人教七英上教案u6：doyoulikebananas？

人教七英上教案u6：doyoulikebananas？内容摘要：

4. Look! The chicken ______ on the table and the pears ______ in the bag. A. is。 is B. are。 are C. is。 are 5. — Let’s ______ some vegetable salad then. — Sounds good. A. like B. have C. find 四、句型转换。 1. Mary likes fruit salad. (改为一般疑问句 ) ______ Mary ______ fruit salad? 2. They like bananas for dinner. (改为否定句 ) They _____ ____ bananas for dinner. 3. — Does your sister like oranges? (作否定回答 ) — ___, _____ _______. 4. We have some fruit after dinner. (改为由 let 开头的祈使句 ) _____ ____ some fruit after dinner. 5. Paul likes milk. He doesn’t like bread. (合为一句 ) Paul likes milk, ____ he doesn’t like bread. Keys: 1. tomatoes likes think strawberries sounds doesn’t like don’t like 2. vegetables dinner birthday chicken Eggs rice carrots 3. CBACB 4. Does like。 don’t like。 No she doesn’t。 Let’s have。 but VIII. Homework Talk about your family’s favourite food, write a short passage. 谈论你家人最喜爱的食物，写一段小短文。 My name is…, I like…, but I don’t like… My father likes…, but he doesn’t like… My mother likes…, but she doesn’t like… 2. Review the Grammar Focus. Section B 1 (1a2c) 一、 教学目标： 1. 语言知识目标： 1) 继续 学习有关膳食名词： breakfast， lunch， dinner， egg， apple， chicken， fruit，vegetables； 并能按食品、水果和蔬菜进行分类总结。 2）理解可数名词与不可数名词的概念，并能对所学的词汇进行分辨。 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。 2. 情感态度价值观目标： 该部分学习内容涉及学生的饮食习惯和偏爱，对培养学生健康的饮食习惯有 很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人和同学、朋友的关怀和友爱之情。 二、 教学重难点 1. 教学重点： 1）继续学习运用有关食物的词汇并能按食品、水果和 蔬菜进行分类总结。 2） 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。 2. 教学难点： 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。 三、教学过程 I. Revision 1. 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, strawberries Uncountable nouns: milk, bread, rice Uncountable and countable nouns: food, fruit, icecream, salad, chicken 2. Ss read and try to remember the new words. 3. Review the plural forms of countable nouns. (让学生说出规则及例词 ) 构成方式 例词 规则变化 一般的直接加 s book → books cat → cats 以 s. x. sh. ch 结尾的加 es bus → buses box → boxes brush → brushes (刷子 ) watch → watches 以 “辅音字母 + y”结尾，变 y为 i, 再加 es family → families strawberry → strawberries 以 “f或 fe”结尾，变 f 或 fe 为v, 再加 es knife → knives （ 小刀 ） leaf → leaves （树叶） 以字母 “o”结尾的有生命词，加 es；以字母 “o”结尾的无生命词，加 s tomato → tomatoes photo → photos II. Presentation 1. T: How many meals do you have every day? Ss: Three. T: What are they? (The students can answer them in Chinese.) Ss: They are “早餐、中餐和晚餐 ”. T: Oh, yes. In English “早餐” we can say “breakfast”. (Show a picture of the breakfast) Read after me, “breakfast”. BREAKFAST, breakfast. Ss: BREAKFAST, breakfast. T: Do you have your breakfast every day? S1: No, sometimes I get up late. I have no time to eat. T: I think it’s not good for your health. (Teach the other two words lunch, dinner in the same way.) 2. Ss read and try to remember the new words. III. Writing 1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food. (The students finish off 1a.) T: Look at 1b. How many other food words can you add to the chart? Try to write them down in the chart. Fruits: Vegetables: (The students write them down as soon as possible and then read them. See who will add most.) Ⅳ . Listening 1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.) S1: … T: How about chicken? Do you like it? S1: … T: Can you guess what food I like? S1: Do you like … ? T: No, I don’t. S2: Do you like … ? S3: Do you like … ? T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a. (Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.) 2. T: Now open your books and listen again. Fill in the chart. (Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.) Ⅴ . Pair work 1. T: Does Tom like tomatoes? Ss: Yes, he does. T: Ask and answer about the chart in pairs. 2. Let some Ss act out their conversation. Which food do you think is healthy? Check (√ ) Yes, Maybe or No. 3. First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√ ) Yes, Maybe or No behind the food on the workbook. S1: I think fruit is healthy. S2: I also think fruit is healthy. S1: I think … 4. Make a report, then read the report to their partner. VI. Reading 1. T: Well, let’s see some sports star’s eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat icecream? Now let’s 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.) 阅读指导： 首先，快速阅读本文，圈出食物名称的词汇； 然后，精读短文，查找对话中表达好恶的句子， I like / love … 与 I don’t like … /… no, they’re not healthy可知，将这些食物按好恶分类。 最后，用 Cindy / She likes … 和 Cindy / She doesn’t like … 写出完整的句子。 2. Read the article carefully again and answer the questions: ① Does Cindy like bananas? ② Does Cindy like salad? ③ Does Cindy like hamburgers for dinner? ④ What does Cindy like for dinne r? ⑤ Does Cindy eat icecream after dinner? ⑥ Are Cindy。