Do you like bananas教案

教學(xué)內(nèi)容

本單元的核心項目是“喜歡和不喜歡（like and dislike）”。圍繞著這一中心項目，課文中設(shè)計了各種食物及水果的插圖和不同形式的表格，讓學(xué)生進行聽、說、讀、寫等各種學(xué)習(xí)活動。通過本單元的教學(xué)，使學(xué)生學(xué)會詢問對方與了解別人喜歡與不喜歡的食物，學(xué)業(yè)會談?wù)撟约号c他人早、中、晚餐喜愛吃的食物，為其今后能在交際中恰當?shù)乇磉_自己的情感、靈活運用已經(jīng)學(xué)過的常用功能項目、進一步學(xué)習(xí)并掌握新的語言功能奠定了堅實的基礎(chǔ)。

教學(xué)目標

⑴知識目標：A、學(xué)會詢問對方喜歡與不喜歡的食物；

B、學(xué)習(xí)并激情些食物的詞匯；

C、學(xué)會談?wù)撟约号c他人早、中、晚餐喜愛吃的食物；

D、學(xué)會營養(yǎng)配。

⑵能力目標：A、能準備表達喜歡和不喜歡的食物；

B、能根據(jù)具體情景對話，與他人溝通信息，合作完成任務(wù)；

C、通過聽、說、讀、寫四項技能的訓(xùn)練，促進學(xué)生語言運用能力的提高。⑶情感目標：A、通過學(xué)習(xí)西文食品文化，促使學(xué)生了解西方生活方式與文化，培養(yǎng)跨

文化交際的意識；

B、通過開展小組活動，指導(dǎo)學(xué)生積極與他人合作，培養(yǎng)他們的合作精神；

C、通過任務(wù)型活動，使學(xué)生學(xué)會在實際生活中均衡飲食，合理配餐。

教學(xué)重點、難點

重點：A動詞like一般現(xiàn)在時的各種句式及一般疑問句的肯定、否定回答；

B關(guān)于各種食物的詞匯；

C名詞復(fù)數(shù)的使用。

難點：一般現(xiàn)在時中單數(shù)第三人稱的變化形式。

課時安排

第一課時Section A la –lc

第二課時 Section A 2a –4

第三課時Section B la –2c

第四課時 Section B3a –4 Self-check

Period One

課前準備

教師：搜集關(guān)于食物的圖片，多媒體教學(xué)課件，制作表格（見教學(xué)步驟）。

教學(xué)設(shè)計

Step One: New words.

① Present the new words.

T:Let’s play a aguessing game. Is it anapple in my bag?Touch and tell me the answer.

S1: (Touch and say)Yes, it’s an orange.

T:I like oranges. Like means”喜歡”. Read after me.L-I-K-E,like.

Ss: L-I-K-E,like.

T:Do you like oranges?

S2:Yes,I do.

T: Do you like oranges?

S3:No, I don’t.

(Teacher writes the title on the blackboard.)

T: Now today I have a lot of delicious food.First let’t look at some fruit. Look!(Show a picture of a banana.)

T:What’s this in English?It’s a banana. Readafter me,B-A-N-A-N-A,banana.

Ss:B-A-N-A-N-A,banana.

T:Whtat color is it?

Ss:It’s yellow.

(Then look at some pictures and teach theother fruit words in the same way such as strawberry,apple.)

(Next go on learning the vegetables and theother food in the sme way with the pictures.)

T:Look at the pictures and fill in the chataccording to the category.

Step TowGrammar.

① Present the countable nouns and the uncountable nouns.

T:Look!What are these? (Show a picture.)

S1:They are oranges.

T:How many oranges are there?Let’s count.One,two.

S1:Two.

T:And what are these?(Show another picture.)

S2:They are apples.

T:How many apples are there? Let’s countthem. One,two,three.

S2:Three.

T:What’s this?

S3:It’s broccoli.

T:Can we count it”Can we say a broccoli?

S3:Sorry, I don’t know.

T:We can’t say a broccoli because it is theuncountable noun. Nouns contain the countable nouns and the uncountable nouns.Countable nouns can be counted with number ,and we add –s or –es to make theblural. For example,we can say an apple, two apples,three eggs. Uncountablenouns can’t be counted with number,and they don’t have plurals. For example, wecan say salad, broccoli,but we can’t say salads,broccolis.

T:Look at the pictures. Fill in thechart.(Show some pictures of fruits and vegetables.)

T:Check the answers.

② Present the rules of noun plural forms.

T:look at the pictures,can you say them?

S:Yes,three tomatoes,two oranges, threestrawberries.

T:Look at the three rules of plural forms.Are they the same?

S:Of course not.

Step Three: Drills.

① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”

T:Oh,we have lots of delicious fruit. I likeapples best.

(Holding apples)

Do you like them?

S1:Yes, I do.

S2:No, I don’t. I like salad.

T:Do you like salad?

S3:Yes, I do./No, I don’t.

(Ask some more students to practice likethis.)

② Practice the drill.

T:Work in pairs.Ask and answer with yourpictures.

(Before class the students have drawn somepictures of the food.)

Sa:Do you like…?

Sb: …

(Then ask more pairs to practice.)

T:Let’s open your books and do 1b.Listen andnumber1-3.

(The students listen and then check theanswers.)

Step Four: Task.

T:Let’s make a survey.You can ask eightfriends what they like and dislike. Then fill in the chart.

(Then ask some students to report.)

S1:Five of the students like…, two of themlike…

S2:…

Step Five :Summary.

In this class,we’ve learnt the names offoods, fruit and vegetables and practiced asking and answering questions aboutlikes and dislikes. Please remember the rules of noun plurals.

Homework.

Make a survey about your parent’s likes anddislikes using Do you like…?

Do you like bananas?

Period Two

課前準備

教師：搜集關(guān)于食物的圖片，制作表格（見教學(xué)步驟）。

學(xué)生：準備上一節(jié)課的調(diào)查表格，作好對話和調(diào)查的準備。

教學(xué)設(shè)計

Step One: Review the drill.

② Review the drill “Do you like…”?

③ The girl and the boy are talking about their likes anddislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly asyou can.

Ss:…

Step Tw New drills.

① Present the new drills “Does she/ he like…? Yes, she / he does./No, she / he doesn’t”using the chart above.

T:Kate, do you like tomatoes?

S1:Yes, I do.

T:Do you like ice cream?

S1:No, I don’t.

(The teacher points at Kate and asks theclass.)

T:Does Kate like tomatoes?

Ss:Yes, she does.

T:Does Kate like ice cream?

Ss:No,she doesn’t.

(The teacher goes on asking Kate using thechart.)

T:Does your best friend Sue like tomatoes?

S1:Yes, she does.(Kate looks at her chart inher hand.)

T:Who is your best friend?

(The teacher points at Jane.)

S1:Sally is.

T:Does she like tomatoes?

S1:Sally is.

(The teacher points at Tony and Maria.)

T:Do your best friends like tomatoes?

S1:Yes, they do./No, they don’t.

(The teacher asks two more students toanswer his/ her questions according to the chart in their hands. Then theteacher writes down the drills “Does she/he like… ?Do they like…?” on theblackboard.)

T:Work in pairs and practice the drill “Doeshe/she…? Do they…?”according to the chart.

(Then the teacher asks some pairs of thestudents to practice one by one.)

② Practice the drills.

T:Let’s work in pairs .

(Student A looks at Page 33.Student B looksat Page 83.Try to find out what Bob and Bill and don’t like.)

Sa:Does Bill like French fries?

Sb: … Does Bob like French fries?

Sa: …

Step Three: Task.

T:Do you love your parents?

S:Yes.

T:How do you show your love to them?

S1:I’ll do as they say.

S2:I’ll buy something for them when theirbirthday is coming.

S3:I’ll study better and better.

S4:I’ll make a big meal for them.

T:Oh, I think it’s a good idea. Now let’stry to know what they like and dislike. First take out yesterday’shomework,exchange the information in pairs.

(The teacher have asked the students to havea survey last class.)

(Give a sample to the students)

T:Does your father like chicken?(Point to astudent)

S1: No, he doesn’t.

T:Does your mother like eggs?

S1:Yes, she does.

T:Do they like bananas?

S1: Yes, they do.

T:Now work in groups and make a food survey.

(The students work in groups.)

S2:Jim’s father likes… He doesn’t like…Jim’s mother likes…very much. She doesn’t like…And they both don’t like…

(Then ask more students to report.)

Step Four:Summary.

In this class, we’ve learnt the SimplePresent Tense,including of the third person singular form as subject.

Homework.

Rewrite your conversation in the form of apassage.

Do you like bananas?

Period Three

課前準備

教師：搜集關(guān)于食物的圖片，多媒體教學(xué)課件，制作表格（見教學(xué)步驟）。

學(xué)生：準備上一節(jié)課的家庭作業(yè)。

教學(xué)設(shè)計

Step One: Check the homework.

T:Now let’s exchange yourexercise books and help each other. Try to correct it.(Ask different studentsto report his/her conversation.)

Step Twp: Review the words.

T:You know we have learnt so much deliciousfood. Now Let’s play a game with the food. Let’s see who will say the names ofthe food as many as possible during a minute.

(The teacher will give the students a minuteto prepare it.Then ask someone to say.)

S: Salad, apples, bananas, ice cream…

(Choose the three students who said the mostand give some food as presents.)

Step Three: New words.

① Present the new words.

T:How many meals do you have every day?

Ss:Three.

T:What are they?(The students can answerthem 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?

S1:No, sometimes I get up late, I have notime to eat.

T:I think it’s not good for your health.

(Teach the other two words lunch, dinner inthe same way.)

② Practice the words.

T:Which meal do you like best?(Point to astudent.)

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 thisteam.

(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 threegroups. One group likes breakfast, the other two like lunch and dinner. Butwhat do you like for your three meals?

(Show a picture of three dinners.)

T:I have three meal plates. What do you wantto put on it?

Let’s talk about it. Try to find the foodwhat your group like most and tell us the reason.

(When each group is talking about it, theteacher goes around among the students and helps them if they need. Then askeach group to report.)

S:In our group, we like breakfast best. Weall like oranges, eggs, milk and an apple.Because they are good for our health,we choose them.

(When the student is saying, the teacherputs the food onto the plate for breakfast.)

(Do it for lunch and dinner in the sameway.)

T:Look at 1a, and write the number in thebox next to the correct food.

(Then the students finish off 1a.)

T:How many other food words can you add tothe chart?

Try to write themdown in the chart.

(The students write them down as soon aspossible and then read them. See who will add most.)

Step Four: Practice the listening.

T: Look! There are so many foods. Maybe theyare very delicious. Which food do you like? Do you like apples? (Show thepicture.)

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 verylucky. But I have two friends. They are Sandra and Tom. Do you know what foodthey like? Now, let’s listen and find out the food you hear.

(Play the recording 2a in Section B. Thestudents 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. Studentslisten to the conversation and write in the answers on their charts. Play the recordingthe second time and then the students can check their answers to be sure theyare correct.)

T: Does Sandra like salad?

S: Yes, she does.

T: Work in pairs about the chart.

Step Five: Task.

Go on a picnic witha group of friends and make a list of food to buy.

① Divide the students into six groups.

② Talk about what the students in your group like and dislike andmake a list.

③ The leader in each group reports to the class.

Step Six: Summary and homework.

Make a survey about “What do your parentslike for three meals?” after class.

Do you like bananas?

Period Four

課前準備

教師：搜集關(guān)于食物和人物圖片，制作表格（見教學(xué)步驟）。

學(xué)生：準備表格。

教學(xué)設(shè)計

Step One: New words.

T: Do you like sports?

S: Yes, I do. / Of course.

T: What sport do you like best?

S1:I like playing football/ baskball /tabletennis …