Unit6SectionB(1a1e)全英版教案 (人教版七年级上册英语)

Unit6SectionB〔1a1e〕全英版教案 (人教版七年级上册英语〕
Unit6 SectionB〔1a-1e〕全英版教案
Teaching Aims
1. Knowledge Objects
(1)Function：Let the students know how to talk about their eating habits.
(2)Key Vocabulary：breakfast, lunch, dinner
(3)Target Language：
—What do you like for breakfast?
—I love fruit. I think it’s healthy.
(4)Structure：like/ eat/ have sth. for breakfast/ lunch/dinner
2. Ability Objects：
Train students, ability of expressing their eating habits.
3. Moral Objects：
Students should learn to concern themselves with their eating habits.
Teaching Key Points
To learn to ask what food you eat in the morning/ noon/evening,
Teaching Difficult Points
To talk about the countable nouns and uncountable nouns.
Teaching Methods
Scene teaching method; Teaching by induction; Pair work
Teaching Aids
PPT
Teaching Procedures
Step 1 Check the homework (About 5 minutes)
T：Now let's exchange your exercise books and help each other. Try to correct it.
Step 2 Review the words (About 6 minutes)
T：You know we have learnt so much delici ous food. Now let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it. Then ask someone to say.)
S：Salad, apples, bananas, ice cream...
Step 3 New words (About 20 minutes)
(l)Present the new words.
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〞.
B— R—E— A— K—F—A—S— T, breakfast.
Ss：B—R—E—A—K — F—A—S—T, breakfast.
T：Do you have your breakfast every day?
Ss：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)Practice the words.
T：Which meal do you like best? (Point to a student)
S：I like breakfast best.
T：Why?
S：Because I like drinking milk.
T：Who also likes breakfast in our class? Please put up your hands.
T：Oh, so many students. You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T：We have divided all the class, into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three meals.)
T：I have three meal plates. What.do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S：In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.
Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.) (Do it for lunch and dinner in the same way.)
T：Look at la, and write the number in the box next to the correct food.
(Then the students finish la.)
T：How many other food words can you add to the box in lb?
Try to write them down in the chart below.
Fruits:
Vegetables:
(The students write them down as soon as possible and then read them. See who will add most.)
Step 4 Practice the listening (About 12 minutes)
T：Look ! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (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 find out the food you hear.
(Play the recording lc in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
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 the answers on their charts. Play the recording the second time and then the students can check their answers to be sure if they are correct.)
T：Does Tom like tomatoes?
S：Yes, he does.
T：Work in pairs about the chart.
Step 5 Summary and homework (About 2 minutes)
Ma ke a survey about “What do your parents like for three meals?〞after class.
Blackboard Design
Unit 16 Do you like bananas?
The Third Period (Section B la—le)
for breakfast
... like… for lunch
…doesn’t like for supper。