英語（英文：English）是一種西日耳曼語支，最早被中世紀的英國使用，并因其廣闊的殖民地而成為世界使用面積最廣的語言。英國人的祖先盎格魯部落是后來遷移到大不列顛島地區的日耳曼部落之一，稱為英格蘭。這兩個名字都來自波羅的海半島的Anglia， 以下是為大家整理的關于七年級上冊英語第六單元作文4篇 , 供大家參考選擇。
七年級上冊英語第六單元作文4篇
【篇1】七年級上冊英語第六單元作文
Unit 6 I’m watching TV
一、教學目標
1. 語言目標
語言知識：要求學生掌握以下詞匯（mall, pool, TV show, cleaning ,reading, shopping, swimming, playing, watching TV, doing homework, eating dinner, talking on the phone）
語言功能：學會談論人們正在做什么, 能就發生的事做 現場報道
語言結構（日常交際用語）：現在進行時和一般疑問句及簡單的答語
What are you / they doing ?
I"m / We"re/ They"re watching TV/doing homework.
Is he/ she watching TV? Yes, he/ she is. / No, he/ she isn"t.
Do you want to go to a movie ? Yes, I do .
When do you want to go? At three o"clock
語言技能:
（1）能用現在進行時的各種形式進行準確的描述和表達正在發生的動作。
（2）能掌握現在進行時態及一些表示具體動作的詞組搭配，如：watch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。
（3）能在日常生活中恰當理解和運用本單元的話題范圍內的單詞和習慣用語。
2、情感目標：
培養同學間的友好相處，規范自己的行為，同時能提高他們的觀察能力和判斷能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂于模仿，敢于開口，積極參與，主動請教。
3、文化意識：
了解西方人是如何表達或描述正在進行的動作。
4、學習 策略：
通過本單元的教學，我要求學生能通過上下文內在的邏輯聯系，或在觀察別人的行為和活動時能用現在進行時來準確地表達所發生或進行的動作。
二． 教學重點及難點：
重點：---What’s he doing? ---He’s reading.
難點：現在進行時的用法和動詞V-ing 形式的構成在交際中準確地運用現在進行時來描述或表達正在進行的動作。
三、教學策略：
（1）充分利用學生已有的知識和生活經驗，創設生活化的真實情境，引導學生在運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言（在做中學,學了就用）。
（2）開展多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。
四、教學過程設計
Step1. Warming – up
1 Duty report
The student who is on duty starts to make a duty report
2. Ask and answer
T: Usually, what time do you go to school? S1: ……
T: When does your father watch TV in the evening? S2: ……
T: Do you do your homework in the evening? S3: ……
T: When do you play soccer? S4: ……
T: what time do you usually eat dinner? S5: ……
3. lead in
4. The teacher asks the students to give more verbs phrases and write them down on the blackboard.(show many pictures to help the ss.)
Step 2. Presentation
1 Match the words and the activities.
The teacher shows the pictures in 1a. Then, the teacher asks questions:
----What’s he doing?? (Picture 1) ----He’s making a telephone call.
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
2 Teach the Present Progressive.
1）.Introduction show more pictures to introduce the Present Progressive tense.
T: What’s she/he doing? Ss: She/He is v-ing.
(Help the ss to answer the questions and show the sentences)
2) Let the Ss to say what the Present Progressive is. (現在進行時表示現在正在進行或發生的動作, 它的表現形式為Be Verbs + V-ing ---- 這也即為它的結構式.)
3). Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat . Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again and do the following exercises (showing by flash card).
Step 3 Practice
1. .pairwork 1c.
2. Show some pictures and let the students ask and answer in pairs. Talk about “What are the people doing in the picture?”(showing the picture)
e.g What are you doing ? I am eating.
What is he doing? He is eating.
What are they doing? They"re eating.
Step4. Listening.
1b.listen and check. The answer: 2 4 1
2a and 2b.
Step5. Activities.
1. Let some ss act several actions and say :
“What’s he/she doing?” “She/He is cleaning the door.” (help Ss answer)
Is she/he cleaning the door? Yes, she/he is. / No, she/he isn’t.
2. Game 2c for pairwork.
3. group work.
1)Act, ask and answer in groups(three ss in each group). Let the group members guess
“What’s she/he doing?” He/ She"s talking.
Is he/ she talking? Yes, he/ she is. / No, he/ she isn"t.
2)Talk the family doing.
Step 6. grammar focus
Step 7 Homework
Write down what your family members are doing tonight. Then you’ll give us a report tomorrow.
Step8. Blackboard Design
【篇2】七年級上冊英語第六單元作文
新課標人音版七年級上冊第六單元《雪絨花》精品教案
教學目標：
1、? 學會用和諧統一的聲音演唱《雪絨花》，能以滿懷深情的歌聲表達對祖國的熱愛之情。
2、??聆聽、欣賞電影《音樂之聲》的插曲，通過演唱等活動體驗音樂所傳達的情感信息。對所學的電影音樂產生興趣，能主動思考音樂在電影藝術中的作用。
3、??能根據電影場景設計不同的表演形式，樂于參與表演當中。
教學重點：
用中、英文唱好歌曲兩聲部，并初步了解音樂在電影中的作用
教學難點：節奏╳ 0? 0 ╳? ╳? ｜的掌握及二聲部學唱。
教學用具：
鋼琴、多媒體教學設備。
教學過程：
步???? 驟
教師活動
學生活動
設計意圖
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導
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入
播放音樂
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聽音樂進教室。
創造一種美好、輕松的音樂環境
問歌名，《音樂之聲》作品簡介。
快速聽辨歌曲的名字 。
引出課題，
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聆聽學生講述劇情給予補充
播放《音樂之聲》插曲《雪絨花》片段。
簡介劇情。
欣賞音樂劇《雪絨花》歌曲片段
通過對第一聲部的中、英文學習和演唱，更好地體會、感受歌曲，為第二聲部學習做鋪墊。
請學生思考歌曲是幾拍子的，找出歌曲多次重復的旋律和高潮部分
3/4拍子，旋律3–5│2‐‐│ⅰ‐5│4‐‐│先后三次出現，高潮在第三樂句
教師鋼琴彈奏歌曲的第一聲部，為學生伴奏 。
根據對音樂的欣賞與分析，有感情的演唱《雪絨花》第一聲部。
組織學習英文歌詞。幫助解決難點。
學生領讀英文歌詞，小組互助學習英文朗讀。用英文唱第一聲部。
引導學生學習方法，找出：1、與一聲部相同句。2、第1、2、4句分別學習，唱時用手勢感受音的走向，找出三句中的相同處和第2、4句的不同音。
用手勢幫助唱準歌曲的第二聲部旋律。（特點是旋律線較平，無大起伏，分句練習，逐步）小組互助學唱，鞏固第二聲部旋律 。
以學唱歌曲的第二聲部為主。鍛煉學生的自學能力。在和老師的合作中學會相互配合及聲音和諧統一。
唱第一聲部旋律，與學生合奏唱。
唱第二聲部旋律，反饋自學效果 。
彈奏第二聲部旋律，糾正演唱中的難點。
隨鋼琴伴奏完整的演唱第二聲部歌詞。
演唱第二聲部，引導學生合唱時相互配合及聲音的和諧統一。
輕聲演唱歌曲的第一聲部，體會合唱效果。
鋼琴為較弱的聲部伴奏或與學生齊唱
自由組合，分成兩個聲部合唱《雪絨花》
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播放劇中第二次演唱《雪絨花》的片段，簡單的介紹這一片段劇情。
感受音樂情感的變化。（傷感、氣憤、激動。）
在影片欣賞過程中，使學生發現同一歌曲在不同環境，對音樂有不同的處理。通過場景表演，調動學生的積極性。使學生從中體會音樂有貫穿主題，發展情節，刻畫人物內心世界的作用。
為學生創設情景，引導學生進入自己的角色（上校、修女、孩子、觀眾）
根據自己所理解的，表演這一片段。先由報幕的同學宣布“特拉普特上校家庭合唱團為大家演唱《雪絨花》”然后表演者上場演唱，其他同學當觀眾與表演者合唱。
引導學生吸取上幾位同學表演好的地方，重新處理不理想的地方。
對表演的同學簡單進行評價。
由表演者推薦自己的好朋友再次表演。
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教師給予歸納和總結。
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通過欣賞與親身體驗，說說音樂在影視中的作用。
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對本課簡單概括，播放薩克斯演奏的《雪絨花》，在音樂聲中結束本堂課教學。
利用課余時間完整的欣賞電影《音樂之聲》，收集劇中的好聽歌曲，和同學分享。 ，
懷著對生活、對音樂的熱愛之情離開教室。
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【篇3】七年級上冊英語第六單元作文
7A Unit 6 Travelling around Asia
必記單詞:
Asia n、亞洲 Asia adj、亞洲得,亞洲人得 ;可數名詞:亞洲人(復數加s)
Modern adj、現代得 Guide n、手冊,指南; 可數n、導游; 及物v、引著參觀
Area n、區域,地區;面積 traditional adj、傳統得 sightseeing 觀光,游覽 centre n、中心 fountain n、噴泉 just adv、僅僅
building 建筑物 build 建筑,建造 across 介詞:穿過
Direction n、方向 natural adj、天然得 nature n、 自然界
beauty n、美麗 bridge n、橋 pond n、池塘
snack n、 小吃,快餐 light n、光線;adj、輕/淺得 light music 輕音樂
Snake n、 蛇 outside 介詞 在外面 反義詞:inside
Dumpling n、水餃(復數加s) temple n、寺 ,廟;太陽穴
常考短語:
Travel guide 旅游手冊 place of interest 名勝
light up 點亮,照亮 in the north-west of在···得西北部
be away from離開 a list of“一列,清單”
feel tired意為“感到累”
經典句型:
1、If you like ···,you will··· 2、What will I ···if I ····
詳細講解:
1、My head was made there、我得頭就產于那兒。 (page73)
be made in+地點,意為“產于某地”,由于there就是地點副詞,故去掉介詞in、
成品+be made in+地點
產于某地
原料+be made into+成品
……被制成……
成品+be made of+ 原料(瞧得出,物理)
由……制成
成品+be made by+制造者
……被……制造
成品+be made from+原料(瞧不出,化學)
由……制成
My piano is made in Beijing、 The birthday cake is made by my mother、
The table is made of wood、 Wine is made from grapes、
Grapes are made into wine、 The bike is made in China、
2、People’s Square is in the centre of Shanghai、人民廣場在上海得中心。(page73)
in the centre of意為“在……得中心” There is a park in the centre of the city、
(1) at/ in the centre of 強調“在……中心,在……中央”。
in the middle of 強調“在……(時間、長度、過程等)得中間”。
He lives in the centre of the town、 Don’t stand in the middle of the road、
11.Centre ①意為“中心點,中心”,強調得就是一個點,習慣上指空間得“中央”,
如圓、 球體、靶子得“正中心”;
②centre還可表示中心區、中心站或重要活動得中心。 the shopping centre
3、Shanghai is one of the largest cities in the world、上海就是世界上最大得城市之一。(page73)
“one of+the+形容詞最高級+復數名詞/代詞”意為“最……之一”,當其作主語時,謂語動詞用單數形式。
Tom is one of the tallest boys in our class、 One of us has a travel guide、
4、The Pudong New Area, just across the Huangpu River, has many modern buildings、就在黃浦江對岸得浦東新區有著很多現代建筑。(page73)
(1) 副詞just,意為“正好,恰好”,常用于肯定句。、It’s just seven o’clock、
(2) across介詞,意為“在……對面”; across from意為“在……對過”
They live across from us、
across作介詞“穿過,橫過”之意,著重從事物得表面得一邊到另一邊;
介詞through意為“穿過”,但它著重指從空間一頭到另一頭。
Don’t walk across the road、 Light es in through the window、
12. Sightseeing usually refers to……觀光通常就是指 (page74)
refer to
提到,涉及,指得就是
Please don’t refer to it again、
、請不要再提它了。
refer ···to···
把……提交給……”,“把……歸功于……
They refer the thief to the police
她們把小偷交給了警察。
6、Where else can I go?我還可以去哪兒？(page75)
通常else意為“別得,另外”,修飾不定代詞、疑問代詞或疑問副詞,通常后置。
What else do you want?您還想要什么？ Anything else?還有別得嗎？
else
常用于修飾不定代詞、疑問代詞或疑問副詞,也可修飾all, much, little等詞,放在其后,作后置定語;else還可以構成名詞所有格,即else’s,意為“另外得,其她得人或物得”。
Why didn’t you e? Everyone else was here、
That must be someone else’s pen、 It’s not my elder sister’s、
other
作形容詞,用以修飾名詞或代詞,作定語;此外,other可作代詞,可以單獨作主語、賓語、表語,其復數形式為others、
Some students are playing under the tree, others are flying kites over there、
7、The main clause talks about the likely result、主句談論可能得結果。(page77)
(1)①talk about意為“談論”。Let’s talk about this question、
②talk to/ with sb、意為“與某人交談”。 Talk to指一方主動與對方說話;
talk with指雙方互動在交談。 talk of意為“談到,涉及”
(2)likely形容詞,意為“可能得”,可以作定語或構成be likely to do sth、結構,likely在此結構中作表語。The likely time to find him is at night、 Who is likely to win the match?
likely表示有充分根據得預測,possible指客觀上潛在得可能性.
likely既可由人作主語,也可由物作主語,通常用于It is likely that…中;possible不能由人做主語。 He is likely to e late、 It"s possible for him to e early、
8、Mum’s advice…媽媽得建議(page78)
advice不可數名詞,意為“建議;勸告;忠告”,表示“一條建議”用a piece of advice、
give sb、 advice/ give advice to sb、給某人提建議
give sb、 advice on sth、在某方面給某人提建議
ask sb、 for advice征求某人得意見
take/ follow sb、’s advice接受某人得意思
advice得動詞形式為advise advise sb to do sth、 如:He advises me to get up early、
9、…you will know which books to bring, ……您會知道帶哪些書。(page79)
Which books to bring就是疑問詞與不定式連用,作動詞know得賓語。在英語中,動詞不定式可以用在疑問詞what, how, where, which等后面,在句中作賓語等。
I don’t know what to do、 Can you tell me how to get to the library、
10、If you make the wheels round…如果您讓輪子變圓……(page79)
make the wheels round意為“使輪子變圓” make+賓語+賓補
He makes me happy、
make+賓語+形容詞做賓補 Rainy days make me sad、
make+賓語+動詞原形(省to不定式作賓補) Tom often makes us laugh、
3.The seeds will grow if you plant them in the soil、(page79)
如果您把它們種在土壤里,這些種子會生長。
plant
及物動詞,意為“種植”,一般指“栽上,種下”,就是一種涉及時間較短得動作或活動
We plant trees every year、
grow
及物動詞,意為“種植”,包含“種下”及以后得培育得過程。涉及時間較長,可后作就是一種過程或狀態。
Hi His job is to grow flowers、
4.(1)put on“穿上,戴上”,反:take off“脫下”,都就是強調動作,不能用來表示狀態。
(2) wear“穿著”,強調狀態。
13、 It’s in the north-west of Beijing、它在北京得西北部。(page80)
in the south-east of 意為“在……東南部”; in the south-west of“在……得西南部”
總結:in+ the +方位名詞+of 表示“在……得某個方位”
in, on, to表達方位:in表示在內部; on表示在外部且接壤;to 表示在外部且不接壤
7.…or get a bird’s-eye view of the whole park by riding in a cable car、(page82)
……或通過坐纜車鳥瞰整個公園。
(1)whole作形容詞,意為“全部得,所有得,完整得”;
作名詞,意為“全部,全體,整體”。 the whole school I have finished the whole of it、
whole
將冠詞、物主代詞等限定詞放在其前。一般不修飾不可數名詞或物質名詞,修飾可數名詞復數時一般在其前加數量詞。
my whole life= all my life
The whole school= all the school
all the money
all
要把限定詞放在其后而all能用于各種情況
p
< cla>一般與普通形容詞一樣,將冠詞、物主代詞等限定詞放在其前,
all要把限定詞放在其后。my whole life= all my life the whole school= all the school
whole一般不修飾不可數名詞或物質名詞,修飾可數名詞復數時一般在其前加數量詞,而all能用于各種情況。three whole days all the money
Grammar
一.條件狀語從句得概念
條件狀語從句,表示主句動作發生得條件,由連接詞if或unless等引導、條件狀語從句中,主從句得時態要遵循“主將從現”得原則。即,主句就是將來時態時,從句用一般現在時代替將來時態。
二、 條件狀語從句得引導詞
1、 If conj 、 如果,假如
If you ask him,he will help you.如果您請她幫忙,她會幫您得。
If you fail in the exam,you will let him down.
如果您考試不及格,您會讓她失望得。
2、 unless conj、除非,若不,除非在……得時候 (if 、、、not、、、)
You will fail to arrive there in time unless you start earlier、
如果您不早點動身,您就不能及時趕到那兒。
Unless it rains, the game will be played、除非下雨,比賽將照常進行。
3、 so/as long as conj、只要
You may borrow my book as long as you keep it clean、
只要您保持書得清潔,您就可以把我得書借去。
三.關于條件句得時態,常見得有以下三種情況:
1、條件狀語從句得主句就是一般將來時,那么從句常常用一般現在時。
When I grow up, I’ll be a nurse and look after patients、
我長大后要當一名護士,照顧病人。
2、如果主句就是祈使句,那么從句通常要用一般現在時。
If you want to have a chat ,call me up、
如果您想聊天,打我電話。
3、如果主句就是含有情態動詞時,根據需要從句多用一般現在時。
You should be quiet when you are in the reading room、
在閱覽室時應保持安靜。
四.知識拓展
1、 在以when,before,as soon as等引導得時間狀語從句,也適用“主將從現”原則,即如果主句就是一般將來時,從句則用一般現在時。
I"ll tell her the good news when she es back、
當她回來得時候,我將把這個好消息告訴她。
she will give you a call as soon as she returns、
她一回來就會給您電話。
2、 If條件句得同義句:祈使句,and /or+將來時態得陳述句。
Work hard ,and you will make great progress、=
If you work hard,you will make great progress、
如果您努力學習,您才會取得大得進步。
Hurry up, or you will be late、=If you don’t hurry up、you will be late、
如果您不快點,您就要遲到了。
【篇4】七年級上冊英語第六單元作文
第6單元
課 題
授課時間
教學目標
教學內容
本單元的核心項目是“喜歡和不喜歡（like and dislike）”。圍繞著這一中心項目，課文中設計了各種食物及水果的插圖和不同形式的表格，讓學生進行聽、說、讀、寫等各種學習活動。通過本單元的教學，使學生學會詢問對方與了解別人喜歡與不喜歡的食物，學業會談論自己與他人早、中、晚餐喜愛吃的食物，為其今后能在交際中恰當地表達自己的情感、靈活運用已經學過的常用功能項目、進一步學習并掌握新的語言功能奠定了堅實的基礎。
教學目標
⑴知識目標：A、學會詢問對方喜歡與不喜歡的食物；
B、學習并激情 些食物的詞匯；
C、學會談論自己與他人早、中、晚 餐喜愛吃的食物；
D、學會營養配。
⑵能力目標：A、能準備表達喜歡和不喜歡的食物；
B、能根據具體情景對話，與他人溝通信息，合作完成任務；
C、通過聽、說、讀、寫四項技能的訓練，促進學生語言運用能力的
⑶情感目標：A、通過學習西文食品文化，促使學生了解西方生活方式與文化，培養跨 文化交際的意識；
B、通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神；
C、通過任務型活動，使學生學會在實際生活中均衡飲食，合理配餐。
教學重點、難點
重點：A動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；
B關于各種食物的詞匯；
C名詞復數的使用。
難點：一般現在時中單數第三人稱的變化形式。
課時安排
第一課時Section A la –lc
第二課時 Section A 2a –4
第三課時Section B la –2c
第四課時 Section B3a –4 Self-check
第五課時?Self-check
教學重點
A動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；
B關于各種食物的詞匯；
C名詞復數的使用。
教學難點
難點：一般現在時中單數第三人稱的變化形式。
教學方法
自主—合作—探究
教學準備
PPT the text
第1課 時(總計 49 課時)
課 題
Unit 6 Do you like bananas?
授課時間
教學目標
知識與能力??A. 學習食物的詞匯；
B.學會詢問對方喜歡與不喜歡的食物；
過程與方法 通過聽、說、讀、寫四項技能的訓練，促進學生語言運用能力的提高。
情感、態度與價值觀 通過學習西文食品文化，促使學生了解西方生活方式與文化，培養跨文化交際的意識。
教學重點
A關于各種食物的詞匯； B名詞復數的使用。
教學難點
動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答。
教學方法
教學準備
教 學 過 程 及 內 容
二次備課
Step 1: New words.
2Present the new words.
T:Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.
S1: (Touch and say)Yes, it’s an orange.
T:I like oranges. Like means”喜歡”. Read after me .L-I-K-E,like.
Ss: L-I-K-E,like.
T:Do you like oranges?
S2:Yes,I do.
Fruit
Food
Vegetable
T: Do you like oranges?
S3:No, I don’t.
Step2:Grammar.
2Present the countable nouns and the uncountable nouns.
T:Look!What are these? (Show a picture.)
S1:They are oranges.
T:How many oranges are there?Let’s count. One,two.
S1:Two.
T:And what are these? (Show another picture.)
S2:They are apples.
T:How many apples are there? Let’s count them. One,two,three.
S2:Three.
T:What’s this?
S3:It’s broccoli.
T:Can we count it”Can we say a broccoli?
S3:Sorry, I don’t know.
2Practice the drill.
T:Work in pairs.Ask and answer with your pictures.
(Before class the students have drawn some pictures of the food.)
Sa:Do you like…?
T:Let’s open your books and do 1b.Listen and number1-3.
Step 3:Summary.
In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?
課后反思
第2課 時(總計50 課時)
課 題
Unit 6 Do you like bananas?
授課時間
教學目標
知識與能力 學會談論自己與他人早、中、晚 餐喜愛吃的食物。
過程與方法? 運用Summarizing和Classiflying的學習策略。
情感、態度與價值觀 通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神
教學重點
動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；
教學難點
一般現在時中單數第三人稱的變化形式。
教學方法
教學準備
教 學 過 程 及 內 容
二次備課
Step 1 Review the drill.
② Review the drill “Do you like…”?
Step 2 New drills.
2Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
T:Do your best friends like tomatoes?
S1:Yes, they do./No, they don’t.
② Practice the drills.
T:Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Step3Task.
T:Do you love your parents?
S:Yes.
T:How do you show your love to them?
S1:I’ll do as they say.
S2:I’ll buy something for them when their birthday is coming.
S3:I’ll study better and better.
S4:I’ll make a big meal for them.
T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
(Give a sample to the students)
T:Does your father like chicken?(Point to a student)
S1: No, he doesn’t.
T:Does your mother like eggs?
S1:Yes, she does.
T:Do they like bananas?
S1: Yes, they do.
T:Now work in groups and make a food survey.
S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step 4 Summary.
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Step 5 Homework.
Rewrite your conversation in the form of a passage.
課后反思
第3課 時(總計51 課時)
課 題
?Unit 6 Do you like bananas?
授課時間
教學目標
知識與能力 學會談論自己與他人早、中、晚 餐喜愛吃的食物；
過程與方法 采用Personalizing和Role playing的學習策略
情感、態度與價值觀 通過任務型活動，使學生學會在實際生活中均衡飲食，合理配餐。
教學重點
名詞復數的使用。
教學難點
一般現在時中單數第三人稱的變化形式。
教學方法
教學準備
教 學 過 程 及 內 容
二次備課
Step 1 Check the homework.
T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
Step 2 Review the words.
T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
Step 3 New words.
2Present the new words.
T:How many meals do you have every day?
Ss:Three.
T:What are they?(The students can answer them in Chinese.)
Ss:They are “早餐、中餐和晚餐 ”.
T:Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss: B-R-E-A-K-F-A-S-T,breakfast.
T:Do you have your breakfast every day?
(Teach the other two words lunch, dinner in the same way.)
② Practice the words.
T:Which meal do you like best?(Point to a student.)
S:I like breakfast best.
T:Who also likes breakfast in our class? Please put up your hands.
Step Four: Practice the listening.
T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
T: Can you guess what food I like?
S1: Do you like…?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
Step 4 Task.
Go on a picnic with a group of friends and make a list of food to buy.
2Divide the students into six groups.
② Talk about what the students in your group like and dislike。
Step5 Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.
第4課 時(總計52 課時)
課 題
Unit 6 Do you like bananas?
授課時間
教學目標
知識與能力 學會談論自己與他人早、中、晚 餐喜愛吃的食物。
過程與方法? 運用Summarizing和Classiflying的學習策略。
情感、態度與價值觀 通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神
教學重點
動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；
教學難點
一般現在時中單數第三人稱的變化形式。
教學方法
教學準備
教 學 過 程 及 內 容
二次備課
Step 1 Review the drill.
② Review the drill “Do you like…”?
Step 2 New drills.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
T:Do your best friends like tomatoes?
S1:Yes, they do./No, they don’t.
② Practice the drills.
T:Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Step3Task.
T:Do you love your parents?
S:Yes.
T:How do you show your love to them?
S1:I’ll do as they say.
S2:I’ll buy something for them when their birthday is coming.
S3:I’ll study better and better.
S4:I’ll make a big meal for them.
T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
(Give a sample to the students)
T:Does your father like chicken?(Point to a student)
S1: No, he doesn’t.
T:Does your mother like eggs?
S1:Yes, she does.
T:Do they like bananas?
S1: Yes, they do.
T:Now work in groups and make a food survey.
S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step 4 Summary.
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Step 5 Homework.
Rewrite your conversation in the form of a passage.
課后反思
第5課 時(總計53 課時)
課 題
Unit 6 Do you like bananas?
授課時間
教學目標
知識與能力 學會談論自己與他人早、中、晚 餐喜愛吃的食物。
過程與方法? 運用Summarizing和Classiflying的學習策略。
情感、態度與價值觀 通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神
教學重點
動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；
教學難點
一般現在時中單數第三人稱的變化形式。
教學方法
Talking and training method
教學準備
教 學 過 程 及 內 容
二次備課
Step 1 Review the drill.
Step One: Review the drill.
② Review the drill “Do you like…”?
Step 2: New drills.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
T:Do your best friends like tomatoes?
S1:Yes, they do./No, they don’t.
② Practice the drills.
T:Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Step 3: Task.
T:Do you love your parents?
S:Yes.
T:How do you show your love to them?
S1:I’ll do as they say.
S2:I’ll buy something for them when their birthday is coming.
S3:I’ll study better and better.
S4:I’ll make a big meal for them.
T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
(Give a sample to the students)
T:Does your father like chicken?(Point to a student)
S1: No, he doesn’t.
T:Does your mother like eggs?
S1:Yes, she does.
T:Do they like bananas?
S1: Yes, they do.
T:Now work in groups and make a food survey.
S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step 4:Summary.
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
課后反思
第5課 時(總計54 課時)
課 題
?Unit 6 Do you like bananas?
授課時間
教學目標
知識與能力 本單元所有單句型
過程與方法 通過本課學習，學生能夠把所學食品名詞進行分類，會使用動詞like詢問對方喜歡與不喜歡的食物；學會談論自己與他人的早、中、晚餐喜歡吃的食物；學會營養配餐并能夠制作購物單和調查表。
情感、態度與價值觀 討論美食，享受生活美味，提倡健康、合理膳食，同時使學生通過了解他人的飲食習慣，學會關心他人。
教學重點
1．食物的分類。
2．一般現在時第三人稱單數作主語時，動詞like的變化。
3．一日三餐的營養搭配。
4．名詞變復數的規則。
教學難點
1．一般現在時中like的各種句型，及主語是第三人稱單數時，動詞like的各種句型。
2．用like 進行關于食物喜好及一日三餐營養搭配的寫作訓練。
教學方法
教學準備
教 學 過 程 及 內 容
二次備課
Step 1 New words.
T: Do you like sports?
S: Yes, I do. / Of course.
T: What sport do you like best?
S1:I like playing football/ baskball /table tennis …
S2:I like 跑步.
Now, read after me, run.
S: Run.
T: R-U-N, run.
S: R-U-N, run.
T: Do you know him?
S: Yes, he is Liu Xiang.
T: You are very clever. He is Liu Xiang. He’s a runner.
R-U-N-N-E-R,runner.
S: R-U-N-N-E-R,runner.
T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
S: S-T-A-R,star.
T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
Ss: “不健康的”.
T: Yes, you are clever. Read after me, healthy, unhealthy.
Ss: Healthy, unhealthy.
T: Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T: Read after me, dessert, D-E-S-S-E-R-T, dessert.
Step 2 Task.
T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy?
Step 3 Learn to write about what somebody likes for three meals.
① Read the passage.
T: Look at Liu Xiang ! Do you know why he is very healthy?
S1: Maybe he runs every day.
S2: He takes good care of his health.
S3: Maybe he eats very well.
Open your books and read 3a in Section B. First try to fill in the chart.
(The students read the passage and fill in the chart, then check the answers.)
S: Fruits…
T: Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.
(The students do 3b and check the answers.)
S: Four lunch …
② Practice.
T: I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)
S: I like apples and bread.
T: What about you? (Point to another student.)
S: I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)
T: Who can ask and answer like this?
Sa: What do you like to eat for lunch?
Sb: I like …
Sa: What do you like to eat for dinner?
Sb: I like …
(Then ask the students to work in pairs one by one.)
Step 4 Task.
① Write a passage about you like for three meals.
T: Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)
② Make a survey about your classmates for three meals.
T: OK. Let’s ask our friends and try to know what they like. Then fill in the chart.
Step 5 Homework.
Write a passage about your best friend for three meals.
課后反思
