人教版新目标七年级上册英语全册教案集

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What are these ?
S1: They are books.
T:What’s this?
S2: It’s a baseball.
T:What’s this?
S3: It’s a computer game.
T:Is this a backpack?
S4:Yes,it is.
T: Can you spell it?
S4: Yes, B-A-C-K-P-A-C-K,backpack.
(Review the other words in the same way.)
T:Now, listen to the recording and look at 2a. Number the things from 1-6.
T:Check the answer.(Students give the answer.)
T:Now, listen again. Let’s do 2b. Find out Where are the things from 2a? Number the things in the pictures [1-6].（通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。）
(Play the tape again and check the answer.)
T:Who can answer?
S1:The computer game is on the backpack.
S2:The books are …
S3:The pencil case is …
S4: The backpack is…
S5: The baseball is…
S6: The keys are …
Step Three: Practice the drills.（根据听力材料中的句型，利用图片再次进行巩固练习。）
T: Look at the picture. Is the baseball on the chair?
Ss:No, it isn’t. It’s under the chair.
T: Are the books under the table.
S:No,they aren’t. They’re on the chair.
…
(write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)
S1: Is your ruler on your pencil case?
S2: No, it isn’t. It’s in my…
S3: Are your keys in your pocket?
S4:No, they aren’t. They are in my…
(Let them ask and answer in pairs as many as they can to improve their oral ability.)
Step Four: Present the grammar and practice.（利用实物呈现语法。）
1.        Grammar focus.
(The teacher collects some school things on her desk, them hides them to ask some questions.)
T:Where is the baseball? (Put a baseball in the desk)
S: It’s in …
T: Where is the dictionary?
Ss: It’s on/ under/ behind…
T: Where’re the books/ your keys?
S:They’re on the chair./ in your pocket…
(Then the teacher writes the sentences on the blackboard.)
T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.
“Where’s, It’s and They’re” are contractions.
Make a survey.（运用调查表来巩固句型。）
T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart.
Name   Things        Ruler        Pencil case        Dictionary         Keys
Lucy                                
Tom                               
Tommy                               
Lily                               
2.        Make a conversation.（看图操练句型。）
T: Who can put these sentences in order to make a conversation in 3a.
S1:We can.Where’s the bag?
S2: I don’t know.Is it on the dresser?
S1: No, it isn’t.
Trepare a new dialogue for three minutes just like this. You can use your own things.
(Later, ask more pairs to practice their conversations as quickly as they can.)
Step Five: Practice the drill “Where is / are…?”
(Make a conversation with a student.)
Took at the picture in 3c. Where are the books?
S1: I don’t know.
T: Where are the keys?
S2: They are on the dresser.
T: Work in pairs. Make a similar conversation like this.
S1:Where is the baseball?
S2: It’s…
S3:Where is the…?
S4: I don’t know.
S5: Where are the…?
S6: …
S7: Where is the pencil case?
S8: It’s…
(Let the students ask and answer according to the picture in 3c or using their own things.)
Step Six: Task.（设置任务，通过对比的方式让学生理解方位介词。）
T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.
Sample:
1.        Sa: Where is the backpack? Is it under the table?
Sb: No, it isn’t. It’s on the table.
2.        Sa: Where are the books? Are they on the sofa?
Sb: No, they aren’t. They are on the bed.
…...
T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at Picture 1)
Ss: No, it isn’t. It’s under the table. (Look at Picture 2)
T: Where are the books?Are they behind the sofa? (Look at Picture1)
Ss: No, they are on the sofa. (Look at Picture 2)
(Ask some pairs to make the dialogue and find out some differences.)
T:Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）
Things        Picture1        Pictuer2
Pencil case        in the backpack        on the table
Books               
Backpack               
…               
T:Who wants to report it?
S1: I want to . In Picture 1, the pencil case is… In

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Picture2, the pencil case is…
S2: In Picture 1, the books are… In Picture2, the books are…
(Ask other students to report it.)
Homework.
T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart.
Name  Things        Bed         Clock          Computer game        Ball
Jim                               
Amy                               

Period Three
课前准备
教师：搜集学习用品、日常用品的图片及单词卡片。
学生：准备学习用品、日常用品。
教学设计
Step Oneresent the new words.
T: I have some things on my desk, I think you can tell me how to say them.
T: What’s this? (Hold up a book in the hand)
Ss: It’s a book.
T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.
Ss: M-A-T-H-B-O-O-K, math book.
T: Do you have a watch?
Ss: Yes, I do./ No, I don’t.
T: Is it a watch?
Ss: No, it isn’t. It’s a clock.
T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.
(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)
T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)
Step Two: Present the drills.
1.        Review the words.
T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin!
(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)
T:Who can write them down on the blackboard?
S1:I can.(After writing them,students open the books to check the answer.)
T:How many words did you write?
Ss:Fifteen/Twenty/Twenty-two …
T:What are in the picture?
S:A backpack, a quilt, a computer game, some books…
2.        Present the drill.
T: Look at the picture 1a in Section B and answer my questions Where is the math book?
S1: It is…
T: Where are the pictures?
S2: They are…
T: Where are the books?
S3: They are…
T: Ask and answer according to the picture then fill in the chart.
Things        backpack        books        ID card        ruler        cap
Places                                       
Step Three: Listen and practice the drill.
1.        Listen to the tape.
T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things.
(Play the tape for the first time. The students circle the word they hear. Then check the answer.)
T:Now listen again, and fill in the chart.
Things        ruler        notebook        Math book        CDs
Places                               
2.        Practice the dialogue.
T: Where’s the ruler?
S1: It’s…
T: Where’s the notebook?
S2: It’s…
T: Where’re CDs?
S3: They’re…
T: Work in  pairs according to the chart.
Step Four: Task.
T: Please look at Tommy’s room. Do you think it’s tidy?
Ss: No, I don’t think so.
T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.
(Choose some groups to show the room.)
Homework.
1.        Draw a picture about your room.
2.        Describe your new room.
Period Four
课前准备
教师: 搜集单词卡片、背景资料。
学生：彩笔、大白纸、相关新单词。
教学设计
Step One: Learn the new words.
1.        Present the new words.
(Show some pictures and words on the screen to teach the students the new words.)
T: What’s this?
S1: It’s a room.
T: Do you have a room like this?
S2: Yes, I do./ No, I don’t.
T: Read after me. R-O-O-M, room.
Ss: R-O-O-M, room.
(Teach the other words “TV, desk, picture” in the same way.)
T: There are some words here. Read the words after me and spell them.
(Learn the other words without pictures on the cards.)
T: This is a word. Can you spell this word?
(Point to a word in the card.)
S1: Yes, I can. / No, I can’t.
(Let them know the meaning of “can”.)
T: I can spell your name. Can you spell my name?
S1: Yes, I can.
T: Can you write your name?
S: Sorry, I can’t. I have no pen.
T: You need a pen.( Give him a pen.)
( Let the students understand the word “need”.)
T: I bring a football to school every day. Now it is on the floor. After class  I take it to my home.
(Teach “bring” and “take”. Put a football on the floor and point to the floor to

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teach the word “floor”.)
2.        Practice the words.
(Give the cxamples to the students and get the students to understand the new words.)
Step Two: Listen and practice.
T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note?
Ss: There are five things in the note.
T: What are these?
Ss: They are  notebook…
T: Open your books, who can read it for us?
Ss: I can.
(One student reads it , others listen carefully.)
T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture.
T: Who can tell me where the missing things are?
S1: The baseball is…
S2: The CDs are…
The other students will answer other questions.
Step Three: Play a game.
T: I divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things.
(after drawing them.)
T: Who can say the sentences according to the pictures?
S1: I can. The dog is under the chair.
S2: The cups are…
S3: The quilt are…
S4: The books are …
Step Four: Practice and fill in the blanks.
1.        Fill in the blank.
(First, let the students describe the picture.)
T: Look at the picture in 3b Where is the hat?
S1: It’s…
T: Where is the clock?
S2: It is…
T: Where is the ID card?
S3: It is …
T: Where is the notebook?
S4: It is…
(Ask the same questions in the same way.)
T: Who can fill in the blank?
S1: I can.
(Then ask one or two students to read it aloud. Check the answer according to the picture.)
2.        Practice.
T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.
(Students write a note.)
Step Five: Task.
T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us.
(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.)
Step Six: Do Self-check.
1.        Review the words.
T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.
(Hold up some cards with Chinese words on them such as“ 桌子”.)
T: Who can spell this word?
S: I can. “TABLE”.
(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)
2.        Write some new words about this unit.
T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?
S: We can.
(Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)
T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…
Tlease remember them.
Step Seven: Homework.
T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.
Unit 5 Do you have a soccer ball ?
教学内容
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。 同时学习表示建议的句型Let’s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。
教学目标
1）        语言知识：A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B. 学会使用描述性的形容词来评价事物;
C. 学会在对话中使用名词复数;
D. 学会用祈使句来向对方提出建议.
2) 语言技能:A. 学会用祈使句询问某人是否有某物;
B. 学会向他人提出建议的句子.
3) 学习策略:A.通过与同学讨论,做出猜测;
B.对所学的知识进行分类.
4) 情感态度:A. 在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培养一种适合自己的体育爱好;
            B.在小组活动中,培养学生团结协作精神.
教学重点、难点
重点:A.学会就有关人与物之间所属关系进行问答的句子;
   

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B.学习并掌握Let’s…句型.
难点:A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;
    B.学会使用第三人称单数的一般疑问句及回答做对话.
课时安排
第一课时 Section  A 1a-1c
第二课时 Section  A 2a-4
第三课时 Section  B 1a-2c
第四课时 Section  B 3a-4
Period One
课前准备
教师:准备表格、铅笔、格尺或橡皮。
学生：调查。
教学设计
Step Oneearn the new words.
1.        Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.
Ss: B-A-S-K-E-T-A-B-L-L,basketball.
(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)
T: Read the words together twice.
Ss: …
T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”
2.        Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.
3.        Ask one student to show the answers and check them.
Step Two: Present the structures.
1.        Present these questions and answers.
(Point to a student who has a pen or a pencil case.)
T: Do you have a pencil case?
S1:Yes, I do. (Nod your head yes)
T: Do you have a computer game?
S1: No, I don’t. (Shake your head no)
2.        Practice the drill “Do you have a …?” in pairs. You can use your school things and these balls.Look at the model, then practice like this.
Model:
Sa: Do you have a backpack?
Sb: Yes, I do. Do you have a soccer ball?
Sa: No, I don’t. I have a volleyball.
(Students work in pairs.)
Step Three: Listening practice.
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first time.Students only listen.)
T: Listen to the conversation and circle the words you hear.
(Play the recording again.)
T: Check their answers.
S:…
Step Four: Practice the conversations.
1.        Read the conversations in 1c.
(Ask students to repeat.)
2.        Look at the picture in 1a and practice the conversation with each other in pairs.
S1o you have…?
S2:Yes, I do.
S1o you have a …?
S2:No, I don’t.
3.        Work in groups of four and use the picture to practice the similar conversations with the new words.(television,basketball, baseball bat, soccer ball, volleyball,television)
T:Ask and answer the questions as many as you can.
S1:Do you have a … ?
S2: …
S1: …
S2: …
Step Five: Task.
T: Make a survey about “ What kind of balls do the students have?” We want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he/ she has. Then write down the information in the chart.
1.Fill in the chart using the structure and models on the screen.
Names        Do you have…?        Balls you have
1               
2               
3               
4               
5               
Structures:Do you have a …? Yes, I do./ No, I don’t.
           What balls do you have?
           I have a …
Example:
S1: Do you have a tennis racket, Tom?
S2: No, I don’t.
S1: What balls do you have?
S2: I have basketball and football.
S1: What about you?
S3: …
2.Choose one student from each group to report about his or her group.
Report like this:She or he likes… One of them has a … But two of them have…
Step Six: Homework.
Make a survey about your parents’ collection.
Name        collection
Mother               
father               

Unit 5 Do you have a soccer ball ?
Period Two
课前准备
教师:设计表格，准备录音机及多媒体课件。
学生：准备卧室照片。
教学设计
Step One:Warming up.
1.        Present the new structures.
T: Do you have a tennis racket?
S1:Yes, I do.
T: Do you have a baseball bat?
S2:No, I don’t.
T: Does she have a tennis racket?
(Point to the first student)
S3:Yes, she does.
T:Does he have a baseball bat?
(Pint to the second student)
S4:No,he doesn’t.
2.        Practice the drill.
Tractice in groups of four. The first two students must use the drill “Do you have a …?” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a …?”

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S1o you have a …?
S2:Yes, I do. Do you have a …?
S1:No, I don’t.
S3oes she have a …?
S4:Yes, she does. Does he have a …?
S3:No, he doesn’t.
Step Two: Listening.
Took at the pictures in 2b and name them. What are these?
(Point at the baseball, basketball,volleyball,football.)
Ss:They are…
T:There are four children in the conversations. Who are they? Please listen and find the answer.
(Play the recorder for the first time.)
S:…
T:I’ll play the recorder for the second time. Listen and number the pictures(1-4).
(Students listen for the second time.)
Tisten to the conversation in 2b. Match the people with the balls.
(Students listen and match. Teacher checks their answer.)
Step Three: Practice the structure: Do you have a …? Yes, I do. / No, I don’t.
T:Now, Please look at the picture in 2c in your book. Suppose this is your partner’s room. Ask your partner “ Do you have a …?”
(Show a photo of the teacher.)
Sa:Do you have a …?
Sb:Yes, I do./ No, I don’t.
T: This is my room.Ask your partner some questions about it . Make the same conversation like this.
Model:
T:Let’s look at the teacher’s room. Does she/ he have a football?
S1:Yes, she/he does.Does she/ he have a ping-pong?
T:No,she/he doesn’t.
(Ask more students to make a conversation.)
T:Make a long conversation with things in the picture.
S:…
T:Take out your pictures and change each other.Please talk about it.
S:…
Step Four: Learn how to make suggestions.
1.        Present the new word:Let’s …
(Show a football to class.)
T:Let’s play football after class,OK?
S1:OK.
T:Let’s play ping-pong.
S2:OK.
T:We often use the drill “Let’s…” to make a suggestion.If you want to do it,you may say “OK./ That sounds good./ All right …” If you don’t want to do it, you may say “No, I don’t have a …”
(The teacher writes the drill on the backboard.)
A:Let’s play…
B:No, I don’t have a …
A:Well, let’s play baseball.
B:That sounds good.
T:“That sounds good”means “That is a good idea or That would be fun”.
2.        Do 3a.
(The teacher reads the cartoon story in 3a for students,saying blank each time you come to an empty write-online.
T:I’ll ask a student to read the four words to the class.
S:…
T:Fill in the blanks with the words from the box.
(Students work alone as they write the four words from the box in the correct banks.)
T:Check the answers.
S:..
Step Five: Practice the structure: Let’s…
1.        Explaining.
T:Look at the three pictures in 3b and name the things in it.
S:…
T:What does the mark on the basketball in Picture One mean?
  The mark means “don’t” or “no” and means “do it”.
T:Who read the conversation in pairs?
S:…
2.        Pairwork.
T:Make conversations with your partner according to the picture.
Sa:Let’s play baseball.
Sb:I don’t have a …
Sa:Well,let’s play…
Sb:…
Step Six:Task.
Join the School Sport Center.
T:Look at the ad. On the screen. What sports do you like to play? Who are your favorite sportsmen and sports women? What sports do you play at the school? Our school has a Sports Center with all the sports that you would like to play.
Welcome to our Sports Center.
Do you like sports? We have many
Clubs: volleyball, basketball, ping-pongand more. Join us.
1.        Read the ad.and fill in the chart.
2.        Read the ad.for students and ask them to repeat the new words.
3.        Ask students to choose one club and fill in the form.
4.        Make a conversation with one student using the form.
Structures:
What’s your first name?
What’s your last name?
What sports do you like?
Do you like…?
What class are you in ?
How old are you ?
          Application(申请)
First name       
Last name       
Age       
Sex       
Class       
Club       
For example:
S1:What’s your first name?
S2:My name is…
S1:What’s your last name?
S2:My last name is…
S1:What sports do you like?
S2:I like basketball.
S1:Who is the sport star you like?
S2:Yao Ming.
S1:Do you like baseball?
S2:No,I don’t.
S1:OK, you can join our basket club. Welcome you.
5.        Change the partner and make another conversation.
Structures:
           What sports does he like?
           Does he / she like…?
Unit 5 Do you have a soccer

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ball ?
Period Three
课前准备
教师:准备表格，录音机。
学生:准备调查。
教学设计
Step One: Warming up.
1.        Present the structure of last lesson.
(show a volleyball to a student)
Tet’s make a conversation about your sport you like. Do you like volleyball?
S1:Yes, I like it very much.
(Show a baseball to him or her.)
T:What about baseball?
S1:No, I don’t. I don’t like it .
T:OK.Let’s play volleyball after class.
S1:Great.
2.        Work in pairs and make a similar conversation like this.
Step Two: Learn the new words.
1.        Read the words in 1a.
(Point to the five words in 1a and ask students to repeat each one.)
Ss:interesting, fun, relaxing, boring, difficult.
2.        Explain the Chinese meaning of them.
3.        Then match each picture with one of the words.
(Point to the five pictures and ask students to match them.)
4.        Correct the answer.
Step Three: Practice the new words.
1.        Ask and answer using the description words like this.
(Write the list of the subjects today on the blackboard.Teacher points to the subjects. Students say the description words.)
T:Is math relaxing?
Ss:No, it’s boring.
T:Now work in pairs.
2.        Practice using your pictures.
T: Please draw pictures that show something interesting,boring,fun,difficult or relaxing.Then make conversations. Do it like this.
(Draw the pictures of a TV and a football on the blackboard.)
To you watch TV?
S1:Yes. I like it.
T:Is it interesting?
S1:Yes,it’s very interesting.
To you have a football?
S1:Yes, I do.
T:Is it fun?
S1:Yes, it’s fun.And I like it ,too.
(Ask a few students to draw and answer it.)
3.        Change pictures and work in pairs.
T:Now please change your partner and work in pairs.Try to guess which of the five words the picture shows.
S:…
Step Four: Listening(2a).
1.        One student read the five words in 1a above to the class.
T:Next we’ll listen to a conversation. Here are two boys in the conversation. What do they  want to do ? Listen.
2.        Students only listen.
(Play the recording the first time.)
3.        Listen again and check the words you hear in 1a.
(Play the recording again.)
4.        Check the answers.
Step Five: Listening(2b).
Tractice in recognizing specific vocabulary words in conversation and in writing them.First, listen to the recording in 2b. What does Tony say about the activities?
(Point to the blanks where the students write their answers.)
(Play the recording the first time. Students only listen.)
Tisten to the conversation and write a word from 1a in each bland.(Play the recording again.)
T:Check thd answers.
S:…
Step Six: Role play.
T:Act out the conversation in 2a in pairs.
S1:Let’s play computer games.
S2:That sounds interesting but…
S1:…
S2:…
Step Seven: Activity.
T:Let’s draw the pictures of other activities whose names you know on the board.For example, one student might draw a picture of a bicycle for “ride a bicycle.” Another might make a drawing of a chess board for “play chess.”Let’s make a conversation like this:
S1:Let’s ride our bicycles.
S2:That sounds fun.
S1:…
S2:…
Step Eight: Survey.
T: I know what balls you have now, but I don’t know what kind of sports do you like or dislike and why. Discuss these questions in your group and fill in the chart. Then each group gives your chart to me. One student of each group must report it.
Ball Game
Name         I like        I don’t like        Why
                       
                       
                       
                       
Structures:
1.I like…
2.I don’t like…
3.My favorite ball is…
4.It’s exciting/ boring…
5….likes but he / she doesn’t like…
6….and…like…but…
Unit 5 Do you have a soccer ball ?
Period Four
课前准备
教师:准备表格。
学生:网球拍，排球，篮球。
教学设计
Step One: Present the plural forms of nouns.
(Show the balls to students.)
Teacher: I have two tennis rackets, three basketballs and four footballs.This is my sports collection.(Repeat the collection several times and teach the new word.)
T:What about you?
(Ask some students to say something about their own collections.)
S:I have three…
Step Two: Read the magazine article.
(Ask students to look at the picture in 3a.)
T:This is Ed Smith. He has a great sports collection.What’s the man’s sports

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collection? Can you tell me? (Cover the passage.)
S1:He has…
T:How many balls does he have? Listen to the recording twice.
T:Check their answers.
S:He has…
T:Read the article and circle the sports things in this magazine article.
(Students read it and work alone.)
T:Check their answers.
S:The sports things:…
Step Three: Writing.
Took at the things in the picture of 3b and name the things in it.
S:Five baseballs…
Took at the picture and write the missing words on the blsnk lines.
(Students work alone.)
T:Check their answers.
S:Eight…
Step Four: Draw a picture and practice writing.
(Ask every student to draw a picture.)
Teacher:Ed Smith has his sports collection. Sonia Hall has her sports colletion. What sports do you play? What sports things do you have? What other things do you do? Please draw a picture about your collections like the picture in 3a.
(Students draw pictures.)
T:Change the pictures with each other.Then introduce the pictures.
S1:…
S2:…
T:Write an article about the partner’s pictures. You can use the structures on the blackboard.
(Write these sentence starters on the board: He plays…/ He has…)
T:Check their articles about their partners’ pictures. Read the better ones for the other students.
S:…
Step Five: Write a diary about the collections of your group.
T:Make a survey about the collections in your group.
(Give students the form.)
Name        Collection        How much        Descriptions
                       
                       
                       
                       
T:You can use the structures on the blackboard.
Structures: Do you have a computer game?
         Yes, I do / No, I don’t.
         She plays computer games every day.
         She has a small sports collection.
         She plays sports every day.
T:Check their diaries and read the best one for the others.
Unit 6 Do you like bananas?
教学内容
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
教学目标
⑴知识目标：A、学会询问对方喜欢与不喜欢的食物；
            B、学习并激情 些食物的词汇；
            C、学会谈论自己与他人早、中、晚        餐喜爱吃的食物；
            D、学会营养配。
⑵能力目标：A、能准备表达喜欢和不喜欢的食物；
B、能根据具体情景对话，与他人沟通信息，合作完成任务；
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。⑶情感目标：A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨
   文化交际的意识；
B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；
                C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。
教学重点、难点
重点：A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
B关于各种食物的词汇；
C名词复数的使用。
难点：一般现在时中单数第三人称的变化形式。
课时安排
第一课时Section A la –lc
第二课时 Section A 2a –4
第三课时Section B la –2c
第四课时 Section B3a –4 Self-check

                           Period One

课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
教学设计
Step One: New words.
①        Present the new words.
T:Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.
S1: (Touch and say)Yes, it’s an orange.
T:I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.
Ss: L-I-K-E,like.
To 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. Read after 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 the other fruit words in the same way such as strawberry,apple.)
(Next go on learning the vegetables and the other food in the sme way with the pictures.)
T:Look at the pictures and fill in the chat according to the category.