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1、Do you like bananas?教学设计第三课时Teaching goals：1. Language goals：I. Words & Expressionsstar, eat, well, habit, healthy, really, question, want, be, fatII. Key sentencesWhat do you like for breakfast / lunch / dinner? I like . for breakfast / lunch/ dinner.What does he / she like for breakfast / lunch /
2、dinner? He / She likes . for breakfast / lunch/ dinner.2. Ability goals：Enable the students to use the target language to talk and write about eating habits.3. Emotion & Attitude goals：Enable the students to get to know how to keep healthy.4. Strategy goals：Enable the students to tell the healthy an
3、d unhealthy food, to retell what they read and to learn in groups.Teaching important points：1. Key vocabulary： star, eat, well, habit, healthy, really, question, want, be, fat2. Talk about the healthy and unhealthy food.3. To get to know how to keep healthy.Teaching difficult point：How to talk and w
4、rite about eating habits.Teaching methods： Task-based teaching methodTeaching aids： a computer, blackboard, reading materials, PPTTeaching procedures ：Step I： Lead-inTeaching aims： To lead in the topic about healthy and unhealthy food.Teachers activities： Brainstorming： review the food words. Free t
5、alk about what the students eat for breakfast. Ask the students to tell which is the healthy or un healthy food.Students activities： Finish 2a. Discuss in groups of 4 to share their ideas.Step II： Pre-readingTeaching aims： Enable the students to ask and answer the questions about their eating habit
6、in pairs.Teachers activities： Ask the students to ask and answer the questions about their eating habit in pairs.Students activities： Ask and answer the questions about their eating habit in pairs.Step III： While-reading 1st readingTeaching aims： Enable the students to find the food words as quickly
7、 as they can.Teachers activities： Introduce Cindy Smith to the students and deal with some of the new words. Ask the students to read the article quickly and find out the food words.Students activities: Read the article carefully and circle the food words.Sep IV: While-reading 2nd readingTeaching ai
8、ms: Enable the students to comprehend the article.Teachers activities: Ask the students to read the article again and complete the chart.Students activities: Read the article again and complete the chart.Step V: While-reading 3rd readingTeaching aims: Enable the students to get the deeper meaning ab
9、out the article.Teachers activities: Ask the students some questions to help them understand the article deeply. Lead the students to retell the article according to the information in the chart.Students activities: Answer the questions. Retell the article according to the information in the chart.S
10、tep VI: Post- reading WritingTeaching aims: Enable the students to write about eating habits.Teachers activities: Ask the students to write about Cindys eating habits.Students activities: Write about Cindys eating habits.Step VII: Practice: Share their writingTeaching aims: Enable the students to kn
11、ow how to write about eating habits.Teachers activities: Ask several students to read their writing. Make some comments on them.Students activities: Read or listen to the writings. Learn how to write about eating habits.Step VIII: DiscussionTeaching aims: Enable the students to know how to keep heal
12、thy.Teachers activities: Lead the students to discuss and come up with the ideas about how to keep healthy. Give the students some advice on how to keep healthy.Students activities: Discuss in groups of 4 and come up with the ideas about how to keep healthy. Learn how to keep healthy.Step IX: Homewo
13、rkTeaching aims: Enable the students to write about their parents eating habits.Teachers activities: Ask the students to finish the survey and writing according to the demands.Students activities: Make a survey and write a report.Unit6Doyoulikebananas?（SectionB）Period3教学设计宋芳2014年11月Unit6Doyoulikeban
14、anas?（SectionB）Period3说课稿一、教材分析：本节课是人教版英语七年级上册第六单元第四课时的内容。通过本单元前三个课时的学习，初步掌握了部分食物词汇及询问、谈论某人喜欢或不喜欢某种食物的表达，本课时将在此基础上复习、巩固本单元的食物单词，并通过读写的方式，练习、巩固本单元的重点表达及谓语动词的单复数变化这一语法点，属于读写课。但课本上的读写任务稍显简单，这就要求老师做适当的拓展。二、学生情况分析：本堂课的授课对象为刚进七年级的学生，他们刚进入初中不久，对英语这有着较强好奇心的同时，也有一丝畏惧，因此教学应遵循温故知新、循序渐进的步骤。本堂课所面对的学生为保靖民族中学七年级五班
15、的学生，该班学生十分活跃，且英语基础较好，学习积极性高，这就要求老师充分发挥学生的优势的同时，要做到收放自如。三、教学目标：1、知识技能目标：（1）复习本单元食物词汇及询问、谈论一日三餐喜欢吃哪些东西的句型。（1）掌握新词汇及短语（3）掌握一般现在时中，主语为三单时，助动词及实意动词的变化。2、情感目标：培养对家人、同学、朋友的关怀和友爱之情，学会营养配餐。四、教学重、难点：1、教学重点：提高读写能力；掌握谓语动词单复数变化。2、教学难点：一般现在时中，主语为三单时，助动词及实意动词的变化。五、教学步骤：第一步、问候师生之间用英文互相问候。【设计意图：该环节有助于拉近师生之间的距离，也有助于将学生的注意力转移到本堂课上来。】第二步、呈现教学目标上课之前，课件呈现教学目标。【设计意图：给学生的课前预习指明方向，有助于学生有目的地进行本堂课的学习。】第三步、预习检测课件展示难度适中的检测题，让学生进行自我检测。【设计意图：该环节有助于提高课堂教学效率，为本堂课的学习铺路。同时充分发挥学生的主动性，培养学
