(水滴系列)七年级英语上册 Unit 6 Do you like bananas(第3课时)Sect

Unit 6 Do you like bananas? Period 3 (1a-1e) Learning aims:
Use the words of fruit, vegetables, etc. to practice talking about and expressing likes and dislikes such as Do/Does sb. like …? Sb. like/likes ….Sb. don’t/doesn’t like ….Do a listening practice about this. By this way, consolidate the simple present tense of the action verb like. Furthermore, form a good habit of eating.
Teaching steps:
StepI. Previewing and testing
Show some words and sentences to the students. Have them translate them orally. Then let the students write them down without looking at their books.
早饭后____________________
吃午饭____________________
我喜欢所有的蔬菜。

__________________________
你喜欢沙拉吗？_____________________________
我不喜欢苹果。

_____________________________
汤姆喜欢胡萝卜吗？是的，他喜欢。

________________________________________
StepI. Lead-in and revision
1. Show the students some sentences and guide the students to have a chant. Eggs, eggs, do you like eggs？
Yes, yes, I like eggs.
Vegetables, vegetables, do you like vegetables？
No, no, I don’t like vegetables.
Carrots, carrots, does she like carrots?
Yes, yes, she likes carrots.
Salad, salad, does he like salad?
No, no, he doesn’t like salad.
(设计意图：以歌谣的形式导入新课，可以激发学生的兴趣，提高课堂气氛)
2. Show the students an article with some pictures of foods. Let the students to read the article by changing the picture into concerned English words.
I like , , , and
. I don’t like . My father likes
,, and . He doesn’t like or
. My mother likes , and . She
doesn’t like .
（设计意图：引导学生形象直观地巩固和本课相关的食品词汇，同时复习了在不同人称及句式中like的形式。

）
Step II. Before listening:
1.Show the pictures in 1a to the students and tell them they are foods for
breakfast, lunch and dinner, and let them write the number of each word next to the correct food.
2.Tell the students fruits and vegetables are healthy food. They should eat them
for breakfast, lunch and dinner. Then let them think of more words of fruits and vegetables to plete the chart in 1b. At the same time have two students
e to the blackboard to write them down. Check their answers after they finish. fruit: pears, ________________________________
_________________________________
vegetables: _________________________________
________________________________
3. Using the pictures of the above fruits and vegetables, point to one of them and ask one student: Do you like apples? Then get the students to ask and answer in pairs about the other pictures using the question: Do you like…?
（设计意图：通过说及写的训练全方位复习有关食品和水果的词汇并且提醒他们养成良好的饮食习惯；同时创造真实的语言环境引导学生训练询问喜好的句型，为下一步听的顺利进行打下基础）
Step III While-listening
Conclude the above teaching step: We like different fruits and different vegetables. Show the students two photos of two kids. Tell them they are Tom and Sally. They are talking about food. Get the students to listen to their conversation.
Hello!
Hi!
1.Listen for the general idea.
The main idea of the conversation is __________.
A.Tom’s likes
B.Tom and Sally’s likes and dislikes
C.Sally’s dislikes
2.Listen for the specific idea.
1) Listen and circle the food they hear in 1a.
2) Listen again. Fill in the chart.
Likes Doesn’t like
Tom carrots
Sally
Check their answers and ask the students to answer with plete sentences, e.g.: Tom likes carrots and salad.
4) Get the students to listen to the tape a third time and let them plete the tape scripts.
S: Do you like carrots?
T: Yes, I do. I like all ______________.
S: How about _______? Do you like ________?
T: Yes, I do. It’s great. Do you like vegetables?
S:I ________ _________ vegetables. Well, only salad. But I like __________. I like __________ __________.
T: How about __________? I don’t like apples.
S: Yes, I like apples. And do you know what I really like?
T: What?
S: Ice-cream.
5）Get the students to listen to the tape and repeat after it sentence by sentence. (设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,从听取大意到听取细节逐步深入;另外，通过听与重复纠正学生们的发音。

)
Step IVPost-listening activities
1.Pair work
1）Get several pairs of students read the tape scripts.
2）Let the students work in pairs again to ask and answer about Tom’s and Sally’s likes and dislikes. Guide them to use the questions：Does Tom/Sally like…?
2. Writing practice
Go on using the chart in 1d and ask the students to write short article about Tom’s and Sally’s eating habit. Show them the beginning of the article: I have two good friends Tom and Sally. They like different foods. Tom likes….After that, make several individuals read their articles.
(设计意图：本部分的内容重在培养学生们口头表达能力与写的能力，同时引导学生更好地内化语言知识。

)
3.Group work
Have the students work in groups of four. Let them make a survey in their groups about their own and their partners’ likes and dislikes about food by asking:Do
you like…?Have them to fill in the following chart:
I
After that let the students make a report about what they’ve surveyed.
(设计意图：鼓励学生在小组成员之间进行问与答,展开调查活动，并对调查结果写出报告，在实际应用中巩固目标语言，完成语言输出。

)
Step V Inquiry into knowledge by translation
--Does Tom like carrots? – Yes, he does.
______________________________________________________
此处does为_______词，帮助构成一般疑问句。

其肯定回答和否定回答都要用does来完成。

此句的肯定句是“_______________”。

like 用______________ 形式。

The answers to the inquiry into knowledge by translation:
汤姆喜欢胡萝卜吗？是的，他喜欢。

助动，Tom likes carrots. 第三人称单数
Step VIThe-end-of-class test
I.根据汉语提示写单词
1. Lucy ____________(喜欢) tomatoes very much.
2.--_____ he _____(喜欢) hamburgers for breakfast? – Yes, he does.
3. What ______you _________(吃) after dinner every day?
4. They ____________(没有) many tapes, but they ____________(有) a tape player.
5. Let’s eat _________ ( 午餐).
II. 翻译乐园
1.他喜欢电脑游戏。

2.我们非常喜欢水果。

3.你爸爸有一块手表吗？
4.这些是胡萝卜。

5.你的早餐在桌子上。

Step VII Teacher’s words
At the end of the class tell the students: Fruit and vegetables are healthy food. They are good for our health. Eat them every day. By this way help them to form a good habit of eating.
Step VIII Homework
State the foods you like and you don’t like. (★)
State the foods your family like and they don’t like.（★★）
Preview 2d, Section B. (★)
本节课亮点：
1.导入歌谣是自编的，和本课的话题密切相关，引导学生有节奏地一起说有助于活跃课堂
气氛，激发他们的学习热情同时复习了一些重点词汇与句型Do you like…？I like/ don’t like …. Does he/she like…? He/She likes/doesn’t like…)
2.通过图片与单词的互换的方式复习单词比较新颖，同时将单词放在短文中进行复习，既
巩固了目标语言又做到了词不离句，句不离篇。

3.本课的听力活动设计的很有层次性，从听取大意到听取细节，逐步深入，在训练学生听
力的同时又强化了目标语言，一举两得。

4.听后活动设计多样化，从pair work过渡到group work既重视了说的能力的训练又培
养了学生写的能力，练习得比较全面.
5. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。

不足之处：
本课小组活动中写报告的时间不充足，有些学生没有完成，另外对于没有写完的同学没有全面检查。

使用说明：本节课第一个教学步骤Lead-in and revision中的第二个环节让学生通过把图片转化成相应的单词读短文，设计幻灯片时图片的动画效果应为退出，然后再出现单词。

The keys:
Step II Before-listening
1: 3, 4, 7, 10, 6, 1, 9, 2, 8, 5
2: fruit: pears, bananas, oranges, apples, strawberries (watermelons, grapes) Vegetables: carrots, tomatoes, (potatoes)
Step III While-listening
1: B
2: The words being circled: carrots, salad, banana, orange, apple, ice-cream 3:
4: vegetables, salad, salad, don’t like, fruit, bananas, oranges, apples, Ice-cream The-end-of-class test
I. 1. likes 2. Does, like 3. do, eat 4. don’t have, have 5. lunch
II. 1. He likes puter games.
2. We like fruit very much.
3. Does your father have a watch?
4. These are carrots.
5. Your breakfast is on the table.。