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Unit6Doyoulikebananas? I．教學(xué)設(shè)計(jì)分析 本單元主要學(xué)習(xí)動(dòng)詞like的肯定句、否定句的用法；動(dòng)詞like的一般疑問句的用法以及肯定與否定的回答。本單元以介紹食物，談?wù)撓矚g與厭惡為主題，設(shè)計(jì)了三個(gè)任務(wù)：先是搜集、利用圖片來介紹有關(guān)的食物，學(xué)習(xí)一些食物名詞；然后是學(xué)習(xí)詢問對方喜歡與不喜歡的食物，掌握動(dòng)詞like的一般疑問句的構(gòu)成以及它的肯定、否定的回答；最后是用所學(xué)過的食物名詞制定一次野炊活動(dòng)的采購單。本單元的重點(diǎn)內(nèi)容仍然是行為動(dòng)詞在一般現(xiàn)在時(shí)句子中的使用，應(yīng)該是上一個(gè)單元內(nèi)容的延伸，通過本單元的教學(xué)，學(xué)生應(yīng)初步掌握行為動(dòng)詞一般現(xiàn)在時(shí)的肯定句、否定句、一般疑問句的構(gòu)成以及簡單的回答。 New languages: 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． II. 教學(xué)學(xué)時(shí)分配 Teaching periods: Period 1: Section A 1a -1c Period 2: Section A 2a -2c Period 3: Grammar Focus/ 3a -3c Period 4: Section B 1b -1f Period 5: Section B 2a-3c and self check Period 6: Review Unit 6 Unit 6 Do you like bananas? The First Period Section A(1a-1c) I. Teaching aims 1. Master the key words: orange(s), banana(s), strawberry, strawberries, pear(s), apple(s), tomato(es), carrot(s), vegetable(s), hamburger(s), egg(s), ice-cream(s), salad(s), bread, chicken 2. Get students to greet people using the target language. Target language: I/We/They like oranges. He/She likes oranges. I /We/They don’t like bananas. He/She doesn’t like hamburgers. Do you like salad? Yes, I do./No, I don’t. Does he/she like tomatoes? Yes, he/she does. / No, he/she doesn’t. 3. Understand the difference between countable nouns and uncountable nouns. 4. Enable Ss to keep their health. II. Key points 1. Learn these words and be able to say, read and write them 2. Be able to talk about likes and dislikes by using target language Difficult point: Be able to talk about likes and dislikes by using target language III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warming-up and revision 1. Daily greeting to the students 2.Revision: What’s this/that in English? What color is it?T: What’s this in English? (show a picture of and orange) T: What color is it? Step 2 Presentation 1. Go on asking: What’s this/that in English? What color is it? T: What’s this in English? (show a picture of an apple and if the student don’t know it, show the phonetic symbol of the word.) T: Spell it, please. S: A-P-P-L-E. T: What color is it? S: It’s red. （Present the other three words as above: pear, strawberry, banana） 1). Show the pictures, and say the plural forms of the nouns and some uncountable noun. 2). Summarize. 可數(shù)名詞有復(fù)數(shù)形式, 不可數(shù)名詞一般沒有復(fù)數(shù)形式 2. Show the pictures and say: I like tomatoes, but I don’t like bread. Let students say: I like …, but I don’t like .... 3. Show the pictures and say: She likes bread, but she doesn’t like milk. He likes chicken, but he doesn’t like eggs. 4. Let students say: He/She likes …, but he/she doesn’t like .... According Ss’ answers and say: We/They like … We/They don’t like … Step 3 Consolidation 1. Do Section A, 1a. 1). Read the words. 2).T: Look at the pictures and fill in the chart . Fruit Food Vegetable 3). Match the words with the things in the picture. 4). Check the answers . 2. Present the new language 1 . 1). T: Oh, we have lots of delicious fruits . I like apples best. Do you like apples ? S1 :Yes , I do. I like apples. S2: No, I dont . I like salad. T: Do you like salad ? S3: Yes , I do. I like salad. / No, I dont . I don’t like salad. 3. Pairwork . T: Work in pairs .Ask and answer with your partners . (Before class the students have draw some pictures of the food ) Step 4 Practice 1. Present the new language 2 . Show pictures and ask and answer questions Does she/he like…? Yes, she/he does. She/He likes… / No, she/he doesn’t. She/He doesn’t like…. 2. Pairwork . Work in pairs .Ask and answer with your partners . 3. Work on 1b. 1). T: 1b. Listen and number the conversations. 2). Listen. 3). Check the answers. 4). Read after the tape. 4. Work on 1c. 1). First, practice the conversations in 1b. Then, make a survey and fill in the chart below. 2). Report: I like milk and tomatoes, but I don’t like ice-cream. Mary likes oranges, but she doesn’t like milk or ice-cream. Tom likes tomatoes and strawberries, but he doesn’t like bread. Step 5 Summary 1. Review the words and practice the conversations in 1a with your partner； 2. Assign homework: Make up a new conversation similar to 1a with your partner, recite the new words and preview next page. V. Blackboard design Unit 6 Do you like bananas? Do you like……? New Words Yes , I do. I like …… No ,I don’t. I don’t like…… Does she/he like…? Yes, she/he does. She/He likes… /No, she/he doesn’t. She/He doesn’t like…. Section A(2a-2d) I. Teaching aims 1.Master the key words: Birthday, dinner, week, think about, food, sure, how/what about…? Burger, vegetable, fruit, apple, then 2. Get students to greet people using the target language. I like strawberries, they’re delicious. Let’s have them. --Yes, I like them ,too./ No, I don’t like them. I like salad, it’s delicious. Do you like it? -- Yes, I do./ No, I don’t but I like ice cream. Let’s have… Let’s think about the food. 3. Enable students to talk about likes and dislikes. 4. Listening and speaking skills. 5. Learn to keep healthy. II. Key points 1. Master the key words and expressions. 2. How to talk about likes and dislikes with the target language. Difficult point: How to talk about likes and dislikes with the target language. III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Review 1. Everyday greeting. 2. Review. Show the pictures and say the singular forms and the plural forms of the countable nouns. 3. Show some pictures of the uncountable nouns. 4.Summarize. 1). 當(dāng)可數(shù)名詞復(fù)數(shù)再次出現(xiàn)時(shí)，用“They(主語)或them（賓語）”替代。 2). Show some uncountable nouns, and say：當(dāng)不可數(shù)名詞再次出現(xiàn)時(shí)，用“It(主語)或it（賓語）”替代。 Step 2 Presentation 1. Game. T says some names of foods, students choose “it /they/ them”. 2.T: Here are some kind of foods. I’d like some pairs to practice your conversations in front of the class, any volunteers? Examples ： （1）Does Bob like strawberries? Yes, he does. He likes them. / No, he doesn’t. He doesn’t like them. Step 3 Practice 1. Listening (2a, 2b) 1). T: We can see many English names for food in the box of activity 2a. Do you know them? Can you understand the meaning of each of them? 2). Invite one student to practice reading and tell the meanings of the words. 3).Ask students to read after the teacher and finally ask them to practice reading by themselves. 4).T: Next we’ll listen to three conversations. In the conversation, a boy and a girl are talking about their likes and dislikes about food. Play the tape. Ask the students to listen to the recording and try to finish the sentences in the picture. 5). 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? Get the students to talk about the last two pictures and choose the names for the food from 2a. 6). Then ask them to listen to the tape again and try to finish the sentences in the pictures. 7). Play the recording again, check the answers. 8). And then ask students to listen again and repeat after the recording. Step 4 Consolidation 1. 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 have 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. Sample list: Like don’t like fish carrots rice apples Sample dialogue 1: S1 I like tomatoes. Do you like them? S2: Yes, I do. / No, I don’t. Then ask some pairs of students to act out their conversations for the class. 2. Work on 2d Role-play 1.Read the dialogue in 2d. Then choose the right answers. Read and answer: 1. Does John like hamburgers? 2. Does John like salad? 3. What fruit does John like? 2. Read after the tape. 3.Ask the students to read this part by themselves first, and then , act out the dialogue. 4. .Give some notes. Step 5 Summary 1. Review new words and structures. 2. Assign homework: Review the words and expressions in this section; Practice the conversation of 2d; Preview grammar focus. V. Blackboard design Unit 6 Do you like bananas? Do you like……? Yes , I do. I like./No ,I don’t. I don’t like…… Does she/he like…? Yes, she/he does. She/He likes… /No, she/he doesn’t. She/He doesn’t like…. The Third Period Section A(3a-3c) I. Teaching aims 1. Consolidate the target language learned in the last period. 2. Help the students learn how to talk about their likes and dislikes. 3. Help the students understand countable noun and uncountable noun. II. Key points How to talk about their favorite foods. Noun: countable noun and uncountable noun Difficult points Noun: countable noun and uncountable noun III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warm-up 1. Ask them to review some new words and make a dialogue about their likes and dislikes. T: Do you like salad? S: Yes, I do./No, I don’t T: Do you like fruit? S: Yes. I like fruit , but I don’t like vegetables. Step 2 Presentation 1. Pair work Talk about your likes and dislikes 2. 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. 2). Read the sentences in Grammar Focus and plete the sentences below. 3. Check the answers with the class. 4. Ask students to talk about the use of the third person singular. 5. 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? 6. S: The third person singular main verb is likes. The third person singular helping verbs are “does” and “doesn’t”. Step 3 Practice 1. Then show the following nouns and ask students to tell countable from uncountable nouns and try to use them correctly. Step 4 Consolidation 1.Work on 3a. 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.(根據(jù)句子主語的人稱和數(shù)來確定謂語動(dòng)詞或助動(dòng)詞的數(shù)) 2. work on 3b. 1). Look at the sentences in 3b. Number the sentences 2). Check the answers and let Ss practice the conversation. Step 5 Summary In this period, we’ve consolidated what we’ve learned in the last period through some practice and games. Step 6 Homework 1. Copy the sentences in Grammar Focus and try to recite them. 2. Ask the students to practice talking about the food they like and dislike using different persons and nouns. 3. Preview the next period. V. Blackboard design Unit 6 Do you like bananas? 可數(shù)名詞與不可數(shù)名詞的含義與特點(diǎn) 1).可數(shù)名詞 a tomato an egg two pears 2). 可數(shù)名詞復(fù)數(shù)的構(gòu)成 3)不可數(shù)名詞 Milk tea meat water bread rice 4）既可數(shù)又不可數(shù)名詞 e.g.(1)a chicken一只雞 chicken 雞肉 (2) an ice cream一個(gè)冰淇淋 ice cream 冰淇淋 (3) a vegetable salad 一碟蔬菜沙拉 salad 沙拉 5)foods, fruits 表示類別，即某幾種食物和水果。food, 表示食物fruit表示水果 Teaching reflection： The Fourth Period Section B(1b-1f) I. Teaching aims 1. Learn the words: egg, carrot, rice, chicken, so. 2. Target language: Does Tom like carrots? Yes, he does I like carrots! 3. Enable students to talk about likes and dislikes and difference between fruits and vegetables 4. Listening and speaking skills. 5. Learn to keep healthy. II. Key points How to talk about likes and dislikes of three meals Difficult points How to talk about likes and dislikes of three meals III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warm-up 1. Daily greeting to the students. 2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns. 3.Pair work Step 2 Presentation 1. Work on Section B, 1a. 1). T: First practice reading the words by yourselves and then read after me and correct the pronunciation. 2). T: Now, please look at the pictures. T: Can you name them in English? Talk with your partners and give the English names for them. 3). Ask the students to work . 4). Check the answers with the students. 2. Work on Section B, 1b. 1). T: Now, please look at the lists in the chart. We can see that pears are fruits while carrot is a kind of vegetable, so can you tell the fruits from the vegetables? 2). S: Yes. A fruit is the part of a plant or tree that contains seeds and that is used as food while a vegetable is a plant which you eat as food, e.g. potatoes, carrots, onions. 3). T: Good! Look at the pictures in 1a again and tell me what the vegetables are. S: salad and carrots are vegetables. T: Right! 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 fruits and vegetables as you can. 4). Set a time limit of two minutes. Ask the Ss to discuss the lists in pairs and write their answers on their books，and ask two Ss to write their answers on the board. Step 3 Practice 1. Work on Section B, 1c 1). Ask students to read the words in 1a again and then listen to a conversation, circle the words from 1a. 2). Check the answers by asking students to read their answers. 2. Work on Section B, 1d. 1). T: Sally and Tom talk about what food they like and dislike. We know from the chart that Tom likes carrots. But what do they dislike? Next listen to the recording again and finish the chart in 1d. 2). After listening, Ss check their answers in pairs like this: A; Tom likes ...and … Tom doesn’t like … or … B: Sally likes … and … Sally doesn’t like … 3). Teacher presents the new words：eat, breakfast, lunch T: Every day, we usually eat three meals. In the morning, we eat breakfast. At about noon, we eat lunch. In the evening, we eat dinner. 4).Look at the pictures in 1a and ask the Ss these questions: Whose breakfast/lunch/dinner is it? Why? 5). Get the Ss to guess and check their answers. Step 4 Consolidation 1. Work on 1e. Practice the conversations in pairs like this: A: Does Tom like carrots? B: Yes, he does. He likes/eats carrots for lunch. (No, he doesn’t. He doesn’t like/eat.. for lunch.) 2. Do some exercises. Step 5 Summary In this period, we’ve learned … Step 6 Homework 1. Write a report 2. Preview the next period. V. Blackboard design Unit 6 Do you like bananas? 1. What do you like for breakfast/lunch/dinner? 2. They’re not healthy. 3. I don’t want to be fat. The Fifth Period Section B(2a-2c) I. Teaching aims 1. Master the new words and phrases: Star, eat, well, healthy, really, question, want, be, fat, 2. Learn the target language What do you like for breakfast? Do you like hamburgers for dinner? 3. Enable students to read the magazine article about Cindy’s favorite foods for three meals and write five sentences about Cindy’s eating habits and retell Cindy’s eating habits 4. Train students’ reading and writing skills 5. Enable students can form good eating habits and keep healthy. II. Key points 1. Key words and sentences: 2. Train students’ reading and writing skills 3. Talk about Cindy’s eating habits using “ What do you like for….?I think…What fruit do you like? What about…?I like…for breakfast /lunch/ dinner. Difficult points Train students’ reading and writing skills III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warm-up 1. Greet. 2. T: How many meals do you have every day? T: What are they? (The students can answer them in Chinese.) “早餐、中餐和晚餐”. T: Oh, yes. In English “早餐”we can say “breakfast”. (Teach the other two words lunch, dinner in the same way.) 3. Ss read and try to remember the new words. Step 2 Presentation 1. Work on 2a. 1). At first ,the teacher ask Ss some questions: T:--Do you like fruit／eggs／chicken … T:--Does she ／he like fruit／eggs／chicken… 2). T: There is much food around us. Some food is healthy, but others are not so healthy. 2). Ss Check (√) Yes, Maybe or No behind the food. 3). Make a report, then read the report to their partner. 2. T: We have breakfast, lunch and dinner every day. Let’s see what do you usually eat for breakfast, lunch, and dinner? 3. Work on 2b. 1). Look at p35,put them into English orally, then write them down without looking at the text. 2). Read the article carefully again and answer the questions: ① Does Cindy like bananas, why? ② Does Cindy like salad? ③ Does Cindy like hamburgers for dinner, why ? ④ What does Cindy like for dinner? ⑤ Does Cindy eat ice-cream after dinner, why? ⑥ Are Cindy’s eating habits healthy? (Ss read the article and answer the questions. Then check the answers.) 3). Follow the tape and try to copy. 4). Role – play. A is David, B is Cindy. Step 3 Consolidation 1. Work on 2c. Leave students several minutes to do some exercises. 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. （注意運(yùn)用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …） Step 4 Summary In this period, we’ve mainly learned… Step 5 Homework 1. Read the messages in 2b. 2. Memorize the new words in the article and retell Cindy’s eating habits. 3. Preview the next unit. V. Blackboard design Unit 6 Do you like bananas? Do you like……? Yes , I do. I like./No ,I don’t. I don’t like…… Does she/he like…? Yes, she/he does. She/He likes… /No, she/he doesn’t. She/He doesn’t like…. The Sixth Period Section B 3a-self check I. Teaching aims: 1. Review unit 6 and have self check 2. Target language: I like… I don’t like… For breakfast/ lunch/ dinner ,I like… 3. Enable students to learn to write their favorite food for meals 4. Learning ability goals Help students learn how to write a passage about they like and dislike for dinner. II. Teaching aids Multimedia/A blackboard III. Teaching process Step 1 Review 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.) Step2 Presentation 1. 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. (Exchange the roles) 2). Ss fill in the chart. Step 3 Practice 1. 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 a