2019年七年级英语上册 Unit 6 Do you like bananas（第1课时）New words教案 （新版）人教新目标版.doc

2019年七年级英语上册 Unit 6 Do you like bananas（第1课时）New words教案 （新版）人教新目标版Teaching and Learning goals:Learn about the food names in life, using “how about.? think about.?”to talk about them in life. Step 1 Warming up Enjoy a song -Are they apples?Step 2 PreviewLearn new words by themselves before class. Make sure students can read most of the new words.Step 3 Read and learnHave students read the words after the tape. Then they can help each other in groups when necessary.设计说明此环节主要是引导学生们自主学习单词及短语，对本单元的单词和短语实现初步的认读，遇到疑难可小组讨论，再不会由教师解决。Step 4 Explain and check The teacher shows the pictures about the words, and then ask some students to read. If possible, one by one. 设计说明通过图片学习单词，可以增强直观性，快速掌握这些单词,达到对单词由表及里的深入理解。Step 5 编故事，学单词。 In my family, there are 3people.They are my father, my mother and I. My father likes eggs hamburgers and bread. How about my mother? She likes bananas, tomatoes, strawberries and pears. I like milk and ice-cream.设计说明学生在掌握单个单词后，再把本单元的生词编成一段 意义连贯的文字，并在本单元生词下面划线，学生能读懂文意，并获得信息，体会成功的快乐. 考查了学生们的综合运用能力,也拓展了学生们的理解、思维能力，实现对单词和短语的初步运用。Eggs bread hamburgersMilk ice-creamBananas tomatoes pearsstrawberriesfatherImotherA happy family设计说明 通过思维树来锻炼学生对整体事物的把握能力，既巩固了所学知识，也训练了思维。Step 6 Mind-map完成表格，书写自己家的故事。vegetablesfruitsfoodfathermotherI设计说明此环节是对以上环节的总结性训练，是一堂课的升华，通过学情了解学生们的掌握情况，也有利于教师及时进行调整。Step 7 Dictation and check.Have students write the words from the memory without their books. And then check each other.Step 8 The end-of class test 用所给单词的适当形式填空。1，There are four _ (tomato) on the table.2, My sister _ (like) fruit.3, She _ (not like) bananas.4, Where _(be) the vegetables?5, Jeff likes _ (strawberry).Step9 HomeworkTalk about your familys favorite food and write a short passage.My name is , I like , but I dont like My father likes , but he doesnt like My mother likes , but she doesnt like Answers:Step8: 1, tomatoes 2, likes 3,doesnt like 4,are 5,strawberries教学反思：亮点：此节词汇的课堂设计基本涵盖了本单元的重点词汇，在引领学生们记忆的过程中注重了不同层次的学生的识记与理解；通过各种形式的教学既加深了单词的识记，又理解了部分单词的大致用法，Step 6 Mind-map环节能反映学生们的学习效果，有利于教师合理调整；当堂检测能讲练结合、及时巩固。故事编写让学生在故事中对单词有了大致理解。培养了学生自学能力和小组合作能力。不足之处：本单元词汇没能全部涉及，有很多用法并没有全面展示，个别内容难度稍大。使用建议：教师要充分带领学生们进行自主学习，重点要学习“四会”单词及核心短语；学会它们的用法，同时配合多媒体课件，效果才能更好一些。