48七年级上册 （教案7）Unit 6 Section B (1a-1e)

skybamboo

Unit 6  Do you like bananas?
Section B (1a-1e)

Teaching Aims	Language goals   Ss are able to express what others like and dislike. Key words and phrases breakfast, lunch, have breakfast, for lunch Key sentences 1. —Do you like carrots?    —Yes, I do. 2. I like all vegetables. 3. I don’t like vegetables. 4. How / What about salad?
Teaching Difficulties	Let Ss talk about what others like and dislike.
Teaching Aids	multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Warm up
Show Ss teaching goals. T: Morning everyone. Today we are going to express what others like and dislike. Let’s chant! Ask Ss to chant together. (T chant first and then ask Ss to chant after T.) Ask Ss to look at the pictures on PPT P6-P7, then write down the words. (Give Ss three minutes to write the words on their exercise books and then ask students to share the answers. When students are writing, T must walk around to see what their problems are. This part is very easy for Ss, so T can also ask Ss to answer directly. While Ss are answering, T must correct the spelling mistakes like strawberry, vegetable etc.) Lead in T uses P8 to teach Ss three words: breakfast, lunch and dinner. Pair work Ask each S to find a partner. Ask each pair to read the conversation one by one and then take turns to answer the questions.
Step 2Presentation & Practice
1a Have Ss use word elimination to help them identify the things in 1a. First, have Ss match the pictures with the words they already know. Tell Ss to look at the words that are remaining. It should be easier to guess which picture matches each of the remaining words. Have Ss categorize new words: this will make new words easier to remember, recall and use correctly. Categorize the words in 1a by meal and then brainstorm some more words for each category. Answers: Breakfast: (eggs, apple, banana) porridge ...         Lunch: (hamburger, orange, carrots) dumplings ...         Dinner: (Chicken, rice, salad, ice-cream) noodles ... Optional choice: Free Talk Because Ss have already had the similar activity, so T can choose to pick a few Ss to answer the questions quickly. 1b Ask Ss to add more words to the lists. T: We have talked about so many things for breakfast, lunch and supper. Do you know other food? How many other words can you add to the lists? You have two minutes to write them down in the table. Answers will vary. Ask Ss to talk about which fruit or vegetables they like with their partners. 1c Ask Ss to circle the food they hear in 1a. Have Ss guess which words and in which order the words will appear in a upcoming recording. Tell Ss to write down the numbers of the words that they think they will hear them. Once Ss have written their numbers, have them listen. Find out if any of the Ss guessed correctly. Answers: circled: 10. carrot  2. salad  7. banana  1. orange  4. apple  5. ice-cream 1d Ask Ss to listen again. Fill in the chart. It may help Ss if T plays the recording sentence by sentence. Stop the recording after each sentence and ask questions about the meaning of the sentence. If Ss cannot understand a sentence, T may choose to write the sentence on the board and explain it in more detail. Answers: Tom likes: carrots, vegetables (including salad) Tom doesn’t like: apples Sally likes: salad, fruit (including bananas, oranges, apples), ice-cream Sally doesn’t like: vegetables (except for salad) Ask Ss to listen for the third time and complete the conversation. Answers: carrots, vegetables, How about, great, But, fruit, bananas, really, Ice-cream (After Ss listen to the conversation and finish the task, T asks them to read the listening scripts by themselves.) Post-listening 1e Ask Ss to answer questions about what Sally and Tom like and don’t like. Ask Ss to do a survey in groups about what their group members like and don’t like. ( T encourages Ss to use the following sentences to ask and answer questions: What do you like for breakfast / lunch / dinner? For breakfast / lunch / dinner, I like ________, but I don’t like __________. Then Ss collect the ideas of all the group members and share together. When Ss are sharing, the sentence patterns are as follows: In my group, for breakfast, Sally likes … but she doesn’t like…)
Step 3Exercises & Homework
Exercises Ask Ss to do the exercises on PPT P22-P24. T asks Ss to make a summary about language points they learned today. Homework Preview the passage in Section B 2b. Do the exercises in students’ book.
Teaching Reflection	Through various activities, students have a full practice of the sentence patterns: What do you like for breakfast / lunch / dinner? For breakfast / lunch / dinner, I like ________, but I don’t like __________. The survey makes the class interesting and vivid for students.