板书大赛英语组鱼欢（Unit 6 Do you like bananas? Section A (1a-2c)）
一、教材分析
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一核心项目，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以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，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。
单元教学采用自主学习、结对活动以及小组合作学习的教学策略，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：
语音教学——让学生进行模仿操练；
听力教学——采取图文配对和对话选择的方式；
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；
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；
阅读教学——让学生学会抓住主要词汇和句型；
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。
单元课时分配：（本单元可用4课时完成教学任务）
Section A (1a-2d) 用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时
Section B (3a-Self Check) 用1课时
二、教学目标
1. 语言知识目标：
1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream,salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about ...?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① — Do you like salad?
— Yes, I do. / No, I don’t.
② — Does she/he like ...?
— Yes, she/he does./ No, she/he doesn’t.
③ — I like ... /I don’t like ...
④ — He/She likes ... / He/She doesn’t like ...
3) 能通过介绍食物学会询问对方喜欢与不喜欢的食物。
2. 情感态度价值观目标：该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识。
三、教学重难点
1. 教学重点：
1) 学习并积累一些食物的词汇；
2) 可数名词与不可数名词单复数的使用；
3）动词like一般现在时的各种句式及一般疑问句的肯定、否定回答。
2. 教学难点：
1) 行为动词like的一般现在时的用法；
2) 可数名词与不可数名词单复数的使用。
四、教学策略
1. Teaching Strategies
课上引导学生积极参与课堂活动，加强听说能力。
2. Learning Strategies
加强小组合作学习，积极参与课堂活动。
五、教学用具
PPT, the tape player, some fruit and vegetables
六、学情分析
七年级的学生刚升入初中，相对年龄较小，还处于对新鲜事物有着浓厚兴趣的时期，此时的学生敢于说、勇于说、不怕错。而且经过了小学英语的学习，很多学生的英语水平已经相当不错，口语表达、阅读能力都处于良好而稳定的水平。因此，这个时期的课堂就会很活跃，此时，课堂气氛的引导和带动就显得尤为重要了。所以，在课堂一开始，我就展示了图片——冰箱，即使引入了话题，同时又展示了带来的水果和蔬菜，整个课堂气氛立即活跃了起来，学生们的兴趣极为高涨，在这样的气氛下学习无疑事半功倍。
七、教学过程
Step I Lead in
1. Free Talk
Show a picture of the fridge and ask Ss a question:
T: What’s always in the fridge?
Ss: Apples, pears...carrots, watermelons...
T: There are some vegetables, and there is some fruit.
2. Talk about more fruit and vegetables
Let students talk about more fruit and vegetables.
Step II Presentation.
1. 1a
①New words.
Show pictures and teach new words:
[C] : a banana-bananas, an orange-oranges, an apple- apples ,a strawberry-strawberries,
a tomato-tomatoes, a pear-pears, a hamburger-hamburgers(板书可数名词复数形式为成一列，以和后面的不可数名词区分)
[U]: milk, bread, rice, yogurt, ice-cream, salad（板书不可数名词为一列）
②Look at the pictures.
T: What can you see in the pictures?. ( Ask student1 , student2, student3…Get to answer: I can see… ) Yes, there are many kinds of food in the pictures, such as hamburger, salad, ice cream, and so on. Now look at the word list. Read them out and match them.
③Check the answers: 1. d 2.g 3.a 4.h 5.e 6.f 7.c 8.b 9.i 10.j
2. Listening &1b
① Look at these three conversations in 1b and read them out. Then listen to the recording and number them in the correct order.
② Check the answers: 2, 1, 3
3. Pair work(1c)
① Show some real food to the Ss, and ask questions to get Ss answer: Yes, I do/No, I don’t.
T: xxx, do you like bananas?
S1: Yes, I do.
T: Tom, do you like salad?
S2: No, I don’t.(板书对话：-Do you like bananas? -Yes, I do./ No, I don’t.)
② Work in pairs. Ss make their own conversations about food with their partners.
③ Ask some pairs to act out their conversations in the class.
4. Listening and circling, filling&2a, 2b
① T: Now look at the words in 2a and read them one by one. Listen to the recording and circle the words you hear.
Check the answers: hamburgers, tomatoes, ice cream
② T: Now look at the pictures in 2b. Pay attention to the example in box 1. Listen to the recording again and fill in the missing words. All the words you are to write are listed in 2a.
Check the answers: 1.2 hamburgers 3.4 hamburgers 5.6 ice cream
Step III A guessing game&Group work
1. Ask Ss to guess what T likes. Ss can only ask questions like:
Ss: Ms. Yu, do you like ...(fruit/vegetables)?
T: Yes, I do./ No, I don’t.
After guessing, do a report:
Ms. Yu likes ..., ... and ..., and she doesn’t like ..., ...or ...
2. Ss interview their group members questions to know what they like:
S1: Do you like ...?
S2: Yes, I do./No, I don’t.
3. Ss exchange the information they got with their partners:
S1: Does xxx like ...?
S3: Yes, he(she) does./No, he(she) doesn’t.(板书目标句型第三人称对话格式)
4. Do a report.
Organize all the information about their group members, and then do a report:
My name is xxx.
I like ..., but I don’t like...
I have a good friend. His/Her name is xxx.
He/She likes ..., but he/she doesn’t like .... .
Step IV Summary
1. Summarize the food words learned this class:
bananas, oranges, apples, strawberries, tomatoes, pears, hamburgers
milk, bread, rice, yogurt, ice cream, salad
2. Summarize the sentence structure learned this class:
① — Do you like salad?
— Yes, I do. / No, I don’t.
② — Does she/he like ...?
— Yes, she/he does./ No, she/he doesn’t.
③ — I like ... /I don’t like ...
④ — He/She likes ... / He/She doesn’t like ...
Step V Homework
1. New words in P.31.
2. Two conversations.
3. Do a report.
八、板书设计:
九、教学反思
本课时继续学习行为动词在一般现在时句子中的使用，是上一个单元内容的延伸，同时，有新加入进了可数及不可数名词的用法。因为本节课为听说课，因此，先不讲语法，给学生创造场景，让学生大量练习目标句型，在特定场景以及句型中，更易理解和区分可数及不可数名词，为下节课的语法总结奠定基础。