do./No, I don’t.

Step 3: New words

Show the students some food and ask:

What’s this? It’s a hamburger. Do you like it? Yes, I do./No, I don’t.

What are these? They’re bananas. Do you like bananas? Yes, I do./No, I don’t.

运用图片和对话教学单词：hamburger、banana、tomato、broccoli、French fries、strawberry、orange、ice cream、salad，并运用这些单词进行对话。

Step 4: Pair work

Work in pairs and try to match the words with the pictures of 1a.

Step 5: Listening

1b Listen and number the conversations.

After listening, show the dialogue on the screen and get the students to practice the

conversations, and then make their own conversations.

Step 6: Listening

Listen and circle the food you hear.

First get the students to check their answers in groups and then report their answers.

Step 7: Listen again

Listen again and fill in the blanks.

I like hamburgers. Do you like hamburgers? Yes, I do.

Do you like______? No, I don’t like ______.

Let’s have _______. Oh, no. I don’t like_________.

Step 8: Group work

Make a food survey in groups by asking: Do you like ...?

Then fill in the blanks to complete the form.

How many students like hamburgers?

How many students like bananas?

Step 9: Summary

Let’s sum what we have learned this class.

Words: banana, hamburger, tomato, ice cream, salad, strawberry.

Sentences: Do you like hamburgers? Yes, I do./No, I don’t.

Step 10: Homework

1. Remember the words in this class.

2. Practise the dialogue in pairs.

课堂作业

1. 写出下列名词

(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 _________

2. 根据句意完成句子

(1) A: _______ you like salad?

B: No, I _______./Yes, I ______.

(2) I __________(喜欢) hamburgers.

(3) _____________ (你喜欢) hamburgers?

(4) ____________ (我们吃) strawberries.

参考答案：

1. (1)hamburger (2)tomato (3)salad (4)strawberry (5)pear (6)milk

(7)bread (8)ice cream

2. (1)Do, don’t, do (2)like (3)Do you like (4)Let’s

教学反思

这节课以学生的日常生活为话题，用丰富多彩的实物和图片激发学生的学习兴趣，学生踊跃参加课堂活动，效果很好。

第2课时

Section A

3a-3c

教学目标

一、知识与技能

1. 掌握词汇：egg、apple、carrot、chicken、fruit、vegetable、breakfast、lunch、dinner。

2. 掌握句型：Does he/she like salad? Yes, he/she does./No, he/she doesn’t.

二、过程与方法

通过读、练习，小组合作学习，熟练应用所学单词，短语和句型。

三、情感态度与价值观

能正确询问他人的喜好。了解班内同学的喜好，加深同学之间的了解和友谊。

教学重点

1. 掌握词汇：egg、apple、carrot、chicken、fruit、vegetable、breakfast、lunch、dinner。

2. 掌握句型：Does he/she like salad? Yes, he/she does./No, he/she doesn’t.

教学难点

正确询问他人的喜好。

教法导航

本课采用任务型教学法，利用图片和口语交际培养学生的学习兴趣和积极性。

学法导航

通过小组合作的方式掌握重点单词和句型。通过班内调查了解同学的喜好。

教学准备

设置对话情境；准备调查表。

教学过程

Step 1: Greetings

Greet the students as usual.

Step 2: Revision

Show some food and ask some pairs to practice the dialogue:

Do you like ...? Yes, I do./No, I don’t.

Step 3: Lead in

(Ask a boy) Do you like bananas? Yes, I do./No, I don’t.

(Ask another student) Does he like bananas? Yes, he does./No, he doesn’t.

(Ask a girl)Do you like eggs? Yes, I do./No, I don’t.

(Ask another student) Does she like bananas? Yes, she does./No, she doesn’t.

Step 4: Group work

Get the students practice the dialogue in groups of three.

Step 5: Make a survey

Work in pairs and ask each other: Does your father/mother/sister/brother ... like ...?

Then write down what your family like to eat.

My father: eggs, apples ...

My mother: chicken, oranges, carrots ...

My sister: hamburgers, ice cream ...

My brother: ...

Step 6: Guess game

Work with another student and ask him/her to guess:

What does my father like? Does he like vegetables? No, he doesn’t.

What does my sister like? Does she like ice cream? Yes, she does.

Step 7:Grammar focus

1. Do you like bananas? 你喜欢香蕉吗？

Yes, I do./No, I don’t. 是的，我喜欢。/不，我不喜欢。

Do you like…? 是一个一般疑问句，它表示询问对方是否喜欢某物。句中do是助动词，没有意义。回答时，肯定回答用do，否定回答用don’t。

如果主语是第三人称单数形式，助动词用does，其句型为：

Does he/she like ...?

Yes, he/she does./No, he/she doesn’t.

2. Do you like oranges?

orange n. 既可以是可数名词，也可以作不可数名词。当可数名词时，意思是“橘子”；当不可数名词时，意思是“橘汁”。如：

Can I have an orange juice, please? 我可以要一杯橘汁吗？

I like oranges better than tomatoes. 与西红柿比，我比较喜欢橘子。

3. I like bananas. 我喜欢香蕉。

v. like表示“喜欢”，是动词。如果主语是第三人称单数，后要加“s”。如：

He likes apples. 他喜欢苹果。

b. 否定形式要在like前加don’t或在likes前加doesn’t，同时把likes改为like。如：

I don’t like bananas. 我不喜欢香蕉。He doesn’t like apples. 他不喜欢苹果。

Step 8: Exercises

Work on 3a Underline the correct words in the brackets.

1. I like fruit, but I (don’t / doesn’t) like vegetables.

2. She (like / likes) bread, but she (doesn’t / don’t) like salad.

3. He (like / likes) bananas, but he (don’t / doesn’t) like oranges.

4. We (likes / like) hamburgers, but we don’t (like / likes) chicken.

5. They (likes / like) pears, but they (don’t / doesn’t) like strawberries.

Work on 3b Number these sentences 1-4 to make a conversation.

So, let’s get salad. Yes, I do.

Do you like salad? OK.

Step 9: Make a survey

Work in groups and ask your classmates about the food in the chart. Find out what they

like and don’t like.

Step10: Summary

Let’s see what we’ve learned today.

Words: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner.

Sentences: Does he/she like salad? Yes, he/she does./No, he/she doesn’t.

Step 11: Homework

1. Remember the words.

2. Practice the dialogue in pairs.

课堂作业

按要求补全句子

1. Her brother likes meat a lot. (对划线部分提问)

______ _______ her brother like a lot?

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

There _______ _______ _______ on the table.

3. He likes salad for supper. (变为一般疑问句)

_____ he _____ salad for supper?

Food

Likes

Doesn’t like

4. They like to eat ice cream. (变为否定句)

They ______ ______ to eat ice cream.

5. Tom likes playing soccer ball. (baseball)(用所给选项变为选择一般疑问句)

_______ Tom like playing soccer ______ baseball?

参考答案

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

教学反思

游戏是老少皆宜的一项活动，更别说我们的初中生了。在课堂上适时地引入游戏环节，能有效激发学生的学习兴趣和积极性。以后要尽可能地多引入游戏，多开发其他吸引学生的活动。

第3课时

Section B

1a-2c

教学目标

一、知识与技能

1. 掌握单词：eat、chicken、breakfast、lunch、healthy、fat。

2. 掌握句型：I/They like oranges. I/They don’t like bananas.

He/She likes hamburgers. He/She doesn’t like chicken.

二、过程与方法

利用图片、实物学习新词汇，通过听录音巩固单词，通过小组练习学习运用新知识。

三、情感态度与价值观

通过学习各种食物，了解一日三餐的合理搭配，养成平衡膳食的好习惯。

教学重点

1. 掌握单词：eat、chicken、breakfast、lunch、healthy、fat。

2. 掌握句型：I/They like oranges. I/They don’t like bananas.

He/She likes hamburgers. He/She doesn’t like chicken.

教学难点

1. 掌握句型：He/She likes hamburgers. He/She doesn’t like chicken.

2. 了解一日三餐的合理搭配，养成平衡膳食的好习惯。

教法导航

利用图片和实物直观展示部分内容，并能调动学生的兴趣和积极性。

学法导航

两人一组、多人一组的小组练习。

教学准备

1. 各种食物的图片和实物，多种练习活动和形式。

2. 搜集尽可能多的日常所吃的食物，并借助词典或小组讨论认识英文表达。

教学过程

Step 1: Greetings

Greet the students as usual.

Step 2: Revision

Practice the dialogue like this:

Do you like bananas? Yes, I do. I like bananas.

Do you like salad? No, I don’t. I don’t like bananas. I like salad.

Practice in groups: I like ... , I don’t like ...

Ask another student: Does he like salad? No, he doesn’t. He likes bananas.

Step 3: New words

Show some food or pictures. Practice the dialogue again and learn the new words.

Step 4: Pair work

Find out what Bill and Bob like and don’t like.

chicken strawberry salad ice cream

Bob

Bill

Practice like this: Bob likes chicken. He doesn’t like salad.

Bill likes …

Step 5: Match

Work on 1a Write the number of each word next to the correct food.

Step 6: Group work

Work on 1b Work in groups and think of as many other words as you can.

Step 7: Listening

1. Work on 1c Listen and circle the food you hear in 1a.

2. Work on 1d Listen and fill in the chart. (P34)

Likes Doesn’t like

Tom: carrots

Sally:

Step 8: Pair work

Ask and answer questions about what Sally and Tom like and don’t like.

Does Tom like carrots? Yes, he does.

Step 9: Group work

Work on 2a Work in groups and talk about what you have for breakfast/lunch/supper.

Then talk about which food is healthy.

Step 10: Reading

1. Work on 2b Read the magazine article and circle the food words.

2. Language points

(1) What do you like for breakfast?

(2) be healthy

(3) want to do sth.

(4) be fat

Step 11: Writing

Write five sentences about Cindy’s eating habits.

Cindy likes healthy food.

1. Cindy __________________________________

2. She ___________________________________

3. She ____________________________________

4. Cindy doesn’t ___________________________

5. She doesn’t _____________________________

Step 12: Homework

You are going on a picnic with a group of friends. Make a list of food to buy.

课堂作业

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: _____________________________________________

参考答案：

fruit: apple, pear, orange, banana, strawberry

vegetables: carrots, tomato, potato

unhealthy food: hamburger, ice cream

教学反思

阅读理解能力是学生需要培养的重点能力之一，要利用一切能够培养他们阅读理解能力的机会，让学生养成随时阅读的习惯。

第4课时

Section B

3a-Self Check

教学目标

一、知识与技能

1. 复习本单元词汇、短语和句型。

2. 学习把所学应用到实际的能力。

二、过程与方法

通过各种活动，复习本单元的知识，培养学生各方面能力。通过小组活动调动学生学习积极性。

三、情感态度与价值观

培养学生健康的饮食观念并培养合作意识和团队意识。通过互相询问父母的喜好，学会感恩。

教学重点

掌握一些重点单词、短语和句型。

教学难点

把所学的对话和知识应用于实际并能落实到笔头上。

教法导航

为学生创设尽可能多的、较为真实的语言环境。

学法导航

小组活动。

教学准备

为学生创设尽可能多的、较真实的语言环境，精心制作课件。

教学过程

Step 1: Greetings

Greet the students as usual.

Step 2: Word game

Show the students some food or pictures, but the students can only see half of the food.

And then get the class to guess the food.

After that, get the class to group the food.

Food: chicken, hamburgers, French fries, ice cream.

Fruit: apples, bananas, oranges.

Vegetables: salad, carrots, tomatoes.

Countable nouns: hamburgers, eggs, oranges, bananas, apples, pears, carrots, vegetables,

tomatoes, strawberries.

Uncountable nouns: milk, bread, rice.

Ask the students to remember them and check up.

Step 3: Group work

Get the students to work in groups and make dialogues like this:

Do you like salad for breakfast? Yes, I do./No, I don’t

Does he like salad for breakfast? Yes, he does./No, he doesn’t.

I/My parents like oranges. I/They don’t like bananas.

He/she likes ice cream. He/She doesn’t like bananas.

Step 4: Writing

Write about what you and your partner like and don’t like for breakfast, lunch, and

dinner.

For breakfast, I like eggs, oranges, and bananas. For lunch, I like hamburgers,

____________________________. And for dinner, I like___________________________.

For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,

And for dinner, he likes _________________________________.

Step 5: Drawing

Draw the food you like to eat for lunch.

Step 6: Make a survey

Ask your classmates what they like to eat for lunch. Find someone who likes to eat the

same lunch as you.

Step 7: Just for fun

Ask the students to read the dialogue in a strange voice to make more fun.

Step 8: Pair work

Work in pairs and ask: What food, sports and colors do your parents like and dislike?

Write at least five sentences.

Step 9: Exercises

根据提供的单词组成句子

1. friends, do, potatoes, like, your

_____________________________________________________

2. salad, let’s, and, have, rice

_____________________________________________________

3. I, and, like, French, don’t, Catharine, fries

_____________________________________________________

4. mother, does, potatoes, her, have

_____________________________________________________

5. doesn’t, father, like, broccoli, his

_____________________________________________________

参考答案：

1. Do your friends like potatoes?

2. Let’s have salad and rice.

3. Catharine and I don’t like French fries.

4. Does her mother have potatoes?

5. His father doesn’t like broccoli.

Step 10: Homework

1. Remember all the words in this unit.

2. Practice the dialogue in pairs.

3. Finish the exercises about this unit.

课堂作业

快速阅读表格，选择最佳答案

Name

Bob

Jill

Bill

Jenny

Like

salad broccoli oranges

salad bananas pears

hamburgers broccoli

ice cream salad

Dislike

pears bananas

tomatoes

pears ice cream

tomatoes French fries

( ) 1. ________ likes pears, but she doesn’t like tomatoes.

A. Jill B. Jenny C. Bob D. Bill

( ) 2. _______ likes salad, but he doesn’t like pears.

A. Jill B. Jenny C. Bob D. Bill

( ) 3. _________ likes oranges. _____ likes hamburgers. They also like pears.

A. Bob，Jenny B. Bob，Bill C. Jenny，Jill D. Bill，Jill

( ) 4. ______ likes broccoli, but she doesn’t like ice cream.

A. Jill B. Jenny C. Bob D. Bill

( ) 5. Bob and the two girls like ________.

A. ice cream B. salad C. pears D. broccoli

参考答案：1. A 2. C 3. B 4. D 5. B

教学反思

本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械的重复，活动应本着由简到繁的活动设计原则。