人教版英语七年级上册教案：Unit6 SectionB(1a-1e)-教育文档

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七上人教版英语Unit6 SectionB 1a-1e说课稿

Unit 6 Do you like bananas？sectionB (1a-1e)教材分析：本课时是第六单元的第三课时。

本课时有两个任务，一是学习更多有关食物的词汇，二是拓展前面的听力输入和口语输出内容。

1a引入了早、午、晚餐的概念，并结合一日三餐引出生词egg、chicken、carrot和rice。

1b渗透了根据语义场分类记忆单词的策略，并为下面的听力活动做了铺垫。

1c-1d的听力内容主要讨论对食物的喜好，进一步练习第三人称单数的一般现在时句型。

1e是让学生运用目标语言转述听力内容，是语言运用和输出阶段。

教学目标分析：知识目标：（1）掌握新单词breakfast和lunch，了解更多关于食物的新单词；（2）掌握第三人称单数的肯定句和否定句，表达对食物的喜好。

能力目标：提高学生的听说技能。

情感目标：爱惜食物，养成良好的饮食习惯。

教学重难点分析：听力材料的理解以及关于实义动词的肯否句教法和学法分析：在课堂上学生是动静结合，在单词和句子的训练上，先让学生试着自己读，之后再由教师或学生领读，有学生个人读记，生生之间的练习，还有小组合作。

在语言输入之后进行适当训练，之后进行语言输出，包括问答、造句、点评以及小组展示等。

教学过程：1.导入：通过课前一支歌fruit finger导入，并随机点两个学生问问题：Do you like fruit？Do you like vegetables？从而引入每日英语：I like fruit, but I don’t like vegetables.2.学习新单词：通过展示不同的时刻图片带领学生学习三餐单词，并突出元音字母和音标。

带读三餐单词后，又进行30秒读记，由教师检查记忆情况。

3.语言目标：呈现语言目标让学生了解本节课的要点：（1）Talk about likes and dislikes.（谈论好恶）；（2）Practice listening skills.（练习听力）4.自学指导一：（1）学生全体起立大声读34页的词和句子，时间1分钟。

Unit 6 Section B(1a_1e)教案人教版英语七年级上册

Unit 6 Do you like bananas?Section B (1a—1e)一、教学目标1. 能够进一步巩固本单元重点词汇：orange, salad, egg, apple, ice-cream, hamburger, banana, chicken, rice, carrot等。

2. 熟练掌握本课重点句型：(1) —Do you...?—Yes, I do./ No, I don’t.(2) How about...?/ What about...?(3) —Does he like...?— Yes, he does./ No, he doesn’t.3. 能够掌握更多有关食物的词汇，并且能够将这些食物进行分类。

4. 能够听懂谈论食物喜好的对话，并且根据听力要求提取关键信息。

5. 能够熟练运用like询问和回答是否喜欢某种食物。

6. 能够意识到一些食物是否健康，树立健康饮食的观念。

二、教学重点及难点重点：1. 能够听懂谈论食物喜好的对话，并且根据听力要求提取关键信息。

2. 能够熟练运用like询问和回答是否喜欢某种食物。

难点：能够熟练运用like询问和回答是否喜欢某种食物。

三、教学过程四、板书设计Unit 6 Do you like bananas?第1课时Section B (1a—1e)Key words: orange, salad, egg, apple, ice-cream, hamburger, banana, chicken, rice, carrot Key sentences:1. —Do you...?—Yes, I do./ No, I don’t.2. How about...?/ What about...?3. —Does he like...?— Yes, he does./ No, he doesn’t.。

人教版七年级英语上册Unit6SectionB(1a1e)教学设计

2.增强学生的环保意识，让他们认识到保护环境的重要性。
3.培养学生热爱生活、热爱劳动的情感，使他们明白劳动的价值和意义。
4.通过学习英语，激发学生积极向上的心态，增强他们学习英语的自信心和兴趣。
在教学过程中，教师应关注学生的个体差异，充分调动他们的积极性，使他们在轻松愉快的氛围中学习英语。同时，注重培养学生的跨文化交际意识，提高他们的综合素质。
3.能够理解并运用本章节所学的目标句型，如：“What do you do on the farm?”, “I feed the animals.”等，进行情景对话。
4.提高学生的听说能力，能够听懂并参与关于农场活动的英语讨论。
（二）过程与方法
1.通过小组合作、角色扮演等互动活动，培养学生运用英语进行实际交流的能力。
3.教师反馈：针对学生的练习结果，给予及时反馈和指导，帮助他们纠正错误，巩固知识。
（五）总结归纳
1.教学内容：对本节课学习的词汇、句型和一般现在时的用法进行总结。
2.教学步骤：
a)教师引导学生回顾本节课的学习内容，总结农场生活场景的词汇和句型。
b)学生分享学习心得，讨论一般现在时的用法。
c)教师强调重点，解答学生的疑问。
二、学情分析
针对人教版七年级英语上册Unit6 SectionB(1a-1e)的内容，结合学生的年龄特点和认知水平，进行以下学情分析：
1.学生年龄：七年级学生正处于青春期，思维活跃，好奇心强，对于新鲜事物有较高的兴趣。这个年龄段的学生具备一定的自主学习能力和合作意识，但注意力容易分散，需要教师适时引导。
b)终结性评价：通过课后作业、单元测试等方式，检验学生对本章节知识的掌握程度。
c)自我评价：鼓励学生进行自我评价，反思学习过程中的优点和不足，促进他们的自主学习。

人教版英语七年级上册 Unit 6 Section B教案

Unit 6 Do you like bananas?Section B (1a-1e)Unit 6 Do you like bananas?Section B (2a-2c)➢Ask Ss to write more healthy food and unhealthy food.Answers will vary.While-readingFirst Reading➢Reading Tip 1: PredictingT asks Ss to look at the title and pictures in 2b, try to predict: What's the article about?(T tells Ss what predict is: to have a guess. Any answer is OK here. Ss can tell the reason why they guess so.)Second Reading➢Reading Tip 2: scanningAsk Ss to scan the passage and complete the thinking map.➢Reading Tip 3: ScanningAsk Ss to judge which sentence is right and which sentence is wrong according to the passage.Answers: 1. F 2. F 3. T 4. T 5. TThird Reading➢Reading Tip 4: RetellingT asks Ss to retell the passage.(T can use the table above and give some clues to help Ss retell. T can say the first words of the sentences or use transitional words or questions to remind them of the next sentence if students forget. There will be somegrammatical mistakes when they are retelling, so teachers must use some transitional words to connect the sentences together, or to correct their pronunciations.)2b➢Ask Ss to read the magazine article and circle the food words.➢T ask Ss to write down the food that Cindy likes for meals and David likes for meals.T: Just now you have circled all the words about food. What does Cindy like for breakfast, lunch and dinner? What does David like for breakfast, lunch and dinner? Now write B for breakfast, L for lunch and D for dinner after the words.➢Let each S take out a piece of paper. Show Ss PPT P18 and ask them to write down the Chinese translation for each phrase.2c➢Ask Ss to write down five sentences about Cindy’s eating habits. While Ss are completing 2c, walk around the room and look at the sentence of different Ss. Choose sentences in which there are common errors, and write these sentences on the board. Then have Ss work in pairs to find the errors and suggest corrections. Elicit from Ss how to correct the sentences, and make the corrections on the board.Answers will vary.Post-reading➢Optional choice: Divide Ss into groups of four. Ask them to discuss what they like to eat for each meal. T can encourage Ss to say more about their preferences, e.g. I like ... but I don’t like ..., I always / never have ... for ... (T can write these sentences on the board if necessary).Unit 6 Do you like bananas? Section B (3a-Self Check)Exercise 1➢Ask Ss to write the plural forms of the words in the box on the left, then put them into the correct columns.Answers 1:Exercise 2➢First, ask Ss to choose a topic (i.e. the food / sports / colors they like or dislike), then let them write five sentences for that topic. Answers will vary.Exercise 3➢Tell Ss that they need to think about the food / sports / colors their parents like and write five sentences.Answers will vary.(T can encourage Ss to correct each other’s sentences first, then pick some Ss to read their answers to the whole class. )。

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 Aims1. 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/dinner2. 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 PointsTo learn to ask what food you eat in the morning/ noon/evening,Teaching Difficult PointsTo talk about the countable nouns and uncountable nouns.Teaching MethodsScene teaching method; Teaching by induction; Pair workTeaching AidsPPTTeaching ProceduresStep 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 DesignUnit 16 Do you like bananas?The Third Period (Section B la—le)for breakfast... like… for lunch…doesn’t like for supper。

Unit6SectionB1a-1e教案人教版英语七年级上册

Unit 6 Section B 1a1e 教学目标To learn some words and expressions about food.To consolidate the structures:Does Tom like carrots?Yes, he does./No, he doesn’t.核心素养To learn some words and expressions about food.重难点To learn some words and expressions about food.To consolidate the structures:Does Tom like carrots?Yes, he does./No, he doesn’t.教学过程Free talkDo you like…for breakfast/lunch/dinner?Does he /she like…for breakfast/lunch/dinner?1a Write the number of each wordnext to the correct food.1.orange 3. eggs 5. icecream 7. banana 9. rice2. salad 4. apple 6. hamburger 8. chicken 10. carrotsI like ...I don’t like...A: Does … like…?B: Yes, he /she does. He/she likes …B: No, he/she doesn’t. He/she doesn’t like …three meals(一日三餐)breakfastWhat do you like for breakfast?I like eggs and milk for breakfast.For breakfast, I like eggs and milk.lunchWhat do you like for lunch?I like chicken and carrots for lunch.For lunch, I like chicken and carrots.What do you think of (你认为……怎么样) the breakfast, lunch and dinner in part 1a?Do you like the breakfast, lunch and dinner? What do you usually have for breakfast, lunch and dinner?I like… I have ______ for breakfast/ lunch/ dinner.How many other words can you add to the lists?fruit: pear, ___________________________________________________________vegetables: __________________________________________________________Listen and circle the food you hear in 1a.1. orange2. salad3. eggs4. apple5. icecream6. hamburger7. banana8. chicken 9. rice 10. carrots1d Listen again. Fill in the chart.Finish the dialogue. Then act it out with your partner.Sally: Do you like carrots?Tom: __________. I like all vegetables.Sally: How about salad? _______________?Tom: Yes, I do. It’s great! Do you likevegetables?Sally: _______________________. Well,only salad. _____________. I likebananas, oranges …Ask and answer questions about what Sally and Tom like and don’t like.Does Tom like carrots?Yes, he does.Does Tom like …?…Work in groupsA:Do you like strawberries for breakfast/lunch/dinner?B:Yes, I do.I like... /No, I don’t.I don’t like…A:Does he/she like strawberries for breakfast/lunch/dinner?C:Yes, he/she does.He/She likes…/No, he/she doesn’t.He/She doesn’t like …GroupworkI like…, but I don’t like ….Report:Eg:Tom likes apples,but he doesn’t like pears.Gina likes oranges,but she doesn’t like salad. Bob likes …,but he doesn’t like …I like…, but I don’t like…Homework1. 用下列句型就你自己的饮食习惯写五到七个句子。

人教七年级上册Unit6SectionB(1a1e)教学设计

2.增进学生对他人兴趣爱好的了解，尊重并欣赏个体差异，培养友好交往的能力。
3.培养学生的团队精神，让他们认识到合作的重要性，学会在团队中发挥自己的作用。
4.引导学生树立正确的人生观和价值观，关注个人成长，努力实现自己的梦想。
在教学过程中，教师要关注学生的个体差异，因材施教，充分调动学生的积极性，使他们在轻松愉快的氛围中学习英语，提高他们的英语素养。同时，注重培养学生的综合素质，将情感态度与价值观融入教学，使他们在学习英语的过程中形成良好的品格和价值观。
2.教师讲解一般现在时和一般过去时在描述兴趣爱好和日常生活事件中的应用，通过对比分析，让学生明确两种时态的区别和用法。
3.教师利用多媒体课件呈现本节课的重点句型，如：“I like/love to do sth.”，“I don't like to do sth.”，“I used to do sth.”等，并结合实际情境进行讲解和示范。
-尝试使用新学的词汇和短语，如：seldom, neither, piano, practice, winner, competition等，使短文内容丰富、表达准确。
2.口语练习：
-与同学或家人进行对话，互相询问并分享彼此的兴趣爱好，尽量使用本节课所学的句型和词汇。
-录制一段对话，提交给教师检查，以提高口语表达能力。
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一组关于兴趣爱好和日常生活的图片，引导学生进行观察和思考，激发他们对本节课话题的兴趣。
2.教师提问：“What do you like to do in your free time?”，邀请几位学生分享自己的兴趣爱好，并在黑板上记录下他们的回答，为新课的学习做好铺垫。
二、学情分析

人教版英语七年级上册Unit6 SectionB(1a-1e)优质课教案

Unit6 SectionB（1a-1e）优质课教案Target language1. Words &expressionsbreakfast, lunch, dinner2. Key sentencesDoes Tom like carrots? Yes, he does.I like ... for...3. Ability goals: Enable students to talk about likes and dislikes and difference between fruits and vegetables.4. Learning ability goalsHelp students learn how to talk about likes and dislikes of three meals.5. Teaching important /difficult pointsHow to talk about what others like and don’t likeTeaching procedures and waysStep I Revision and Lead-inCheck the homework. Talk with students freely and ask them to give some English names for food. And then ask some of them to tell what food others like and dislike. T: Glad to meet you again, boys and girls. Now you know much fruit and food, don’t you?S: Yes, we do.T: Can you tell me some?S: OK. Apples, pears, strawberries.T: Very good. What else?S: Salad, hamburgers.T: Great! Now, I’d like some of you to tell us what food your classmates like and dislike. Now who’d like to show your writing?Sample version:Cai Jun likes apples. He doesn’t like hamburgers. Chao Jun doesn’t like tomatoes. He likes bananas. Du Lin likes French fries and salad but she doesn’t like salad. Wu Han and Sao Bing both like strawberries but they don’t like chicken...T: Well done! As we know, we have various foods for three meals, e.g. breakfast, lunch and dinner. Now, who can tell me the meanings of these words?S: Breakfast means the food we have in the morning, lunch means the food we have at noon and dinner usually refers to what we have in the evening.T: Excellent! I see you have known a lot about the eating habits of your classmates. But what about yourself? Can you tell me what you usually have for three meals? You may talk with your partner and prepare for it first. Try to speak in English.S: I usually have eggs, noodles, and milk for breakfast. For lunch, I have rice, chicken, fish, carrots, and potatoes. For dinner my parents usually prepare a variety of food, such as pork, fish, broccoli, tofu and so on.T: Good! Next we will learn more about the food for three meals every day and talk about people’s likes and dislikes.StepⅡMatch work (1a)Ask students to read the words, talk about the picture, and then match the words with the food in the picture.T: First practice reading the words by yourselves and then read after me and correct the pronunciation.(After reading) T: Now, please look at the pictures. Do you like the food in the pictures for three meals every day?S: Yes. /No.T: Can you name them in English? Talk with your partners and give the English names for them.Ask the students to work in pairs and talk about the foods in the picture.Check the answers with the students.StepⅢPair work and Listening (1b, 1c, 1d)Ask the students to work in pairs, look at the chart (1b), tell the difference between the fruits and vegetables and add to the lists within the limited time.T: Now, please look at the lists in the chart. We can see that apples are fruits while carrot is a kind of vegetable, so can you tell the fruits from the vegetables?S: Yes. A fruit is the part of a plant or tree that contains seeds and that is used as food。

七年级英语上册 Unit 6 Do you like bananas Section B(1a-1e)教案

Unit 6 Do you like bananas课题：Unit 6 Do you like bananas？Section B 1a-1e 课时第四课时教学设计课标要求能听懂学习活动中连续的指令和问题，并做出适当的反应。

能听懂有关熟悉话题的语段。

能在课堂活动中用简短的英语进行交际。

教材及学情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 dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。

本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。

这部分内容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.学生在之前的两节课上已经接触到了对食物喜好的问答，在本节课上，对于他们而言，并不存在多大的难度，需要老师进行适当的点拨，学生进行归纳总结出相关知识点。

引入新课Step 1.Warming- upand revision1 . Daily greeting to the students.2. Review the words on food. 练习旧知，由此进入新知识的学习Section B, 1a. 1. T: First practice reading the words by2. T: Now, please look at the pictures.4. Check the answers with the students.学生通过对单词和图片again and then listen to a conversation,2. Check the ans wers by asking 听力练习。

人教版七年级上册英语教案Unit 6 Section B 1a-1e带教学反思

通过填写单词的复数、句子排序、单项选择、句型转换等形式练习本课时所学的短语句子。
Step 7
Summary
(PPT 29)
Complete the article.
Hi, I'm _____. There are ___ people in my family: my
____________ and I. My ____ likes eating ________,
教案
教学基本信息
学科
English
学段
初中
年级
七年级
单元
Unit 6
课题
Do you like bananas?
总课时数
6
课时
Section B
(1a-1e)
课型
听说课
授课时间
教学目标及教学重点、难点
教学目标：
At the end of the class, the students will be able to:
教学环节
主要教学活动
设置意图
Step 1
Warming-up
(PPT 4-11)
1.Let’s chant with claps.
-Do you like ap源自les? -Yes, I do.-Do you like bananas? -No, I don’t.
-Do you like hamburgers? -Yes, I do.
1.Review the words.
2.Look at the pictures and learn new words.
3.Read the words.
利用可爱的水果蔬菜图片复习以前学过的单词，同时学习新单词。

人教版七年级英语上册Unit6SectionB(1a1e)说课稿

1.提供丰富的视觉、听觉刺激，激发学生的学习兴趣。
2.帮助学生更好地理解和记忆词汇、句型。
3.拓宽学生的视野，了师生互动和生生互动环节，以促进学生的参与和合作：
1.师生互动：
（1）教师提问，学生回答，检验学生对知识的掌握情况。
（2）教师示范，学生模仿，引导学生正确运用所学知识。
3.在讲解过程中，结合板书进行互动，引导学生关注板书内容。
（二）教学反思
在教学过程中，我预见到以下可能出现的问题或挑战：
1.部分学生对一般现在时的掌握不够熟练，可能出现错误。
2.学生在描述人物特征时，词汇量有限，表达不够丰富。
3.课堂互动中，部分学生可能参与度不高。
应对措施：
1.对学生进行针对性辅导，强化对一般现在时的理解和运用。
（3）在小组合作中，培养学生的团队协作能力和英语表达能力。
二、学情分析导
（一）学生特点
本节课面向的是七年级学生，他们的年龄特征正处于青春期初期，具有强烈的好奇心和求知欲。在认知水平上，他们已经具备了一定的英语基础，能够进行简单的英语交流和表达。此外，学生对新鲜事物充满兴趣，喜欢通过互动、游戏等多样化的方式进行学习。
2.任务型教学法：设计富有挑战性的任务，引导学生主动探究、合作学习。理论依据是建构主义学习理论，认为学生通过积极参与、合作互动，能够更好地构建知识体系。
3.情境教学法：利用图片、视频等多媒体资源，创设情境，激发学生的学习兴趣。理论依据是情境认知理论，强调学习应与实际情境相结合，提高学习的针对性和实用性。
2.句型讲解：利用PPT展示一般现在时的句型，如：He/She is...；He/She can...；He/She likes/doesn't like...，并结合实例进行讲解，让学生掌握其用法。

人教版英语七年级上册Unit6SectionB1a1e教学设计

在此背景下，教师在教学过程中应关注以下几点：
1.针对学生对运动词汇的掌握程度，通过实物、图片等教学资源进行直观教学，巩固和拓展相关词汇。
2.对一般现在时的用法进行详细讲解和练习，特别是第三人称单数动词变化规则，通过例句、练习等方式帮助学生巩固记忆。
3.注重培养学生的听力技巧，如预测、关键词定位等，提高学生对长句和复杂信息的理解能力。
5.分组进行课后研究，每组选择一种运动项目，详细了解其起源、发展、规则等，制作成PPT或手抄报，下节课进行课堂展示。
2.利用图片、实物等教学资源，激发学生的学习兴趣，提高学生的观察能力和思维能力。
3.通过听力训练，培养学生获取信息、处理信息的能力，提高英语实际应用能力。
4.创设真实的语境，让学生在实际的语言环境中运用所学知识，提高学生的语言表达能力。
（三）情感态度与价值观
1.培养学生对运动的热爱，树立健康的生活观念，养成良好的运动习惯。
3.教学评价：
（1）观察学生在课堂活动中的表现，了解他们对词汇、句型的掌握程度。
（2）通过听力练习和课后作业，评估学生的听力水平和知识运用能力。
（3）关注学生在情感态度与价值观方面的表现，如合作精神、自信心等。
四、教学内容与过程
（一）导入新课
1.教师以轻松愉快的谈话方式，询问学生：“Do you like sports? What's your favorite sport?”引导学生用英语表达自己喜欢的运动。
难点：一般现在时中第三人称单数动词变化规则的掌握，以及在实际语境中的灵活运用。
2.重点：提高学生的听力理解能力，尤其是对长句和复杂信息的捕捉与处理。
难点：培养学生预测、关键词定位等听力策略，提高听力效果。
（二）教学设想1.针对重点和难 Nhomakorabea，采用以下教学策略：

人教七年级上册Unit6SectionB(1a1e)优秀教学案例

3.教师巡回指导，给予学生必要的帮助和反馈，促进他们的学习进步。
（四）总结归纳
1.每个小组向全班展示他们的对话，其他学生倾听并给予评价和建议。
2.教师对学生的对话进行点评和总结，强调一般现在时的运用和表达技巧。
3.教师引导学生总结本节课的主要内容和知识点，加深他们对一般现在时的理解和记忆。
（五）作业小结
3.教师通过举例和练习，让学生理解和掌握一般现在时的运用，例如：描述自己的日常生活习惯、描述同学的穿着和活动等。
（三）学生小组讨论
1.教师将学生分成小组，每个小组根据所学的一般现在时，讨论并编写一段描述日常生活习惯的对话。
2.学生在小组内进行角色扮演和练习，鼓励他们用目标语言进行交流和表达，提高口语表达能力。
3.鼓励学生提出问题，培养他们的批判性思维和问题解决能力，使他们在学习过程中能够主动寻找答案。
4.结合课程内容，设计相关的任务和活动，让学生在解决问题的过程中，运用目标语言，提高他们的实际应用能力。
（三）小组合作
1.设计小组讨论和合作任务，让学生能够与他人共同探讨问题，培养他们的团队合作和沟通能力。
5.运用小组合作、讨论等教学方法，促进学生之间的互动交流，提高合作能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和自信心，使他们能够积极地参与课堂活动，主动地学习英语。
2.培养学生良好成任务。
3.通过描述人们的日常生活，使学生认识到不同文化背景下的生活方式，培养他们的跨文化交际意识。
2.学生能够理解并在适当的情境中运用一般现在时，描述人们的日常生活习惯和行为。
3.学生能够听懂并运用目标语言进行简单的日常交流，如询问和描述人们的穿着、活动等。
4.学生能够通过阅读和听力练习，获取相关信息，提高阅读理解和听力技巧。

人教版七年级英语上册Unit6SectionB(1a1e)优秀教学案例

3.培养学生的团队意识，使他们学会在团队中发挥自己的优势，共同完成任务。
4.帮助学生认识到英语学习的实际意义，激发他们学习英语的内在动力，为未来的学习和生活打下坚实基础。
三、教学策略
（一）情景创设
为了让学生更好地理解和运用一般现在时，我将创设贴近生活的真实语境。例如，通过展示一组学生熟悉的日常活动图片，如早晨起床、上学、吃午饭、做作业等，引导学生用英语描述图片内容。这样的情景创设能够激发学生的学习兴趣，使他们更自然地融入到英语学习中。
5.情感态度与价值观的培养
在教学过程中，我注重培养学生的情感态度与价值观。通过引导学生尊重他人、学会倾听、表达和合作，培养他们的人际交往能力。同时，让学生认识到英语学习的实际意义，激发他们学习英语的内在动力，为未来的学习和生活打下坚实基础。
（二）讲授新知
在讲授新知环节，我会先介绍一般现在时的基本概念和用法，包括它用于描述习惯性动作或状态的特点。通过例句和表格的形式，对比一般现在时与一般过去时的区别，让学生清晰地理解其结构。
接着，我会教授本节课的重点词汇和句型，如：“get up”, “go to school”, “have lunch”等词汇，以及“What time do you ...?”, “I usually ... at ...”等句型。我会通过实物、动作和图片等多种方式，帮助学生记忆和理解这些词汇和句型。
1.对学生在课堂上的积极表现给予表扬，提高他们的自信心。
2.针对学生的问题，给予具体、有针对性的指导和建议。
3.定期组织测试，检验学生对知识点的掌握程度，并及时反馈。
四、教学内容与过程
（一）导入新课
在导入环节，我首先会与学生进行简单的互动，询问他们一些关于日常活动的问题，如：“What do you usually do in the morning?”（你早上通常做什么？）和“What time do you have lunch?”（你什么时候吃午饭？）。通过这些问题，激发学生的思考，并自然地引入本节课的主题——描述日常活动。

Unit6SectionB(1a～1e)教案人教版英语七年级上册

Step6
Exercises
1.晚餐吃水果沙拉怎么样?
________ ________having fruit salad for dinner?
2.我弟弟不喜欢沙拉和面包。
My brother________ ________salad or bread.
3.你知道我确实喜欢什么吗?
Do you knowIlike?
核心
素养
教学
目标
语言
能力
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。
Read some articles about healthy eating habits.
做好家庭作业记录。
内化所学知识，强化学习效果。
Blackboard Design
Unit 6 Do you like bananas?
Period IIISection B(1a～1e)
1. breakfast, lunch, dinner
跟读听力文本，培养学生的语音语调意识。
Step 4
Post
listening
Pair－work(1e)
1.T：Does Tom like tomatoes?
Ss：Yes，he does.
T：Ask and answer questions about what Sally and Tom like and don't like.

人教七上Unit6 SectionB(1a-1e)课程教学设计

2.Tell students to develop good eating habits.
Do the survey and give reports to the class.
Train the students speaking and cooperating ability.
Step7 Summary
Teaching Difficult Points
Master the usage ofcountable nouns and uncountable nouns.
Teaching Methods
Listening and writing methods; Pairwork.
Teaching Aids
-Yes, he does.
Teaching reflection:
2.Playthe tape the second time, and get the students to listen and fill in the chart. Check the answers together. Finally, read the conversations together.
Blackboard Dananas?
Section B(1a-1e)
1.Key words:egg, carrot, rice, chicken, so, breakfast, lunch.
2.Key structures:
-Does Tom like carrots?
Finish 1b in groups.
Improve the students’cooperating ability.
Step4 Listening 1c&1d

人教版英语七年级上册精品教案Unit 6Section B ( 1a–1e)

Unit 6 Do you like bananas?Period 3Section B ( 1a–1e)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master some useful sentence structures.●能力目标Get students able to talk about likes and dislikes.●情感目标Try to find out suitable learning methods and know how to do things in the right way.【教学重难点】●重点1. Master the new words and useful expressions.Words and expressions: eat, breakfast, lunch.2. Master some useful sentence structures.(1) Tom likes/eats carrots for lunch.(2) Sally likes/eats eggs for breakfast.●难点Understand the differences between the countable nouns and uncountable nouns.【教学准备】A tape recorder, a projector and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Warm-up1. Greet students as usual and check the homework.2. Review what we have learned in the last period.3. Review the grammar.Step 2: Presentation1. Teach activity 1a(1) Ask students to read the words in the box and try to recite them.(2) Point to the three words on the screen and write the number of each word next to the correct words.(3) Invite some students to tell their answers.(4) Check the correct answers with the class.2. Teach activity 1b(1) Lead students to read the instructions and make sure they know what to do.(2) Students add to the lists.(3) Invite some students to tell their answers and some other students to makea complement.(4) Ask students to read those words and recite them.Step 3: Practice1. Teach activity 1c(1) Ask students to listen and circle the food they hear in 1a.(2) Check the correct answers with students.(3) Ask students to work with their partners and practice the listening material.2. Teach activity 1d(1) Ask students to listen again and fill in the chart in 1d.(2) Play the recording and students fill in the chart.(3) Invite some students to tell their answers.(4) Check the correct answers.Step 4: ConsolidationTeach activity 1e(1) Ask students to work with their partners and make their own conversations.(2) Give students an example.A: Does Tom like carrots?B: Yes, he does.(3) Students ask and answer questions about what Sally and Tom like and don't like. Move around and check the progress.(4) Invite some partners to act out their conversation.【课堂小结】In this period, we’ve consolidated the countable nouns and uncountable nouns. And we’ve also improved our listening skill through s ome listening practice.【课后作业】Write about what you and your family like for breakfast, lunch, and dinner.。

人教版英语七年级上册教案：Unit6 SectionB(1a-1e)

【本单元重点掌握目的】行为动词在一般如今时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般如今时的肯定句、否认句、特殊疑问句、一般疑问句的构成以及简单的答复和表示食物的可数名词和不可数名词。
【教材内容坼分分析】本单元Section A主要是议论喜欢和不喜欢〔like and dislike〕，Section B进一步拓展了此话题，按照“听力输入--阅读训练--由读促写〞的过程逐层递进。
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.
Try to write them down in the chart.
Fruits:pear,apple,orange,banana,pineapple,grape,strawberry
Vegetables:tomato,carrot,potato,lettuce,onion,broccoli
(The students write them down as soon as possible and then read them. See who will add most.)
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.

Unit6SectionB(1a_1e)教案人教版英语七年级上册

1. Greeting with the Ss.
2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.
3.T introduces his/her like or dislike for food and three meals eating diet.For example:
2.句型：—Does Tom like carrots?
—Yes, he does.
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。
能力目标:
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。
情感目标
培养学生健康的饮食习惯
教学资源
课件，图片素材，音频文件，教学道具
教学重点
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。
教学难点
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。
教学准备
投影仪、教科书、图片素材，音频文件，多媒体课件，电子白板
教学过程
教学环节
教学内容
二次备课
Step1Warming upand lead in.
3.让我们吃沙拉，
___________ ___________ salad.
4．我爸爸午饭喜欢吃汉堡。我妈妈晚饭喜欢吃西红柿。我妹妹喜欢吃冰激淋。
My father ___________ hamburgers _______ _________. My mother likes ___________ ___________ ___________. My sister likes _______ ________.