Unit 6 Do you like bananas?教案

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　　在教学工作者实际的教学活动中，时常要开展教案准备工作，教案是教学活动的依据，有着重要的地位。快来参考教案是怎么写的吧！下面是小编为大家整理的Unit 6 Do you like bananas?教案，欢迎大家借鉴与参考，希望对大家有所帮助。

Unit 6 Do you like bananas?教案

　　教学目标

　　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.

　　教学重点难点

　　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...

　　教学策略

　　方法

　　Listening and teaching, situation-based and Task-based teaching method are used.

　　教学环节

　　教学过程

　　学生活动

　　要点凸显

　　第一环节

　　入境启思：

　　创设情境，导入新课；

　　明确目标，启发思考。

　　第二环节

　　互动探究：

　　主动尝试，合作探究；

　　对话质疑，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.

　　第三环节

　　释疑导法：

　　答疑解惑，悟明真知；

　　凸显方法，有效生成。

　　第四环节

　　研习融合：

　　练习操作，明了方法；

　　融会贯通，体验成功。

　　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

　　板书设计

　　Fruit: bananas, oranges...

　　Vegetables: carrots...