Unit6SectionB2aSelfCheck全英版教案--人教版七年级上册英语.doc

Unit6 SectionB（2a-Self Check）全英版教案
Teaching Aims
1. Knowledge Objects
(1)Functions proficient to express preferences for things in English, such as what food or colors you like and dislike.
(2) Key Vocabulary：like, for breakfast/lunch/dinner, want, healthy, habit, fat, really, well.
(3)Target Language：①Sports star eats well.
②—Do you like bananas?
—Well, I don’t like bananas. But I like oranges and apples.
(4)Structure：like/ eat/ have sth for breakfast/lunch/dinner.
2. Ability Objects：
To learn to talk about likes and dislikes for fast/lunch/dinner
3. Moral Objects：
Enjoy your life and have a good health.
Teaching Key Points
To learn to ask what food your partner likes and dislikes for breakfast, lunch and dinner.
Teaching Difficult Points
To talk about the countable nouns and uncountable nouns.
Teaching Methods
Scene teaching method；Teaching by induction；Pair work
Teaching Aids
A tape recorder；A projector
Teaching Procedures
Step 1 New words (About 5 minutes)
T：Oh, Look! Who is he?
(Show the students a picture of Liu Xiang.)
T：Do you know him?
Ss：Yes, he is Liu Xiang.
T：You are very clever. He is Liu Xiang. Now he is very famous in China. Maybe everyone knows him. He is a sport star. S—T—A—R, star.
Ss：S—A—R, star.
T：Liu Xiang likes sports. He runs every day. He is healthy. Do you know “health”? “Healthy” means“ 健康的”…Can you guess the meaning of “unhealthy”?
Ss：“不健康的”.
T：Yes, you are clever. Read after me, healthy, unhealthy.
Ss：Healthy, unhealthy.
Step 2 Task (About 6 minutes)
T：Now look at the pictures of these foods. (Show some food pictures.) What kind of food do I you think are healthy or unhealthy? Discuss in four and fill in the chart, check“√” Yes, Maybe or No. (Each group will have a chart as follow)
Food
Yes
Maybe
No
fruit

vegetable

eggs

chicken

hamburgers

ice-cream

Step 3 Read and Write (About 10 minutes)
1. Read the magazine article on page 35,2b. After reading, circle the food words that are mentioned in the article.
Ss：Find out the food words in the article, then read them one by one loudly.
2. According to this article, the students may get lots of information about Cindy. So, ask the students to write five sentences about Cindy’s eating habits. Then let some students to read their sentences to the class. Others listen carefully to find if there is something wrong.
Step 4 Make a survey (About 10 minutes)
T：Can you introduce what you like or dislike for three meals? Maybe lots of students want to know more about you.
Give the students a few minutes to write about themselves, then ask two or three to introduce.
T：Do you know what your partner likes and dislike for three meals?
Ask and answer questions with your partner to get some information.
e. g. ：—Do you like eggs for breakfast?
—No, I don’t. I like oranges.
After that, complete the survey on page 36, 3a. Then ask some students to report their surveys. Next, let the students write a few sentences about what they and their partners like and don’t like for breakfast, lunch and dinner.
Step 5 Self Check (About 12 minutes)
What food/sports/colors do you like and dislike? Using the target language “I like” “I don’t like...” to express your preferences.
In this unit, we have learnt lots of new noun words. Look at the box on page 36, self check 2, do you know the plurals of these words? Put them in the correct columns.
Let the students take out last period’s homework.
T：After the survey, do you know what your parents like for three meals? Who would like to tell us something about their parents’ eating habits? Hands up, please!
Step 6 Homework (About 2 minutes)
Write a passage about your best friend for three meals.
Blackboard Design
Unit 6 Do you like bananas?
The Fourth Period (Section B 2a—Self Check)
—Do you like …? —Yes, I do./ No, I don’t.
—Does he/she like…? —Yes, he/she does./ No, he/she doesn’t.
I like…
For breakfast/ lunch/ dinner.
We like…