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Unit 6 Do you like bananas课题： Unit 6 Do you like bananas？Section B 2a-2c 课时第五课时教学设计课 标要 求能听懂学习活动中连续的指令和问题，并做出适当的反应。能听懂有关熟悉话题的语段。能在课堂活动中用简短的英语进行交际。教材及学情分 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。课时教学目标1) 复习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables2）复习可数名词与不可数名词的概念。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。重点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。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。教法学法指导任务型教学法，情景教学法，趣味教学法教具准备课件教学过程提要环节学生要解决的问题或完成的任务师生活动设计意图引入新课Step 1. Warming- up and revision1. Duty report2.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, strawberriesUncountable nouns: milk, bread, riceUncountable and countable nouns: food, fruit, ice-cream, salad, chicken 回顾旧的知识点，以便让学生更好的进入新课的学习。 教学过程 Step 2 Presentation 1. T: We have breakfast, lunch and dinner every day. Lets 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 dont. T: Do you eat ice-cream, S1? S1: Yes, I do. T: Do you eat ice-cream, S2? S2: No, I dont. 通过询问学生一日三餐的饮食并通过适当的评价，渗透德育：即我们应当树立健康的饮食习惯。教学过程 Step 3. Reading 1. T: Well, lets see some sports stars eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now lets 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: Does Cindy like bananas? Does Cindy like salad? Does Cindy like hamburgers for dinner? What does Cindy like for dinner? Does Cindy eat ice-cream after dinner? Are Cindys 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 doesnt she like? Read the article and write five sentences about Cindys eating habits. e.g. Cindy likes fruit for breakfast. （注意运用句型：Cindy likes for 或Cindy doesnt like/eat for ）4. Let some Ss read their sentences to the class. 在让学生进行阅读前有一个预测，同时在学生读文章时，明确其任务，在读后进行询问，锻炼学生阅读文章的方法。 对所学内容进行复习，并加强学生的口语练习。小结 学生总结本节课自己所学到的知识板书设计Unit 6 Do you like bananas? Does she/he like？ Yes，he does.He likes No,he doesnt.He doesnt like)作业设计1、 必做： 1.做绩优学案中第五课时基础关中的题，做能力关中的一、二题。2、 选做： 1.与同伴一起练习2c中的句子，然后编一组新对话写在作业本上。 2.做绩优学案第五课时能力关中的第三题。教学反思
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