人教版英语七年级上册教案：Unit6 SectionB(2a-2c)
教学目标
1.语言知识目标：
Food
Yes
Maybe
No
fruit
vegetables
eggs
chicken
hamburgers
ice-cream
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
4. Make a report, and then read the report to their partner.
【本单元重点掌握目标】行为动词在一般现在时句子中的使用，应该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和表示食物的数名词和不可数名词。
【教材内容坼分分析】本单元Section A主要是谈论喜欢和不喜欢（like and dislike），Section B进一步拓展了此话题，按照“听力输入--阅读训练--由读促写”的过程逐层递进。
Cindy likes fruit for breakfast.
（注意运用句型：Cindy likes … for …或Cindy doesn’t like/eat … for …）
4. Let some Ss read their sentences to the class.
5. Then finish 2c.
1)继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2）阅读有关食物喜好的短文，并能获得相关信息，进一步巩固和运用所学语言。
2.情感态度价值观目标：
通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。
教学重难点
healthy, really, question, want to do sth., fat, eating habits
sentences:
What do you like for breakfast?
I think it’s healthy.
But I like oranges and apples.
1.教学重点：
1）能通过介绍食物学会询问对方喜欢与不喜欢的食物。
2）能在实际生活情景中运用所学的句型来询问对方喜欢与不喜欢的食物。
3）阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能力。
2.教学难点：
1)能在实际生活情景中运用所学的句型来询问对方喜欢与不喜欢的食物。
2)阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能力。
3. She _____likes salad for lunch.____________________________
4. Cindy doesn’t ___like hamburgers for dinner._____________________
5. She doesn’t ___eat ice-cream after dinner._______________________
1.带着问题阅读文章，寻找
答案
2.再读文章，完成练习
学生能够自主阅读文章并寻找答案
Step3
Language points
1. Sports star eats well!
句中的well用作副词，意为“好”，用来修饰动词eat，意为“吃得好”。例如：
Peter eats very well at school.彼得在学校里吃得很好。
持续性评价
DELC1
预备与激活先期知识
Step1
Lead in
Discussion：
What do you eat every day?
What do you have for your breakfast every day?
What do you have for your lunch every day?
“like +食品名词+ for +某餐”表示“某人喜欢吃什么”。
5. I don’t want to be fat.
want意为“需要；想要”。want to do sth.意为“想要做某事”。
提炼本课所含的知识点并进行运用
学生是否能够理解本课知识
Step4
Summary
Words and phrases：
Unit6 SectionB（2a-2c）教案
【教材版本与册数】新目标人教版七年级上册
【单元名称】Unit 6 Do you like bananas?
【课时】Section B 2a-2c（第4课时）
【课型】Reading（阅读课）
教材分析
【本单元话题】喜欢和不喜欢（like and dislike）
What do you have for your supper every day?
Which food do you think is healthy? Check (√) Yes, Maybe or No.
First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
(Ss read the article and circle the food words quickly.)
2.Read the article and fill in the blanks.
3. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g.
2. Cindy Smith, about her eating habits.
eating habits意为“饮食习惯”，其中eating是动名词作定语，修饰habits。
3. I think it’s healthy.
healthy是形容词“健康的”，其名词形式为health“健康”。
4. I like chicken for dinner.
讨论健康食物和不健康的食物
学生能够说出本课相关的单词
DELC2
获取新知
Step2
Reading
1. T: Well, let’s see some sports star’s eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s read the magazine article about Cindy Smith. First, read the article and circle the food words.
建议教法
问答法，任务型教学法，合作学习法，阅读教学——让学生学会抓住主要词汇和句型；
教学流程
（详见相应教学活动设计）
教学评价
1.本课的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.阅读教学过程中体现了阅读兴趣的培养和阅读技巧的指导
附：教学活动设计
步骤
过程
措施（教师活动与学生活动）
目的
What about lunch?
I don’t want to be fat.
总结本课知识
学生是否能够理解并掌握本课知识
Step5
Homework
用下列句型就你自己和朋友的饮食习惯写五到七个句子。
I like …
I don’t like …
I …
I don’t …
课后对句型进行运用
学生能够灵活运用所学句型
Write five sentences about Cindy’s eating habits.
Cindy likes healthy food.
1. Cindy ___loves fruit.____________________________
2. She ____likes oranges and bananas._____________________________
Unit6SectionB(2a2c)精品教案 (人教版七年级上册英语)
Unit6SectionB〔2a2c〕精品教案 (人教版七年级上册英语〕Unit6 SectionB〔2a-2c〕精品教案Teaching goals:1. Learn these words and be able to say, read and write these words:star, well, habit, healthy, really, question, want, be, and fat2 . Be able to talk about and write abou t one’s eating habits by usingWhat do you like for breakfast?Do you like hamburgers for dinner?They’re not healthy.I don’t want to be fat.Cindy likes healthy food.3. Be able to understand the difficult sentences likeWhich food do you think is healthy?David asks the volleyball star, Cindy Smith, about her eating habits.情感目标：了解别人喜欢不喜欢的食物，关心他人。
学会健康饮食。
Previewing 〔读前活动〕一．Ask some of the Ss the following questions and help them to answer.Do you think hamburgers are healthy?Do you think milk is healthy?Do you think chicken is healthy?Do you think salad is healthy?二．Work on Section B -2a.Set a time limit of 3 minutes. Ask the Ss to ask and answer like the examples and check Yes, Maybe or No in the chart.2a Which food do you think is healthy? C heck (√) Yes, Maybe or No.Food Yes MaybeNofruitvegetableseggschickenhamburgersice-cream出他们的答复，为下一步操练提供示范。
人教版英语七年级上册教案：Unit6 SectionB(2a-2c)
人教版英语七年级上册教案：Unit6 SectionB（2a-2c）Unit6 SectionB（2a-2c）教案【教材版本与册数】新目标人教版七年级上册【单元名称】Unit 6 Do you like bananas?【课时】Section B 2a-2c（第4课时）【课型】Reading（阅读课）教材分析【本单元话题】喜欢和不喜欢（like and dislike）【本单元重点掌握目标】行为动词在一般现在时句子中的使用，应该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和表示食物的可数名词和不可数名词。
【教材内容坼分分析】本单元Section A主要是谈论喜欢和不喜欢（like and dislike），Section B进一步拓展了此话题，按照“听力输入--阅读训练--由读促写”的过程逐层递进。
【通过本单元的学习学生需掌握的综合技能】训练学生的听、说、读、写四项基本技能，学会询问对方与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。
第 2 页第 3 页DEL C2 获取新知Step2Reading1. T: Well, let’s see some sports star’s eating habits. Cindy Smith is avolleyball star. What does she like for breakfast, lunch and dinner? Doesshe eat ice-cream? Now let’s r ead the magazine article about Cindy Smith.First, read the article and circle the food words.(Ss read the article and circle the food words quickly.)2.Read the article and fill in the blanks.3. We know Cindy has healthy eating habits. What food does she like? Whatfood doesn’t she like? Read the article and write five sentences aboutCindy’s eating habits. e.g.Cindy likes fruit for breakfast.1.带着问题阅读文章，寻找答案2.再读文章，完成练习学生能够自主阅读文章并寻找答案第 4 页（注意运用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …）4. Let some Ss read their sentences to the class.5. Then finish 2c.Write five sentences about Ci ndy’s eating habits.Cindy likes healthy food.1. Cindy ___loves fruit.____________________________2. She ____likes oranges and bananas._____________________________3. She _____likes salad for lunch.____________________________4. Cindy doesn’t ___like hamburgers for dinner._____________________5. She doesn’t ___eat ice-cream after dinner._______________________Step3 Language points 1. Sports star eats well!句中的well用作副词，意为“好”，用来修饰动词eat，意为“吃得好”。
人教七年级上册Unit6SectionB2a-2c课件
For breakfast
She doesn’t like
.
bananas
Cindy's eating habits
For lunch---- She likes salad .
For dinner She likes chicken.
She doesn’t like hamburger,s because unhealthy
She likes oranges and apples for breakfast .
2. Does she like bananas for breakfast?
No, she dosen't
3. What does Cindy like for lunch ?
For lunch , she likes salad.
6. She likes ice-cream, but she doesn’t eat it . Why ?
Because she doesn’t want to be fat.
Try to complete the chart by yourself.
She likes
and apples.
oranges
He has good eating habits !
Do you want to know about her eating habits ？
An apple a day
Homework
根据食物金字塔，为自己制定一份健康的食 谱吧！
Breakfast Lunch Dinner
I
No, she dosen't
After dinner ---She doesn’t eat ice-cream ,
人教新目标英语七年级上册Unit6SectionB(2a2c)课时教学设计
1.回顾本节课所学内容：引导学生回顾一般过去时态的用法、动词过去式的变化规则以及如何运用一般过去时态进行对话。
2.归纳重点：总结本节课的教学重点，提醒学生注意动词过去式的变化规则和一般过去时态的运用。
3.鼓励学生：鼓励学生在课后多进行英语口语练习，运用所学知识描述过去的事情，提高英语实际应用能力。
4.学生能够运用所学词汇和语法知识，进行简单的句子编写和对话交流。
（二）过程与方法
在本节课中，我们将采用以下过程与方法，使学生达到教学目标：
1.利用图片、实物等直观教具，引导学生观察、思考、描述，激发学生的学习兴趣和积极性。
2.采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演等，让学生在互动中掌握语法知识。
2.学生能够运用一般过去时态来描述过去某个时间点的动作或状态，如：“I went to the park yesterday.”、“She played with her friends last week.”等。
3.学生能够通过听力练习，提高获取、处理和运用信息的能力，如：听懂并记录下关于过去活动的关键信息。
4.布置作业：布置与本节课相关的作业，如完成练习册上的习题，预习下一课的内容等。
五、作业布置
为了巩固本节课所学的人教新目标英语七年级上册Unit 6 Section B (2a-2c)关于一般过去时态的知识，特此布置以下作业：
1.完成练习册中与本节课相关的一般过去时态练习题，包括填空、选择题和句型转换等，旨在帮助学生巩固动词过去式的变化规则及句型结构。
3.教师点评：对每个小组的讨论成果进行点评，指出语法错误并给予指导。
（四）课堂练习
1.听力练习：播放一段关于过去活动的对话，要求学生听懂并完成相关练习，如填空、判断正误等。
英语人教版七年级上册unit6SectionB(2a-2c)
人教版新目标Unit 6 Do you like bananas? Section B (2a-2c)教学设计锦州市实验学校陈卓Ⅰ. 教学目标1、语言知识目标●New wordsstar eat well healthy really question want be fat●Key sentencesWhat do you like for breakfast? Do you like hamburgers for dinner?I like/ don’t like… She likes/ doesn’t like…2、语言能力目标1. Students can read the magazine article about Cindy’s favorite foods for three meals.2. Talk about likes and dislikes.Learning ability goals3、情感态度与价值观目标：Students can form good eating habits and keep healthy.Ⅱ. 学情分析初一学生是英语的初学者, 大部分学生学习态度端正，对英语感兴趣，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。
因此我在教学活动中，设计多样的活动，让更多的学生有机会说英语，减少他们的恐惧感。
通过学生间的合作学习，降低他们的学习难度，使各层次的学生都有所收获。
Ⅲ. 教学重点难点教学重点：表达对三餐食物的喜好。
教学难点：学习动词like第三人称单数在一般现在时的使用Ⅳ. 教学过程Step 1: Warming up1.Ss: Sing a song Do you like2.Guess something about me. Stand up and say your answers.[设计意图]：课前热身，学生齐唱英文歌，巩固目标语言的同时，引领学生走入快乐的英语世界。
人教版英语七年级 上册Unit6-SectionB2a-3b教案
Unit 6 Do you like bananas?Section B （2a-3b selfcheck）教材分析：本课题选自人教版七年级英语上册第六单元Do you like bananas？Section B(2a---2c)，本单元内容主要围绕“谈论对食物的喜好”以及一日三餐等语言功能项目展开的一系列任务活动。
以 like为例，进一步学习实意动词在一般现在时中的用法。
Section A 部分主要让学生使用动词like 询问他人是否喜欢某种食物，学习一般现在时各个人称的肯定句、否定句、和一般疑问句的构成及回答。
本课时要说的是Section B(2a---2c)，这部分介绍了更多有关食物的词汇，听说活动、阅读活动和写作活动都围绕早餐、午餐和晚餐的话题展开，让学生进一步谈论人们对不同食物的喜好，反思不同的饮食习惯，并探讨健康饮食的问题，从而深化了本单元的话题。
2a---2c为本单元阅读板块。
2a的读前活动先让学生思考一些食物是否健康，以激活他们的知识背景。
本单元的阅读材料是记者对一位体育明星的采访对话，体育明星谈到了自己一日三餐的饮食习惯，其中融入了健康饮食的思想。
2b 的读中活动让学生关注文章中的食物名称，抓住关键信息。
2c的读后活动让学生通过造句的方式转述文中信息，不仅可以加深对文章的理解，还可以为后面的写作做准备。
学情分析：七年级的学生，年龄十二三岁，个性比较活泼，爱表现，模仿能力强，对英语表现出既好奇又有所畏惧的心态，所以教学中我会注重遵循由易到难、由简到繁循序渐进的过程，建立信心，打破恐惧，激发兴趣；本单元的主题“food”是该年龄段学生感兴趣的话题，这就提醒教者应从兴趣导入，寓枯燥的单词、语法学习于丰富多彩的情景之中，让学生很好地将学和用结合起来。
教学目标：1、本单元话题源自生活，立足这一点充分利用学生对已有的知识和经验，创造生活化的语言环境，引导学生在运用语言知识的同时学会在现实生活中注重饮食习惯的培养。
人教版七年级英语上册Unit6SectionB(2a2c)优秀教学案例
1.情境创设贴近生活：通过邀请学生上台描述自己或其他同学的外貌特征，以及展示图片和视频，让学生在真实情境中学习描述人外貌的词汇，提高学生的参与度和兴趣。
2.问题导向激发思考：在教学过程中，我提出引导性问题，如“How do you describe someone's appearance?”和“Can you give me an example of how to use 'tall' and 'short' in a sentence?”等，激发学生思考，培养学生解决问题的能力。
人教版七年级英语上册Unit6SectionB(2a2c)优秀教学案例
一、案例背景
本案例背景基于人教版七年级英语上册Unit 6 Section B (2a-2c)的教学内容。本节课的主题为“What Does She Look Like?”，主要介绍形容词来描述人的外貌特征。通过本节课的学习，学生能够掌握相关词汇，如tall、short、thin、fat等，并能够运用这些词汇描述自己和他人外貌。同时，学生还能够通过听力活动，提高听力理解能力，并能在实际情景中运用所学知识进行交流。
4.引导学生运用目标词汇进行写作练习，巩固所学知识。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发学生积极参与课堂活ห้องสมุดไป่ตู้。
2.培养学生自信、勇敢地表达自己观点的能力，增强学生自信心。
3.培养学生关爱他人、尊重他人外貌特征的良好品质。
4.培养学生团队合作精神，提高学生与人相处的能力。
在教学过程中，我将注重引导学生积极参与，激发他们的学习兴趣。同时，关注学生的个体差异，给予每个学生充分的关注和指导，确保他们能够在课堂上充分展示自己，提高自信心。通过设置多样化的教学活动，培养学生的观察力、表达力和听力理解能力，同时注重培养学生的团队合作精神和与人相处的能力。引导学生关注人与人之间的情感交流，培养学生关爱他人、尊重他人的价值观。
人教版英语七年级上册 Unit 6 Section B教案
Unit 6 Do you like bananas?Section B (1a-1e)Unit 6 Do you like bananas?Section B (2a-2c)➢Ask Ss to write more healthy food and unhealthy food.Answers will vary.While-readingFirst Reading➢Reading Tip 1: PredictingT asks Ss to look at the title and pictures in 2b, try to predict: What's the article about?(T tells Ss what predict is: to have a guess. Any answer is OK here. Ss can tell the reason why they guess so.)Second Reading➢Reading Tip 2: scanningAsk Ss to scan the passage and complete the thinking map.➢Reading Tip 3: ScanningAsk Ss to judge which sentence is right and which sentence is wrong according to the passage.Answers: 1. F 2. F 3. T 4. T 5. TThird Reading➢Reading Tip 4: RetellingT asks Ss to retell the passage.(T can use the table above and give some clues to help Ss retell. T can say the first words of the sentences or use transitional words or questions to remind them of the next sentence if students forget. There will be somegrammatical mistakes when they are retelling, so teachers must use some transitional words to connect the sentences together, or to correct their pronunciations.)2b➢Ask Ss to read the magazine article and circle the food words.➢T ask Ss to write down the food that Cindy likes for meals and David likes for meals.T: Just now you have circled all the words about food. What does Cindy like for breakfast, lunch and dinner? What does David like for breakfast, lunch and dinner? Now write B for breakfast, L for lunch and D for dinner after the words.➢Let each S take out a piece of paper. Show Ss PPT P18 and ask them to write down the Chinese translation for each phrase.2c➢Ask Ss to write down five sentences about Cindy’s eating habits. While Ss are completing 2c, walk around the room and look at the sentence of different Ss. Choose sentences in which there are common errors, and write these sentences on the board. Then have Ss work in pairs to find the errors and suggest corrections. Elicit from Ss how to correct the sentences, and make the corrections on the board.Answers will vary.Post-reading➢Optional choice: Divide Ss into groups of four. Ask them to discuss what they like to eat for each meal. T can encourage Ss to say more about their preferences, e.g. I like ... but I don’t like ..., I always / never have ... for ... (T can write these sentences on the board if necessary).Unit 6 Do you like bananas? Section B (3a-Self Check)Exercise 1➢Ask Ss to write the plural forms of the words in the box on the left, then put them into the correct columns.Answers 1:Exercise 2➢First, ask Ss to choose a topic (i.e. the food / sports / colors they like or dislike), then let them write five sentences for that topic. Answers will vary.Exercise 3➢Tell Ss that they need to think about the food / sports / colors their parents like and write five sentences.Answers will vary.(T can encourage Ss to correct each other’s sentences first, then pick some Ss to read their answers to the whole class. )。
人教版七年级英语上册教案：Unit6 Section B(2a2c)
池河中学2017-2018学年度第一学期教学设计年级七科目英语任课教师授课时间11.28 课题Unit6 Do you like bananas? （Section B 2a-2c）授课类型阅读课标依据本节课是人教版英语七年级上册第六单元第四课时的内容。
通过本单元前三个课时的学习，初步掌握了部分食物词汇及询问、谈论某人喜欢或不喜欢某种食物的表达，本课时将在此基础上复习、巩固本单元的食物单词，并通过读写的方式，练习、巩固本单元的重点表达及谓语动词的单复数变化这一语法点，属于读写课。
但课本上的读写任务稍显简单，这就要求老师做适当的拓展。
通过学习，学生将在读写能力，尤其是写的能力上有所提高。
教学目标知识与技能1、知识技能目标：（1）复习本单元食物词汇及询问、谈论一日三餐喜欢吃哪些东西的句型。
（1）掌握新词汇: eat, well, star, habit, healthy, really, question, want, be, fat。
（2）掌握新短语：a sports star, a volleyball star, ask sb. about sth., eating habits, what about…等。
（3）掌握一般现在时中，主语为三单时，助动词及实意动词的变化。
过程与方法1.讲授法2.谈话法3.小组讨论法4.练习法情感态度与价值观培养对家人、同学、朋友的关怀和友爱之情，学会营养配餐。
编号：43教学重点难点教学重点A.Vocabularystar, eat, well, habit, healthy, really, question, want, be, fatB.Target languagesDo you like salad? I like chicken for dinner. I don’t like bananas.教学难点Grammar: Talk about likes and dislikes教学师生活动设计意图过程设计Step1. Lead-inGreeting and Warming upStep2. PresentationWhat do you eat for breakfast, lunch and dinner? Do you eat healthy food? Different people eat different foods. Which food do you think is healthy? Finish 2a, and discuss in pairs.Step3. ReadingRead and explain the title. What’s the meaning of “ sports star” ? What’s the meaning of “ Sports Star Eats Well” ?T: “A sports star” means a person who plays sports very well. Do you know a sports star?Yes,Yao Ming was a sports star. So what does the title mean? OK. “Sports Star Eats Well” means a sports star eats healthy food.You are going to read about a volleyball star. She has healthy eating habits. So what does she eat for breakfast, lunch and dinner?First guess the answers.Choose several students to answer. Then read about her answers to a reporter, David, and you will know.What does Cindy eat for breakfast / lunch/dinner?Check the answers.Read the article again. Answer the following questions.1. Why does Cindy like fruit?2. Why doesn’t Cindy like hamburgers?3. Why doesn’t Cindy eat ice-cream?Read it again and fill in the chart.Fill in the chart with t he food Cindy likes and doesn’t like. Cindy likes…Cindy doesn’t like…Read it again, explain any difficulty.Discussion.How can we keep healthy?What’s your advice?An apple a day keeps the doctor away.Eat healthy food and keep a balanced diet.Listen to the tape, students follow it.Retell the article according to the chart above.Step 4 Writing (Cooperation)Write five sentences , then correct the mistakes each other. 询问学生的喜好，吸引学生的学习兴趣。
人教版英语七年级上册Unit6SectionB(2a~2c)教学设计
4.设计丰富的课堂活动，如情景模拟、角色扮演等，让学生在实际语境中运用所学知识，提高语言实践能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和积极性，使他们乐于学习、善于学习。
2.通过学习本节课的内容，让学生了解和尊重不同国家和地区的文化差异，培养他们的跨文化意识。
目的：提高学生的阅读速度和理解能力，培养捕捉关键信息的技巧。
3.小组活动：学生分组，每组设计一段对话，内容为在学校内询问某地点的位置。要求至少使用3次一般现在时，并在课堂内向全班展示。
目的：锻炼学生的口语表达能力，加强小组合作，提高实际语境中的语言运用能力。
4.词汇复习：请学生整理本节课所学词汇，用英语解释每个词汇的意思，并给出一个例句。
2.教师指导：教师巡回指导，观察学生的讨论过程，适时给予提示和帮助。
3.小组展示：每个小组派代表向全班展示讨论成果，其他同学认真倾听并给予评价。
（四）课堂练习
1.教学内容：设计相关练习题，巩固学生对词汇和句型的掌握，提高阅读理解能力。
2.练习形式：包括填空、选择、匹配等，让学生在练习中巩固所学知识。
此外，学生在阅读理解方面存在一定的困难，对文章的整体把握和细节理解能力有待提高。在情感态度方面，部分学生对英语学习缺乏自信，容易产生畏难情绪，需要教师在教学过程中关注学生的心理变化，激发他们的学习兴趣，帮助他们建立自信心。
因此，在本节课的教学中，教师应充分考虑学生的年龄特点、认知水平和情感需求，运用生动有趣的教学方法，引导学生积极参与课堂活动，提高他们的英语综合运用能力。同时，关注学生的学习差异，给予每个学生个性化的指导和鼓励，使他们在原有基础上得到提高。