七年级上册英语新目标Unit6说课稿
学习策略：
树立正确的“以人为本”的学习观，倡导自主 学习、合作学习与探究式学习，发展主体性， 培养独立学习意识，养成良好的学习习惯。
明确“熟能生巧”的原理，积极参与课堂活动。 在学习活动中参与讨论与调查等活动，创设 语境，乐于探究，勤于动脑动口。 课后访谈调查，读写摘记，重视语言运用。 学会有条理地描述人的特征与品质，客观地分 析问题，对比差异，注意词汇的分类记忆。 能主动学习、搜集有关友谊的名人名言，从中 得到启迪，同学之间互相交流，珍藏，或通过 英语园地宣传，创设和谐的学习氛围。
德育渗透：
对于成长中的青少年来说，友谊的力量是无穷的。 多一个真正的朋友，就多一个锐意进取的伙伴，多一 块陶冶情操的励石，多一份战胜困难的勇气。 树立正确健康的择友观，使每个人都能从友爱中 得到力量，能更加完善自己的性情与人格，能学会关 爱他人，互相学习，扬长补短，分享快乐与幸福。学 会慷慨无私、善待他人。 在人生的旅途上，让同学们借助友谊的翅膀飞翔， 实现共同的理想。 思考：怎样的朋友才是真正的好朋友？ 我能从我的好朋友身上得到什么？ 我能给予他人的品质有哪些？
smarter, more athletic, more outgoing,
more popular, more serious
学情分析：
1、知识基础：有七年级的语言基础，但对某
些任务的完成仍有一定的难度；
2、思维能力：有较强的记忆力和模仿能力，
注重培养知识的扩展运用能力。
3、认知心理：有较强的求知欲和表现欲，但部 分学生存在不自信，羞于表现等思想顾虑。
教学策略：
• 巧引妙导，挖掘教学内容和教学方法的新颖性和 艺术性，激发学生学习英语的兴趣。
• 采用互动的课堂模式，提倡开放式教学。
• 倡导“任务型”教学途径，让学生“做中学”或“用 语 言做事”。“学”是前提，“做”是目的；“学”是 为了 “做”，“做”又促进“学”，两者缺一不可st period.
The second period.
教学过程
The third period.
The fourth period.
A tree of friendship:
F
A. What is your friend like? B. Who is my friend? C. The same and different
E C
A
D B
D. What can we learn from our friends? E. The proverbs of friendship.
F. How to make the tree of
friendship evergreen?
教学目标
语言目标
能力目标 情感目标 跨学科学习
Teaching Targets:
Topic： Personal traits and compare people
Target language：
Pedro is funnier than Paul. He has shorter hair than Sam. He’s calmer than Sam Tom is more athletic than Sam. Vocabulary：calmer, wilder, quieter, funnier,
人教版七年级英语上册Unit6SectionA1a1c说课稿
二、学情分析导
（二）教学目标
1.知识与技能：学生能够掌握本节课的生词和短语，能够运用一般现在时进行简单的自我介绍和问答。
2.过程与方法：通过小组合作和角色扮演等方式，提高学生的口语交流能力和团队合作能力。
3.情感态度与价值观：培养学生对动物的关爱和保护意识，提高他们的环保意识。
（三）教学重难点
1.教学重点：动物名称的词汇学习，一般现在时的表达方式，以及日常交流中的简单问答。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我计划采用图片和视频导入的方式。在上课之初，我会向学生展示一些动物园的图片和视频，让他们谈谈自己熟悉的动物和参观动物园的经历。通过这种方式，既可以激发学生的兴趣，也可以帮助他们复习已学的知识。
（二）新知讲授
在新知讲授阶段，我会采用分步骤的方式逐步呈现知识点。首先，我会通过展示图片和视频，引导学生谈论所熟悉的动物，引入本节课的主题。然后，我会呈现本节课的主要词汇和短语，如tiger, panda, bear等，并通过实物展示和举例的方式，帮助学生理解和记忆。接着，我会通过示范和练习，讲解一般现在时的表达方式，如I/He/She/It/We/You/They like...，并让学生进行实际操作，以加深他们的理解。
三、教学方法与手段
（一）教学策略
在本节课中，我将采用情境教学法和任务型教学法相结合的策略。情境教学法能够帮助学生在一个真实或模拟的环境中学习和使用英语，提高他们的语言实践能力；任务型教学法则能够通过完成具体的任务，让学生在实践中学习和运用语言，提高他们的语言交际能力。这两种方法都符合七年级学生的认知发展特点，能够激发他们的学习兴趣，提高他们的学习动机。
人教新目标七年级英语上册Unit6DoyoulikebananasSectionA(2d3c)说课稿
3.撰写一篇关于自己喜欢食物的短文，锻炼写作能力。
作业的目的是：帮助学生巩固课堂所学知识，提高词汇和语法运用能力；培养学生自主学习的能力；激发学生学习英语的兴趣，为下一节课的学习做好铺垫。
五、板书设计与教学反思
（一）板书设计
我的板书设计将遵循以下原则：
1.布局：板书将分为三个部分，左侧列出本节课的主要词汇，中间展示对话范例和语法点，右侧用于记录学生的观点和答案。
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
(1)掌握与食物和饮料相关的词汇；
(2)学会运用一般现在时态的肯定句、否定句和疑问句表达对食物的喜好；
(3)能进行关于食物喜好的简单对话。
2.教学难点：
(1)一般现在时态的疑问句构成及使用；
(2)词汇的发音和拼写；
(3)在实际语境中灵活运用所学知识进行交流。
-根据作业和课堂观察，调整教学方法，如增加个别辅导或小组讨论；
-定期与学生沟通，了解他们的需求和困难，及时调整教学计划；
-自我反思，总结教学中的成功经验和不足之处，不断优化教学策略。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设情境：利用多媒体展示各种食物和饮料的图片，让学生在真实语境中学习；
2.游戏教学：Βιβλιοθήκη 计趣味性强的游戏，如“猜猜我喜欢吃什么”等，让学生在游戏中学习；
3.小组合作：鼓励学生进行小组合作，进行角色扮演，提高他们的口语表达能力；
4.竞赛活动：开展班级竞赛，如“谁是单词王”、“最佳对话表演”等，激发学生的学习积极性；
-在课前精心设计板书内容，确保逻辑性和层次感；
初中七年级英语上册Unit6教案人教版新目标
Unit 6 Do you like bananas?一、单元教材分析本单元的核心项目是“喜欢和不喜欢（like and dislike）”。
围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。
通过本单元的教学，使学生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。
本单元的重点内容仍然是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。
二、单元学情分析本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。
通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元教学建议采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造句为主；语法教学——比较不同、总结规律、模仿操练。
人教新目标英语七年级上册Unit6全单元说课稿
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：任务型教学法、情景教学法以及合作学习法。任务型教学法强调通过完成实际任务来学习语言，这有助于学生在真实的语言环境中习得知识，提高语言运用能力。情景教学法通过设置具体的情境，让学习法则鼓励学生在小组中共同完成任务，这不仅能够促进学生之间的交流，还能够培养学生的团队协作能力。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，使学生在实践中学习和提高。
2.对话练习：学生两人一组，用所学句型和词汇进行对话练习，提高口语表达能力。
3.小组讨论：让学生分组讨论自己喜欢的食物，并分享健康饮食的建议。
4.角色扮演：学生模拟在餐馆点餐的场景，运用所学知识进行角色扮演。
（四）总结反馈
在总结反馈阶段，我会采取以下措施引导学生自我评价并提供有效反馈：
1.学生自我评价：让学生回顾本节课所学内容，自我评价学习效果。
2.同伴评价：鼓励学生相互评价，分享学习心得和经验。
3.教师评价：我会针对学生的表现给予具体、积极的反馈，指出他们的进步和需要改进的地方。
4.提出建议：针对学生的不足，提供改进的建议和策略。
（五）作业布置
课后作业的布置如下：
1.复习单词：让学生复习本节课所学的食物类词汇，并尝试用这些词汇造句。
2.书写练习：要求学生用英语写一篇短文，介绍自己喜欢的食物及原因。
3.语法教学：通过讲解和练习，让学生了解并掌握一般现在时态的用法。
4.课文教学：通过朗读、角色扮演等方式，让学生理解课文内容，并学会在真实语境中运用所学知识。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我会设计以下巩固练习和实践活动：
1.单词接龙：让学生用所学的食物类词汇进行单词接龙游戏，巩固词汇记忆。
新目标七年级上Unit 6 Section A 说课教案(中英双语)
新目标七年级上Unit 6 Section A 说课教案（中英双语）Do you like bananas ?Teaching place :Leigu Middle SchoolTeaching aims and demands :1. Learn the words of food .2.Talk about you like and dislike .3.Go on consolidating the simple present tense .4.Grasp the plural form of nouns .Teaching importance and difficulties :1.Telling countable nouns and uncountable nouns .2.The plural of nouns .Language targets :1. Vocabulary goals :Learn the special vocabulary about food: banana, apple ,pear, strawberry ,brocc oli ,salad , ice cream, hamburger, orange ,tomato ,egg , French friesnguage goals :Talk about you like and dislike about food in the following sentence patterns: Do you like bananas ? Yes, I do./No ,I don’t.Does she/he/ it like salad ? Yes ,she/he/it doesn’t.No ,she/he/it doesn’t.Do they like strawberries? Yes , they do.No ,they don’t.Teaching steps:Step1 Revision1. Revise the words of unit5.2. Work in pairs as following:A: Do you have a soccer ball ?B: No , I don’t .A: Do you have a basketball ？B: Yes , I do .A: Let’s play basketball.B: That sounds interesting.3. Ask Ss to practice with the words: basketball , soccer , ping-pong ,baseball , Volleyball ,tennis .Step2 Presentation1. Present new conversations as below, then practice .1) A : Do you like bananas ?B : Yes ,I do.A : What do you like to eat ?B : I like to eat bananas ,pears ,oranges and ice cream .A :What do you like to eat for breakfast ?B :I like to eat eggs ,apples and oranges .A : Thank you.B : That’s all right .2) A : Does he like ice cream?B : No, he doesn’t.A : Does he like strawberries ?B : Yes , he does .2.Teach new words with the pictures that students draw, then ask Ss to practice with the new words :banana ,egg , pear ,broccoli ,orange ,saladstrawberry ,tomato ,ice cream hamburger ,French fries .Then finish 1a on page3 2.Step3 Group workPractice the conversations above .Then make your own conversations.Step4 Listen and learn1. Listen to the tape,and the food you hear .hamburgers pears broccoli French friesoranges ice cream salad bananas2. Listen and fill in the blanks in 2b.Then repeat with it several times.Step 5 Pair workConsolidate the language targets .Ask Ss to work in pairs with the following se ntence structures:1) I like oranges . I don’t like apples .They like salad . They don’t like broccoli .He likes pears . He doesn’t like bananas .she likes hamburgers. She doesn’t like eggs.2) Do you like oranges ? Yes，I do. / No, I don’t.Does she like tomatoes? Yes, she does.No ,she doesn’t.Does he like strawberries ? Yes, he doesNo ,he doesn’t.Do they like ice cream ? Yes , they do .No ,they don’t.Step 5 Food survey1. According to the following chart , find out what Bob and Bil like or dislike.2. Ask and answer with your partners as following ,then write a passage to re port what Bob and Bill like or dislike in class.e.g. 1) A: Does Bob like strawberries or ice cream ?B: Yes , he does .A :Does Bill like strawberries ?B: No , he doesn’t .2)A : Do Bob and Bill like tomatoes ?B : No ,they don’t .A report : Bill likes strawberries ,ice cream ,bananas and broccoli ,but he doe sn’t like tomatoes or salad …Step 6 SampleAsk your classmates about the food as below , then find out what they like and don’t like .Then write a passage .A: What do you like ，B ?B: I like …What about you ,C ?C: I like …and then what about you ,D ?D: I like…He likes…She doesn’t like…They like…Liu Li likes…Zhao Jun likes…Step6 Summary1. Food names :countable nouns :hamburgers ,tomatoes ,French fries , eggs oranges ,bananas ,s trawberries ,apples ,carrots ,pearsuncountable nouns : broccoli ,ice cream ,salad ,chickenparison :I like hamburgers.○A They eat some tomatoes.Does she like strawberries ?Do you like chicken?○B He likes broccoli.Jim likes ice cream.3.Ask and answer what you like or dislike :Q: Do you like hamburgers /ice cream ?A : Yes ,I do ./ No ,I don’t .Homework1. Prepare Section B.2.Write a passage to talk about you like and don’t like ,tell the reason .随着新课标的逐步实施，英语教师在教学中所充当的角色已经有了新的变化，传统的“传道、授业、解惑”，等教学观念已不再适应现阶段的客观要求了，摆在教师面前的一个严竣话题是：如何引导学生乐学善思，最大限度地发挥其自身主观能动性，变被动接受式学习为积极探索式研究性学习。
人教新目标英语七年级上册Unit6 Section A 说课稿
人教新目标英语七年级上册Unit 6 Do you like bananas?说课稿我说课的内容是人教版新目标七年级上册第六单元“Do you like bananas?”Section A部分。
本单元的主题是food，与每个人的生活息息相关。
一、教学目标：1、知识目标单词：banana, hamburger, tomato, orange, ice cream, salad, strawberry, pear, milk, bread句型：Do you/they like bananas?Yes, I/they do. No, I\they don't2、能力目标：通过学习本课，能够互相用英语介绍食品并讨论喜欢与不喜欢的食品。
3、情感目标：该部分学习内容贴近学生的生活，涉及学生的饮食偏爱，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语：Do you/they like bananas? Yes, I/they do. No, I\they don't 四、学情分析我们面对的是七年级的学生，对英语会表现出既好奇又有所畏惧的心态，提示教学应当注重遵循由易到难、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，这就提醒教课应从兴趣导入，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。
五、教学方法利用多媒体等来展开课堂的口语交际活动，创设情景，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式，让学生进行情景操练、反复使用；口语教学——采取pair work问答式和group work讨论式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造词为主；语法教学——比较不同、总结规律、模仿操练。
新目标人教版七年级英语上册Unit 6 Do you like bananas Section A (1a—1c)优秀说课稿
新目标人教版七年级英语Unit6 Do you like bananas? Section A (1a—1c)说课稿说课教师：授课班级：授课时间：今天我说课的内容是新目标人教版七年级Unit6 Do you like bananas? Section A ( 1a-1c). 我将从教材分析、教学目标、教学重难点、教学过程四个部分进行说课。
一、说教材分析：本单元既是新知，也是对旧知的复习与提升。
在Unit5 这个单元中，学生学过Do you have…？Yes, I do. / No, I do n’t. 的句型，并初步掌握了一般疑问句的结构及答语。
而我所执教的Unit 6 这一单元，Do you like…?是要求学生们能够询问别人是否喜欢某物。
两个单元具有相似点：Do you …? Yes, I do. / No, I do n’t.的句型来询问并应答；同时又具有不同点：谈论话题不同，第5单元以体育用品为主题谈论某人是否拥有某物，而第6单元则以食物为主题谈论个人喜好；知识词汇不一样；情感态度价值观不同。
二、说教学目标：A.知识与技能：1、关于水果的词汇；表达喜好的结构；能听说、认读单词：apples, milk, salad, tomatoes, bread, hamburgers….2、掌握句型：Do you like …?及回答Yes, I do. / No, I do n’t.B.过程与方法：1、通过创设情境，歌谣，游戏等活动，学会询问别人喜欢或不喜欢的食物，如：Do you like …?并能作出应答。
2、能够和组员合作，通过演一演的方式把知识内化。
C.情感、态度与价值观：1、情感态度：该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，极易于激发学生学习英语的欲望和兴趣。
2、学习策略：采取小组合作学习的方式，培养同学间相互沟通和交流的能力。
三、说教学重难点：根据教学大纲要求，教材编排特点，并从学生的实际出发，我将本课的重点与难点确定为：重点：1、关于食物的词汇；能听说、认读单词：apples, milk, salad, tomatoes, bread, hamburgers….2、掌握句型：Do you like …?及应答：Yes, I do. / No, I do n’t.难点：根据创设情境运用句型“Do you like …?”及应答。
人教版新目标七年级英语上册Unit6Doyoulikebananas说课稿
Unit 6 Do you like bananas?Good afternoon, everyone. 1 am yang ling, an English teacher from Yang Qiao Middle School. Now 1 will say Section A of Unit 6 in book one. I will prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(1)Analysis of the text bookThe main topic of unit 6 is food and the target language is talking about likes and dislikes.Then study the verbs in the present tense. The lesson has presented some new words about food, make the students learn the concept of countable nouns and uncountable nouns. This class is the first lesson of Unit 6,1 will guide the students to learn how to ask whether people like the food or not.(2)Analysis of the studentsThe students has learned English for several months so far. They can understand some words and some simple sentences. The students has taken a great interest in English now.(3)Teaching aimsThe teaching aim's basic is established according to Junior School English Syllabus* provision.1.Knowledge objects(1)To study the new words n hamburger, tomato, ice cream, salad, banana, strawberry, pear, milk, bread・(2)Master the target language of talking about likes and dislikes.Do you like apples? Yes, I do ./ No, I don'tDoes he like milk? Yes, he does./ No, he doesn f t.2.Ability objects(1)To develop the students* ability of working in pairs.(2)To train the students1 abilities of listening, speaking, .reading and writing.(3)To develop the students* abilities of communication by learning the useful structures.3.Moral objects(1) To enable the students to express their preferences bravely(四)Teaching key and difficult pointsThe teaching key and difficult points1 basis is established according to the characteris tics of teaching aims and the students1.Key points:Master the new words and distinguish the countable and uncountable nouns 2.Difficult points:to use Affirmative and negative statements correctlyEnable the students to master Yes / No questions and short answers(5) Teaching aidsTape recorder, pictures, school things and so on, They will be needed in this lesson.Part Two The Teaching Methodsmunicative teaching method2.Audio—visual teaching method3.Task—based teaching methodAs we all know: the main instructional aims of learning English in the middle school is to cultivate students1 abilities of listening, speaking, reading, writing and their good sense of English language. So in this lesson 1 will mainly use "communicative" teaching method, 'Audiovisual11 teaching method and u task~based H teaching method・Part Three Studying waysS1.Teaching the students how to be successful language learners.2.Teaching the students how to master dialogues and how to communicate with others.Part Four Teaching ProcedureStep 1 Lead-inInterest is the best teacher, so I will lead in the lesson with some pictures and ask:Whafs this?Do you like....?Step 2 PresentationI will divide this class into two parts: teaching the new words and how to talk about likes and dislikesPart one1」earn the new words with pictures2.Work in pairs . make the students to find out the countable nouns and uncountable nounsPart twol.lead in the target language with the pictures, then lead the students to read the sentences for several times to improve their reading abilities2. Free talk between students and me to improve their speaking abilities like this:T: Do you like bananas?S: Yes, I do. 1 like bananas. / NoJ don't. 1 don't like bananas.T: Does he/she like bananas?S: Yes, he/she does. He/she likes bananas.No, he/she doesn't. He/She doesn't like bananas3.Role play to practice the sentence patterns againI will write the key points on the blackboard while they are watching, Afterwatching, I will teach them to read the words and sentences on the blackboard. Make sure they can read them wellStep 3 Practice1.Get the students listen to the tape and finish lb, 2a and 2b. Then check the answers・2.Get the students to practice the conversations in 2b with the real situation like this:A: I like hamburgers. Do you like hamburgers?AB: Yes, I do.A: Do you like broccoli?B: No , I don't like broccoli.A: Let f s have ice cream.Step 5 Homework(1)Recite the words as many as possible after class,(2)Make a dialogue according to the target language and write it in the exercise book.Purpose of my designing: 1 think homework is so important that the students should speak English as much as they can in class or after class,.It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard DesignUnit 6 Do you like bananas?Do you like bananas?Yes, I do. I like bananas. /No,I don't. I don*t like bananas.Does he/she like bananas?Yes, he/she does. He/she likes bananas.No, he/she doesn't. He/She doesn't like bananas。
Unit6说课稿
Unit6 Do you like bananas?说课稿尊敬的各位领导，老师：大家好!我是任县第三中学的马国英，我今天说课的题目是人教版新目标七年级上Unit6 Do you like bananas? Section A(1a-1c) 部分，下面我将从五个方面来进行说课。
第一部分说教材一、说教材的地位和作用本课是人教版新目标英语七年级上册第六单元的第一节课时。
本单元以介绍食物，谈论喜欢与厌恶。
通过单元学习，要求学生在掌握物品名称的基础上，主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。
本课SectionA1a-1c 分为两部分，第一部分(1a)通过主题图呈现了本单元核心词汇和句型，主题图展现的是学生在食堂就餐的场面，为本单元的语言交流活动提供了一个真实的语境。
第二部分（1b-1c）通过听说训练让学生感知目标句型A: Do you like ….? B: Yes,I do./No, Idon’t.并让他们初步尝试运用该句型与同伴就彼此的饮食爱好进行问答。
二、说教学目标根据英语新课标，教材大纲的要求和学情(学生对感兴趣的话题较愿意表达)确立教学目标如下：1.知识目标（1）、掌握本课的重点词汇。
banana，hamburger，tomato，ice cream，salad，strawberry，pear, milk, bread（2）、掌握并灵活运用重点句型。
Do you like salad? No, I don’t.Do you like bananas? Yes, I do.2.能力目标（1）、感知目标句型A: Do you like ….? B: Yes,I do./No, Idon’t.（2）、能够正确使用表示事物的可数名词、不可数名词。
（3）、培养学生的语言运用能力和绘画能力。
3.情感目标通过对食物喜好的提问，能增强同学之间的相互了解和友谊。
新目标七年级英语unit6说课稿
Unit 6 Do you like bananas? 说课稿Good afternoon, everyone. I’m Ma Junli. I’m from 2009. Now, I’ll say Sample section A of Lesson Six from Go for it Book One. I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Materialstatus and function1. This is an important lesson in Book One. In this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening、speaking、reading and writing. To listing “fruits’ names” and tell th e Ss to remember the new words. To start asking the Ss to write the English sentences. Therefore, this lesson is important position in the teaching material.2. This lesson is the unit 6 of Go for it first book. So, if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.Analysis of the studentsThe Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.teaching aids and demandsThe teaching aims are based on syllabus and provision of Junior School English. The teachi ng syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching results. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.(slides, blackboard, cards, type, etc…)1. Knowledge objectives(1) To make the Ss know how to use the question sentence “Do you like…?” and the affirmative sentence “Yes, I do. I like…” and negative sentence “No, I don’t. I don’t like…”(2) To study the new words “bananas, hamburger, ice cream, pear, broccoli, etc and learn the dialogues of this lesson.(3) To finish some exercises.2. Ability objectives(1) To de velop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.(3) To develop the Ss’ abilities of communication by learning the useful sentence structures.3. Moral objectives(1). Arouse their interests in learning English;(2). Help them to understand how to express their feelings.(3). Enable the students to love life and care for friends.(4). Be aware of the importance of eating fruits.(5). Encourage the Ss to communicate with their classmates and other people.teaching points and difficultiesThe teaching points and difficulties is based on Sample section A of Lesson Six in the teaching material position and function.1. points:(1). Help the Ss to communicate with each other.(2). Enable the Ss to study in groups and co-operate skillfully.(3). Arouse the Ss’ interest in English.2. Difficulties:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(3) How to finish the pair work in time.(4) How to communicate with other people in new words well.Part Two Teaching MethodsCommunicative teaching methodAudio-visual teaching methodTask-based” teaching methodAs we all know, the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So, in this lesson, I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five activities: talking, guessing games, watching CAI, acting out Sample section A and having a competition. To use these methods are helpful to develop the Ss’ thoughts.Part Three Studying waysT each the Ss how to be successful language learners.Let the Ss pass \"Observation—Imitation—Practice \" to study language.Teach the Ss how to master dialogues and how to communicate withothers.Let the Ss communicate with each other and adopt competition methods todevelop the Ss’ interesting in English.Part Four Teaching ProcedureI’ll finish this lesson in four steps. First I’ll divide the Ss into two groups and bring a competition into the class. At last let’s see which group is the winner.Step1 Warm-up1. Free talk between T and Ss.Such as: Hi, I’m . . . . Do you know Yaoming?Why do you like Yaoming? Do you like basketball? etc.2. A game: Ask the Ss the name of food in cards. For example:T: Do you know the food in English?T: This is …. I like... etc.In this course I’ll ask them to make a dialogue in groups without repetition. Find out which group will finish the work.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2. PresentationThis section is very important. So, I’ll mainly talk about this step.I’ll use slides to present the new words. Arrange some situations to help Ss understand Sample section A.First scene: show some pictures and ask Ss the name of food. Now T is asking Ss.T: What’s this in English?Ss: A apple; two appleT: And this ?Ss: orange, tomato, pear, banana…T: Oh, and this, how to speak in English?Ss: er…(At the same time, all Ss don’t know.)T: Ok, this is a strawberry, another is some strawberriesSs: oh.I’ll write the new words on the Bb while they are watch ing. After watching, I’ll teach them to read the words. Make sure they can read them well.Purpose of my designing: To present Sample section A by slides is much easier for the Ss to learn and grasp the meanings. Slides can provide a real situation with its picture and it makes the relationships between the Ss better.Step3.PracticeFirst，play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practice the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practice their listening and spoken ability.Step4.ProductionIn this step I’ll give the Ss a free space to show their abilities.Second scene: The Ss are having a survey. They are divided into two groups, and they will ask their group members “Do you like…?”. And Ss fill survey table with “like”、”dislike”.After this end, I’ll let the Ss show their table and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be trained well.Tell the Ss we should be polite and take good care of our things. We should love our life. I t hink proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot from their spoken English.Step5.Homework:1．Recite the words as many as possible after class.2．Make a survey about ask their family members’ like or dislike, and write a table like page33Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Step6. Blackboard DesignDo you like bananas?Do you like…? Yes, I do. / No, I don’t.Do they like…? Yes, they do. / No, they don’t.Does he/she like…? Yes, he/she does. / No, he/she doesn’t.Like+可数名词单复数/不可数名词。