Unit6Doyoulikebananas?ThirdPeriod(SectionB,1a–1e&SelfCheck)Teachingaimsandlanguagepoints:1.Learnthesewordsandbeabletosay,readandwritethem:eat,breakfast,lunch2.Beabletotalkaboutwhattoeatforamealbyusing:Tomlikes/eatscarrotsforlunch.Sallylikes/eatseggsforbreakfast.3.Consolidatethenewwordsinthisunit.4.Consolidatethestructureslike:DoesTomlikecarrots?Yes,hedoes./No,hedoesn’t.Teachingsteps:1.Warm-upandrevision(课堂热身和复习)(1)Dailygreetingtothestudents（日常问候）(2)Revision（复习）:Checkthehomework.AsksomeoftheSstoreadouttheirreports.GettheotherSstolistencarefullyandcorrectanymistakesinthereports.2.Presentation(呈现新知识)(1)WorkonSectionB,1a.Ssworkon1abythemselvesfirst.Then,checktheiranswersinpairslikethis:A:Theseareeggs.It’snumber3.B:Yes,you’reright.(No,Idon’tthinkso.It’snumber…)Thisisanapple.It’snumber4.Finally,checktheanswerstogether.(2)WorkonSectionB,1b.Setatimelimitoftwominutes.AsktheSstodiscussthelistsinpairsandwritetheiranswersontheirbooks，andasktwoSstowritetheiranswersontheboard.(3)WorkonSectionB,1cListenandcirclethefoodin1a.Thenchecktheanswerstogether.(4)WorkonSectionB,1d.Listenagainandfillinthechart.Sschecktheiranswersinpairslikethis:2.学生通过完成SectionB-1a&1b复习前面已学的蔬菜和水果名称的单词后面的听力练习做好准备。引导学生用英语讨论答案，通过使用英语保持学生学习英语的兴趣。教学设计说明1.通过检查作业复习前面已学的单词和句型。3.学生完成听力练习后，先两人一组相互订正，注意在订正时使用英语交流。A;Tomlikes…and…Tomdoesn’tlike…or…B:Sallylikes…and…Sallydoesn’tlike…or…(5)Teacherpresentsthenewwords：eat,breakfast,lunchT:Everyday,weusuallyeatthreemeals.Inthemorning,weeatbreakfast.Ataboutnoon,weeatlunch.Intheevening,weeatdinner.AsktheSsthesequestions:Whosebreakfast/lunch/dinnerisit?Why?GettheSstoguessandchecktheiranswers.3.Practice（练习）Workon1e.Practicetheconversationsinpairslikethis:A:DoesTomlikecarrots?B:Yes,hedoes.Helikes/eatscarrotsforlunch.(No,hedoesn’t.Hedoesn’tlike/eat…forlunch.)4.WorkonSelfCheck,activity1.5.Readaloud.Practicethepronunciationonp.74(Unit6,activity2).5.Homework（家庭作业）(1)(SelfCheck,activity2)Whatfood,sportsandcolorsdoyoulikeanddislike?Writeatleastthreesentences.(2)(SelfCheck,activity3)Whatfood,sportsandcolorsdoyourparentslikeanddislike?Writeatleastfivesentences.4.通过时间暗示和图片引入生词。以听力材料为依据，让学生推测图片中的早、午、晚餐分别是谁的，可以吸引学生的注意力。5.将1e的对话练习略作改动，一方面可以多练习breakfast,lunch,eat这几个生词，同时也提前让学生学习下一课时的重点句型：Helikes/eatscarrotsforlunch.可以避免下一课时任务太重，而这一课时内容偏少，缺乏重点。
