初中英语《Unit 6 Do you like bananas》 说课稿
Unit 6 Do you like bananas? (Section A)1. Introduction to the Lesson(说教材)1.1 Analysis of the content(教材分析)1.2 Teaching Aims (教学目标)1.3 Teaching Key Points and Difficulties(教学重点及难点)2. Teaching Methods(说教法)3. Learning Methods(说学法)4. Teaching Procedures(说教学过程)4.1 Greetings and Warming--up(师生问候和热身)4.2 Leading in(谈话导入，教学新知)Step 1. V ocabulary Teaching（词汇教学）Step 2. Sentences Teaching（句型教学）Step 3. Consolidation（巩固新知）4.3 Summary(课堂小结)4.4 Homework(布置作业)yout Design(说板书设计)Unit 6 Do you like bananas? (Section A)Good morning, my dear judges,I’m going to talk about Section A of Unit 6 Do you like bananas? ,selected from Book 1 of Grade 7 in Go for it. My presentation consists of five parts, Introduction to the Lesson, teaching methods, learning methods ,teaching procedures ,and layout design.1. Introduction to the Lesson(说教材)1.1 Analysis of the content(教材分析)In this unit, it mainly talks about some food and how to express one’s likes and dislikes, connecting with our daily life closely. Section A deals with the new words and language structures of this unit, so it plays an important role in teaching of the whole unit and cultivating the Ss’communicative competence .1.2 Teaching Aims（教学目标）According to the requirement of New Curriculum，my teaching aims include the following three aspects:(1) To enable the Ss to understand and use these new words and sentences correctly: food, banana, hamburger, tomato, broccoli…Do you like ... ? Does he/she like...? and so on.(2)To help Ss cultivate their consciousness of participation, co-operation and sharing.(3)To promote Ss’awareness of the cultural difference between China and Western countries.1.3 Teaching Key Points and Difficulties（教学重点和难点）With regard to the above analysis of teaching content and teaching aims, I hold that the key point is the grasp of the new words and expressions. And the difficult points are how to imitate a real situation for Ss to practice and how to guide them to ask or state their food preferences with the patterns I like... I don’t like...Do you like...?Does he like...?2. Teaching Methods(说教法)Interest is the best teacher for every student. In order to arouse the Ss’ curiosity about new kno wledge and provide a relaxing environment to learn English, I’ll use the situational language teaching method and the task-based teaching method.3. Learning Methods(说学法)A good teacher is the one who will spare no effort to help Ss discover the eternal truth. By means of observation, comparison, and co-operation in class, learners can grasp some language learning skills and greatly improve their abilities of independent study and creative thinking.4. Teaching Procedures(说教学过程)A reasonable arrangement of the teaching process is the key to success in teaching. Based on the characteristics of this course, I arrangedthe following four teaching links.4.1 Greeting and Warming-up（师生问候和热身）Amiable greetings is favorable to the establishment of a harmonious and democratic classroom atmosphere.Then review the sentences :“Do you have a football? Yes I do. No, I don’t” together by using several pictures about balls.4.2 Leading in（谈话导入，教学新知）Tolstoy, a Russian educator, once said: “The necessities to successful teaching is not to be compulsory, but to arouse the Ss’ interest... Stimulating Ss' interest is the key to leading in.”So I can arouse their interest , good memory and fantasy by talking about picnic. Then I can introduce the new lesson by asking: “what kind of food we should buy ?What do you like? Do you like bananas?, if we will go on a picnic.”Step 1. V ocabulary Teaching（词汇教学）To make the learning process more vivid, I will prepare a food bag which is used to present the words about food. In addition, I will ask the Ss to listen to the tape , read the new words and distinguish the single and the plural form. Then I will guide the Ss to finish the exercises named Match the words with the pictures in the textbook to enable them to remember the new words more efficiently.Step 2. Sentences Teaching（句型教学）Considering the features of teaching content related to the life, Iwould like to adopt conversation method and situational communicative approach to practice the new sentences.At first, I will share what I like and what I don’t like with my Ss with the pattern I like …and I don’t like…to introduce the target language Do you like …? Does he like …?After that,I will explain that how the auxiliary verb do changes with different subjects.Step 3.Consolidation（巩固新知）In the first part of the teamwork, I will show a form to Ss by using multimedia and then guide them to make dialogues according to the content in the form and how to express others’ likes and dislikes by using the pattern :eg. Bob likes bananas ,but he doesn’t like apples...In the second part of the teamwork, I will encourage the Ss to act as journalist and to use the new expressions bravely. Then each group choose a reporter to interview team member’s favorite food, after that every reporter will take turns making a report on the platform.4.3 Summary（课堂小结）With the purpose of cultivating the Ss’ language competence and the ability in generalization, I’d like to raise a question :“what did you learn in this class?”Then give the Ss a few minutes to do summary all by themselves and then let them express their opinions freely.4.4 Homework（布置作业）In order to help students consolidate the new knowledge further, Iwill let the students ask their parents’ favorite food with the knowledge we learned today. If possible, suggest them prepare some food which their parents like most. By doing so, it can help them understand their parents better and be grateful to their parents.5. Layout design(说板书设计)In order to present the key words and sentences clearly, I use the inductive method.Unit 6 Do you like bananas ?key words：key sentences:food 1.Do you like...? Yes, I dobanana No, I don’t. hamburger 2. Does he/she like...? Yes, he/she does. tomato- tomatoes(pl.) No, he/she doesn’t. broccolistrawberry--strawberries(pl.)orangeice creamThat’s all. Thank you for your listening.。
Unit 6 Do you like bananas 说课稿
Tom carrots salad Sally
Doesn’t like apples
vegetables
salad bananas oranges ice-cream
Ask and answer questions about what Sally and Tom like and don’t like. 1e Yes, he does. Does Tom like carrots?
3
4
7
10
6
1
9
2
8
5
1b
How many other words can you add to the lists?
fruit: pears, ___________________________ apples bananas strawberries _________________________________ oranges watermelon grapes vegetables: ____________________________ carrot tomatoes potatoes ________________________________ onion broccoli
pears
Who has good eyes?
bananas
Who has good eyes?
a carrot
Who has good eyes?
chicken
A: B:
Do you like bananas? Yes, I do. I like bananas. No, I don’t. I don’t like bananas.
3. 教学目标
Unit6 do you like bananas 说课稿
The teaching plan of Unit 6, Go for it ! Grade 7Yibin university liu jieHello everyone:Nice to meet you here I’m happy to share my lesson with you. I’ m expecting your advice.Today I'm going to talk about Section A(1a-2c) of Unit6, Do you like bananas, Here, my speech contains 8 parts. I would like to introduce them with your great help.Ⅰ. Analysis of teaching material（教材分析）The central topic in this unit is food and the main language program is to talk likes and dislikes.Grammatical [grəˈmætɪkl]（语法上的、符合语法规范的）structures are present tense（一般现在时态）, Yes / No questions and short answers, positive and negative statements.The lesson includes two parts：section 1 mainly deals with the basic sentence structure :"Do you have...? ""Do you like...? "and answers"Yes,she/he does.No,she/he doesn't."And in section 2, it provides a real situation for the Ss to practice the pattern. Also, students could be familiar with the classification [ˈklæsɪfɪ'keɪʃn]（分类; 分级; 类别）of food.In conclusion, this unit mainly focuses on food and starts activities about likes and dislikes.From the basic language teaching material contents to language integrated use , the teaching procedure [prəˈsi:dʒə(r)]（程序，手续; 工序，过程，步骤）enables students to practice listening, speaking, reading and writing.Ⅱ .Analysis of the students（说学情）English of grade seven students is still relatively weak, and the deficiency of English expression ability, teachers should give guidance and help sincerely. In the front of the unit, students have a preliminary [prɪˈlɪmɪnəri] (初步的，初级的)understanding of the true meaning of the verb in question the meanings of the words, but also is not very skilled, so teachers should create more situation, achieve proficiency through practice. But the students of grade seven or have a very strong sense of participation and enthusiasm, teachers should make good guide.七年级学生的英语基础还比较薄弱，英语表达能力还有所欠缺，教师要给与真诚的指导和帮助。
人教版七年级英语上Unit6DoyoulikebananasSectionA(1a2d)说课稿
学生在学习本节课之前，已掌握一定的英语基础词汇和简单句型，具备一定的听力理解能力。然而，在学习本节课时可能存在以下障碍：首先，食物名词的发音和拼写可能成为学生的障碍，尤其是对于一些生僻词汇；其次，一般现在时态的否定句式构造可能让学生感到困惑；再次，由于学生的语言表达能力有限，实际口语交流时可能难以流畅表达自己的喜好；最后，听力练习中快速语速和复杂背景音可能影响学生的理解。
（二）新知讲授
新知讲授阶段，我将按照以下步骤逐步呈现知识点：
1.首先，通过展示食物图片和播放听力材料，让学生初步感知食物名词和询问食物喜好的句型；
2.其次，我会逐个介绍食物名词，并引导学生跟读，确保学生能够正确发音；
3.接着，通过示例句型和情境对话，教授一般现在时态的肯定和否定句式，让学生在具体语境中学习；
（3）听力练习和口语交流的实际操作。
2.教学难点：
（1）食物名词的正确发音和拼写；
（2）一般现在时态的否定句式的构成；
（3）听力材料的理解和对实际交流场景的适应。
二、学情分析
（一）学生特点
本节课所面向的学生为七年级学生，他们正处于青少年时期，具有以下特点：首先，年龄特征上，他们好奇心强，活泼好动，对新鲜事物充满兴趣；其次，认知水平方面，他们已具备一定的英语基础，能够听懂和模仿简单的英语句子，但语言运用能力尚待提高；在学习兴趣上，学生对生动有趣的学习内容较为感兴趣，喜欢参与互动性强的小组活动；在学习习惯上，他们可能习惯了传统的教学模式，需要引导和培养自主学习和合作学习的习惯。
1.食物图片或卡片：用于展示本节课所学的食物名词，帮助学生形象记忆和识别；
2.多媒体课件：通过幻灯片展示课程内容，包括食物图片、句型示例和练习题，增加课堂的互动性和趣味性；
人教版英语七年级上册Unit6DoyoulikebananasSectionA2d3c说课稿
在学习本节课之前，学生可能已经具备了一些基础英语知识，如基本的字母和单词发音、简单的自我介绍等。然而，他们在学习本节课时可能存在的学习障碍包括：
1.对一般疑问句的回答方式不够熟悉，可能会混淆肯定和否定的回答。
2.对形容词的使用不够熟练，可能在描述食物喜好时使用不准确。
3.食物类词汇的积累不足，可能会影响他们在对话中的表达。
主要知识点包括：
1.询问食物喜好的一般疑问句："Do you like...?"及其回答方式："Yes, I do./No, I don't."
2.描述食物喜好的形容词："like"、"love"、"don't like"、"hate"等。
3.对食物喜好的回答："I like apples."、"I don't like bananas."等。
4.常见食物的英语表达：banana、apple、orange、grape等。
（二）教学目标
1.知识与技能：
（1）能够正确使用一般疑问句询问食物喜好："Do you like...?"；
（2）能够用形容词描述食物喜好："like"、"love"、"don't like"、"hate"等；
（3）能够用英语回答食物喜好问题，如："I like apples."、"I don't like bananas."；
选择这些方法的理论依据是，它们能够激发学生的学习兴趣，促进学生的主动参与和知识的内化，同时，这些方法也有助于发展学生的多元智能，如语言智能、人际智能和逻辑数学智能。
初中英语说课稿《Do you like bananas》
初中英语说课稿《Do you like bananas》初中英语说课稿《Do you like bananas》尊敬的各位评委、老师大家好!我说课的课题是新目的英语七年级上册第6单元Do you like bananas的section A局部，初中英语说课稿《Do you like bananas》。
整个说课我将分三个局部进展讲述。
第一局部教学内容分析^p 。
第二局部教学策略。
第三局部教学过程。
我先说说教学内容：Do you like bananas?一课主要是学习各种食品的表达及分类，以及如何用英语询问或陈述likes and dislikes(即各人的爱好)。
因此，使学生学会apple，banana，hamburger等词汇并掌握句型：Do you like bananas ? Yes , I do . / No , I don’t .是这节课的教学重点。
而如何引导学生询问或陈述对食物的爱好以及为学生创造学以致用的平台，合理运用目的句型进展不同人称之间的交流是这节课教学的难点。
为了不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实际操作的才能，并适时地对学生进展德育教育，我确定了如下的教学目的： 1、知识与技能：能认读食物类词汇并能正确使用本节课的根本句型;可以利用老师提供的学习网站进展自我学习;能灵敏地运用所学的知识解决实际生活中遇到的问题即到达用英语进展交流，询问爱好的目的。
2、过程与方法: 运用municative teaching method交际教学法和Task-based teaching method任务型教学法使学生通过参与、合作、探究、调查、采访、游戏等多种途径学习词汇和句子的表达。
3、情感态度与价值观：鼓励学生英勇地使用英语，争做小记者。
教育学生，理解父母，关心父母，感恩父母。
帮助学生树立关心别人，帮助别人的优良品质。
对这节课，我想使用这样的教学策略：运用农远教育资，创设自主学习情境。
人教版英语七年级上册Unit6DoyoulikebananasSectionA1a2e说课稿
这样的步骤设计旨在从简单到复杂，从输入到输出，逐步引导学生深入理解并掌握新知识。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.小组合作：学生分组，用本节课学到的句型和词汇进行角色扮演，模拟真实的对话场景。
作业的目的是巩固学生对课堂内容的记忆，提高他们的语言运用能力，并激发他们在课堂之外的学习动力。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重布局合理、内容精炼和风格清晰。板书布局分为三个部分：标题区、知识点区和总结区。标题区位于板书顶部，清晰地标明课程主题；知识点区按照教学内容顺序列出关键词和句型，以提纲形式呈现；总结区位于板书底部，总结本节课的主要学习点。
3.学习习惯：学生在小学阶段已经养成了基本的课堂学习习惯，如按时完成作业、积极参与课堂活动等，但需要进一步培养他们的自主学习能力和合作学习能力。
（二）学习障碍
在学习本节课之前，学生可能已经具备以下前置知识或技能：
1.基本的英语字母和词汇知识；
2.简单的英语句型结构和语法概念；
3.在小学阶段对食物类单词和句型的初步了解。
人教版英语七年级上册Unit6DoyoulikebananasSectionA1a2e说课稿
一、教材分析
（一）内容概述
本节课为人教版英语七年级上册Unit6 "Do you like bananas?" Section A 1a-2e的教学内容。本单元的主题是食物，旨在让学生学会如何询问和回答喜欢不喜欢某种食物。本节课在整个课程体系中属于第一学期，是单元教学的起始部分，起着承前启后的作用。
选择这些方法的理论依据在于，它们能够促进学生主动参与学习过程，通过实际操作和互动交流来加深理解和记忆，同时有助于激发学生的学习兴趣和动机，提高他们的语言运用能力。
《Unit6Doyoulikebananas》说课稿
《Unit6Doyoulikebananas》说课稿《Unit6Doyoulikebananas?》说课稿说教材本单元是以介绍食物，谈论喜欢和厌恶为主题来展开本单元的听、说、读、写活动。
在这一单元里，学生们将学习用Doyoulike...?句型及答语来谈论和询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定和否定回答。
并同时学习食物名词的单复数的用法。
第一部分通过食物与图片的配对，引导出本部分中重点词汇和句型；同时通过操练句型：Doyoulike...?以及答语，来练习巩固目标语言。
第二部分主要训练学生的听说的能力及其归纳总结能力。
并且通过谈论第三者的喜好与厌恶进一步训练一般现在时的疑问句和否定句。
第三部分继续学习新的单词并对学生的听力训练有了一个新的要求：根据听力信息来完成表格。
同时通过一系列的调查来巩固和练习语言目标。
第四部分主要是复习本单元的重要知识要点。
单元重难点分析重点：1.识记表示食物的单词，并掌握food，fruit,vegetable与其他表示食物的单词的关系。
2.学会运用句型：---Doyou/theylike...?---Yes,I/theydo./No,I/theydon’t.---Doeshe/shelike...?---Yes,he/shedoes./No,he/shedoesn’t.谈论喜欢或不喜欢的食物。
学习一般现在是的用法；能准确区分可数名词与不可数名词。
难点：正确运用谈论好恶的句型。
二、说目标知识目标：单词及短语：banana,hamburger,tomato,ice-cream,salad,strawberry,pear,milk,bread,Birthday,dinner,food,week,sure,Howabout...?Burger,vegetabl e,fruit,right,apple,rice,egg,right,chicken,so,breakfast,lunch,star,ea t,habit,healthy,really,question,want,be,fat句型：1）.继续学习含有实义动词的一般疑问句及其肯定和否定回答。
人教七上unit6DoyoulikebananasSectionB2b说课稿
人教七上unit6DoyoulikebananasSectionB2b说课稿预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制Unit6 Do you like bananas?Section B 2b Sports Star Eats Well.Good afternoon，everyone! I am LiuChunming，from Nanshuiquan Middle School . Its my great honor to be here to talk about my teaching ideas. My presentationconsists of six parts.Well firstly I will talk about part1Part 1 The analysis of the teaching material1、Status and functionThis lesson is the fourth period ，selected from unit 6 “Do you li ke bananas?” Its title is “Sports Star Eats Well”. It is about eating habits and talking about what sb. like and dislike. It is a reading and writing lesson.2、 Teaching aims and demandsFirstly ， the knowledge aims，By the end of this lesson， the students need to master the words and phrases: sports star；eat well；ask sb. about sth. eating habits； health----healthy； question ； after dinner；want to do sth. want to be…Secondly， the ability aimsThe ability aims are to develop the students abilities of reading and writing，to train the students’ abilities of using language，to guidethe students to talk about likes and dislikes.Thirdly， the emotional and attitude goalAnyhow， it is very important for us to keep healthy.3、Teaching key points and difficult pointsKey pointsThe key points are to enable students to master the new words and phrases.Difficult pointsBy the end of this lesson ，students can talk about other’s eating habits with the words and phrases we have learned.Then I will talk about part 2.Part 2 The analysis of the students’ levelAs you know，my students are from rural areas，and their English foundation is rather weak，specially their reading and writing skills.So I have to spend much energy on developing these abilities.Let us move on to another part.Part 3 Teaching methods and studying methodsIn this lesson，I adopt Task-based teaching method and communicative teaching method.As for studying methods ， we mainly adopt self-study.In a word， I want to make the students the real masters of theclass while the teacher myself act as a director.Part 4 Teaching aids:I mainly use multi-media and a blackboard.Now I will talk about my teaching procedures.I design them into 4steps.Part 5 Teaching proceduresStep 1 Warming up.Show a picture of food and ask the students:what food do you like?After students give their choices I will ask another question:what food do you think is healthy?Now make your own choices in 2a，check yes maybe or no.开刀治病。
人教版七年级上册英语Unit6Doyoulikebananas
人教版七年级上册英语Unit6 Do you like bananas一. 教材分析人教版七年级上册英语Unit6 Do you like bananas主要讲述了关于喜好和食物的话题。
本节课的主要内容是让学生能够用英语询问和描述他们对不同食物的喜好。
教材通过简单的对话和词汇，帮助学生掌握基本的交际用语，并能够运用这些句子进行日常交流。
此外，本单元还引入了一般现在时态的用法，让学生能够用英语描述他们的日常喜好和习惯。
二. 学情分析在进入七年级上册时，学生们已经掌握了基本的英语语法和词汇知识，具备一定的听、说、读、写的能力。
然而，对于一般现在时态的用法和复杂的句子结构，他们可能还较为陌生。
因此，在教学过程中，需要注重引导学生理解和运用一般现在时态，并通过大量的练习和实际操作，让他们能够熟练运用该时态进行描述和交流。
三. 说教学目标1.知识目标：学生能够掌握一般现在时态的用法，并能够用英语询问和描述他们对不同食物的喜好。
2.能力目标：学生能够听懂、说出一般现在时态的句子，并能够运用该时态进行日常交流。
3.情感目标：通过小组合作和互动交流，学生能够增强自信心，提高团队合作意识。
四. 说教学重难点1.教学重点：一般现在时态的用法和食物词汇的掌握。
2.教学难点：一般现在时态的运用和食物词汇的灵活运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过小组合作、互动交流和实际操作，引导学生主动参与学习过程。
2.教学手段：利用多媒体教学资源，如图片、音频和视频，增加学生的学习兴趣和参与度。
六. 说教学过程1.导入：通过展示一些常见食物图片，引导学生谈论他们对食物的喜好。
2.新课呈现：引入一般现在时态的概念，并通过示例句子让学生理解一般现在时态的用法。
3.对话练习：让学生听录音或观看视频，模仿对话中的句子，并进行角色扮演。
4.小组活动：学生分组进行讨论，用英语询问和描述他们对食物的喜好。
5.巩固练习：通过完成练习题和互动游戏，让学生进一步巩固一般现在时态的用法。
Unit 6 Do you like bananas 说课稿
Unit 6 Do you like bananas? 说课稿一、说教材（一）教学内容分析本单元的中心话题是Food. 主要语言功能项目是Talk about likes and disli kes.从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like...? 及其回答Yes,I do / No, I don't.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。
然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。
并借此突出本单元的语法重点。
最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。
（二）教学重点和难点教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don't.2、一般现在时，主语是三单时，助动词与动词的变化。
3、可数名词和不可数名词的区别。
（三）教学目标1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶。
2、语言技能目标：（1）开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2）展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
3、情感态度目标：通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
二、说教法开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
三、说学法（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。