资源简介

Unit 6 Do you like banana 2d & Grammar focus-3c （教学设计）
教材分析 What：The text is a dialogue between two friends -Jack and Bill. The content of it mainly is that Jack and Bill think about the food for John’ s birthday dinner. Why：The dialogue provides context for grammar learning of like-general question which can help students deepen their understanding of grammar phenomena. At the same time, Ss raise a awareness of mutual understanding between friends. How：The context talks about some food which provide a good review of food words. At the same time, it includes some language point such as “How about...”, “Let’s have...” and “like” which can help Ss learn them in a context.
教学目标 By the end of this lesson, students will be able to: 语言能力：(1) master key vocabulary and sentence patterns. (2) master the usage of positive sentences, negative sentences and general interrogative sentences with meaningful verbs like; (3) master rules for pluralizing countable nouns. 2. 学习能力: make a simple analysis of the time of dinner and the food chosen by Jack and Bill, so as to deepen the understanding of the meaning of the text; find and summarize the sentence structure among positive sentences, negative sentences and general questions containing meaningful verbs like, and exercise the ability of observation and discrimination. 3. 文化意识：develop the good character of thinking from the perspective of others, and realize that true friends should be mutually understanding and caring in learning the text. 4. 思维品质：learn how to talk about likes and dislikes using general questions with the meaningful verb like; transfer and transform the usage of positive sentences, negative sentences and general interrogatives of real verbs like, and actively participate in dialogue exercises to improve my listening and speaking ability.
教学重与 难点 Teaching important points: (1) master key vocabulary and sentence patterns. (2) master the usage of positive sentences, negative sentences and general interrogative sentences with meaningful verbs like; (3) master rules for pluralizing countable nouns Predicted parts of difficult points: （1）make a simple analysis of the time of dinner and the food chosen by Jack and Bill, so as to deepen the understanding of the meaning of the text; （2）find and summarize the sentence structure among positive sentences, negative sentences and general questions containing meaningful verbs like, and exercise the ability of observation and discrimination.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T invites students to play a game of puzzles to review the words that have been learned in last class. Ss play a game of puzzles to review the words. The form of game can arose students’ scheme and create an active classroom atmosphere.
效果评价 学生是否能认真并且无误的回忆所学的新单词。
Presentation (15’)
Step 2 T creates a situation to lead Ss to the conversation. “ This is John and His birthday party is coming! And these are John’s friends-Bill and Jack. They think about the food in John’s birthday dinner. If you were Bill and Jack, what food will you think about ” Ss think about the food for John’s birthday dinner. Situation can provide a smooth leading to the conversation that will be learned today. And it can practice Ss’ prediction ability.
Step 3 T asks Ss to read conversation and lets them answer the following questions: When is John’s birthday dinner What food do they choose Who doesn’t like salad Why do they choose salad Ss read conversation and answer the questions. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules or phenomena and also improve their reading ability.
Step 4 T asks Ss find the foods that appear in the passage and fill them into the corresponding table. Ss find the foods that appear in the passage and fill them into the corresponding table. It can review the knowledge of the difference between countable nouns and uncountable nouns.
Step 5 T asks Ss to divided more foods into countable nouns, uncountable nouns, and then teaches them the rules for pluralizing countable nouns. Ss divided more foods into countable nouns, uncountable nouns and learn the rules for pluralizing countable nouns. Ss can learn the how to pluralize countable nouns which can lay a good foundation for following exercises.
Step 6 T asks Ss to read the sentences in grammar focus part and discuss and conclude the sentence pattern with classmates. 1. 肯定句：主语＋like/likes 2. 否定句：主语＋don’t/doesn’t＋like... 3. 一般疑问句：Do/Does＋主语＋like... 肯定回答：Yes, 主语＋do/does. 否定回答：No, 主语＋don’t/doesn’t. Ss read the sentences in grammar focus part and discuss and conclude the sentence pattern with classmates. Observing and analyzing can practice their thinking ability.
Step 7 T plays the tape and asks them to read the conversation after the tape. Ss read the conversation after the tape. It can improve Ss’ listening and speaking ability.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生是否能与同学探讨并积极思考以及分析肯定句、否定句和一般疑问句的举行结构；学生是否能区分可数名词和不可数名词。
Practice (10’)
Step 8 T asks Ss to finish the exercises in textbook-3a & 3b and then ask Ss to practice the conversations with the desk mates and invites some of Ss to show their results. Ss finish the exercises and then practice the conversations with the desk mates and actively show their results in front of the whole class. Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening. Showing can improve Ss’ confidence in speaking English
效果汇总 学生是否能准确无误的完成练习。
Production (8’)
Step 9 T asks Ss to finish the task in 3c in groups by using the knowledge that have been learned today and invites some of Ss to show their results. Ss finish the task in 3c in groups and show their results in front of the whole class. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step 10 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step 11 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 1. Review grammar points. 2. Recite the sentences from the Grammar focus section. Homework can help students strengthen the knowledge which they have learned.
Unit 6 Do you like banana 2d & Grammar focus-3c
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