《英语教学设计 Uni Doyoulikebananas[.docx》由会员分享，可在线阅读，更多相关《英语教学设计 Uni Doyoulikebananas[.docx（5页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、Unit 6 Dor you like bananas?教材分析本单元围绕“食物”这一话题展开教学。围绕食物谈论日常生活中人们喜欢哪些食物，不喜 欢哪些食物。通过对话和课文让学生学习有关食物的词汇并了解不同国家的饮食习惯，同时也复习了上单 元表建议和拥有关系的表达方法。教材处理本单元的教学内容分四课时开展。每课时的开始基本以游戏形式开始，进行热身运动。教学 过程倡导学生体验、实践、参与、合作交流方式的任务型教学途径，发展学生的语言综合运用能力，使语 言学习过程成为学生形成积极的情感态度、主动思维和大胆实践，提高跨文化意识和形成自主学习能力的 过程。教学难点使学生始终保持浓厚的学习兴趣，既巩固词
2、汇和句型，又能创造性使用语言。教学设计First Period教学过程设计意图Step 1. Warming up Game: Guess “ What, s in the box?”Ss: Do you have？ Yes, I do. No, I don t (pen一banananew words)该问题是为了复习上一单元的重点句型。建议让多个学生 作答：引导学生作肯定回答或否定回答。以游戏形式开始上课，属于课前热身运动，把学生的情绪 调到最佳状态，为后面的教学做好情感铺垫。Step 2. Presentation1. What else in the box?Let me show y
3、ou.通过猜游戏的方式呈现本单元的词汇， hamburgers, tomatoes, broccoli, oranges, ice cream, chicken等，给于学生较深的印象。I have I like I don t like2. Do you like?Yes, I do. No, I don t .I don t likeStep 3. Pair work1. Look at the picture. P31 Ask and answer in pairs.2. lb3. lcT: I like I don t likeDo you Like?Ss. Pair work通过小组练
4、习，快速、连珠炮式问答，激发学生兴趣，活跃 了课堂气氛，巩固本课重点句型为学生后面的学习活动做准 备。Step 4. Game. Guess What do I like?Do you like?Does he/she like?在通过游戏形式巩固本课句型，同时引出Does he/she?句型及肯定或否定回答，为完成后续任务作铺垫。Yes, he/ she does. No, she/he doesn t.Do they like? Yes, they do.Step 5. Homework.1, la, P31. la, P34. lb, P34.2. Write. I like. I do
5、n t like.巩固重点词汇，又不显得是单调乏味的机械记忆，寓学于 乐。Second PeriodStep 1. Warming up.Have a competition. Listen and circle the things you hear, (food, school things, other things.)2a, P32. la, P34. P36. P34,2a.以竞赛形式开始上课，激发学生兴趣，为后面教学作情感铺 垫，同时以听的形式巩固目标语言。Step 2. Presentation1. I like, I don t likeWhat about you? Do y
6、ou like?2. Doeslike?Yes, rdoes,T:He/She likes?No,doesn t.doesn t like.通过直观呈现句型，让学生猜测意思，能直观思维，加深记 忆为完成后续任务做铺垫。Step 3. Pairwork1. Doeslike?2, 3 P33According to the chart, ask arnd answer in pairs.通过小组活动，激发学生兴趣，活跃课堂气氛，进一步巩固 本课重点句型。Step 4. Group workTask Food surveyAsk “Do you like P334把句型引到班级同学的实际生活调查中
7、去，能进一步激发学 生的参与热情，并为下一步写作作好铺垫。Step 5. WriteAccording to the food survey, writelikes,doesn t like.巩固句型、词汇乂不显得单调乏味。寓学于乐。Step 6. Homework1. Write2. Do 3a P35通过课后练习进一步拓展学生的综合语言运用能力。Third PeriodStep 1. Warming upGame: Find the right place.Put the right pictures in the right place. Have a competition. (Foo
8、d, Fruit, vegetable)Look at the pictures and ask.以游戏形式复习本单元新词汇，并进行归类，在游戏中 开始上课，调节课前学生情绪，为下一步呈现作好铺垫。Step 2.Listening 2b用听力的形式巩固目标语言，要求学生掌握正确的听力 方法，提高听的能力。-Step 3. Presentation1. Say what you like to eat forand what your friend likes2. Listening 2b P34 What about Tom and Sandra?3. 3c P34通过学生自述和听的形式，复习
9、、巩固并运用所学语言。Step 3. PairworkDoyoulikeforbreakfast/lunch/dinner?通过小组练习，巩固以上句型。Step 4. Writelikes拓宽学生对句型的运用。Step 5 Follow up1. Say what the Ss write.2. Free talkWhat do we Chinese usually eat/haveforbreakfast/lunch/dinner?通过free talk和make a report的形式练习，学生们 能准确地用英语表述自己一日三餐的生活习惯。Step6. Presentation1. Wha
10、t about the western people?2. I have a foreign friend Sandra.Do you know What does she eat for Let s listen andfind.3. Read and answer. Why does she have the food?”通过直观呈现，让学生猜测句意，能直观思维，加深记 忆，为完成后续任务作铺垫。Step 7. Follow up.Ask the Ss to tell the differences between food and western food.进一步拓展学生的综合语言运用能
11、力，同时注意跨文化 意识能力的培养和渗透。.Step 8. HomeworkWrite “What food you like and Tom likes” .落实笔头，进一步在写中巩固所学句型和词汇。Fourth PeriodStep 1 Warming upGame: Spell the words” Look at the picture and speak in English and spell it.以游戏形式进行课前热身运动，为后面教学作情感铺垫。Step 2 Listening. 2b用听力的形式巩固目标语言，要求学生掌握正确的听力 方法，提高听的能力。Step 3. Pres
12、entation1. Say what you like to eat for andwhat your friend likes2. Listening 2b P343. 2c p34通过学生自述和听力形式，复习，巩固并运用所学语言。Step4 Group work 4a1. Ask and answer2. Read the list. Make a list of food to buy.3. In our group, I likelikes likes通过小组和大组练习，既激发学生兴趣又培养学生合作 精神，进一步训练学生的综合语言运用能力。Step 5 Game “Guess wha
13、t group is it ?”1. Ask some Ss to read the list and others Ss to g.uess “which group is it2. Give some Ss the lists and find out “which group is itDo you like把活动与俱乐部联系起来。如果有必要，可以让学生同 桌讨论答案。Step 6. Homework1.Write what do your family like to eat for?巩固重点词汇和句型。把该句型带到生活中去，能进一 步激发学生的参与热情，并能让学生将英语学习与自己 的生活实际想结合，真正达到学以致用的目的，并交流 了思想感情，激发了学生表达的欲望。