Unit-6---Do-you-like-bananas-全单元教案

Unit 6 Do you like bananas? Period 1(Section A 1a-1c) Teaching aims 1. Learn words and be able to say, read and write them: orange(s), banana(s), strawberry, strawberries, pear(s), apple(s), tomato(es), carrot(s), vegetable(s), hamburger(s), egg(s), ice-cream(s), salad(s), bread, chicken 2. Be able to talk about likes and dislikes by using: I/We/They like oranges. He/She likes oranges. I /We/They don’t like bananas. He/She doesn’t like hamburgers. Do you like salad? Yes, I do./No, I don’t.[来源:Z,xx,k.Com] Does he/she like tomatoes? Yes, he/she does. / No, he/she doesn’t. 3. Understand the difference between countable nouns and uncountable nouns. Teaching key and difficult points: 1. Learn these words and be able to say, read and write them: 2. Be able to talk about likes and dislikes by using: I/We/They like oranges. He/She likes oranges. I /We/They don’t like bananas. He/She doesn’t like hamburgers. Do you like salad? Yes, I do./No, I don’t.[来源:Z,xx,k.Com] Does he/she like tomatoes? Yes, he/she does. / No, he/she doesn’t. Moral objects (1) To call students’ attention to others’ interests and enable them to care more about classmates. (2) To improve Sts’ communicating skills and enable them to keep their health. 备注 Step 1. Warm-up and revision (1)Daily greeting to the students (2)Revision: What’s this/that in English? What color is it?[来源:学科网] T: What’s this in English? (show a picture of and orange) T: What color is it? Step 2. Presentation –New words. (1) Go on asking: What’s this/that in English? What color is it? T: What’s this in English? (show a picture of an apple and if the student don’t know it, show the phonetic symbol of the word.) T: Spell it, please. S: A-P-P-L-E. T: What color is it? S: It’s red. （Present the other three words as above: pear, strawberry, banana） T: We can call all of these things fruit. (Teach the new word “fruit”.) Show pictures and ask the Ss “What are these/those?” and ask the SS to spell the plural forms of these words: oranges, apples, pears, strawberries, bananas. (2) Repeat step (1) to present: carrot, carrots, tomato, tomatoes and vegetable, vegetables. (3) Present some more words by showing pictures. Get the Ss to make an effort to pronounce and spell the new words. Bread, hamburger ,hamburgers, milk, ice-cream, ice-creams, salad, chicken ,an egg, eggs We can call all of these things food: 食物 3. Memory Challenge: Who has the best eyes? (1)Show the pictures, and say the plural forms of the nouns and some uncountable noun. (2) Summarize. 可数名词有复数形式, 不可数名词一般没有复数形式 Step 3 Presentation Target language 1 1. Show the pictures and say: I like tomatoes, but I don’t like bread. 2.Let students say: I like …, but I don’t like .... 3. Show the pictures and say: She likes bread, but she doesn’t like milk. He likes chicken, but he doesn’t like eggs. 4. Let students say: He/She likes …, but he/she doesn’t like .... According Ss’ answers and say: We/They like … We/They don’t like … 5. Sing a chant: Bananas, bananas, I like bananas! Salad, salad, I like salad! Strawberries, strawberries, I don’t like strawberries! Pears, pears, he likes pears! Milk , milk, he likes milk! Tomatoes, tomatoes, He doesn’t like tomatoes! Step 4 Work 1a . 1. Read the words. 2.T: Look at the pictures and fill in the chart . Fruit Food Vegetable 3. Match the words with the things in the picture. 4. Check the answers . Step 5 Present the new language 1 . 1. T: Oh, we have lots of delicious fruits . I like apples best. Do you like apples ? S1 :Yes , I do. I like apples. S2: No, I don't . I like salad. T: Do you like salad ? S3: Yes , I do. I like salad. / No, I don't . I don’t like salad. Step 6 Pairwork . 1. T: Work in pairs .Ask and answer with your partners . (Before class the students have draw some pictures of the food ) 2. Get the Ss to ask and answer in pairs, using the sentences: A: Do you like…? B: Yes, I do./ No, I don’t. 3. When you ask and answer, please fill in the chart. Name Like Dislike Step 7 Present the new language 2 . 1. Show pictures and ask and answer questions Does she/he like…? Yes, she/he does. She/He likes… / No, she/he doesn’t. She/He doesn’t like…. Step 8 Pairwork . 1. T: Work in pairs .Ask and answer with your partners . 2.Get the Ss to ask and answer in pairs, using the sentences: Does she/he like…? Yes, she/he does. She/He likes… / No, she/he doesn’t. She/He doesn’t like…. 3. According Ss’ answers and ask “Do they like…? Yes, they do. / No, they don’t.” Step 9 Work on 1b. [来源:Zxxk.Com] 1. T: 1b. Listen and number the conversations. 2. Listen. 3. Check the answers. 4. Read after the tape. Step 10 work on 1c. 1. First, practice the conversations in 1b. Then, make a survey and fill in the chart below. 2. Report: I like milk and tomatoes, but I don’t like ice-cream. Mary likes oranges, but she doesn’t like milk or ice-cream. Tom likes tomatoes and strawberries, but he doesn’t like bread. Step 11 . Homework Write down the report. Blackboard design: Unit 6 Do you like bananas? New Do you like……? Words Yes , I do. I like …… No ,I don’t. I don’t like…… Does she/he like…? Yes, she/he does. She/He likes… /No, she/he doesn’t. She/He doesn’t like…. Period 2 (Section A 2a-2d) Teaching aims: 1. Words & expressions Birthday, dinner, week, think about, food, sure, how/what about…? Burger, vegetable, fruit, apple, then 2. Target language I like strawberries, they’re delicious. Let’s have them. --Yes, I like them ,too./ No, I don’t like them. I like salad, it’s delicious. Do you like it? -- Yes, I do./ No, I don’t but I like ice cream. Let’s have… Let’s think about the food. Ability goals Enable students to talk about likes and dislikes. Learning ability goals Help students learn how to talk about likes and dislikes. 2. Listening and speaking skills. Moral object: Learn to keep healthy. Teaching important / difficult points How to talk about likes and dislikes with the target language. 教学设计 备 注 1. It’s ____ birthday. A. Jack’s B. Bill’s C. John’s 2. ____ doesn’t like salad. A. Tom B. Jack C. John 3. John likes burgers, salad, apples and ____. A. strawberries B. pears C. banana 4. Read and answer: 1. Does John like hamburgers? 2. Does John like salad? 3. What fruit does John like? 5. Read after the tape. 6.Ask the students to read this part by themselves first, and then , act out the dialogue. 7.Give some notes. Step 7 Summarize and homework. 1. — ___ you like ___________? — Yes, I do. I like ________, too. 2. — _____ your father like ______? — No. He _______ like ______. 3. — Let’s _____ salad. — Oh, no. I ______ ______ salad. 4. — Let’s _____ _________ and ___________. — That _______ good. I ____ them. Period 3（grammar） Teaching aims: Target language: Do you like salad? Yes, I do. /No, I don’t. Do they like pears? Yes, they do. /No, they don’t. Does she like tomatoes? Yes, she does. / No, she doesn’t. I like oranges, but I don’t like bananas. We like rice. We don’t like hamburgers. He likes ice-cream but he doesn’t like vegetables. Learning ability goals 1. Help the students learn how to talk about their likes and dislikes. 2. Help the students understand countable noun and uncountable noun. Learning difficult and important points How to talk about their favorite foods. Noun: countable noun and uncountable noun 教学设计 注 Step 1 Warm- up and lead-in 1. Ask them to review some new words and make a dialogue about their likes and dislikes. T: Do you like salad? S: Yes, I do./No, I don’t T: Do you like fruit? S: Yes. I like fruit , but I don’t like vegetables. Step 2 Pair work Talk about your likes and dislikes S1: I like strawberries but I don’t like oranges. S2: She likes strawberries but she doesn’t like oranges. S3: I like fruit, but I don’t like vegetables S4: She likes fruit but she doesn’t like vegetables. Step 3 Grammar Focus 1. Ask students to review the grammar box and make sure they have mastered “do / does” questions and countable nouns and uncountable nouns. 2. Read the sentences in Grammar Focus and complete the sentences below. ① 你喜欢色拉吗？____ you_____ salad? ② 是的。___, I ____. 不，不喜欢。_____, I ______. ③ 他们喜欢梨吗？ ____ _____ like pears? ④ 是的。____, they ____. 不喜欢。___, they ___. ⑤ 她喜欢西红柿吗？ ____ she _____ a tennis? ⑥ 是的。___, she ____. 不喜欢。___, she ______. ⑦ 我们喜欢米饭。我们不喜欢汉堡。 We _____ _____. We _____ ______ hamburgers? ⑧ 她喜欢冰淇淋。她不喜欢蔬菜。 She ____ ________. She ____ ______ vegetables. 3. Check the answers with the class. 4. Ask students to talk about the use of the third person singular. T: As we can see from these sentences, the third person singular forms all contain an “s”, while the other forms do not. What is the third person singular main verb? What is the third person singular helping verb? S: The third person singular main verb is likes. The third person singular helping verbs are “does” and “doesn’t”. 5. T: Very good! Now you know how to ask, answer and express one’s likes and dislikes both in short forms and in complete sentences. You may make as many sentences as possible using different persons. Sample sentences: ----Do you like bananas? ---Yes, I do. Do you like bananas, too? ---No., I don’t. I like broccoli. ---Do they like broccoli, too? ---No, they don’t. They like strawberries. ----Does she like strawberries very much? ---Yes, she does. Does he like them? ---No, he doesn’t like them at all. He likes apples most. 6. Then show the following nouns and ask students to tell countable from uncountable nouns and try to use them correctly. 可数名词与不可数名词的含义与特点 (1)可数名词 定义：是可以计数的名词。可数名词前可以用 a, an 限定, 一个，也可以用 one, two, three, some, many等 限定。可数名词有复数形式。 a tomato an egg two pears (2). 可数名词复数的构成 构成方式 例词 规则变化 一般的直接加-s book → books cat → cats 以s. x. sh. ch结尾的加-es bus → buses box → boxes brush→ brushes (刷子) watch → watches 以“辅音字母+y”结尾，变y为i, 再加-es family → families strawberry → strawberries 以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀） leaf → leaves （树叶） 以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes photo → photos (3)不可数名词 定义：是指不能计数的名词。不可数名词前不可以用 a, an 限定,不可以用 one, two, three many等限定,也没有复数形式。Milk tea meat water bread rice （4）既可数又不可数名词 定义：在某些情况下能计数，在某些情况下不能计数的名词。 e.g.(1)a chicken一只鸡 chicken 鸡肉 (2) an ice cream 一个（份）冰淇淋 ice cream 冰淇淋 (3) a vegetable salad 一碟蔬菜沙拉 salad 沙拉 (4)foods, fruits 表示类别，即某几种食物和水果。food, 表示食物fruit表示水果 Step4 . Work on 3a. 1. Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets. 2. Ss read the sentences and underline the correct words. They can discuss with their partners. 3. Check the answers and let some Ss say the grammar rules.(根据句子主语的人称和数来确定谓语动词或助动词的数) Step 5 work on 3b. 1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation. 2. Check the answers and let Ss practice the conversation. Step 6 . Survey 1. T: Our likes and dislikes of food are different. Some Ss like these food and other Ss like other food. Let’s make a survey of our likes and dislikes about food. 2. First, look at the chart below and write down the names of the food. Second, ask your classmates about the food in the chart. e.g. You: Do you like ice-cream, Liu Li? Liu Li: Yes, I do. You: What about rice? Liu Li: No, I don’t. 1. Make a report. A sample report: Liu Li likes ice-cream, but Zhao Jun doesn't like ice-cream. He likes bananas. Zhao Li likes French fries and pears. But she doesn’t like salad or apples. Step 7 Homework Ask the students to practice talking about the food they like and dislike using different persons and nouns. Period 4(Section B 1a-1e) Teaching aims: 1. Words egg, carrot, rice, chicken, so. 2. Target language Does Tom like carrots? Yes, he does I like carrots! Ability goals 1. Enable students to talk about likes and dislikes and difference between fruits and vegetables 2. Listening and speaking skills. Moral object: Learn to keep healthy. Teaching important / difficult points How to talk about likes and dislikes of three meals 教学设计 备注 Step 1. Warming- up and revision 1. Daily greeting to the students. 2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns. 3.Pair work Model 1 : Do you like…? --Yes , I do. I like it/them very much// a little. No, I don’t. I don’t like it/them at all. Model 2: Does she/he like …? Yes ,he/she does . He/She likes it/them very much. No , he/she doesn’t . H:\fanwen caiji two\教师学习科学发展观心得体会.docHe/She doesn’t like it/them at all. Model 3 Do they like …? -- Yes ,they do . They like ….very much//a little. No , They don’t . They don’t like…at all. Step 2 Work on Section B, 1a. 1. T: First practice reading the words by yourselves and then read after me and correct the pronunciation. 2. T: Now, please look at the pictures. T: Can you name them in English? Talk with your partners and give the English names for them. 3. Ask the students to work . 4. Check the answers with the students. Step 3 Work on Section B, 1b. 1. T: Now, please look at the lists in the chart. We can see that pears are fruits while carrot is a kind of vegetable, so can you tell the fruits from the vegetables? 2. S: Yes. A fruit is the part of a plant or tree that contains seeds and that is used as food while a vegetable is a plant which you eat as food, e.g. potatoes, carrots, onions. 3. T: Good! Look at the pictures in 1a again and tell me what the vegetables are. S: salad and carrots are vegetables. T: Right! Now, Can you add some words to the lists on the right? I’ll give you three minutes to work with your partner and list as many fruits and vegetables as you can. 4. Set a time limit of two minutes. Ask the Ss to discuss the lists in pairs and write their answers on their books，and ask two Ss to write their answers on the board. Step 4 Work on Section B, 1c 1. Ask students to read the words in 1a again and then listen to a conversation, circle the words from 1a. 2. Check the answers by asking students to read their answers. Step 5 Work on Section B, 1d. 1. T: Sally and Tom talk about what food they like and dislike. We know from the chart that Tom likes carrots. But what do they dislike? Next listen to the recording again and finish the chart in 1d. 2. After listening, Ss check their answers in pairs like this: A; Tom likes ...and … Tom doesn’t like … or … B: Sally likes … and … Sally doesn’t like … 3. Teacher presents the new words：eat, breakfast, lunch T: Every day, we usually eat three meals. In the morning, we eat breakfast. At about noon, we eat lunch. In the evening, we eat dinner. 4. Look at the pictures in 1a and ask the Ss these questions: Whose breakfast/lunch/dinner is it? Why? 5. Get the Ss to guess and check their answers. Step 6 Work on 1e. Practice the conversations in pairs like this: A: Does Tom like carrots? B: Yes, he does. He likes/eats carrots for lunch. (No, he doesn’t. He doesn’t like/eat.. for lunch.) Step 7 Work on Self Check, activity 1. Step 8 Homework A report Hello, my name is … I like … and …. But I don’t like… or ….I have two friends. Their names are…and.. Bob likes … but he doesn’t like… Then how about Jane ? She likes ….but she doesn’t like… Period 5 (2a-2c) Teaching aims: 1. Words: star eat well healthy really question want be fat 2. Target language What do you like for breakfast? Do you like hamburgers for dinner? Ability goals: 1. Enable students to read the magazine article about Cindy’s favorite foods for three meals and write five sentences about Cindy’s eating habits and retell Cindy’s eating habits 2. Train students’ reading and writing skills Moral goals: Enable students can form good eating habits and keep healthy. Teaching important / difficult points: 1. Key words and sentences: 2. Train students’ reading and writing skills 3. Talk about Cindy’s eating habits using “ What do you like for….?I think…What fruit do you like? What about…?I like…for breakfast /lunch/ dinner. 教学设计 注 Step 1 Greeting and lead-in. 1. Greet. 2. T: How many meals do you have every day? T: What are they? (The students can answer them in Chinese.) “早餐、中餐和晚餐”. T: Oh, yes. In English “早餐”we can say “breakfast”. (Teach the other two words lunch, dinner in the same way.) 2. Ss read and try to remember the new words. Step 2. Work on 2a. 1. At first ,the teacher ask Ss some questions: T:--Do you like fruit／eggs／chicken … T:--Does she ／he like fruit／eggs／chicken… 2. T: There is much food around us. Some food is healthy, but others are not so healthy. I think fruit like apples, bananas, strawberries, oranges are very healthy. I think hamburgers are not so healthy. Maybe, chicken, eggs are healthy, too. Which food do you think is healthy? Check (√) Yes, Maybe or No. 2. Ss Check (√) Yes, Maybe or No behind the food. 3. Make a report, then read the report to their partner. S1: I think fruit is healthy. S2: I also think fruit is healthy. Step 3. Presentation 1. T: We have breakfast, lunch and dinner every day. Let’s see what do you usually eat for breakfast, lunch, and dinner? T: What do you like for breakfast, S1? S1: I like milk and bread. T: What do you like for lunch? S1: I like chicken and vegetables. T: What do you like for dinner? S1: I like rice and vegetables. T: Great! You have healthy eating habits (Write “eating habits” and “— What do you like for breakfast/lunch/dinner? — I like…” on the blackboard. ) 2. T: What does he/she like for breakfast, S1? S1: He/She likes milk and bread. T: What does he/she like for lunch? S1: He/She likes chicken and vegetables. 3. OK. Now ask your partners questions to see if they have healthy habits. Step 4. Work on 2b. 1.Look at p35,put them into English orally, then write them down without looking at the text. 1）. 饮食习惯。 2）．我不喜欢香蕉。 3）. 早餐你喜欢吃什么？ 4）.午饭呢？ 5）.午饭你喜欢汉堡吗？ 1. T: Well, Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s read the magazine article about Cindy Smith. First, read the article and circle the food words. (Ss read the article and circle the food words quickly.) 2. Read the article carefully again and answer the questions: ① Does Cindy like bananas, why? ② Does Cindy like salad? ③ Does Cindy like hamburgers for dinner, why ? ④ What does Cindy like for dinner? ⑤ Does Cindy eat ice-cream after dinner, why? ⑥ Are Cindy’s eating habits healthy? (Ss read the article and answer the questions. Then check the answers.) 2. follow the tape and try to copy. 4. Role – play. A is David, B is Cindy. Step 5 Work on 2c. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g. Cindy likes fruit for breakfast. （注意运用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …） Step 6 Homework 1. Memorize the new words in the article and retell Cindy’s eating habits. Period 6 Teaching aims: 1. Words apple, ice cream, banana, broccoli, like, oranges, carrot, breakfast, chicken, tomato, lunch, hamburger, fruit, dinner, French fries, vegetable, pear 2. Target language: I like… I don’t like… For breakfast/ lunch/ dinner ,I like… Ability goals 1. Enable students to learn to write their favorite food for meals 2. Learning ability goals Help students learn how to write a passage about they like and dislike for dinner. Teaching important / difficult points: How to write the food they like and dislike. 教学设计 注 Step 1. Warming- up and revision 1. Review all the food we learned. Let Ss say the words quickly. S1:fruit: apples, bananas, pears, strawberries … S2:vegetables:tomatoes,potatoes,salad, carrots … S3: food: bread, milk, ice-cream, hamburger (burger) … 2. T: I like eggs and milk for breakfast. What do you like eating for breakfast? (Point to a student.) Sa: I like apples and bread. T: What about you? (Point to another student.) Sa: I like hamburgers and bananas. (Ask two more students to answer his/her questions for lunch and dinner.) T: Who can ask and answer like this? S1: What do you like to eat for lunch? S2: I like … S1: What do you like to eat for dinner? S2: I like … (Then ask the students to work in pairs one by one.) Step 2. Survey 1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner. Ask and answer with your partners and write down the results in the chart in 3a. S1: What do you like for breakfast? S2: I like eggs and milk. S1: What do you like for lunch? S2: I like hamburger and salad. S1: What do you like for dinner? S2: I like chicken and fruit. S1: I think your eating habits are healthy. (Exchange the roles) 2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time. You: Oh, do you like eggs for breakfast? Your partner: No, I don’t. I like oranges. Step 3. Writing 1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures: For breakfast/lunch/dinner, I like …, but I don’t like … For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like … (T goes round the classroom and offer helps if it’s necessary.) 2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce. Step 4. Self Check 2 and 3 1. T: Your friends also want to know what food/sports/colors you like. First, let’s talk about sports. What sports do you like? What sports do you dislike? T: I like basketball, volleyball, ping-pong, soccer. I don’t like soccer, baseball. What about you? S1: I like …, but I don’t like … 2. Now, let’s talk about colors. I like red, blue, white and green. I don’t like black, brown, purple or yellow. What about you? S3: I like …, but I don’t like … 3. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it. (Ss work with their partners. T goes around the classroom and offers any helps. ) Step 5 Summarize.