课堂教学设计课题：Unit6Doyoulikebananas?授课时数：1课时日期：2014年月日设计要素设计内容教学内容分析Inthisperiod,learnthesewordsandbeabletosay,readandwritethem:eat,breakfast,lunch;Beabletotalkaboutwhattoeatforamealbyusing:Tomlikes/eatscarrotsforlunch.Sallylikes/eatseggsforbreakfast.;Consolidatethenewwordsinthisunit.;Consolidatethestructureslike:DoesTomlikecarrots?Yes,hedoes./No,hedoesn’t.教学目标知识与技能1.Learnthesewordsandbeabletosay,readandwritethem:eat,breakfast,lunch2.Beabletotalkaboutwhattoeatforamealbyusing:Tomlikes/eatscarrotsforlunch.Sallylikes/eatseggsforbreakfast.3.Consolidatethenewwordsinthisunit.4.Consolidatethestructureslike:DoesTomlikecarrots?Yes,hedoes./No,hedoesn’t.过程与方法Firstwritethenumberofeachwordnexttothecorrectfoodandpresentnewwords.Thenbylistening,pairwork,readingpractice.情感态度价值观Improvethestudents’listening,speaking,reading,writingability.学习者特征分析Studentshavecertainbasementbylearningthefronttwoperiodsandthefifthunit.It’shelpfulforthemtlearntheseperiods.教学分析教学重点1.Learnthesewordsandbeabletosay,readandwritethem:eat,breakfast,lunch2.Beabletotalkaboutwhattoeatforamealbyusing:Tomlikes/eatscarrotsforlunch.Sallylikes/eatseggsforbreakfast.教学难点难点Consolidatethestructureslike:DoesTomlikecarrots?Yes,hedoes./No,hedoesn’t.解决办法Workinpairs,listen,教学资源Textbook,workbook,recorder1板书设计Unit6Doyoulikebananas?eat,breakfast,lunchTomlikes/eatscarrotsforlunch.Sallylikes/eatseggsforbreakfast.DoesTomlikecarrots?Yes,hedoes./No,hedoesn’t.2教学过程设计（第三课时）教学环节教师活动学生活动教学媒体预期效果Step1.Warm-upandrevision(课堂热身和复习)Step2.Presentation(呈现新知识)(1)Dailygreetingtothestudents（日常问候）(2)Revision（复习）:Checkthehomework.AsksomeoftheSstoreadouttheirreports.GettheotherSstolistencarefullyandcorrectanymistakesinthereports.(1)WorkonSectionB,1a.Ssworkon1abythemselvesfirst.Then,checktheiranswersinpairslikethis:A:Theseareeggs.It’snumber3.B:Yes,you’reright.(No,Idon’tthinkso.It’snumber…)Thisisanapple.It’snumber.Finally,checktheanswerstogether.(2)WorkonSectionB,1b.Setatimelimitoftwominutes.AsktheSstodiscussthelistsinpairsandwritetheiranswersontheirbooks，andasktwoSstowritetheiranswersontheboard.(3)WorkonSectionB,1cListenandcirclethefoodin1a.Thenchecktheanswerstogether.(4)WorkonSectionB,1d.Listenagainandfillinthechart.Sschecktheiranswersinpairslikethis:A;Tomlikes…and…Tomdoesn’tlike…or…B:Sallylikes…and…Sallydoesn’tlike…or…(5)Teacherpresentsthenewwords：eat,breakfast,lunchGreetingWorkonSectionB,1a.通过检查作业复习前面已学的单词和句型学生通过完成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。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。3教学过程设计（第三课时）教学环节教师活动学生活动教学媒体预期效果Step3.Practice（练习Step4.WorkonSelfCheck,activity1.Step5.Homework（家庭作业T:Everyday,weusuallyeatthreemeals.Inthemorning,weeatbreakfast.Ataboutnoon,weeatlunch.Intheevening,weeatdinner.AsktheSsthesequestions:Whosebreakfast/lunch/dinnerisit?Why?GettheSstoguessandchecktheiranswers.Workon1e.Practicetheconversationsinpairslikethis:A:DoesTomlikecarrots?B:Yes,hedoes.Helikes/eatscarrotsforlunch.(No,hedoesn’t.Hedoesn’tlike/eat…forlunch.)5.Readaloud.Practicethepronunciationonp.74(Unit6,activity2).）(1)(SelfCheck,activity2)Whatfood,sportsandcolorsdoyoulikeanddislike?Writeatleastthreesentences.(2)(SelfCheck,activity3)Whatfood,sportsandcolorsdoyourparentslikeanddislike?Writeatleastfivesentences.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。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。4教学过程设计（第三课时）教学环节教师活动学生活动教学媒体预期效果教学设计评价5
