七年级英语上册 Unit 6《Do you like bananas》教案 人教新目标版.doc

Unit 6 Do you like bananas?
Language goal:
Take about likes or dislikes.
New languages:
1. Master the use of “like” in general and special question sentences.
2. Master countable and uncountable nouns.
3. New target language:
Does he/she like salad?
Yes, he/she does. No, he/she doesn’t
I like salad. Do you like salad?
Yes, I do. No, I don’t.
4. New words:
like, banana, hamburger, tomato, broccoli, French fries, orange, ice, cream,
ice-cream, salad, strawberry, pear, have, oh, countable noun, food, egg, apple,
carrot, chicken, breakfast, lunch, dinner, fruit,, vegetable, runner, eat, well, run, star,
lot, lots of, healthy, dessert, list
Difficult points:
1. Master the use of “like” in general and special question sentences.
2. Master the rules of changing countable nouns.
Teaching aims:
Recorder; some pictures of activities and places; slices
Teaching periods:
Period 1: Section A 1a—2c
Period 2: Section A 3—4
Period 3: Section B 1a—4a
Period 4: Section B Self-check

Period 1
Teaching aims:
1. Master the target language.
Does he/she like salad?
Yes, he/she does. No, he/she doesn’t.
I like salad. Do you like salad?
Yes, I do. No, I don’t.
2. Master new words:
1) vegetables (tomatoes, broccoli, carrots)
2) fruits (bananas, oranges, apples)
3) foods (hamburgers, french-fries, ice cream, salad eggs, chicken)
4) meals (breakfast, lunch, dinner)
Step 1. Warming up
Practice oral English. Speak oral English on students and let them answer them.
Teacher: Good morning, Boys and girls!
Students: Good morning, Mr. Wang！
Teacher: Hello, Is this your pen?
Du Hui: Yes, it is. Mr. Wang.
Teacher: Hi, Li Yang! Where is your pen?
Li Yang: It’s in my pencil-box.
Teacher: Hello, Do you have a rule？
Zhen Ming: Yes, I do.
Practice oral English on several students.
But you can only spend five or six minutes on the activity.
Step 2. Revisions
1. Show some pictures of fruits and food.
Make sure students are familiar with them.
2. Revise the words we have learnt before.
According to given words, students give English or Chinese forms.
Step 3. New words presentation
1. When teachers present new words, the drills that can be used are “What’s this in English?” “It is a/an … How to spell it?” Show some real things to students, such as a banana, a tomato, an orange, a pear, an egg … keys. Tell them “it is a …”. Then ask them “What’s it in English?” It is impossible for us to take a real thing to the class, so we can take the picture instead of it.
2. Read the new words on Page 109 after the tape, and then students read them in this way: First all the students, then group by group, one by one.
Step 4 Presentation
1. Listen to the tape. 1a.match the words with the things in the picture. Listen and repeat, and then check it with the whole class.
2. Let students look at the picture on Page 31, find the things we have learnt in English class. And write the words near them.
3. Listen to the tape 1b. Listen and number the conversations [1-3].Let students mark the new subjects that the conversations are talking about in the picture above. Then read after the tape several times. Ask students to pay attention to the intonation and stress of general questions.
4. In pairs practice the conversations above, then make your own conversations. At last choose some students to act the conversation out in the front.
5. Listen and circle the foods you hear. (2a)
Listen to the tape; ask students to read after the tape. Make sure all the students can read correctly. Mention students to pay attention to the foods they hear, and then circle the foods they hear.
6. Listen again and fill in the blanks. Tell them how to write them and what they should pay attention to. (2b)
Step 5. Games
Collect the subjects we have learnt put them into a box. Ask a student to come to front, cover his eyes. The other students ask him questions” Do you like bananas?” He needs to use “Yes, I do. /No, I don’t.” After he answers, he can find the subject he likes. Each student has only two chances.
Step 6. Grammar focus
Do you like salad?
Yes, I do.
No, I don’t.
Do they like French fries?
Yes, they do
No, they don’t.
Does he like pears?
Yes, he does.
No, he doesn’t.

I like oranges.
I don’t like bananas.
They like salad.
They don’t like broccoli.
She likes bananas.
She doesn’t like ice cream.

Countable
Uncountable nouns
Countable and uncountable
Hamburgers, tomatoes, French fries, oranges, bananas, strawberries, eggs, apples, carrots. pears.
broccoli
Ice cream, salad, chicken
Step 7. Homework
Remember the new words.
Practice the drills:
Does he/she like salad?
Yes, he/she does. No, he/she doesn’t.
I like salad. Do you like salad?
Yes, I do. No, I don’t

Period 2
Teaching aims:
1. Master the target language.
I like salad. Do you like …? Yes, I do. No, I don’t.
I don’t like …
He /She likes … Does he/she like salad? Yes, he/she does. No, he/she doesn’t.
Let’s have …
2. Master new words:
food, egg, apple, carrot, chicken, breakfast, lunch, dinner, fruit, vegetable
Step 1. Warming up
Practice oral English, speak oral English on students and let them answer them.
Teacher: Hello, Is this your pen?
Du Hui: Yes, it is. Mr. Wang.
Teacher: Hi, Li Yang! Where is your pen?
Li Yang: It’s in my pencil-box.
Teacher: Hello, Do you have a rule
Zhen Ming: Yes, I do. Oh, mine isn’ t here!
Teacher: What color is it?
Zhen Ming: It’s brown.
Teacher: It’s here. Here you are!
Zhen Ming: Thank you very much.
Practice oral English on as many students as you can.
But you only spend five or six minutes on the activity.
Step 2. Revisions
1. Revise newly learnt words and drills with games. Collect the subjects we have learnt and put them into a box. Ask a student to come to front, cover his eyes. The other students ask him questions” What’s this in English?” The student guesses. He needs to use the drill“It is a/an …”
2. Present the new words（spell them please）
Step 3. Presentation
1. Get one student to practice the conversations:
1) A: Can I help you?
B: Two oranges, please. My daughter likes. But I don’t like them.
A: Do you like tomatoes?
B: Yes, I do.
2) T: Hi… What do you like to eat?
S: I like eggs.
T: Oh, I like eggs, too. But my … doesn’t like eggs.
She likes hamburgers.
S: Me, too. Do you like hamburgers?
T: No, I don’t. I like carrots and broccoli.
Ask the students to come to front to act according to the conversations above. Then ask the students to talk about these foods in the picture.
Questions: a) Do you like…?
b) What kind of food do you like?
c) Is it healthy or unhealthy?
d) Why don’t you like…? Why do you dislike…?
3) Ask the students to divide the following words.
Hamburgers, tomatoes, broccoli, French fries, orange, ice cream, salad banana, strawberries, eggs, carrots, apple, chicken.
Healthy
unhealthy

Step 4. Pair work
Student A look at this page.Studint B look at page83. Ask your partner questions. Find out what Bob and Bill like and don’t like. Then make a food survey. Ask your classmates about the food in the chart. Find out what they like and don’t like. Teacher should tell students to have less junk food and more healthy food. It is important for young students to have healthy diet.
Step 5. Homework
Remember the new words.
Practice the conversations:
I like salad. Do you like …? Yes, I do. No, I don’t.
I don’t like …
He /She likes …Does he/she like salad?
Yes, he/she does. No, he/she doesn’t.
Let’s have …

Period 3
Teaching aims:
1. Master the target language.
Do you like …? Yes, I do. No, I don’t.
I don’t like …
Does he/she like salad Yes, he/she does. No, he/she doesn’t.
Let’s have…
What kind of food do you like?
Is it healthy?
Yes, it is.
2. Master new words:
eggs, apple, carrot, chicken, breakfast, lunch, dinner, fruit, vegetable, runner, eat, well, run, star, lot, lots of, healthy, dessert, list
3. Make students know which healthy foods are and which unhealthy foods are. Advice students to have healthy food rather than unhealthy food.
Step 1. Revisions
1. Check homework.
2. Then make a dictation.
3. Ask students to make new conversations and act them in front.
Step 2. Presentation
Give students a few minutes. Look at the picture on page 34; write the number in the box next to the correct food. Teacher can walk around the classroom; give students a hand if help is needed. Then list the words in different kinds.
Step 3. Listening
Before listening to the tape, tell students they will hear a conversation. People are talking what they like and dislike. Then play the recording. Students listen the first time. Students only listen. And circle the words from 1a that you hear. First let students listen to the tape, and then require students to repeat following the tape. Listen again and fill in the chart. Finally give students several minutes to get ready for it. Then ask some students to act it out in front of the class. If they do it very well, praise them with clapping or “well done” “Very good” “wonderful”. Make sure they always have interest in the activities in class.
Step 4. Reading
Read the article below. Underline the fruits and circle the vegetables.
After reading, let students answer the following questions:
⑴ Is she a girl?
⑵ What does Clark have for breakfast?
⑶ What does Clark do?
Then look at the picture, write about what Tom likes to eat for breakfast, lunch, and dinner. At last, ask the students to discuss their own meals, and write about what you like for breakfast, lunch, and dinner.
Step 5. Homework
Remember the new words.
Practice the drills
Do you like …? Yes, I do. No, I don’t.
I don’t like …
Does he/she like salad? Yes, he/she does. No, he/she doesn’t.
Let’s have…
What kind of food do you like?
Is it healthy?
Yes, it is.

Step 2. Presentation
1. Teacher: Suppose we are going on a picnic with a group of friends.
What kind of food would you love to take for picnic? Make a list of food.
2. Then choose a healthy food and ask a student to read the list in class.
3. Tell students something about healthy diet. Foods with a lot of calories and fat are not healthy. You’d better choose a sand-witch、a drink and a desert with 450 calories、or less and 35 grams of fat or less.
Discuss in pairs or small groups, and then share your ideas with the class.
Step 3. Self-check
Give students several minutes before checking.
Then check answers with the whole class.
Exercise 1 Key word check. Check (√)the words you know.
Exercise 2 Asks students write five new words in your notebook.
Make a dictation.
Exercise 3 Write the foods you like to eat for lunch.
Exercise 4 Ask your classmate what they like to eat for lunch.
Find someone likes to eat the same lunch as you.
Step 4. Reading
Reading “Just for fun”
Divide the class into two groups（boys –girls, the front –the back, the left–the right.
Step 5. Homework
Review the words and drills in Unit 6.