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Unit 6 Do you like bananas?教案
在教學(xué)工作者實(shí)際的教學(xué)活動(dòng)中，時(shí)常要開(kāi)展教案準(zhǔn)備工作，教案是教學(xué)活動(dòng)的依據(jù)，有著重要的地位�？靵�(lái)參考教案是怎么寫(xiě)的吧！下面是小編為大家整理的Unit 6 Do you like bananas?教案，歡迎大家借鑒與參考，希望對(duì)大家有所幫助。
教學(xué)目標(biāo)
1. Students grasp the curriculum words by reviewing.
2. Students learn to talk about other people’s like and dislike about food.
Sentence structures: Does he/she like ...? Yes, he/she does. No, he/she doesn’t.
She/he likes....She/he doesn’t like...
3. Improve students’awareness of keeping a healthy life.
4. Students learn to grasp some listening and learning strategies.
教學(xué)重點(diǎn)難點(diǎn)
Yes or No questions:Does he/she like ...? Yes, he/she does. No, he/she doesn’t.
Affirmative sentence:She/he likes....She/he doesn’t like...
教學(xué)策略
方法
Listening and teaching, situation-based and Task-based teaching method are used.
教學(xué)環(huán)節(jié)
教學(xué)過(guò)程
學(xué)生活動(dòng)
要點(diǎn)凸顯
第一環(huán)節(jié)
入境啟思：
創(chuàng)設(shè)情境，導(dǎo)入新課；
明確目標(biāo)，啟發(fā)思考。
第二環(huán)節(jié)
互動(dòng)探究：
主動(dòng)嘗試，合作探究；
對(duì)話質(zhì)疑，交流展示。
Step 1
Students enjoy a video and lead to review more words about food by guessing games.
Step 2
Write the number of each word next to the correct food in order to strengthen students’understanding about the curriculum words.
Step 3
Students try to divide the food words into different categories, such as fruit/vegetables/other food or breakfast/lunch/supper. This is to help students remember words easily and logically.
Step 4
Have a competition: Students work in groups to add more words about fruit,vegetables and other food so as to activate students’acquired knowledge and enlarge their vocabulary.
Step 5
Lead three meals in a day and students talk about what they like for three meals.
Step 6
A situation: my American friend Adam’s likes and dislikes for meals.
Ask students guess what Adam like and doesn’t like by using the key sentence structure “Does he like...? Yes, he does/ No, he doesn’t.”
Students’interests and knowledge are activated.
Students try to think more words and their ways of thinking are broadened.
第三環(huán)節(jié)
釋疑導(dǎo)法：
答疑解惑，悟明真知；
凸顯方法，有效生成。
第四環(huán)節(jié)
研習(xí)融合：
練習(xí)操作，明了方法；
融會(huì)貫通，體驗(yàn)成功。
Step 7
Listen and circle the food you hear in 1a.
Step 8
Listen again. Fill in the chart. Before listening, ask students to think what to do if the speaker speaks very quickly and they can’t write down down the words in a short time. Then tell students the listening strategy--shorthand.
Step 9
Oral practice
Ask and answer questions about what Sally and Tom like and don’t like.
Step 10
Food survey: ask your classmate’s family about their food like and dislikes and then give a report.
Step 11
Improve students’awareness of keeping a healthy diet: you are what you eat.
Students listen to the materials and grasp the listening skills to reduce their fear duringlistening process.
Students work in pairs to practice the sentence patterns and their teamwork and cooperation skills are improved
板書(shū)設(shè)計(jì)
Fruit: bananas, oranges...
Vegetables: carrots...
Other food: hamburgers, rice...
Does he/she like ...? Yes, he/she does. No, he/she doesn’t.
She/he likes....She/he doesn’t like..
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