人教版英语七年级上册教案：Unit6 SectionB(1a-1e)
Doesn’t like
Tom
carrots||，vegetables
apples
Sቤተ መጻሕፍቲ ባይዱlly
salad||，fruit||，ice-cream
vegetables
3.Finish the dialogue. Then act it out with your partner.
Sally: Do you like carrots?
2）就食物的话题开展听、说、读、写技能的训练||，促进学生语言运用能力的提高||。
2.教学难点：
就食物的话题开展听、说、读、写技能的训练||，促进学生语言运用能力的提高||。
建议教法
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pair work问答式和group work讨论式的口语交际活动互相操练练习；听力教学——采取图文配对和对话选择的方式；
【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||。
(让学生说出规则及例词)
构成方式
例词
规则变化
一般的直接加-s
book → books
cat → cats
以s. x. sh. ch结尾的加-es
bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母+ y”结尾||，变y为i||，再加-es
巩固单词并拓展相关词汇
学生是否能记忆新单词并进行
Step4
While-listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)
1. T: Look at 1a||，read the words in the box||，andthen write the number in the box next to the correct food.
(The students finish off 1a.)
1. orange 2. salad 3. eggs 4. apple
S1: …
T: How about chicken? Do you like it?
S1: …
T: Can you guess what food I like?
S1: Do you like …?
T: No||，I don’t.
S2: Do you like …?
S3: Do you like …?
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)
family → families
strawberry → strawberries
以“f或fe”结尾||，变f或fe为v||，再加-es
knife → knives（小刀）
leaf → leaves（树叶）
以字母“o”结尾的有生命词||，加-es；以字母“o”结尾的无生命词||，加-s
tomato → tomatoes
Countable nouns: hamburgers||，eggs||，oranges||，bananas||，apples||，pears||，carrots||，vegetables||，strawberries||，tamatoes
Uncountable nouns: milk||，bread||，rice
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?
S1: No||，sometimes I get up late. I have no time to eat.
Keys:carrots||，salad||，banana||，orange||，apple||，ice-cream
2. 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.)
breakfast||，
lunch||，dinner||，
egg||，apple||，
chicken||，
fruit||，
vegetables
学生能够朗读和记忆新单词
breakfast||，lunch
dinner
egg
apple
chicken
fruit
vegetables
Step3
Pre-listening
【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||。
教学目标
2.情感态度价值观目标：
该部分学习内容涉及学生的饮食习惯和偏爱||，对培养学生健康的饮食习惯有很强的指导性||，能引起学生的特别关注；同时通过互相询问和谈论||，培养对家人和同学、朋友的关怀和友爱之情||。
教学重难点
1.教学重点：
1）继续学习运用有关食物的词汇并能按食品、水果和蔬菜进行分类总结||。
Uncountable and countable nouns: food||，fruit||，ice-cream||，salad||，chicken
2. Ss read and try to remember the new words.
3. Review the plural forms of countable nouns.
5. ice-cream 6. hamburger 7. banana
8. chicken 9. rice 10. carrots
T: Look at 1b. How many other food words can you add to the chart?
Try to write them down in the chart.
1.语言知识目标：
1)继续学习有关膳食名词：breakfast||，lunch||，dinner||，egg||，apple||，chicken||，fruit||，vegetables；并能按食品、水果和蔬菜进行分类总结||。
2）理解可数名词与不可数名词的概念||，并能对所学的词汇进行分辨||。
3）就食物的话题开展听、说、读、写技能的训练||，促进学生语言运用能力的提高||。
1. orange 2. salad 3. eggs 4. apple
5. ice-cream 6. hamburger 7. banana
8. chicken 9. rice 10. carrots
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
Unit6 SectionB（1a-1e）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 1a-1e（第4课时）
【课型】Listening and Speaking（听说课）
教材分析
【本单元话题】喜欢和不喜欢（like and dislike）
Fruits:pear||，apple||，orange||，banana||，pineapple||，grape||，strawberry
Vegetables:tomato||，carrot||，potato||，lettuce||，onion||，broccoli
(The students write them down as soon as possible and then read them. See who will add most.)
教学流程
Unit6SectionB(1a1e)全英版教案 (人教版七年级上册英语)
Unit6SectionB〔1a1e〕全英版教案 (人教版七年级上册英语〕Unit6 SectionB〔1a-1e〕全英版教案Teaching Aims1. Knowledge Objects(1)Function：Let the students know how to talk about their eating habits.(2)Key Vocabulary：breakfast, lunch, dinner(3)Target Language：—What do you like for breakfast?—I love fruit. I think it’s healthy.(4)Structure：like/ eat/ have sth. for breakfast/ lunch/dinner2. Ability Objects：Train students, ability of expressing their eating habits.3. Moral Objects：Students should learn to concern themselves with their eating habits.Teaching Key PointsTo learn to ask what food you eat in the morning/ noon/evening,Teaching Difficult PointsTo talk about the countable nouns and uncountable nouns.Teaching MethodsScene teaching method; Teaching by induction; Pair workTeaching AidsPPTTeaching ProceduresStep 1 Check the homework (About 5 minutes)T：Now let's exchange your exercise books and help each other. Try to correct it.Step 2 Review the words (About 6 minutes)T：You know we have learnt so much delici ous 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.(The teacher will give the students a minute to prepare it. Then ask someone to say.)S：Salad, apples, bananas, ice cream...Step 3 New words (About 20 minutes)(l)Present 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?Ss：No, sometimes. I get up late. I have no time to eat.T：I think it’s not good for your health.(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：Why?S：Because I like drinking milk.T：Who also likes breakfast in our class? Please put up your hands.T：Oh, so many students. You can sit in this team.(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)T：We have divided all the class, into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?(Show a picture of three meals.)T：I have three meal plates. What.do you want to put on it?Let’s talk about it. Try to find the food what your group like most and tell us the reason.(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)S：In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.(When the student is saying, the teacher puts the food onto the plate for breakfast.) (Do it for lunch and dinner in the same way.)T：Look at la, and write the number in the box next to the correct food.(Then the students finish la.)T：How many other food words can you add to the box in lb?Try to write them down in the chart below.Fruits:Vegetables:(The students write them down as soon as possible and then read them. See who will add most.)Step 4 Practice the listening (About 12 minutes)T：Look ! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)S1：...T：How about chicken? Do you like it?S1：…T：Can you guess what food I like?S1：Do you like …?T：No, I don’t.S2：Do you like …?S3：Do you like …?T：Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.(Play the recording lc in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)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 the answers on their charts. Play the recording the second time and then the students can check their answers to be sure if they are correct.)T：Does Tom like tomatoes?S：Yes, he does.T：Work in pairs about the chart.Step 5 Summary and homework (About 2 minutes)Ma ke a survey about “What do your parents like for three meals?〞after class.Blackboard DesignUnit 16 Do you like bananas?The Third Period (Section B la—le)for breakfast... like… for lunch…doesn’t like for supper。
人教七年级上册Unit6SectionB(1a1e)优秀教学案例
（四）总结归纳
1.每个小组向全班展示他们的对话，其他学生倾听并给予评价和建议。
2.教师对学生的对话进行点评和总结，强调一般现在时的运用和表达技巧。
3.教师引导学生总结本节课的主要内容和知识点，加深他们对一般现在时的理解和记忆。
（五）作业小结
3.教师通过举例和练习，让学生理解和掌握一般现在时的运用，例如：描述自己的日常生活习惯、描述同学的穿着和活动等。
（三）学生小组讨论
1.教师将学生分成小组，每个小组根据所学的一般现在时，讨论并编写一段描述日常生活习惯的对话。
2.学生在小组内进行角色扮演和练习，鼓励他们用目标语言进行交流和表达，提高口语表达能力。
3.鼓励学生提出问题，培养他们的批判性思维和问题解决能力，使他们在学习过程中能够主动寻找答案。
4.结合课程内容，设计相关的任务和活动，让学生在解决问题的过程中，运用目标语言，提高他们的实际应用能力。
（三）小组合作
1.设计小组讨论和合作任务，让学生能够与他人共同探讨问题，培养他们的团队合作和沟通能力。
5.运用小组合作、讨论等教学方法，促进学生之间的互动交流，提高合作能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和自信心，使他们能够积极地参与课堂活动，主动地学习英语。
2.培养学生良好成任务。
3.通过描述人们的日常生活，使学生认识到不同文化背景下的生活方式，培养他们的跨文化交际意识。
2.学生能够理解并在适当的情境中运用一般现在时，描述人们的日常生活习惯和行为。
3.学生能够听懂并运用目标语言进行简单的日常交流，如询问和描述人们的穿着、活动等。
4.学生能够通过阅读和听力练习，获取相关信息，提高阅读理解和听力技巧。
人教版英语七年级上册Unit6 SectionB(1a-1e)优质课教案
Unit6 SectionB〔1a-1e〕优质课教案Target language1. Words &expressionsbreakfast, lunch, dinner2. Key sentencesDoes Tom like carrots? Yes, he does.I like ... for...3. Ability goals: Enable students to talk about likes and dislikes and difference between fruits and vegetables.4. Learning ability goalsHelp students learn how to talk about likes and dislikes of three meals.5. Teaching important /difficult pointsHow to talk about what others like and don’t likeTeaching procedures and waysStep I Revision and Lead-inCheck the homework. Talk with students freely and ask them to give some English names for food. And then ask some of them to tell what food others like and dislike. T: Glad to meet you again, boys and girls. Now you know much fruit and food, don’t you?S: Yes, we do.T: Can you tell me some?S: OK. Apples, pears, strawberries.T: Very good. What else?S: Salad, hamburgers.T: Great! Now, I’d like some of you to tell us what food your classmates like and dislike. Now who’d like to show your writing?Sample version:Cai Jun likes apples. He doesn’t like hamburgers. Chao Jun doesn’t like tomatoes. He likes bananas. Du Lin likes French fries and salad but she doesn’t like salad. Wu Han and Sao Bing both like strawberries but they don’t like chicken...T: Well done! As we know, we have various foods for three meals, e.g. breakfast, lunch and dinner. Now, who can tell me the meanings of these words?S: Breakfast means the food we have in the morning, lunch means the food we have at noon and dinner usually refers to what we have in the evening.T: Excellent! I see you have known a lot about the eating habits of your classmates. But what about yourself? Can you tell me what you usually have for three meals? You may talk with your partner and prepare for it first. Try to speak in English.S: I usually have eggs, noodles, and milk for breakfast. For lunch, I have rice, chicken, fish, carrots, and potatoes. For dinner my parents usually prepare a variety of food, such as pork, fish, broccoli, tofu and so on.T: Good! Next we will learn more about the food for three meals every day and talk about people’s likes and dislikes.StepⅡMatch work (1a)Ask students to read the words, talk about the picture, and then match the words with the food in the picture.T: First practice reading the words by yourselves and then read after me and correct the pronunciation.(After reading) T: Now, please look at the pictures. Do you like the food in the pictures for three meals every day?S: Yes. /No.T: Can you name them in English? Talk with your partners and give the English names for them.Ask the students to work in pairs and talk about the foods in the picture.Check the answers with the students.StepⅢPair work and Listening (1b, 1c, 1d)Ask the students to work in pairs, look at the chart (1b), tell the difference between the fruits and vegetables and add to the lists within the limited time.T: Now, please look at the lists in the chart. We can see that apples are fruits while carrot is a kind of vegetable, so can you tell the fruits from the vegetables?S: Yes. A fruit is the part of a plant or tree that contains seeds and that is used as foodwhile a vegetable is a plant which you eat as food, e.g. potatoes, carrots, onions.T: Good! Look at the pictures in 1a again and tell me what the vegetables are.S: salad and carrots are vegetables.T: Right! Now, Can you add some words to the lists on the right? I’ll give you three minutes to work with your partner and list as many fruits and vegetables as you can. Sample list of words: Pears, strawberries, watermelon, grapes, and bananas are fruits. Cabbage, cucumber, eggplants, carrots, broccoli and potatoes are vegetables. Ask students to read the words in 1a again and then listen to a conversation, circle the words from 1a and then finish the chart in 2b.Check the answers by asking students to read their answers.T: Here I have a question for you. Can you tell the names of the two students who speak in the conversation? What do they talk about? You may look at the chart in 2b for help.S: Sandra and Tom talk about what food they like and dislike.T: Very good! We know from the chart that Sandra likes salad and Tom likes carrots. But what do they dislike? Next listen to the recording again and finish the chart in 2b. After listening, check the answers by asking some students to read their notes.Step IV Pair work (1e)Ask students to talk about the likes and dislikes for three meals of Tom and Sally and then tell which picture shows the food either of them has for the meal.T: Since we have listen to the recording for many times and you may know a lot about the eating habits of Tom and Sally. Now please work in pairs, ask and answer questions about what Sally and Tom like and don’t like. You may look at the chart above when necessary.Sample dialogue:S1: Does Sally like apples?S2: Yes, she does.S1: Does she like vegetables?S2: No, she doesn’t.Ask students to look at the breakfast, lunch, and dinner in activity 1a and decide whoeach of them belongs to.T: (Point to the completed chart in 1d) Look at the foods each person likes. Look at the foods each person doesn’t like. Now decide who each meal belongs to.Check the answers with the students.Step V Homework: Write a short passage about three meals for yourself.。
Unit 6 Section B(1a_1e)教案 人教版英语七年级上册
Unit 6 Do you like bananas?Section B (1a—1e)一、教学目标1. 能够进一步巩固本单元重点词汇：orange, salad, egg, apple, ice-cream, hamburger, banana, chicken, rice, carrot等。
2. 熟练掌握本课重点句型：(1) —Do you...?—Yes, I do./ No, I don’t.(2) How about...?/ What about...?(3) —Does he like...?— Yes, he does./ No, he doesn’t.3. 能够掌握更多有关食物的词汇，并且能够将这些食物进行分类。
4. 能够听懂谈论食物喜好的对话，并且根据听力要求提取关键信息。
5. 能够熟练运用like询问和回答是否喜欢某种食物。
6. 能够意识到一些食物是否健康，树立健康饮食的观念。
二、教学重点及难点重点：1. 能够听懂谈论食物喜好的对话，并且根据听力要求提取关键信息。
2. 能够熟练运用like询问和回答是否喜欢某种食物。
难点：能够熟练运用like询问和回答是否喜欢某种食物。
三、教学过程四、板书设计Unit 6 Do you like bananas?第1课时Section B (1a—1e)Key words: orange, salad, egg, apple, ice-cream, hamburger, banana, chicken, rice, carrot Key sentences:1. —Do you...?—Yes, I do./ No, I don’t.2. How about...?/ What about...?3. —Does he like...?— Yes, he does./ No, he doesn’t.。
人教版七年级英语上册Unit6SectionB(1a1e)说课稿
2.帮助学生更好地理解和记忆词汇、句型。
3.拓宽学生的视野，了师生互动和生生互动环节，以促进学生的参与和合作：
1.师生互动：
（1）教师提问，学生回答，检验学生对知识的掌握情况。
（2）教师示范，学生模仿，引导学生正确运用所学知识。
3.在讲解过程中，结合板书进行互动，引导学生关注板书内容。
（二）教学反思
在教学过程中，我预见到以下可能出现的问题或挑战：
1.部分学生对一般现在时的掌握不够熟练，可能出现错误。
2.学生在描述人物特征时，词汇量有限，表达不够丰富。
3.课堂互动中，部分学生可能参与度不高。
应对措施：
1.对学生进行针对性辅导，强化对一般现在时的理解和运用。
（3）在小组合作中，培养学生的团队协作能力和英语表达能力。
二、学情分析导
（一）学生特点
本节课面向的是七年级学生，他们的年龄特征正处于青春期初期，具有强烈的好奇心和求知欲。在认知水平上，他们已经具备了一定的英语基础，能够进行简单的英语交流和表达。此外，学生对新鲜事物充满兴趣，喜欢通过互动、游戏等多样化的方式进行学习。
2.任务型教学法：设计富有挑战性的任务，引导学生主动探究、合作学习。理论依据是建构主义学习理论，认为学生通过积极参与、合作互动，能够更好地构建知识体系。
3.情境教学法：利用图片、视频等多媒体资源，创设情境，激发学生的学习兴趣。理论依据是情境认知理论，强调学习应与实际情境相结合，提高学习的针对性和实用性。
2.句型讲解：利用PPT展示一般现在时的句型，如：He/She is...；He/She can...；He/She likes/doesn't like...，并结合实例进行讲解，让学生掌握其用法。
人教版英语七年级上册Unit6SectionB1a1e教学设计
1.针对学生对运动词汇的掌握程度，通过实物、图片等教学资源进行直观教学，巩固和拓展相关词汇。
2.对一般现在时的用法进行详细讲解和练习，特别是第三人称单数动词变化规则，通过例句、练习等方式帮助学生巩固记忆。
3.注重培养学生的听力技巧，如预测、关键词定位等，提高学生对长句和复杂信息的理解能力。
5.分组进行课后研究，每组选择一种运动项目，详细了解其起源、发展、规则等，制作成PPT或手抄报，下节课进行课堂展示。
2.利用图片、实物等教学资源，激发学生的学习兴趣，提高学生的观察能力和思维能力。
3.通过听力训练，培养学生获取信息、处理信息的能力，提高英语实际应用能力。
4.创设真实的语境，让学生在实际的语言环境中运用所学知识，提高学生的语言表达能力。
（三）情感态度与价值观
1.培养学生对运动的热爱，树立健康的生活观念，养成良好的运动习惯。
3.教学评价：
（1）观察学生在课堂活动中的表现，了解他们对词汇、句型的掌握程度。
（2）通过听力练习和课后作业，评估学生的听力水平和知识运用能力。
（3）关注学生在情感态度与价值观方面的表现，如合作精神、自信心等。
四、教学内容与过程
（一）导入新课
1.教师以轻松愉快的谈话方式，询问学生：“Do you like sports? What's your favorite sport?”引导学生用英语表达自己喜欢的运动。
难点：一般现在时中第三人称单数动词变化规则的掌握，以及在实际语境中的灵活运用。
2.重点：提高学生的听力理解能力，尤其是对长句和复杂信息的捕捉与处理。
难点：培养学生预测、关键词定位等听力策略，提高听力效果。
（二）教学设想1.针对重点和难 Nhomakorabea，采用以下教学策略：
人教版七年级英语上册Unit6SectionB(1a1e)优秀教学案例
4.帮助学生认识到英语学习的实际意义，激发他们学习英语的内在动力，为未来的学习和生活打下坚实基础。
三、教学策略
（一）情景创设
为了让学生更好地理解和运用一般现在时，我将创设贴近生活的真实语境。例如，通过展示一组学生熟悉的日常活动图片，如早晨起床、上学、吃午饭、做作业等，引导学生用英语描述图片内容。这样的情景创设能够激发学生的学习兴趣，使他们更自然地融入到英语学习中。
5.情感态度与价值观的培养
在教学过程中，我注重培养学生的情感态度与价值观。通过引导学生尊重他人、学会倾听、表达和合作，培养他们的人际交往能力。同时，让学生认识到英语学习的实际意义，激发他们学习英语的内在动力，为未来的学习和生活打下坚实基础。
（二）讲授新知
在讲授新知环节，我会先介绍一般现在时的基本概念和用法，包括它用于描述习惯性动作或状态的特点。通过例句和表格的形式，对比一般现在时与一般过去时的区别，让学生清晰地理解其结构。
接着，我会教授本节课的重点词汇和句型，如：“get up”, “go to school”, “have lunch”等词汇，以及“What time do you ...?”, “I usually ... at ...”等句型。我会通过实物、动作和图片等多种方式，帮助学生记忆和理解这些词汇和句型。
1.对学生在课堂上的积极表现给予表扬，提高他们的自信心。
2.针对学生的问题，给予具体、有针对性的指导和建议。
3.定期组织测试，检验学生对知识点的掌握程度，并及时反馈。
四、教学内容与过程
（一）导入新课
在导入环节，我首先会与学生进行简单的互动，询问他们一些关于日常活动的问题，如：“What do you usually do in the morning?”（你早上通常做什么？）和“What time do you have lunch?”（你什么时候吃午饭？）。通过这些问题，激发学生的思考，并自然地引入本节课的主题——描述日常活动。
人教版英语七年级上册教案：Unit6 SectionB(1a-1e)
【教材内容坼分分析】本单元Section A主要是议论喜欢和不喜欢〔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。
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.
Try to write them down in the chart.
Fruits:pear,apple,orange,banana,pineapple,grape,strawberry
Vegetables:tomato,carrot,potato,lettuce,onion,broccoli
(The students write them down as soon as possible and then read them. See who will add most.)
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
人教版七年级英语上册Unit6SectionB(1a1e)教学设计
3.培养学生热爱生活、热爱劳动的情感，使他们明白劳动的价值和意义。
4.通过学习英语，激发学生积极向上的心态，增强他们学习英语的自信心和兴趣。
在教学过程中，教师应关注学生的个体差异，充分调动他们的积极性，使他们在轻松愉快的氛围中学习英语。同时，注重培养学生的跨文化交际意识，提高他们的综合素质。
3.能够理解并运用本章节所学的目标句型，如：“What do you do on the farm?”, “I feed the animals.”等，进行情景对话。
4.提高学生的听说能力，能够听懂并参与关于农场活动的英语讨论。
（二）过程与方法
1.通过小组合作、角色扮演等互动活动，培养学生运用英语进行实际交流的能力。
3.教师反馈：针对学生的练习结果，给予及时反馈和指导，帮助他们纠正错误，巩固知识。
（五）总结归纳
1.教学内容：对本节课学习的词汇、句型和一般现在时的用法进行总结。
2.教学步骤：
a)教师引导学生回顾本节课的学习内容，总结农场生活场景的词汇和句型。
b)学生分享学习心得，讨论一般现在时的用法。
c)教师强调重点，解答学生的疑问。
二、学情分析
针对人教版七年级英语上册Unit6 SectionB(1a-1e)的内容，结合学生的年龄特点和认知水平，进行以下学情分析：
1.学生年龄：七年级学生正处于青春期，思维活跃，好奇心强，对于新鲜事物有较高的兴趣。这个年龄段的学生具备一定的自主学习能力和合作意识，但注意力容易分散，需要教师适时引导。
b)终结性评价：通过课后作业、单元测试等方式，检验学生对本章节知识的掌握程度。
c)自我评价：鼓励学生进行自我评价，反思学习过程中的优点和不足，促进他们的自主学习。
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. )。