新版英语七年级上册Unit 6 Do you like bananas? 第一课时公开课教学设计

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七年级上册Unit 6 Do you like bananas? 第一课时教学设计
广东省中山市第一中学　 揭晓玲


课型：Listening and speaking

时间：45minutes

教材内容：Section A

教学要求：

Target language 目标语言

1. Words 生词

banana; hamburger; tomato; ice-cream; salad; strawberry; pear; bread; food; burger; vegetable; fruit; apple; egg  

2. Key sentences 重点句子

Do you like ...? Yes, I do. / No, I don't.

I like ...

I don't like ...

Language goals 语言技能目标

Enable students to talk about likes and dislikes.

Strategy goals 学习策略目标

1. With the help of different forms of contexts and tasks, enable students to understand new words and classify countable and uncountable nouns.

2. Enable students to communicate with partners by using target languages.

Emotional and attitude goals 情感态度目标

Enable students to communicate with others about likes and dislikes and learn to care for the people around more.

Teaching important / difficult points 教学重难点

1. The names of different food.

2. How to talk about likes and dislikes.

Teaching aids 教具准备

A computer, blackboard, cards and fruits.

Teaching procedures and methods 教学过程与方式

Step 1ead-in

Aims: To attract students’ attention to the topic.

Teachers' activities: Talk about the food the teacher has in the fridge in order to help teach students to learn the words.

Students' activities: Guess what the teacher has in the fridge.

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Step 2: Presentation

Aims: To get students familiar with the new words of food and help students gain some input of countable nouns and uncountable nouns.

Teachers' activities: Show students different kinds of food and teach them new words of food, and write on the blackboard.

Students' activities: Try to guess what the teacher has in her fridge and learn those words to gain input.

Step 3: Presentation

Aims: To help students get familiar with the key sentences of "I like ..." and "I don’t like ..." with the help of context.

Teachers' activities: During guessing, the teacher talks about likes and dislikes and asks them whether they like or not by using key sentences. And write key sentences on the blackboard.

Students' activities: Know about the food the teacher likes and dislikes to gain input.

Step 4: Practice

Aims: To help students consolidate the words they learnt.

Teachers' activities: Attract students' attention to the picture, and tell them about the context, and then show students the picture and ask them to finish 1a.

Students' activities: Finish 1a.

Step 5: Listening

Aims: To get students familiar with the ways of asking and answering about likes.

Teachers' activities: Play records and listen carefully in order to help students check the answers.

Students' activities: Listen to the record carefully and get the correct order.

Step 6: Pairwork

Aims: To help students command the ways of talking about the food they like.

Teachers' activities: Give instructions and make a sample dialogue for help.

Students' activities: Ask and answer about the food they like by using target language.

Step 7: Game: What’s missing?

Aims: To help students command key words and get ready for the next listening task.

Teachers' activities: Give instructions and help smooth the game when necessary.

Students' activities: Students have to remember the food shown on PPT and then find out what’s missing in the next few pages and spell the word.

Step 8: Listening Ⅰ

Aims: To make sure students can gain correct information by understanding conversations.

Teachers' activities: Help students to predict the content, play records and listen carefully to help check the answers.

Students' activities: Predict the content and listen carefully to get the correct answers.

Step 9: Listening Ⅱ

Aims: To help students deal with more detailed information in the conversations.

Teachers' activities: Play records and listen carefully to help check the answers.

Students' activities: Listen carefully and get more detailed information.

Step 10: Listening Ⅲ

Aims: To help students get familiar of the ways to talk about the third person's likes and dislikes.

Teachers' activities: Play records, listen carefully to help check the answers and lead students to check the answers by using target language.

Students' activities: Listen carefully and gain some input of talking about the third person’s likes. Check the answers by using target language.

Step 11: Reading

Aims: To help students understand the whole dialogue and gain detailed information about it.

Teachers' activities: Show students the questions they have to deal with and ask them to read carefully.

Students' activities: Read carefully and answer the questions.

Step 12: Shadowing

Aims: To help students imitated the intonation of the dialogue and get more familiar with the dialogue by doing this task.

Teachers' activities: Play records and ask students to do shadowing.

Students' activities: Listen carefully and read after the tape to imitated the intonation.

Step 13: Group work

Aims: Provide opportunities to students to practice the dialogue.

Teachers' activities: Ask students to read the dialogue together and then read in different kinds of groups.

Students' activities: Read the dialogue together and then read in different kinds of groups.

Step 14: Group work

Aims: To provide more chances to students to practice their oral English.

Teachers' activities: Invite some students to role play the dialogue.

Students' activities: Role play the dialogue and add something more if they can.

Step 15: Homework

Aims: To consolidate the contents learnt in the period and calculate students’ ability to make a summary of things they learn.

Teachers' activities: Try to make a summary of different words learnt today.

Students' activities: Try to make a summary of different words learnt today by finishing the chart and make sentences.