1、Unit 6 Do you like bananas?第一课时： new words and phrases Teaching and Learning Goals：1. 知识和能力目标 .能争取学会使用下列单词，短语造句子：banana(n.), hamburger(n.) , tomato (n.) , ice-cream(n.) , salad(n.), strawberry(n.), pear(n.), milk(n.), bread(n.), birthday(n.), dinner(n.), week(n.), food(n.), apple(n.), sure(adv.) ,ve
2、getable(n.), fruit(n.), right(adj.), then(adv.), egg(n.), carrot(n.), rice(n.), chicken(n.), so(conj.), breakfast(n.), lunch(n.), star(n.), eat(v.), habit(n.), healthy(adj.), really(adv.), question(n.), want(v.), be(v.), fat(adj.) 学生掌握下列课标内短语并造句think about, how about, askfor ,eating habits, healthy
3、food2. 学习策略在语境中记忆本单元的单词和短语。3. 情感和文化目标鼓励学生培养健康的饮食习惯和均衡饮食。 Step 1: Reading1. Read the new words by themselves using the phonetics(音标) and mark(标记) the words difficult to pronounce (难发音的单词) on Page99_100 。2. Read the marked words in turn in small groups. One student read, the others listen and help to
4、correct the wrong pronunciation(纠正错误发音).3. Several students read the words aloud in turn in class and the others correct their wrong pronunciations.4. Read after the tape.5. Read the words aloud by yourselves again.(设计意图) ：目的是通过预习单词,学生基本上能按音节拼读记忆单词 ,改变了传统死记硬背记单词的方法,再让 学生分组读、跟录音读便于纠正学生的发音。为下一步本课的学习打好
5、铺垫。)Step 2: LearningI. Learn to remember words on P99-100 by the pictures.This is a strawberry. These are strawberries.What is this? Its a pear. What are these? They are pearsThe banana is yellow. These are bananasThis is an apple.Tom likes apples very much. This is an orange. I like oranges.Is it a
6、 tomato ?Jack have tomatoes every day. The rabbit likes a carrot.We grow carrots in our gardens.He puts an egg in the basket. Put these eggs in one basket.This is a hamburger. Mike has three hamburgers for lunch.2. Match the words with the things in the picture.1.hamburgers _ 2. tomatoes _3. oranges
7、 _ 4. ice cream _ 5. salad _ 6. bananas _7. strawberries _ 8. pears_ 9. milk _ 10.bread _3. put the words into the correct tables.4Remember the words by their similar pronunciations or forms. 1. hamburger burger 2. food foot fruit 3. rice nice 4. last grass class 5Remember the words by conversion(转换
8、) 、compound (合成）and derivative（派生）1. remember the words by compound（合成）ice + cream = ice-cream n. 冰激凌straw + berry=strawberry n.草莓 birth+ day=birthday n. 生日 break + fast=breakfast n. 早餐2. remember the words by derivative（派生）In order to keep our health, we must eat healthy food every day. health n. 健
9、康 healthy adj. 健康的;She is my real friend, I really love her.real adj. 真正的 really adv 真正地 3.remember the words by conversion(转换)Its right to right the mistake right in the presence of your boss. right adj. 正确的，适当的vi. 复正；恢复平稳n. 正确；右边；正义adv. 正确地；恰当地；彻底地vt. 纠正6. I have a happy family. I like _ _ and _.
10、But I dont like Countable nouns uncountable nouns Countable and uncountable nounsapples pears hamburgers bananas strawberries oranges tomatoesmilkice creamsalad ricebreadfood, fruit, ice-cream, salad, chicken_. My father likes_ and_. He doesnt like _ _. And my mother likes _ and_ _. She doesnt like
11、_ or _. How about you? Please write to me soon.Yours, Tony【设计意图】尽可能的给学生提供生词和短语学习的语境，通过不同的形式达到学会生词和短语并能造句的目的。Step 3: Consolidation of wordsGive the students a few minutes to try to memorize the words first.1. Get the students to read the word by looking at the Chinese. Then look at the Chinese and sa
12、y the English.2. Check the new words in your groups.(由组长负责检查小组其他成员在助学上的听写情况，将不会默写的单词记录下来，然后集中给老师，由老师再领读和指导记忆方法。)3. Get the students to have a short dictation about the important words and phrases. If they cant, dictate after class in groups.（设计意图）：此环节为巩固单词。通过提问或使用助学默写的形式来对单词加以巩固。这一环节有少部分的同学往往不达标，需要利
13、用自习课或课余时间让小组长跟踪检查，尽量能让全部学生顺利过关。 ）Step 4 : Read the story and translate into Chinese:Ask students to read the story silently by themselves. Then try to translate it into Chinese. For difficulties, students should discuss with their groups. I am David. John, Lucy, Linda and Cindy are my good friends.
14、Today is Johns birthday. He asks us to go to his birthday party. We want to buy some gifts for John.“lets think about the gift” Lucy says, “ John likes hamburgers, ice-cream but he is fat, let us think about other gifts” Cindy answers. “So I will buy a birthday card for him.” For fruit, John likes a
15、pples and pears, but he doesnt like bananas and oranges. So Lucy and Cindy buy a birthday cake with some apples and pears on it. “What do you want to buy, Li Na?” we ask “Well, he always have questions about healthy eating habits, so I want to buy a book called How about vegetable salad? for him.” “
16、That is really a right choice.” we say together ,“That is for sure”.Then, we have a really big lunch at Johns home. He prepares tomatoes and eggs for me because they are my favorite. Carrots and chicken are for Lucy because she likes them very much. There are cups of milk for eachone. We sing birthd
17、ay songs and eat the cake together. After lunch, Johns mother make tomato juice, strawberry juice and banana milk shake for us. 【设计意图】：让学生在于语篇中深入理解单词的含义，模仿词汇的用法，达到用语篇巩固词语的目的。学生不仅要记住单词，更要学会词汇的运用，培养把词汇连接成语篇的能力。Step 5 Mind mapGet the students to read the mind map and fill in the mind map according to t
18、he word list , they can discuss in groups. Then ask students to retell the passage according to the mind map. 【设计意图】： 一个生日聚会可以把本单元的单词很好的整合到一个图式里，把事和思维导图结合起来，让学生加深对本单元词汇和短语的理解，让学生从逻辑范畴上记忆词汇。同时培养学生用英语进行思维的能力，积累不同图式的英语词汇。Step 6 The end-of class test 一翻译句子。1. 汤姆喜欢胡萝卜。2.莎莉不喜欢鸡肉。3.-他喜欢冰激凌吗？- 不，他不喜欢。4.-汤姆喜
19、欢苹果吗？- 是的，他喜欢。5.午餐我喜欢吃鸡肉和水果。二用单词的适当形式填空。1. I like strawberry ice-cream, but I dont like (strawberry)2. Do you like (tomato) ?3. Jack likes (salad).4. Bob ( not like) chicken. But he (like) eggs. 5. Where (be) the vegetables?Step 7 Homework:1. Remember the words and expressions in this unit.2. Finish
20、 exercises in workbook.当堂检测答案: 一 1. Tom likes carrots.2. Sally doesnt like chicken.3. Does he like ice-cream? No, he doesnt.4. Does Tom like apples? Yes, he doesnt.5. I like chicken and fruit for lunch.二1. strawberries 2.tomatoes 3.salad .4. doesnt like , likes 5. are亮点：本单元的单词课堂设计基本涵盖了本单元的单词，单词的拼读注重了学生自学能力和小组合作能力的培养。通过图片的形式让单词的学习变得轻松有趣。通过对单词进行构词法的拆分，帮助学生记忆单词和提高运用时的准确性。故事编写环节是对整个单元单词实际运用时的呈现，给学生提供模仿的范例，同时让学习的过程变得具体和生动。当堂检测的设计有效地补充与巩固了词汇的用法。不足之处：学生活动稍显不足，并且内容较多，为了能收到良好的效果，要注意预习和课后复习环节的落实。
