集体备课教案 Unit 6 Do you like bananas?



说课材料：
一、单元教材分析
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坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。
二、单元学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元教学建议
采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造句为主；语法教学——比较不同、总结规律、模仿操练。
四、教学重点和难点
教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
3、能准确地用英语描述一日三餐的食谱。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.
2、描述一日三餐的方法。
3、一般现在时，主语是三单时，助动词与动词的变化。
4、可数名词和不可数名词的区别。
五、教学方法和学习策略
1、教法
（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。
（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
2、学习策略：
（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
六、单元课时分配
本单元可用六课时完成教学任务：
Section A (1a-1d) 用1课时
SectionAl（2a-2d）用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-1e) 用1课时
Section B(2a-2c) 用1课时
Section B(3a-Selfcheck) 用1课时
七、教学过程设计：
The First Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary:hamburgers，tomatoes，broccoli，French fries，oranges，ice cream，salad，bananas，strawberries
Target language:
Do you like bananas？Yes，I do.
Do you like salad？No，I don’t.
2.Ability Objects:Train students’ listening skill.
Train students’ communicative competence using the key vocabulary and the target language.
3.Moral Objects:No matter what food you like or don’t like，you should eat something healthy.
Ⅱ.Teaching Key Points
The names of food.Ask and answer questions about likes and dislikes.
Ⅲ.Teaching Difficult Points
Use the key vocabulary and the target language learned in this class to describe situations in one’s own lives.
Ⅳ.Teaching Methods
Scene teaching method.Pairwork.
Ⅴ.Teaching Aids
A tape recorder./Pictures of foods.
Ⅵ.Teaching Procedures
Section A
Step Ⅰ Key Vocabulary
Using pictures of foods，teach and practice hamburgers，tomatoes and broccoli.Put the pictures up on the blackboard with its name underneath one next to another.Use the same approach to teach and practise French fries，oranges，ice cream，salad，bananas and strawberries.Remove the pictures，write the food names in a different order from before，then hand the pictures to different students and ask the students match them with the right words.The rest of class watch and check their answers.
（This activity introduces the key vocabulary.）
Step Ⅱ 1a
Ask a more advanced student to say the words in the list and have students repeat.
Call students attention to the pictures and ask.
T:What can you see？Can you see hamburgers？
Ss:Yes，I can.
Point out the sample answer and say d is written on the blank line after the word hamburgers.Now you are asked to match the other words with the pictures.
Students work on their own.
Correct the answers.
Answers:

1.hamburgers d
2.tomatoes g
3.broccoli a
4.French fries h
5.orange e
6.ice cream f
7.salad c
8.bananas b
9.strawberries i
10.pears

（This activity introduces the key vocabulary.）
Step Ⅲ 1b
Point out the boxes where students will write a number for each conversation.The first one is done for you.
Play the recording for the first time.Students only listen.
Play the recording again.This time students listen and number the conversations 1-3.
Check the answers.
Answers （from left to right）:2，1，3
Tapescript:
Conversation 1:
Boy:Do you like bananas？ Girl:Yes，I do.
Conversation 2:
Girl:Do you like salad？ Girl:No，I don’t.
Conversation 3:
Girl:Do you like oranges？ Boy:Yes，I do.
（This activity introduces the target language.）
Step Ⅳ 1c
Say the conversations in Activity 1b and have students repeat.
Write them on the blackboard.
Then students practise the conversations in pairs.Deal with any problems the students raise while practising.
Point to the first word on the blackboard.Demonstrate a new conversation with a student，substituting the word hamburgers into conversation 1.
Repeat the same approach with conversation 2.
T:Do you like hamburgers？ S1:No，I don’t.
T:Do you like tomatoes？ S2:Yes，I do.
Students work in pairs.Make their own conversations using the names of foods listed in Activity 1a.
（This activity provides students oral practice using the key vocabulary and the target language.）
Optional Activity:
Ask students to draw pictures of the foods which they learned in Activity 1a.Encourage students to draw some extra pictures of foods whose name they know in English.Then students make conversations in pairs using the foods in the pictures as cues.A few minutes later，ask each person to find a new partner and continue the practice.In this way，every person has the opportunity to ask and answer questions.
（This activity gives students a further practice with the key vocabulary and the target language.）
Step Ⅴ Summary
In this class，we’ve learned the names of foods and practised asking and answering questions about likes and dislikes.
Step Ⅵ Homework
After class，every student makes more conversations with his/her partner and records their conversations.
The Second Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:Listen and write the key vocabulary.Grammar Focus.
2.Ability Objects:Train students’ listening skill.Train students’ writing skill.
3.Moral Objects
In China，it’s impolite for you to accept food the first time it is offered.But in America，if you say “no” the first time the host offers you something to eat，the host may think that you really don’t want the food.So you’d better know some culture about the country when learning a foreign language.Language is closely associated with it.
Ⅱ.Teaching Key Points
Target language:
1.Do you like salad？Yes，I do./No，I don’t.
2.Does he like salad？Yes，he does./No，he doesn’t.
3.I like oranges.4.He likes oranges.5.I don’t like oranges.6.He doesn’t like oranges.
Ⅲ.Teaching Difficult Points
Present Tense to like including yes/no questions and affirmative and negative statements.
Ⅳ.Teaching Methods:Pairwork./Summarization.
Ⅴ.Teaching Aid:A tape recorder.
Ⅵ.Teaching Procedures
Step Ⅰ
Ask different students to play their recording for the class.Give praise to those whose pronunciation and intonation are both excellent.
Step Ⅱ 2a
Say the words in the box and have students repeat.Then invite a more advanced student to say them and have the other students repeat.
You will listen to three conversations and circle the names of foods you hear.Point out the sample answer.
Play the recording for the first time.Students only listen.
Play the recording for a second time.This time students listen and circle the foods they hear.
Check the answers.
Answers:circled words:hamburgers broccoli ice cream
Tapescript:
Conversation 1:
Girl:I like hamburgers.Do you like hamburgers？ Boy:Yes，I do.
Conversation 2:
Girl:Do you like broccoli？ Boy:No，I don’t like broccoli.
Conversation 3:
Girl:Let’s have ice cream. Boy:Oh，no.
Girl:No？ Boy:I don’t like ice cream.
（This activity provides practice recognizing the key vocabulary in spoken conversations.）
Step Ⅲ 2b
Call students’ attention to the cartoon story.Say the conversations in the speech bubbles aloud，saying blank each time you come to an empty write-on line.
You are to fill in the missing words while listening to the tape.
Play the recording twice.Students listen and write the correct words on the blanks.
Correct the answers.
Answers:
1.hamburgers 2.hamburgers 3.broccoli 4.broccoli 5.ice cream 6.ice cream
Step Ⅳ 2c
Say the conversation in speech bubbles in Activity 2b and have students repeat.Then students practise it in pairs.
Ask students what kind of food they like？What kind of food they don’t like？Make two lists on the blackboard under headlines like and don’t like.It doesn’t matter that some foods may appear on both lists.
Say three new conversations with different students using foods listed on the blackboard in place of the underlined words in the speech bubbles in Activity 2b.
Students then practise the conversations in pairs.Remind students to give answers that are true for himself/herself.As they practise，move around the classroom checking progress and offering pronunciation and intonation support as needed.
Invite pairs of students to act out their conversations for the class.
（This task gives students an opportunity to practise the target language.）
Step Ⅴ Grammar Focus
Ask different students to say the questions and answers the affirmative and negative statements.The following are noteworthy.
（1）The words do，does，don’t and doesn’t are stressed when saying the short answers.
（2）The third person singular forms all contain an s.Its main verb is likes.Its helping verbs are does and doesn’t.
Write some example sentences on the blackboard.
Now ask students to look at the Countable nouns，uncountable nouns，and countable and uncountable nouns columns.Have three students read the words in each column.Tell students that countable nouns can be counted with numbers，and we add-s or -es to make the plural.For example，we say a tomato and two tomatoes.Uncountable nouns can’t be counted with numbers and they don’t have plurals.For example，broccoli，However，some words can be either countable or uncountable nouns.For example，salad.Encourage students to add more foods to each column.
（This activity gives students a further understanding of the target language.）
Step Ⅵ Summary
In this class，we’ve learned the Present Tense，including the third person singular form as subject.
Step Ⅶ Homework
After class，students draw a picture of one of his/her classmates.Write down your conversations，and