Unit6 Do you like bananas (说课+实录+评说+配套课件+配套教案)
unit6 Do you like bananas？ (说课+实录+评说+配套课件+配套教案)
I like…but(但是) I don’t like…造句tomaΒιβλιοθήκη oessalad 可/不可数
broccoli 不可数 strawberries
French fries
pears
hamburgers
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bananas
ice cream可/ 不可数
Salad 可/不可数 需要更完整的资源请到 新世纪教 育网 - 名词
broccoli
不可数名词
I don’t like
junk food垃圾食品
French fries
hamburgers
ice cream可/不可数
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1
3
Let us play a game
• What’s in miss wei’s bag?
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一天一苹果，医生远离我
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tomato
/ tə'ma:təu /
tomatoes
/ tə'ma:təuz /
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broccoli
broccolis broccoli
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tomatoe
s
Vegetables:
apple
apples
z/
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orange
/'ɔrɪndʒ/
oranges
/'ɔrɪndʒz/
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Unit 6 Do you like bananasSection A (1a-2d) 说课稿
２、过程与方法
①通过情景教学，让学生置身其中， 积极主动的投入到学习实践中，从 而掌握目标语言。 ②通过听力练习，提高学生听说技能。 ③通过小组合作学习，增强学生的合 作意识，通过练习巩固所学知识。
Unit 6 Do you like bananas? Section A (1a-2d) 说课稿
３、情感目标 ①在教学活动中培养学生的合作互助 精神。 ②在学习实践中鼓励学生多读英语， 提高学生说英语的能力，让学生准 确流畅地表达自己的看法。
Unit 6 Do you like bananas? Section A (1a-2d) 说课稿
Step5. Summary 总结本课时重点词汇和句型。
本课时我们主要学习了How to talk about likes and dislikes ,学习了关于食品方面的 词汇，培养了听和说的技能。
Unit 6 Do you like bananas? Section A (1a-2d) 说课稿
Step3. Presentation
①通过展示食物图片和简单的对话，学习单词和语言目标。
I like … Do you like … ? Yes, I do. / No, I don’t. 设计意图：此步我主要展示了香蕉、梨子、苹果、橙子、草 莓、汉堡、冰淇淋、沙拉、面包和牛奶的图片，利用前面所 学知识，如：What’s this ? It’s … .Is this …?等句型。重点 介绍 I like … .Do you like …?Yes.I do./No.I don’t.新句型， 学习表示食品的名词。此时我要告诉学生注意名词的数的问 题以及可数名词的复数形式的构成规则，启发学生加以归纳， 之后在1a部分主要通过学生看图，让学生将图和单词搭配， 意在培养学生的观察能力和判断、强化学生对生词的理解。
Unit_6_Do_you_like_bananas 说课稿
Unit 6 Do you like bananas? (2a~2c)说课稿Hello, everyone,Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (2a-2c , Grammar Focus) in Unit 6 . It is made up of seven parts.1. Analysis of the teaching material (说教材)2. Teaching methods(说教法)3. Learning methods(说学法)4. Analysis of the students(说学情)5. Teaching procedures (教学步骤)6. Blackboard design（板书设计）7. Reflection(反思)Part 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their listening and speaking ability, learn to talk about what they like and dislike.1.Teaching objectivesLanguage objective：◇Some new words about food◇Countable noun and uncountable noun ◇The new structure:Do you like…?…Yes, I do. /No, I don’t.Ability objective:◇Develop students’ listening, speaking, reading and writing skills. ◇Train the students’communicative ability by using the target language.Emotional objective:◇Get the students to realize the importance of healthy diet.◇Get the students to develop the students’ cooperative spirit.2. Key points◇Master the names of the food◇Learn to use the target language to ask and answer like and dislike.3. Difficult points◇Use the words and the target language learned in this class to describe situations in the daily life.Part2. Teaching methods◇Task-based teaching and learning approach◇Situational method◇Communicative method◇Group work and individual study methodPart 3. learning methodsAsk the students to take part in class actively and develop their cooperation in the activities .◇Pair work◇Group discussionPart4. Analysis of the studentsAbout my students:◇Grade 7◇Great interest, passion in English◇Like western food, such as hamburgers, French-friesPart 5. Teaching proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing especially listening and speaking. Set up six steps. It is review –listening –presentation (sentence pattern) –pairwork –grammar focus and exercises– homework.Step 1. Reviewa)Tell the words: Teacher shows the pictures of the food studentshave learned from last lesson in the PPt, and let them compete in answering what each picture is.b)Plural versions: Teacher shows some pictures and words andasks students the according plural forms.Purpose :Through this part we can consolidate what they studiedyesterday, prepare for the new class.Step 2. Listen to the tapea)While first listening, Teacher let students pick out thesentence patterns used in the listening material and circle the words they have heard in Practice 2a.b)Teacher checks the answer, ask students the sentence patterns.c)Listen again. Students fill in the blanks in Practice 2b andcheck the answer with each other’s partner. Then teacher asks three pairs to act out the dialogues in the three pictures and get the right answers.Purpose: Practice their listening. First listening let them pay attention to the words’spelling and pronunciations, while the second listening pay attention to the structure.Step 3. PresentationTeacher concludes the sentence patternsPurpose: Teach them how to express what they like and dislike exactly.Step 4. Pair-work 1a)Teacher lets students practice dialogues with their partnersaccording to the sentence patterns they have got.b)V olunteers to present their dialogues.Pair-work 2a) Looking at Practice 3 and page 82, students ask their partners questions. Find out what Bob and Bill like and don’t like. Draw expression in the chart.Purpose: Train the Ss’ speaking ability and prepare for later exercises.Step 5. Grammar focus and exercisesTeacher concludes the knowledge the students have learned in the class and let students do some exercisesPurpose: Train the Ss’ ability of understanding and using language. Do some exercises to consolidate the grammar.Step 6. HomeworkAsk your classmates about the food in the chart in Practice 4. Find out what they like and don’t likePurpose: let them to consolidate the knowledge have learned in the class and improve their communication skillsP art 6. Blackboard designDo you /they/li ke …?Yes, I/we/they do.No, I /we/they don’t.Does he/she/Lily like…?Yes, he/she does.No, he/she doesn’tPart 7. ReflectionIn order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , i mproved the students’ ability of collecting information and dealing with the information. Teach them how to express what they like and dislike.。
unit 6 Do you like bananas说课稿
七年级英语（上）unit6 Do you like bananas？说课稿Unit 6 Do you like bananas?(Section A 3c & Section B 1a-1e)十字路初中汪焜元一：教材分析：Topic: FoodFunctions: Talk about likes and dislikesStructures: Present tense to likeYes\ No questions and short answersAffirmative and negative statements三个任务：Task One：会介绍食物名词，进行食品分类；Task Two：询问或陈述食物的喜好；Task Three：谈一日三餐，学会营养配餐二：重难点：重点：1、词汇：like， banana，hamburger，tomato，broccoli，French fries，orange，ice cream，salad，strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable2、句型：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．What do you have for breakfast？3. 名词的单复数.难点：动词like一般现在时的肯定、否定和一般疑问句的用法及肯定与否定的回答。
三：教法：利用实物、教学图片或多媒体等来展开课堂的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。
Unit6Doyoulikebananas？说课稿【推荐下载】
Unit6Doyoulikebananas？说课稿Unit 6 Do you like bananas？说课稿尊敬的各位评委老师，你们好！我是24号选手……今天我说课的内容是人教版七年级英语上册Unit 6 Do you like bananas？Section A 下面我将从教材，教法学法和程序三部分向老师们汇报。
了解教材是完成教学的基础，因此，下面我将从说教材开始本课题选自人教版七年级英语上册第六单元Do you like bananas？本单元是以食物为主线，围绕着喜欢与不喜欢以及一日三餐等语言功能项目展开的一系列任务活动。
根据语言学科的特点，我将用听说读写玩等一系列活动培养学生的观察，记忆，思维，想象，创新能力与合作能力，完成知识的储备和能力的提高。
为了有效的实现学生综合能力的发展，我将本课目标设计如下：1.知识与技能目标：要学会本单元的新单词；掌握Do you like…？的句型并实现生活化的英语交流；能区分可数与不可数名词2.过程与方法目标：运用情景教学从视听入手，通过一系列辅助手段，创设语境，以实践训练为主，培训学生运用语言的能力，形成语言技能。
3.情感态度价值观目标：一方面通过小组共同探讨的方法，从而培养团体意识，共同学习的精神，提高学习效率。
个人也会在小组中，积极思考并表达，提高个人能力。
在了解教材的前提下，有清晰的目标，然而我们依旧需要有重点有突出的讲解本课内容，因此接下来我将说本课的，教学重难点：本单元为该册的第六单元,起着一个承上启下的作用,为什幺说它是一个承上启下的作用呢?首先,学生们进入初中学习英语已经有一段时间了,基本的句型已经掌握,并且还掌握了一些日常的英语;其次,对于英语怎样学习,怎样高效的学习,在学生们的头脑中已经初步定型,这使得该单元成为一个过渡的单元;该单元会对一些句型进行进一步解释,也算是对前面的总结吧;最后,该单元学习的新识会在以后英语学习中广泛运用到的.根据本课学习Section A 的新单词，掌握喜欢与不喜欢的句型表达和学习可数和不可数名词的教学目标。
《Unit6Doyoulikebananas》说课稿
《Unit6Doyoulikebananas》说课稿《Unit6Doyoulikebananas?》说课稿说教材本单元是以介绍食物，谈论喜欢和厌恶为主题来展开本单元的听、说、读、写活动。
在这一单元里，学生们将学习用Doyoulike...?句型及答语来谈论和询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定和否定回答。
并同时学习食物名词的单复数的用法。
第一部分通过食物与图片的配对，引导出本部分中重点词汇和句型；同时通过操练句型：Doyoulike...?以及答语，来练习巩固目标语言。
第二部分主要训练学生的听说的能力及其归纳总结能力。
并且通过谈论第三者的喜好与厌恶进一步训练一般现在时的疑问句和否定句。
第三部分继续学习新的单词并对学生的听力训练有了一个新的要求：根据听力信息来完成表格。
同时通过一系列的调查来巩固和练习语言目标。
第四部分主要是复习本单元的重要知识要点。
单元重难点分析重点：1.识记表示食物的单词，并掌握food，fruit,vegetable与其他表示食物的单词的关系。
2.学会运用句型：---Doyou/theylike...?---Yes,I/theydo./No,I/theydon’t.---Doeshe/shelike...?---Yes,he/shedoes./No,he/shedoesn’t.谈论喜欢或不喜欢的食物。
学习一般现在是的用法；能准确区分可数名词与不可数名词。
难点：正确运用谈论好恶的句型。
二、说目标知识目标：单词及短语：banana,hamburger,tomato,ice-cream,salad,strawberry,pear,milk,bread,Birthday,dinner,food,week,sure,Howabout...?Burger,vegetabl e,fruit,right,apple,rice,egg,right,chicken,so,breakfast,lunch,star,ea t,habit,healthy,really,question,want,be,fat句型：1）.继续学习含有实义动词的一般疑问句及其肯定和否定回答。
Unit 6 Do you like bananas_(period 1说课稿)
人教版新目标（Go for it!）七年级上Unit 6 Do you like bananas?（第一课时）说课稿各位评委：大家好！我说课的题目是Do you like bananas?---第一课时。
本课选自新目标七年级上第六单元。
说课的内容主要包括：教材分析，教法分析，学法分析，教学过程设计和教学反思五部分。
一、教材分析（一）教材的地位及作用1、新目标英语教材概述我们现在所使用的是人教版《新目标》，新目标英语的语言教学理念是知识用于行动，强调语言应用，培养创新和实践能力，发展学习策略。
它采用任务型语言教学模式。
教材中每个单元都设计一个或几个与该单元话题相关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养学生用英语解决实际问题的能力。
每单元的内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣2、单元内容分析整单元分四课时完成。
本节课是本单元的SECTION A部分的第一课时。
它主要语言功能是围绕“Food”展开教学活动，学习动词like的一般现在时的用法。
以“Food”为话题谈论个人的喜好问题, 引导学生了解健康食品的概念，养成良好的饮食习惯。
同时了解东西方饮食文化的差异。
所以本单元是继续学习巩固上一单元开始涉及的一般现在时态，拓展生活中饮食方面的词汇，让学生学会善于表达喜欢和不喜欢的情感。
（二）教学目标根据《新课程标准》关于总目标的具体描述，结合本单元教学内容和学生知识结构及认知特点，确立本节课的教学目标如下：A.语言知识目标：1、学习掌握并正确运用常见的是食物名称及其他词汇2、了解并掌握可数名词和不可数名词的用法3、掌握并运用目标句型：--Do you like bananas? -- Does he like salad?--Yes,I do./No,I donˊt. --Yes, he does./No, he does’ntB．语言技能目标：能够询问对方或他人的饮食爱好,并能用正确的句子表达个人或他人的好恶。
初中英语《Unit 6 Do you like bananas》 说课稿
Unit 6 Do you like bananas? (Section A)1. Introduction to the Lesson(说教材)1.1 Analysis of the content(教材分析)1.2 Teaching Aims (教学目标)1.3 Teaching Key Points and Difficulties(教学重点及难点)2. Teaching Methods(说教法)3. Learning Methods(说学法)4. Teaching Procedures(说教学过程)4.1 Greetings and Warming--up(师生问候和热身)4.2 Leading in(谈话导入，教学新知)Step 1. V ocabulary Teaching（词汇教学）Step 2. Sentences Teaching（句型教学）Step 3. Consolidation（巩固新知）4.3 Summary(课堂小结)4.4 Homework(布置作业)yout Design(说板书设计)Unit 6 Do you like bananas? (Section A)Good morning, my dear judges,I’m going to talk about Section A of Unit 6 Do you like bananas? ,selected from Book 1 of Grade 7 in Go for it. My presentation consists of five parts, Introduction to the Lesson, teaching methods, learning methods ,teaching procedures ,and layout design.1. Introduction to the Lesson(说教材)1.1 Analysis of the content(教材分析)In this unit, it mainly talks about some food and how to express one’s likes and dislikes, connecting with our daily life closely. Section A deals with the new words and language structures of this unit, so it plays an important role in teaching of the whole unit and cultivating the Ss’communicative competence .1.2 Teaching Aims（教学目标）According to the requirement of New Curriculum，my teaching aims include the following three aspects:(1) To enable the Ss to understand and use these new words and sentences correctly: food, banana, hamburger, tomato, broccoli…Do you like ... ? Does he/she like...? and so on.(2)To help Ss cultivate their consciousness of participation, co-operation and sharing.(3)To promote Ss’awareness of the cultural difference between China and Western countries.1.3 Teaching Key Points and Difficulties（教学重点和难点）With regard to the above analysis of teaching content and teaching aims, I hold that the key point is the grasp of the new words and expressions. And the difficult points are how to imitate a real situation for Ss to practice and how to guide them to ask or state their food preferences with the patterns I like... I don’t like...Do you like...?Does he like...?2. Teaching Methods(说教法)Interest is the best teacher for every student. In order to arouse the Ss’ curiosity about new kno wledge and provide a relaxing environment to learn English, I’ll use the situational language teaching method and the task-based teaching method.3. Learning Methods(说学法)A good teacher is the one who will spare no effort to help Ss discover the eternal truth. By means of observation, comparison, and co-operation in class, learners can grasp some language learning skills and greatly improve their abilities of independent study and creative thinking.4. Teaching Procedures(说教学过程)A reasonable arrangement of the teaching process is the key to success in teaching. Based on the characteristics of this course, I arrangedthe following four teaching links.4.1 Greeting and Warming-up（师生问候和热身）Amiable greetings is favorable to the establishment of a harmonious and democratic classroom atmosphere.Then review the sentences :“Do you have a football? Yes I do. No, I don’t” together by using several pictures about balls.4.2 Leading in（谈话导入，教学新知）Tolstoy, a Russian educator, once said: “The necessities to successful teaching is not to be compulsory, but to arouse the Ss’ interest... Stimulating Ss' interest is the key to leading in.”So I can arouse their interest , good memory and fantasy by talking about picnic. Then I can introduce the new lesson by asking: “what kind of food we should buy ?What do you like? Do you like bananas?, if we will go on a picnic.”Step 1. V ocabulary Teaching（词汇教学）To make the learning process more vivid, I will prepare a food bag which is used to present the words about food. In addition, I will ask the Ss to listen to the tape , read the new words and distinguish the single and the plural form. Then I will guide the Ss to finish the exercises named Match the words with the pictures in the textbook to enable them to remember the new words more efficiently.Step 2. Sentences Teaching（句型教学）Considering the features of teaching content related to the life, Iwould like to adopt conversation method and situational communicative approach to practice the new sentences.At first, I will share what I like and what I don’t like with my Ss with the pattern I like …and I don’t like…to introduce the target language Do you like …? Does he like …?After that,I will explain that how the auxiliary verb do changes with different subjects.Step 3.Consolidation（巩固新知）In the first part of the teamwork, I will show a form to Ss by using multimedia and then guide them to make dialogues according to the content in the form and how to express others’ likes and dislikes by using the pattern :eg. Bob likes bananas ,but he doesn’t like apples...In the second part of the teamwork, I will encourage the Ss to act as journalist and to use the new expressions bravely. Then each group choose a reporter to interview team member’s favorite food, after that every reporter will take turns making a report on the platform.4.3 Summary（课堂小结）With the purpose of cultivating the Ss’ language competence and the ability in generalization, I’d like to raise a question :“what did you learn in this class?”Then give the Ss a few minutes to do summary all by themselves and then let them express their opinions freely.4.4 Homework（布置作业）In order to help students consolidate the new knowledge further, Iwill let the students ask their parents’ favorite food with the knowledge we learned today. If possible, suggest them prepare some food which their parents like most. By doing so, it can help them understand their parents better and be grateful to their parents.5. Layout design(说板书设计)In order to present the key words and sentences clearly, I use the inductive method.Unit 6 Do you like bananas ?key words：key sentences:food 1.Do you like...? Yes, I dobanana No, I don’t. hamburger 2. Does he/she like...? Yes, he/she does. tomato- tomatoes(pl.) No, he/she doesn’t. broccolistrawberry--strawberries(pl.)orangeice creamThat’s all. Thank you for your listening.。
Unit 6 Do you like bananas 说课稿
Unit 6 Do you like bananas? 说课稿一、说教材（一）教学内容分析本单元的中心话题是Food. 主要语言功能项目是Talk about likes and disli kes.从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like...? 及其回答Yes,I do / No, I don't.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。
然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。
并借此突出本单元的语法重点。
最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。
（二）教学重点和难点教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don't.2、一般现在时，主语是三单时，助动词与动词的变化。
3、可数名词和不可数名词的区别。
（三）教学目标1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶。
2、语言技能目标：（1）开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2）展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
3、情感态度目标：通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
二、说教法开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
三、说学法（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
人教版七年级unit6_Do_you_like_bananas说课稿
人教版七年级上册Unit6-sectionA说课稿Unit6 Do you like bananas? 说课稿蔡园镇初级中学周小翠一．教材分析1．地位及作用本单元是人教版七年级课本上册的第六单元---Do you like bananas?的第一课时，sectionA部分重点在于使学生掌握like的用法及do you like...?句型。
通过本单元的学习，让学生了解、掌握谈论喜恶的知识，提高学生英语口语交际能力。
2. 教学目标和要求根据《英语新课程标准》关于总目标的具体描述，结合初一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、情感态度三个方面。
(1) 知识目标①学习了解谈论喜恶的有关知识，拓展学生的知识面。
②正确理解并使用本单元所学的新单词。
(2) 能力目标①提高学生听、说、读、写等基本技能，并能够更好地运用于英语学习的实践中。
②能运用所学语言知识描述自己的喜恶，谈论他人的喜恶。
③提高学生的口语交际能力和用英语进行思维、推理、判断的能力，增进相互之间的了解。
(3) 情感目标①在教学活动中培养学生的合作精神和互助精神。
②让学生意识到健康饮食的重要性。
3. 教学重点和教学难点教学重点：指导学生掌握食物的词汇单词短语，表述、谈论个人喜恶的短语、句型do you like...?及其回答语。
通过对话提高学生的语言运用及口语交际能力。
教学难点：①运用所学知识表达自己的想法，描述自己对事物喜恶的情况。
②就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展到我们的生活中来。
二．学生分析本课教学的对象是七年级的学生，他们大多是从小学就开始学习英语，大部分的学生对英语有着浓厚的兴趣和热情，也有一部分学生，基础较差，不具备一定的英语语言表达能力及知识技能，在各方面还未得到均衡的发展，尤其是在听与说这两个方面还比较薄弱。
因此，在教学过程中应切实结合学生自身的特点，注重学生听、说、读、写各方面全面均衡地发展。
Unit6“Do you like bananas？”课堂实录、反思及评析
Ｕｎｉｔ６“Ｄｏｙｏｕｌｉｋｅｂａｎａｎａｓ？”课堂实录、反思及评析作者：蔺景峰张丽华来源：《黑龙江教育·中学教学案例与研究》2007年第08期名师简介蔺景峰，牡丹江市第11中学英语教师，毕业于牡丹江师范学院英语教育专业，曾历任牡丹江市第11中学英语教师、班主任、团委书记、教导处副主任、教导处主任等职务。
2004年破格晋升为中学高级教师，同年考入哈尔滨师范大学在职攻读英语教育硕士。
10多年来他在教育和教学工作中取得了突出成绩，他先后承担并参加了“张思中外语教学法”的研究课题，还参加了国家级“基础教育（初中）英语教学评价试验项目”的研究与试验工作和黑龙江省重点科研课题“三自激励”教育的研究工作，并取得了初步成果。
2004年他参加了黑龙江省初中英语中考命题工作，并担任命题组组长，出色地完成了命题工作，受到了黑龙江省中考命、审题领导小组的一致好评，也使他的业务理论知识得到进一步提高。
并参与编写了30多本教辅书籍。
多年的教育教学工作，蔺老师取得了丰硕的成果。
他被聘为黑龙江省中小学德育研究中心组成员、黑龙江省中考命题员、黑龙江省英语兼职教研员，牡丹江市中小学外语教学专业委员会常务理事。
先后被评为全国教育科学研究优秀教师，黑龙江省教学能手、省教育系统“三育人”先进个人、省模范教师、省初中最佳教师、省劳动模范，牡丹江市教学新秀、市教学能手、市优秀班主任、市优秀教师标兵、市劳动模范。
[选自人教版义务教育课程标准实验教科书《英语》（新目标）7年级上册Unit 6，Section A（3-4）。
]一、教学内容分析本节课的核心教学内容是“喜欢和不喜欢”，这一话题在现实生活中应用广泛。
Section A （3-4）内容较少，它需要通过任务活动的设计，让学生学会谈论自己喜好的方法，并在学习中给学生渗透健康饮食的理念。
另外，本单元涉及到了许多食物和水果，学生对此内容比较熟悉，也较感兴趣，所以学习的积极性容易调动，能轻松愉快地掌握本节课内容，并运用所学的语言知识进行语言实践。
Unit 6 “Do you like bananas？” 教学实录与评析
Unit 6 “Do you like bananas？” 教学实录与评析作者：卢静余雪冰来源：《广西教育·D版》2021年第01期本课是人教版新目标七年级上册Unit 6的第一课时，是一节听说课。
本课围绕“谈论对食物的喜好”这一交际话题展开，目的是让学生学会使用动词like询问他人是否喜欢某种食物，学会多个常见水果的单词，初步了解可数名词、不可数名词的概念，并能进一步归纳、总结名词复数形式的构成规律和使用方法。
“谈论饮食喜好”这一话题贴近学生生活，容易激发学生的学习兴趣。
一、导入新课T：Would you like to listen to a song？Ss：Yes.T：OK，let’s enjoy it.（播放动漫歌曲，随歌曲呈现相关水果图）T：Do you like bananas？Ss：Yes.T：Today，we are going to learn Unit 6“Do you like bananas？”Please follow me and read aloud.T：Please read the goals by yourselves.The story is about a monkey called Dudu.He likes bananas.He wants to eat them.But it’s difficult for him to pick them.Can you help him？Ss：Yes.T：Great，I think you can help him.There are three tasks for you.Task1，Vocabulary;Task2，Target Language;Task3，Grammar.Are you ready？Ss：Yes.【评析】上课伊始，执教者热情地与学生打招呼，营造了轻松的学习氛围;接着播放动漫歌曲，呈现各种水果图片，引导学生谈一谈自己喜欢的水果，引出教学目标。
七年级上册Unit6Doyoulikebananas评课稿
七年级上册Unit6Doyoulikebananas评课稿第一篇：七年级上册Unit 6 Do you like bananas 评课稿评课稿xxx老师执教的人教版七年级上册第六单元第二课时整堂课以任务型教学方式展开,不断创设情景,在师生互动,生生互动中从课堂预设到动态形成.一环扣一环,学生活动高潮迭起,教师引导巧而得法,是一节看实平淡无奇,实则蕴含浓缩精华,朴素实在的一节日常实用的课, 但是反思整个教学过程,活动的形式是否略显单一,活动是否不够深入, 知识是否延深到课外.就从以下几点来谈谈对这一节的认识: 一, 课堂教学设计理念新,思路清,程序合理.以学生的发展为根本,运用任务型教学方式引导学生积极参与教学活动,在整个过程中实现师生,生生互动,活动内容丰富多彩,接近学生生活,在互动,交流,合作,探究中实施教学.整个过程中教师的角色起了深刻的变化,真正成了组织者,参与者,引导者,帮助者,关注学生学习策略,学习方法,学习态度,成为名副其实的“以学为本”的教学设计,以课题为背景,任务型教学Learning by doing 的理念和思路清晣。
教师对教材的内容熟悉,驾驭教材能力强,处理详略得当,思路清,安排课堂教学结构合理,层次分明,节奏紧凑,按复习,呈现,操练来循序渐进创设情景,促使学生感悟和体现教学内容与生活的内在联系,培养学生的语言技能和语言运用的能力.学会交际,学会做事情.《课程标准》中指出，本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
而在本节课中,教师以这一理念为指导,始终以高亢的情绪参与教学,鼓励学生,真正把学生当作主体,充分调动学生参与活动的积极性，重点句型贯穿全过程.使本课重点突出,难点突破,一气呵成,恰到好处.二、清晰的过程中充满新颖的教学方法该课表现出xxx老师教学思想的全体性、全面性、主动性,她善于抓住课堂关键事件，生成精彩课堂，她的教学面向了全体学生，着眼于学生的发展，课程挖掘很多来源于学生的生活空间和社会实践，从而实现了学生获取知识的自我建构、自我生成的过程，任务明确，课堂民主、和谐、自由，充满活力，教学中无处不体现出教育即生活的教学理念和新课标理念。
人教版七年级Unit 6 Do you like bananas？说课稿
Unit 6 Do you like bananas？说课稿Section B(2a---2c)一、说教材本课时为新目标七年级新版教材第六单元Unit6 Do you like bananas?Section B的第二课时，Section B是在Section A 的基础上的知识的拓展和延伸。
本单元中，Section B 首先以听说写的形式展开了事物与名称配对以及对食物进行分类。
J接着设计了听力填写Sally 和Tom 喜欢与不喜欢的食物，自然引到了谈论一日三餐的话题活动，实现了新旧知识的综合运用，一日三餐合理健康膳食引出同步阅读，以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。
教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生有目的的学习语言，学会合理饮食。
除此之外，进一步学习助动词do 与does 的用法以及动词like 和复数名词的用法。
二、说学生学生已有一定量的英语语感积累，英语学习信心比较足，在课堂上较为活跃，所以设计了自由问答，结伴对话，小组采访和全班汇报等活动来充实学生的学习形式。
但是学生抽象思维较差，形象思维能力强，所以用丰富多彩的图片以及鲜明的实物呈现给他们，既直观形象又生动，能激发学生兴趣。
另外，学生很注重教师对他们的评价，所以穿插多种形式的表扬来鼓励学生的学习积极性。
三、说教学目标1、知识目标1、词汇star eat well habit really question want be fat2、能力目标：能读懂并理解文章学会谈论一个人的饮食习惯用句型D you like...? Yes, I do./No I don’t.以及---What do you like for breakfast/lunch/dinner? I like ... I don’t like...和他们的第三人称形式。
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新课标七年级上Unit6 Do you like bananas (Period 1)教案
郫县新民场中学谢玲
教材分析:
The students will learn to talk about what they like and don’t like because the content of this unit come from the life, and relate every student, so they must be very interested in it. Bu t the students can’t use “do” and “does”.
学生分析:
The majority student can be free to talk about what they like and don’t like.
设计理念:
ing pictures let the students to learn the new words, then talk about them.
2.Le t the students do a survey “Do you like …” on one hand ,increases their interests of study, on the other hand, trains their cooperation spirit and consciousness of competition.
3.Lead every student to take care of health.
知识目标：
1.Key words:
like , apple,banana ,, hamburger , tomato , broccoli , orange , ice
cream , salad, fruit ,vegetable.
2.Target sentences:
Do you like Salad? Yes, I do. No, I don’t
Do they like French fries? Yes, they do . No, they don’t. Does he like strawberries? Yes, he does. No, he doesn’t.能力目标：
Student learn how to talk about what they like or dislike. 情感目标：
Health is happiness.
教学重难点:
1.countable nouns and uncountable nouns.
2. How to listen to and talk about their favorite foods.
教学媒体:
computer , tape recorder ，the real things Teaching procedure:
Step1. Revision
Review the drills: “Do you have….”
Step2. Lead in
Play 《apple song 》
Q: Do you like the song?
Let students know what the word mean?
What did you hear?
Do you like apples?
Do you want to know other names of fruit/ vegetable/ food?
step3. Learn new words
Show some pictures using PPT to introduce the new words: hamburger tomato broccoli French fries ice cream salad strawberries Let students read after the teacher, then read one by one.
Step4.
1a Match the words with the things in the picture.
Step5. Practice
Talk about the food.
T: Do you like bananas? S: Yes, I do.
T: Do you like salad? S:No, I don’t
Step6. Listening
1. Play the recorder the first time, students only listen.
2. Play the recorder a second time.
3. Show the answers.
Step7 practice
First, ask and answer in pairs .
Q: Do you like bananas?
A: Yes, I do.
Q: Do you like salad?
A:No, I don’t
Then show time.
Make conversations between teacher and students. Talk about what she / he likes in the screen.
Q:Does she like apples?
A:Yes ,she does.
Q:Does she like bananas?
A:No ,she doesn’t.
T:She likes apples ,but she donesn’t like bananas.
Q: Does Bob like chicken / ice cream?
A: Yes, he does. / No, he doesn’t.
T: He likes chicken,but he doesn’t like ice cream.
Step6. Survey
Do a survey about what your friend likes / dislikes.
Q:Do you like ice cream?
A:Yes,Ido/ No, I don’t.
Then ask Ss to write a short report.
She/ He likes …, but she /he doesn’t like….
Step7. Summary
Food names
hamburgers, oranges, bananas, pears
tomatoes, strawberries, French fries
broccoli, ice cream, salad
Ask & answer what you like or dislike
Q: Do you like bananas / ice cream?
A: Yes, I do. / No, I don’t.
Step8.Homework
1.Collect more names of food. For example: onion, egg… then make
a food list
2.Practice the conversations in 1b .Then make your own conversations.
3.Finish the survey and write a report.。