七年级英语do you like bananas 1

Unit 6 Do you like bananas?

Section A

(1课时)

一、第一教学环节：情景创设，导入新课

教师活动

学生活动 Section A 主要是通过介绍食物，学会谈论喜欢与不喜欢的食物，所以可采用视听导入法： 1．先教学一些食物名词，教师拿出一个苹果或放映幻灯片或出示图片进行演示：I have an apple ．咬一口苹果并做出喜欢吃的样子：I like apples ． 问：Do I like apples?自己回答：Yes ，

I do ．教师拿出一个梨子或放映幻灯片或出示图片进行演示：I have a pear ．咬一口苹果并做出不喜欢吃的样子：I don ’

t like pears ．问：Do I like pears?自己回答：No ，I don ’t ．再

使用其它物体进行类似的演示。 然后询问学生：Do I like …?

询问学生：Do you like …?询问学生：Does he ／she like …?询

问学生：Do they

like …?

2．引导学生进行Pairwork 对话练习，运用所学知识进行互

动交流。 1．学生回答：Yes ，you do ．No ，you don ’

t ．；学生回答：Yes ，I do ．No ，I don ’t ．；

学生回答：Yes ，he ／she doesn ’t. No ．he

／she doesn ’t ．；学生回答：Yes ，they do ．No ，they don ’t ． 2．进行Pairwork 对话练习，运用所学知

识进行互动交流。

二、第二教学环节：师生互动，学习探究

教师活动

学生活动 1．播放1b 部分的录音让学生听，引导学生选出适当的对话并标明顺序，完成lb 部分的教学任务。 2．引导学生展开Pairwork 活动，完成1c 部分口语交际的教学任务，运用助动词do 进行问答，可采用师生互动带动生生互动的交流方式：Do you like …?Yes ，I do ．／No ，I don ’t ．再让学生自编对话进行操练，巩固所学词汇和句型。 3．播放2a 部分的录音让学生听，引导学生选出他们所听到的食物名词，完成2a 部分的教学任务。 4．重新播放2a 部分的录音，要求学生将所听到的食物名词填人图中的空白处，完成2b 部分中的听力训练任务并学习行为动1．听lb 部分的录音，选出适当的对话并

标明顺序，完成lb 部分的学习任务。 2．Pairwork 活动，完成1c 部分口语交际的学习任务，学会运用助动词do 进行问答；自编对话进行操练，巩固所学词汇和句型。

3．听2a 部分的录音，选出他们所听到的食物名词，完成2a 部分的学习任务。

4．重听2a 部分的录音，将所听到的食物名词填入图中的空白处，完成2b 部分中的

词like 一般现在时的肯定句、否定句和一般疑问句结构。 5．引导学生展开Pairwork 活动，完成2c 部分口语交际的教学

任务。让学生先操练上面的对话，练习行为动词like 一般现在时的肯定句、否定句和一般疑问句结构。可采用师生互动带动生生互动的交流方式：I like …Do you like …?Yes ，I do ．／No ，I don ’t ．I don't like …；然后让学生根据自己的实际隋况作出回答。 6．引导学生展开Pairwork 活动，完成第3部分口语交际的教学任务。让学生根据各自的图表进行询问，然后根据对方的回答画出相应的标志图案。 听力训练任务，学习行为动词一般现在时

的肯定句、否定句和一般疑问句结构。

5．Pairwork 活动，完成2c 部分口语交际的学习任务。先操练上面的对话，练习行为动词like 一般现在时的肯定句、否定句和一般疑问句结构，然后根据自己的实际情况作出回答。

6．Pairwork 活动，完成第3部分口语交际的学习任务。根据各自的图表进行询问，然后根据对方的回答画出相应的标志图

案。

三、第三教学环节：合作交流，巩固提高

重点句型：

Do you ／they like salad? Yes ．I ／they do ．／No ，I ／they don ’t ．

Does he ／she like salad? Yes ．he ／she does ．／No ，he ／she doesn ’t.

I /They like oranges ．I ／They don ’t like oranges ．

He ／She likes ice cream ．He ／She doesn ’t like bananas ．

语法重点：行为动词一般现在时的肯定句、否定句和一般疑问句的构成及回答。 I ／You ／They like oranges ．I ／You ／They don ’t like oranges ．

Do I ／You ／They like oranges?

He ／She likes ice cream ．He ／She doesn ’t like bananas ．Does he ／she like ice cream?

问题探究与拓展活动

可数名词与不可数名词

可数名词：(1)定义：是可以计数的名词；(2)可数名词单数前面可以用a，an，the，one或物主代词限定；(3)可数名词有复数形式；(4)可数名词复数形式前面可用the，two，three，some或物主代词限定。

不可数名词：(1)定义：是指不能计数的名词；(2)不可数名词前面不可以用a，an

限定，但可用the，some限定；(3)不可数名词前面不可以用one，two，three等限定；(4) 不可数名词没有复数形式。

个性练习设计

哪些是有益于健康的食品?哪些是无益于健康的食品?教师可组织学生四人一组进行这次讨论活动。先让学生自己画出食物，在图画下面写下该食物的英文单词，然后将这些食物进行分类，哪些食物是健康的(healthy)?哪些食物是不健康的(unhealthy)?每个组选派代表向全班汇报分类的结果。通过此项活动可以帮助学生复习、巩固所学的食物名词，提高他们学习英语的兴趣，并且使学生学会均衡饮食。

Section B

一、第一教学环节：情景创设，导入新课

二、第二教学环节：师生互动，学习探究

4．引导学生进行Pairwok 活动，根据1a 中的图画和单词提示，互相询问Kat 和Tom 喜欢与不喜欢的食物，完成2c 中的教学要求。 5．引导学生阅读3a 部分的短文，要求学生在短文中水果类食物名词下划线、圈出短文中的蔬菜类食物名词，并理解短文含义和行为动词一般现在时的构成，完成3a 中的教学要求。 6．引导学生先看图并联想2a 中的内容，再填空，完成3b 中的教学要求。 要求学生正确使用名词的单、复数形式，并注意不可数名词的使用。 7．引导学生写出自己所喜爱的三餐饭中的食物，注意正确使用名词的复数形式或不可数名词形式，同时注意学会营养配餐，完成3c 中的教学 要求。 4．Pairwori 活动，根据la 中的图画和单词提示互相询问Kat 和Tom 喜欢与不喜欢的食物，完成2c 中的学习要求。

5．阅读3a 部分的短文，在短文中水果类食物名词下划线、圈出短文中的蔬菜类食物名词，并理解短文含义和行为动词一般现在时的构成，完成3a 中的学习要求。

6．先看图并联想2a 中的内容，再填空，完成3b 中的学习要求。要正确使用名词的单、复数形式，并注意不可数名词的使用。

7．写出自己所喜爱的三餐饭中的食物，注意正确使用名词的复数形式或不可数名词形式，同时注意学会营养配餐，完成3c 中的学习要求。

三、第三教学环节：合作交流，巩固提高

教师活动

学生活动 1．引导学生进行Groupwork 活动，要求学生为自己的野餐制作购物单并购置食物，完成4a 部分的教学要求。 可先让学生朗读示范，再分组活动，一边讨论，一边填写购物单：I like …Do you like …?No ，I don ’t ．(换一种食物)Yes ，I do ．(记下该食物的名称)，注意营养配餐。

2．对学生的小组活动进行指导，挑选一些写得比较好的

学生向全班公布。

1．Groupwork 活动，为自己的野餐制作购物单并购置食物，完成4a 部分的学习要求。认真朗读示范，再分组活动，一边讨论，一边填写购物单：I like …Do you like …? No, I don ’t ． (换一种食物)Yes ，I do ．(记下该食物的名称)，注意营养配餐。 2．(部分学生)向全班公布自己的购物单。

个性练习设计

为自己制定一份营养的午餐：由于生活水平的提高，许多学生在饮食上没有节制，或偏食，导致营养失衡。教师可向学生出示一份常用食物营养成分的表格，并告诉学生，在自己的午餐中总热量小于或等于450克，脂肪小于或等于35克。然后让学生根据自己的喜好为自己配制一份营养的午餐，再向全班进行汇报。通过此项活动可以帮助学生牢记所学的食物名词，提高他们学习英语的兴趣，并且使学生学会均衡饮食。

教学探讨与反思

通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，

对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的。

Self Check

复习词汇banana，hamburger，tomato，broccoli，French fry，orange，ice cream，salad, strawberry，breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable

复习行为动词 like一般现在时的肯定句、否定句和一般疑问句结构。

教学突破

通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。

(1课时)

一、第一教学环节：情景创设，导入新课

二、第二教学环节：师生互动，学习探究

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