七年级英语unit6教案

【篇一：新版英语七年级上册unit6第二课时教学设计】新目标英语七年级（上）unit6第二课时教学设计

unit 6 do you like bananas?

一、教材分析

本单元主要学习动词like的肯定句、否定句、一般疑问句的用法；like等动词第三人称单数的用法。本课学习一些食物的名词，然后学

习询问对方喜欢与不喜欢的食物。

二、学生分析

七年级的学生活泼好动，又是英语的初学者，因而激发学生的兴趣，成为课堂上必不可少的一个环节。unit5单元已经学习了第三人称does的使用方法，而且在上一课学生们已经学习了如何运用“do

you like..?“讨论喜欢的食物，这节课主要运用“does he/she like...?”句型进行操练。

三、教学目标：

1. 语言目标：

1）能够运用句型：

does he/she like...? yes, he/she does. no, he/she doesn’t.

do they like...? yes, they do./ no, they don’t .

how /what about ….?

2）能区分可数名词和不可数名词

2. 学习策略目标：

采用different opinions和classifying的学习策略，利用实物、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。

3. 情感态度目标：

学生们通过谈论对食物的好恶，表达自己的看法，乐于参与各种英

语实践活动。

4. 文化意识目标

了解中西的不同饮食习惯和饮食特征。

四、设计思路：

在本话题在教学中，采用小诗歌热身——知识呈现——任务输入——巩固练习——综合探究的五步教学流程，遵循以学生为主体的教

学理念，引导、激

励学生积极思考、主动参与、大胆探索，构建开放、合作、创新的

课堂教学模式。针对“do you like bananas?”这一中心话题，通过问答的方式引入新课，学习谈论其他人的好恶，并能询问对方的想法。谈论的主题涉及学生的饮食习惯的好恶，对学生养成健康的饮

食习惯有帮助。

五、教学重点和难点：

1.重点：1）like在第三人称单数时的运用，如：does she/he like tomatoes? yes,

she/he does. no, she/he doesn’t. she/he likes salad. he doesn’t like

vegetable.

2)可数名词和不可数名词的使用。

2.难点：助动词do在不同人称中的运用，并用what about, how about等询问对方的想法。

六、教学方法：

运用任务型教学途径，培养学生综合运用语言知识的能力

七、教学用具

录音机、多媒体

八、板书设计

unit 6 do you like bananas?

does he/she like…? yes, he/she does. no, he/she doesn’t.

do they like…? yes, they do. no, they don’t.

九、教学过程：

step 1.warming up and revision

task 1.let’s chant.

a banana, some bananas, i like bananas. do you like bananas? an orange, some oranges, i like oranges. do you like oranges? salad, some salad, i don’t like salad. do you like salad?

milk ,some milk, i don’t like milk. do you like milk?

(设计目的：让学生通过朗朗上口的小诗歌来回顾上节课的知识，使学生们进入英语的学习气氛中，激发学生的学习兴趣。)

task 2.memory storm

show some pictures on the screen. if you know this word, stand up and say it loudly. if you are right, i will give you a star.

(设计目的：通过出示图片让全班同学都进入到复习单词的状态，同时也可以调动学生们的积极性，主动拼读单词，为接下来讲新单词

做好铺垫。)

step 2 pre-task

task 1：lead-in and present new words.

we have learnt some food. do yo want to learn more? ok, please look at these pictures on the screen. what is this? it’s an egg. do you like eggs?(teaching other names of food using the same way). then find the countable nouns and uncountable nouns. put the words in the chart.

(设计目的：通过图片展示新单词,并结合上节课学习的有关食物的单词，把他们分别填到可数和不可数名词的表格里，让学生学会归纳

和总结知识。) task 2： pratice the conversations

1)t: do you like carrots, liwei?

liwei :yes, i do.

t: does liwei like carrots?

2) ask and answer like this.

(设计目的：根据学生的认知规律，从易到难，从学过的知识过渡到新知识。通过教师和学生的对话及生生对话，学习like在单数第三人称中的应用。) step 3while-task

task 1

role-play conversation

1.read the conversation then answer three questions

1)whose birthday dinner is next week?

2) does john like hamburgers?

3) does jack like salad?

2.find the words or sentences you can’t understand. （then help students to slove problems.）

3.work in pairs.

4.fill in the missing words according to 2d.

(设计目的：首先让学生带着问题读对话，学生们能知道对话在谈论什么。然后学生们提问题，老师帮助解决,通过师生讨论深入理解对话。接下来分角色表演，最后完成填词，学生们很自然的理解并会运用对话中的知识。)

task 2

1. group work(3c)

ask your classmates about the food in the chart. find out what they like and don’t like. give an example then ask student to report.

（设计目的：通过小组活动，让学生们分享和倾听他人对某种食物

的看法，并会用自己的语言汇报讨论的结果。）

step 4 post-task

task 1. do 3a.3b，then check the answers.

（设计目的：通过书上的练习题让学生们学会运用本节课的知识。） task 2.read grammar focus , then find the rules.(sum up)

task 3. homework

do a survey, what your parents like and don’t like.

（设计目的：让学生对家长进行问卷调查，可以增进学生与家长的

交流，让学生更爱自己的父母。）

十、概念图设计

十一、教学反思：

本课时从内容到教学环节的设计，从课前的小诗歌热身到课后的问

卷调查，都尽量与实际生活和前面所学的内容密切相连，内容简单

明了，其中穿插了头脑风暴、

分角色表演、小组活动，使学生在轻松活跃的气氛中学习，学生的

积极性也提高了。我把书上3c的food survey改成了小组讨论，并

给出例子让学生汇报讨论的结果这一环节中，有点局限于教材，应

该让学生大胆走出教材，讨论自己喜欢的东西，效果会更佳。使学

生“活学活用，学以致用，适时适用”。

【篇二：七年级英语unit6topic1sectiona教案】

section a

i. material analysis

本单元围绕our local area主题展开，共包括三个话题，通过kangkang, jane, maria, michael等人谈论有关房间、居住环境和问路的对话以及短文，完成本单元三个话题的语音、词汇、语法和功

能项目的学习。话题一将介绍屋内房间的名称与位置、常见的屋内

摆设的名称和摆放位置等。本课是话题一的第一课时。本课的主要

活动是1a, 2a和4a。将通过maria去jane家拜访的情景呈现本课

的主要内容，学习用there be句型表达各房间及屋内基本摆设。此外，还将呈现并操练字母组合i+nd/ld, igh, -ing, l/ll, m/mn的读音

及语音辨认。本课贴近学生的实际生活，因此，教师可引导学生结

合自己家的房屋设计进行口头和笔头操练，提高学生学习的兴趣，

调动他们的学习积极性。 ii. teaching aims

1.knowledge aims

能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在

实际的对话操练中加以应用：

beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, first

能够在小组合作活动中，掌握字母组合i+nd/ld, igh, -ing, l/ll,

m/mn的发音规则并尝试辨音；

能够在情景对话中用there be句型描述屋内房间及基本摆设等；

能正确使用方位介词和介词短语on，next to等；

能够就“存在、建议”等交际功能的基本法进行交流与对话操练，如：

(1) there is a study next to my bedroom.

(2) there is a sofa, a desk, some books and so on.

(3) there is/are … on the first/second floor.

(4) —why not go upstairs and have a look?

—let’s go

2.skill aims

能听懂谈论房间、室内摆设的表达，并做出恰当回应；能就房间、室内摆设进行简单的交流；

能在口头表达中做到发音清晰，语音语调准确；

能正确朗读对话，注意语音语调和单词重音；

能准确写出黑体单词和词组。

3.emotional aims

能在学习的同时，热爱自己的生活环境；

能够与同伴积极合作，参与课堂活动，大胆实践。

iii. the key points and difficult points

1.在小组合作活动中，能掌握字母或字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音；

2.能够在情景对话中，学会用there be句型描述各个房间及屋内基

本摆设。

iv. learning strategies

1.能够运用图片、关键词、实物等进行听前预测；

2.能在学习过程中养成预习和复习的学习习惯。

v. teaching aids

录音机、教学挂图、闪卡和黑板

vi:teaching process.

1.review.

1.look at the pictures and say the new words

quickly.(bedroom study

kitchen dining room living room garden bathroom)

step2:presentation

1.finish 2a.

look at the picture.then listen and match the words or phrases with the pictures.

2.look at the picture again and describe the picture with the following structures.

there is...on the first floor.

there is...on the second floor.

eg:there is a kitchen on the floor.(let students make sentences by themselves.)

3.listen to 1a and choose the correct answer.

4.learn 1a.

key points:（1）there is +可数名词单数/不可数名词

there are +可数名词复数

（2）on the first/second floor

（3）next to，and so on

（4）why not go upstairs and have a look? - let’s go.

5.pair work.

act 1a out.

step 3.consolidation.

1.finish 1c.

read 1a and fill in the blanks.

step 4.practice.

fill in the blanks with “there is/are”.

step5.homework.

describe the things in your bedroom or study, using “there

is/are...”. preview section b.

【篇三：2015新人教版七年级英语上册unit6 电子教案】 unit 6 do you like bananas?

单元教材分析：

本课包括三部分：section a, section b和 self-check.

主题: food.

语言功能: talk about likes and dislikes.

询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。

语言结构: present tense to like yes/no questions and short answers

affirmative and negative statements

like 的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。语言目标: 主要语法

do you like hamburgers? yes, i do. no, i don’t.

i like french fries. i don’t like tomatoes.

main vocabulary（词汇）: hamburgers, tomatoes, broccoli, french fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.

品德：在平日饮食中要做到不挑食。

根据需要可以分为四课时来讲。

第一课时：sectiona 1a—2c

i.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。

language topic: do you like bananas?

yes, i do. no, i don’t.

language strategies: talk about likes and dislikes.

main vocabulary: food, banana, hamburger, tomato, broccoli, french fries,

strawberry, orange, ice cream, salad

ii.语言结构: like的一般现在时的一般疑问句及回答。

iii.语言功能:询问某人是否喜欢某物及怎样回答.

iv.活动设计：采访调查do you like…?

v. teaching steps:

step 1:greetings.

step 2: words: (pictures)

what’s this? (picture) it’s a soccer ball. do you have a soccer ball? yes, i do. /no, i don’t. do you like it? yes, i do./no, i don’t. what’s this? it’s a hamburger. do you like it? yes, i do. no, i don’t.

what are these? they’re bananas. do you like ba nanas? yes, i do. / no, i don’t.

运用图片和对话教学单词：hamburger, banana, tomato, broccoli, french fries, strawberry, orange, ice cream, salad 并运用这些单

词进行对话：do you like…? yes, i do./ no, i don’t.

step 3: 1a match the words with the pictures. (p31)

step 4: 1b listen and number the conversations 1-3.

do you like salad? no, i don’t. do you like bananas? yes, i do. do you like oranges? yes, i do.

practice the conversations, and then make your own conversations.

step 5: 2a listen and circle the food you hear. (p32)

hamburgers tomatoes broccoli french fries oranges ice cream salad bananas step 6: 2b listen again and fill in the blanks.

i like hamburgers. do you like hamburgers? yes, i do.

do you like______: no, i don’t like ______.

let’s have _______. oh, no. i don’t like_________.

step7: 2c 1. practice the conversations above.

2.give answers that are true for you.

3. talk in pairs. then ask some pairs to practice in class and find which pair is the best.

step 8: let’s sum what we have learned this class.

words:

sentences:

something else:

step 9: homework

1. remember the words in this class.

2. practise the dialogue in pairs.

课后反思：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，这节课，以学生的日常生活为话题，教师备课时认真深入地从学生的角度去处理教材，学生非常感兴趣，积极踊跃参加，效果很好，自我感觉良好。

第二课时：sectiona 2d—3c

i.教材分析：这是本单元的第二部分，生词也比较多。

language topic: does he like salad? yes, he does.

does she like salad? no, she doesn’t.

language strategies: talk about likes and dislikes.

main vocabulary: birthday, dinner, week, food, sure, egg, apple, carrot, chicken,

fruit, vegetable, rice.

ii.语言结构: like一般现在时第三人称单数的一般疑问句及回答。

iii.语言功能:询问第三人称是否喜欢某物及怎样回答.

iv.活动设计：guessing games

v. teaching steps:

step 1:greetings.

step 2: words: (由对话引出)

(ask a boy)do you like bananas? yes, i do. / no, i don’t.

(ask another student) does he like bananas? yes, he does. / no, he doesn’t. (ask a girl)do you like eggs? yes, i do. / no, i don’t. (ask another student) does she like bananas? yes, she does. / no, she doesn’t. 依次类推 chicken, apple, carrot, fruit, vegetable.

do you like eggs for breakfast? breakfast is the first meal of a day.

do you like vegetables for lunch? and do you like chicken for dinner?

(转到第三人称) does he or she like carrots for lunch? yes, he does./no, he doesn’t. ask the students to remember the new words.

step 3: 2d role-play the conversation.

1. first ,let the students read the conversation by themselves, then think about the following questions:

(1) when is john’s birthday dinner?

(2) what food does john like?

(3) who doesn’t like salad?

(4)will they eat salad? why?

(5) what fruit will they have? why?

2. ask some students to answer the questions one by one.

3. read after the tape, practice the conversation in groups of 3.

4.have a contest: ask some groups to practice in class and

find the best group.

step4: grammer focus

将下列句子改为一般疑问句并进行肯定和否定回答。

5. i like salad. ______________________ ? ____________./

____________. she likes tomatoes. __________________?

_____________./ ____________. he likes ice-cream.

__________________? _____________./_____________. we like rice.__________________? _____________./_____________. they like pears.__________________?

_____________./_____________. 再将上面句子分别改成否定句。

1.________________________________

2.________________________________

3.________________________________

4.________________________________

5._______________________________.

学习可数名词以及不可数名词。

可数名词

(2)可数名词前可以用a, an限定,表示一个……

(3)可数名词前可以用one, two, three…限定。

(4)可数名词有复数形式。

不可数名词

(1)定义:是指不能计数的名词。

(2)不可数名词前不可以用a , an限定。

(3)不可数名词前不可以用one, two, three… 限定。

(4)不可数名词没有复数形式。

既可数又不可数名词

可数名词与不可数名词在一定条件下可以转化。

很多表示蔬菜、动物等的名词, 一般来说是

可数的, 但是表示餐桌上的食品时, 就转换为

不可数名词。

(1)a chicken 一只鸡

chicken鸡肉

(2)an ice-cream 一个冰淇淋

ice-cream 冰淇淋(指成份)

(3)a salad 一碟沙拉

salad 沙拉(指成份)

step5.3a. underline the correct words in the brackets. then check the answers. step6.3b. number these sentences (1-4) to make a conversation. then check the answers.

step7.3c. (p33)make a food survey. like this:

a: hello! do you like … ?

b: yes, i do. i like ….

/no, i don’t. i don’t like… .

a: does lucy like … ?

b: yes, she does. she likes … .

/no, she doesn’t. she doesn’t like …

hello, everyone! i like …, … and … but i don’t

like …, …or … lucy likes …, … and … but she doesn’t like …, … or …

日常生活中饮食要做到不偏食，不挑食。

step 7: let’s see what we’ve learned today.

words:

sentences:

something else: