Section A Grammar focus 3a—3c课堂实录【2】

Unit 6

Do you like bananas? Section B 2a-2c Teaching Aims: 1.

Master the new words: star, eat, well, habit, really, question, want, be, fat. 2.

Be able to read and understand the article. 3.

Review the use of do and does. 4.

Be able to talk about one’s eating habits. 5.

Train the students’ reading and writing skills. Emotion Aim: Lead the students to form healthy eating habits. Teaching Important Points: 1.

Be able to read and understand the article. 2.

Review the use of do and does. 3.

Be able to talk about one’s eating habits. Teaching Difficult Points: 1.

How to help the students master the use of do and does. 2.

How to make the students talk about one’s eating habits.

Teaching Preparations: The text books, the projector, and some food. Teaching Procedures: Step I : Greetings

Step II: Presentation

1.

Lead-in ①

Lead-in by using some objects of food, vegetables and fruit.

----What’s this in English?

----It’s a banana.

----What are these?

----They are two bananas. ②

Show the pictures of food and the words to the students on the screen. Bananas , apples, pears, oranges, strawberries, carrots, eggs, chicken, hamburgers, ice-cream 2.

Warm up ①

Ask the students to read the words twice by using the rising tone and the falling tone.

②

Group the words into fruit, vegetables and other food. Apples , pears, oranges, bananas, strawberries---------fruit Carrots---------vegetables Eggs, chicken, hamburgers, ice-cream--------other food (1.2.设计意图：激发学生学习的兴趣，有助于提高课堂教学效率，为本堂课后面的学习铺路.

）

3.

Activity 2a ①

Do you think the food is healthy or not( unhealthy)? ②

Individually ask the students to show their ideas. （设计意图：培养学生独立思考的能力，获得健康常识。）

4.

Activity 2b-2c 1）Transition ①

Show some pictures of sports stars to the students. ②

Make the students guess what the sports stars eat. 2)

Fast reading

①

Show the picture of Cindy Smith and tell the students she is a sports star, we will go and see what she eats. ②

Go through the passage quickly and circle the food words.

③

Check the answers together and show them on the screen. ④

Ask the students whether the food is healthy or not. 3)

Careful reading

①

Read the passage again carefully and answer the questions on the blackboard.

②

Individually answers the questions and check . 4)

activity 2c ①

Find out the sentences that express like and don’t like. ②

Individually finish the sentences in 2c. ③

Exchange their answers with their deskmates. ④

Show their answers in oral individually. (设计意图：从泛读到精读，遵循由浅入深，循序渐进的原则，同时泛读与精读并行，更有助于提高学生的阅读能力，为后面的采访和写作打好铺垫。）

Step III. Group work 1.

Ask the students to imagine he /she is David, and there are many sports stars in our class. He /she needs to ask their eating habits. Like this:

A: Hello, ... . What do you like for breakfast?

B: I like ...... for breakfast.

A: What do you like for lunch?/ What about lunch?

Do you like ....? B: For lunch , I like ... A: And what do you like for dinner? Do you like ...? B: I like ... for dinner. 3 .Show their conversations in pairs orally.

4 Ask the students / David to write and report the eating habits of the sports stars. 5 If time permitted, show their reports for the whole class. If not , do it in the homework. (设计意图：使学生更好的掌握询问三餐饮食习惯的句型以及表达喜好的句子，并进行自我检测，最终突破本堂课的难点，并训练了学生用英语交流的能力。）

Step IV: summary and home work.

1.

Ask the students to conclude what they learned in this class. 2.

Finish the report or passage better in their homework .

Blackboard Design: Unit 6 Do you like bananas? What do you like for breakfast/lunch/dinner? I like ...for breakfast/lunch/dinner. I don’t like ... for breakfast/lunch/dinner.