七年级英语教案Lesson6

⑴ 新人教版七年级英语上册第六单元教案怎么写

Unit 6 Do you like bananas?

单元教材分析：
本课包括三部分：Section A, Section B和 Self-check.
主题: Food.
语言功能: Talk about likes and dislikes.
询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。
语言结构: Present tense to like Yes/No questions and short answers
Affirmative and negative statements
like 的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。
语言目标: 主要语法
Do you like hamburgers? Yes, I do. No, I don’t.
I like French fries. I don’t like tomatoes.
Main vocabulary（词汇）: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.
品德：在平日饮食中要做到不挑食。
根据需要可以分为四课时来讲。

第一课时：
I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。
Language topic: Do you like bananas?
Yes, I do. No, I don’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad
II.语言结构: like的一般现在时的一般疑问句及回答。
III.语言功能:询问某人是否喜欢某物及怎样回答.
IV.活动设计： 采访调查 Do you like…?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (pictures)
What’s this? (picture) It’s a soccer ball. Do you have a soccer ball? Yes, I do. /No, I don’t. Do you like it? Yes, I do./No, I don’t.
What’s this? It’s a hamburger. Do you like it? Yes, I do. No, I don’t.
What are these? They’re bananas. Do you like bananas? Yes, I do. / No, I don’t.
运用图片和对话教学单词：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并运用这些单词进行对话：Do you like…? Yes, I do./ No, I don’t.
Step 3: 1a Match the words with the pictures. (P31)
Step 4: 1b Listen and number the conversations 1-3.
Do you like salad? No, I don’t. Do you like bananas? Yes, I do.
Do you like oranges? Yes, I do.
Practice the conversations, and then make your own conversations.
Step 5: 2a Listen and circle the food you hear. (P32)
hamburgers tomatoes broccoli French fries oranges ice cream salad bananas
Step 6: 2b Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do.
Do you like______: No, I don’t like ______.
Let’s have _______. Oh, no. I don’t like_________.
Step 7: 4 (P33)Make a food survey. Do you like…?

Food

like it

doesn’t like it

tomatoes

Liu Li

Zhao Jun

hamburgers

bananas

French fries

broccoli

salad

oranges

How many students like hamburgers?
How many students like bananas?
日常生活中饮食要做到不偏食，不挑食。
Step 8: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
1. Remember the words in this class.
2. Practise the dialogue in pairs.
教后一得：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课， 没有去从学生的角度去处理教材，学生当然没兴趣。这节课，以学生的日常生活为话题，学生积极踊跃参加，效果很好，自我感觉良好。
第二课时：
I.教材分析：这是本单元的第二部分，生词也比较多。
Language topic: Does he like salad? Yes, he does.
Does she like salad? No, she doesn’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner
II.语言结构: like一般现在时第三人称单数的一般疑问句及回答。
III.语言功能:询问第三人称是否喜欢某物及怎样回答.
IV.活动设计：Guessing game
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (由对话引出)
(Ask a boy)Do you like bananas? Yes, I do. / No, I don’t.
(Ask another student) Does he like bananas? Yes, he does. / No, he doesn’t.
(Ask a girl)Do you like eggs? Yes, I do. / No, I don’t.
(Ask another student) Does she like bananas? Yes, she does. / No, she doesn’t.
依次类推 chicken, apple, carrot, fruit, vegetable.
Do you like eggs for breakfast? Breakfast is the first meal of a day.
Do you like vegetables for lunch? And do you like chicken for dinner?
(转到第三人称) Does he or she like carrots for lunch? Yes, he does./No, he doesn’t.
Ask the students to remember the new words.
Step 3: 1a Write the number in the box next to the correct food. (P34)
1. broccoli 2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana
8. orange 9.carrots 10. chicken
Step 4: 2a Listen and circle the words from 1a that you hear. (P34)
Step 5: 1b How many other words can you add to the lists? (P34)
Fruit: apples
Vegetables: broccoli
Add five new words to your Vocab-Builder. Ask the students to remember them.
Step 6: Write down what your family like to eat.
My father: eggs, apples…
My mother: chicken, oranges, carrots…
My sister: hamburgers, ice cream…
My brother:
Ask another student to guess: What does my father like?
Does he like vegetables? No, he doesn’t.
What does my sister like? Does she like ice cream? Yes, she does.
Step 7: Let’s see what we’ve learned today.
Words:
Sentences:
Something else:
Questions:
Step 9: Homework.
1. Remember the words.
2. Practise the dialogue in pairs.
3. Finish the workbook.
教后一得：这节课不如上一节课效果好。原因是：今天我的情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。

第三课时：
I.教材分析：
Language topic: I like oranges. I don’t like bananas.
They like salad. They don’t like broccoli.
He likes hamburgers. He doesn’t like broccoli.
She likes ice cream. She doesn’t bananas.
Language strategies: Talk about likes and dislikes.
Main vocabulary: eat, running star, lots of, healthy, food, dessert, list
II.语言结构: like一般现在时的肯定句和否定句。
III.语言功能:怎样表达喜欢什么和不喜欢什么.
IV. Teaching steps:
Step 1:Greetings.
Step 2: Practise dialogue like this:
Do you like bananas? Yes, I do. I like bananas.
Do you like salad? No, I don’t. I don’t like bananas. I like salad.
Practise in groups: I like …, I don’t like. 转到第三人称
Ask another student: Does he like salad? No, he doesn’t. He likes bananas.
Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don’t like.
French fries strawberry salad ice cream
Bob
Bill
Practise like this: Bob likes French fries. He doesn’t like salad.
Bill likes …
Step 4: 2b Listen and fill in the chart. (P34)
likes doesn’t like
Katrina: apples carrots
Tom:
Ask and answer questions about what Katrina and Tom like and don’t like.
Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina’s or Tom’s? Write K or T (P34)
Step 6: 3a Read the article and underline the fruits and the vegetables. (P35)
Runners eats well!
Middlebrook High running star Katrina Pedrosa eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and oranges. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.
New words: eat, running star, lots of, healthy, food, dessert
(有些单词让学生会读即可。)
Step 7: 4a You are going on a picnic with a group of friends. Make a list of food to buy. (P35)
I like apples. Do you like apples? Yes, I do. Do you like oranges?
Yes, I do. What do they like? …
Then read your list of food to the class.
Step 8: Let’s see what we’ve learned today. (Ask the students to sum by themselves)
Words:
Sentences:
Something else:
Questions:
Step 8: Homework.
1. Ask the students to remember the new words.
2. Practise the dialogue in pairs.
教后一得：本单元主要学习如何表达喜欢什么和不喜欢什么，对于这一话题，学生非常感兴趣，通过教给学生一些食物名词，并适当补充一些日常用到的名称，进行对话练习，学生热情高涨。

第四课时
Self-check (Revision)
I．教材分析:这是本单元的最后一部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1.Key word check. Check the words you know.
2.Add five new words to your Vocab-builder.
3.Draw the food you like to eat for lunch.
4. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Just for fun! Do you like broccoli?
II.这一部分可分为如下几个步骤进行：
Step 1:Review words like this:
Food: chicken hamburgers French fries ice cream
Fruit: apples bananas oranges
Vegetables: salad carrots tomatoes
Ask the students to remember them and check up.
Step:II. Practise the language topic (P32) Grammar Focus.
Do you like salad? Yes, I do. No, I don’t
Do they like salad? Yes, they do. No, they don’t.
Does he/she like salad? Yes, he/she does. No, he/she doesn’t.
I/They like oranges. I/They don’t like bananas.
He/she likes ice cream. He/She doesn’t like bananas.
Stop III. Write about what Tom likes to eat for breakfast, lunch, and dinner.
For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,____________________________________. And for dinner, he likes ______________________________________.
Step IV. Write about what you like for breakfast, lunch and dinner.
Step V. Draw the food you like to eat for lunch.
Step VI. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Step VII Fun (Ask the students to read the dialogue in a strange voice to make more fun)
Step VIII. What you have learned from this Unit.
Questions:
Homework: 1. Remember all the words in this Unit.
2. Practise the dialogue in pairs.
3. Finish the exercises about this unit.
教后一得：本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。

⑵ 人教版初一英语教案lesson 11 或备课有吗

有
Unit 11 What do you think of game shows?
Part 1: Teaching Design (第一部分：教学设计)
Teaching Aims
Learn some names about different kinds of shows
Learn to talk about likes and dislikes
Vocabulary Words
soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglasses, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word
Phrases
talk show, sports show, game show, soap opera, think of, in fact, animal world, Chinese cooking, key ring, ask about
Expressions what do you think of sitcoms?
I love them.
What does he think of game shows?
He doesn’t mind them. In fact he can’t stand them.
How about --?
I enjoyed reading your “What’s cool?” article in the school magazine.
I can’t stand that idea that old people can’t be beautiful.
Structures What do you think of soap operas / sports shows?
I can’t stand them. We don’t mind them.
What does he / she think of Pumpling king?
She doesn’t like it.
What do they think of Anna?
They love her.

Section A
Teaching goals
Master the new words: nothing, soap opera, sitcom, situation, stand, mind, king, host, culture, agree
Learn to ask and answer: What do you think of ...?
I like / love ...
I can’t stand ....
I don’t love / like / mind ...
Teaching proceres
Step 1: Warming up
Show students some pictures about fruits and ask students:
Do you like apples / bananas?
What fruit do you like?
What abut your parents / friends?
Help students answer using the following sentences.
I like / love them very much/ a little.
I don’t like / love them.
2. Ask students their feelings about different kinds of shows.
For example: Do you like comedies or action movies?

Step 2: Presenting
ask students to say out different shows they know.
talk show, soap opera, sports news, sports show, sitcom, game show, culture-China, animal world. around the world, thriller, Legal Report, action movie ...
Ask students: What do you think of ...?
Do you like / love ...?
Help them answer using the words: love, like, don’t mind, can’t stand, don’t love / like
Let students read the drills aloud.
Step 3: Practicing
Activity 1
Point to the five pictures in 1a. Let students guess what shows they are.
For example: T: There is a man playing baseball in Picture a. I think it’s a sports show.
Let students talk about the other shows in Picture b—e in the same way.
Point to the 5 phrases in 1a. Let students read them aloud.
Ask students to match the TV shows with the pictures.
Check the answers. 1.e 2.d 3.a 4.c 5.b
Activity 2
Students work in pairs, ask and answer about the shows in 1a.
Model: A: What do you think of sitcoms?
B: I love them. What about you?
A: I don’t mind them.
Step 4: Listening (1b)
Read the instructions to class. Let students listen carefully. Pay attention to what Mary says about TV shows.
Play the recording the first time, students only listen.

Tapescript
Jack: What do you think of soap opera, Mark?
Mark: I don’t like them.
Jack: What do you think of game shows?
Mark: I love them.
Jack: What do you think of sitcoms?
Mark: Sitcoms? Mm. I don’t mind them.
Jack: What do you think of sports shows?
Mark: I like them.
Jack: What do you think of talk shows?
Mark: Talk shows?!! I can’t stand them.

Play the recording the second time, students listen and write a letter a—e from activity 1a.
Check the answers: 1.b 2. a 3.c 4.d 5.e
Step 6: Listening (2a, 2b)
Call students’ attention to the five phrases in 2a and read them.
Draw students’ attention to the picture and understand the 2 girls are talking about the TV show.
Play the recording the first time, students listen and number the expressions 1—5 as they hear them.

Tapescript
A: What do you think of Dumpling King?
B: I love it.
A: Do you like Er Bao?
B: No. I can’t stand him. But I don’t mind his brother, Xiao Bao. How about you?
A: I don’t like him. In fact, I don’t like sitcoms.

4. Check the answers: 1 2 4 5 3
5.Play the recording the second time, students listen and fill in the chart. Before listening, draw their attention to the dialogue in 2b.
6.Check the answers: 1)love 2)like 3)can’t stand 4)don’t mind 5)don’t like
7.Students practice the conversation in 2b in pairs and make their own conversations about TV shows they know.
Model: A: What do you think of the Pink Lady?
B: I love it very much. How about you?
A:I don’t mind it. What do you think of Xiaoping?
B: I like her a lot. What about you?
A: I can’t stand her.
Check some pairs.
Step 5: Practicing (3a)
Activity 1
Call students’ attention to the list of TV shows and ask a student to read the names to the class.
Ask students to work in pairs: What do you think of English Today / Sports News ...?
Ask students to work in pairs. Student A looks at this page. Student B looks at Page 85. Ask and answer questions:
What do Yang Lin and Alan think of these CCTV show? Then fill in the blanks.
Check the answers: Yang Lin: loves, likes, doesn’t like, likes, can’t stand, doesn’t like
Alan: loves, likes, doesn’t like,
likes, can’t stand, doesn’t mind
Activity 2
Call students attention to the conversation in 3b. Teacher reads it to the class. Ask students to pay attention to the blanks.
Work alone. Ask students to use the information in Activity 3a. Fill in the blanks.
Check the answers.
Yes, I do. 2) I like it. 3) I don’t like it. 4) English Today 5) I like it.
Ask students to practice the conversation in pairs in 3b. Then make their own conversations.
Activity 3
Students work in groups. Take out a piece of paper and list TV shows as many as possible.
Students write down what they think of the TV shows on the paper.
Ask one of students to do a report for their group. Listen and check.
Section B
Teaching goals
Master the new words: belt, wallet, key, ring, by, fashion, show, said, article, put, cap, idea, colorful, word
Learn some new phrases: show sb sth, enjoy doing sth,
This is what I think.
Can you please put my opinions in the next month's magazine?
Here are their likes and dislikes.
Teaching proceres
Step 1: Making a revision
Show some real object used in daily life and ask them "What do you think of ...?" "Do you like ...?" " What about ...?
Show students some school things and let students talk about their likes and dislikes. for example:
I like color pencils. I don't like .... I can't stand ....
Step 2: Presenting
Call students attention to the six pictures in 1a. Teach them the new words and let them repeat.
Show students some real objects used in daily life and let students shout out their names as quickly as possible.
Ask students: What do you think of ...?
students use the verbs they learned to answer.
Step 3: Practicing
Activity 1
Call students attention to the six words in 1a. Let students read them loud together.
Students look at the pictures; match the words with the pictures.
Check the answers. 1.b 2.a 3.e 4.c 5.f 6.d
Activity 2
Ask students to work in pairs. Ask and answer about the six pictures. For example:
A: What do you think of the belt?
B: I don’t' mind it. Do you like the sunglasses?
A: Yes, I like them.
B: What does your father think of the watch?
A: He can't stand it.
Activity 3
Read the instructions to the class. Let students tell the class what they have. For example:
I have a watch, a scarf and sunglasses.
Step 4: Listening. (2a,2b)
Point to the chart in 2a. Call students attention to the things that Maria, Carol and Paul talk about.
Play the tape the first time, fill what they hear in the chart.

Tapescript
Maria: Hey, guys.
Carol: Hello, Maria.
Paul: Hi. What’s up?
Maria: I’m writing the “What’s Cool?” article for the school magazine, and I want to ask you some questions. Ok?
Carol: Sure.
Paul: Uh-huh.
Maria: Well, look at these things. What do you think of them?
Carol: OK. Um, well ... Hmm. I love the watch.
Paul: Oh, I don’t mind the watch. My sister has one of those.
Maria: What do you think of the sunglasses?
Carol: I like them.
Paul: Hmm .... I do, too ...Yeah, I like them.
Maria: And how about the scarf?
Paul: Oh, I don’t like the scarf.
Carol: I don’t, either. I can’t stand those scarves. My mom wears scarves like that.
Maria: What do you think of the wallet?
Paul: I like the wallet. It’s really cool.
Carol: I love it.

3. Check the answers. watch, sunglasses, scarf, wallet
4. Play the tape again. This time students write down what Carol and Paul think about each thing. Fill in the chart in 2a with the following words: loves, likes, doesn't mind, doesn't like, can't stand.
5. Check the answers: Carol: loves, likes, can’t stand, loves,
Paul: doesn’t mind, likes, doesn’t like, likes
Step 5: Reading
Ask students to read the article in 3a indivially. At the same time, students get ready to answer the following questions: What did Maria Lee do this week?
Who likes the key ring / the sunglasses?
Who loves the wallet / the watch?
Who can't stand the scarf?
Ask several students to give their answers.
Students read Maria's article again. Fill in names of the students in the chart on Page 87.
Check the answers.
(watch)Gina Taylor loves. Ann Rice doesn’t mind.
(key ring) Jack Smith likes
(sunglasses) Ann Rice likes, Jerry Green likes
(scarf) Jordan can’t stand
(wallet)William Jones loves
(belt) everyone loves
Step 6: Writing
Teacher reads the letter to class and call their attention to the blanks.
Students look at the pictures in activity 1a on Page 68. Complete the letter with their own opinions. Use the words like, love, don't mind, don't like, can't stand,
Students read the letter aloud again and pay attention to the following words and expressions:
enjoy doing sth,
This is what I think.
Self-check
Teaching goals
Help students to review all the key vocabulary presented in this unit.
Help students practice writing about others.
Give students an opportunity to use the target language in conversation.
Teaching Proceres
Step 1: Learning words
Ask students to read the words in Part 1 aloud and know the meanings of them.
Ask students to divide the words into 3 different groups.
shows: talk show, soap opera, sports show, sitcom, game show.
daily things: sunglasses, watch, scarf, wallet
words about likes and dislikes: don't mind, don't like, can't stand
Ask students to write 5 or more new words in their vocab-builder
Step 2: Reading and writing
Point to the picture in Part 3. Ask students to talk about what they see in the picture.
Ask a student to read what Rose Smith says to the class. Then ask students: Do you agree with her?
Let students talk about their own opinions in pairs about the idea that old people can't be beautiful. Use the words given below: can't stand, don’t' mind, don't like, love, like
Ask students to take out a piece of paper and write their opinions on the paper.
Ask some indivial students to read their opinions to the class.

Unit 11 课文重难点学习

重点词汇学习

stand
stand作动词，通常表示“站立”和“忍受”之意。那么，怎样区分这两种不同的含义呢？请看下面的例句：
① My sister’s baby can’t stand.
我姐姐的小孩还不会站呢。
② Our teacher is standing outside the classroom.
我们老师正站在教室外面。
③ — What do you think of soap operas?
你认为肥皂剧怎么样？
— I can’t stand them.
我不能忍受它们。
④ — Can you stand the hot weather? 你能忍受炎热的天气吗？
— No, I can’t.
从上面例句中我们可以看出，stand作“站立”讲时，是不及物动词，后面不接所支配的对象，但可接表地点或位置的词汇；作“忍受”讲时是及物动词，后面要接支配的对象(即宾语)，它常用于否定句和疑问句中。

mind
mind作动词，意为“在乎；介意”，其后通常接名词，动名词（即动词的-ing形式）或句子作宾语。如：
① I don’t mind hard work.
我不在意艰辛的工作。
② — Would you mind my opening the window?
你介意我打开窗子吗？
— Certainly not.
当然不。
③ I don’t mind what young people think of me.
我不在意年轻人是怎么看我的。

agree
agree是动词，意为“同意；赞同”，可单独使用或跟介词、不定式或从句等。如：
① I asked him to come with me and he agreed.
我让他跟我来，他同意了。
② He doesn’t agree with me.
他不同意我的意见。
③ I find it difficult to agree to your terms.
我发现很难同意你们的条款。
④ We agreed to leave at once.
我们同意立刻离开。
⑤ I agree that you watch TV for an hour every day.
我同意你每天看一小时电视。

重点句子学习

What do you think of soap operas? 你觉得肥皂剧怎么样?
[重点释疑] 本句还可以说“How do you like soap operas?”，动词词组think of在此处意为“对……有某种看法”，等同于think about。如：
① What do you think of my singing?
你觉得我唱歌怎么样？
② What does he think of the play?
他认为那出戏怎么样？

In fact, I don’t like sitcoms. 事实上，我不喜欢情景喜剧。
[重点释疑] in fact是固定词组，意为“实际上；事实上”，常用于句首。如：
① In fact, he is a good student.
事实上，他是一个优秀的学生。
② In fact, she doesn’t know the thing. 事实上，她不知道那件事。
3. We’re talking to Alan, a thirteen-year-old boy.
我们正在跟艾伦——一个13岁的男孩谈话。
[重点释疑] a thirteen-year-old boy意为“一个13岁的男孩”，注意其中的year是单数形式，这个短语还可以说成a boy of 13 years old。如：
① Tina is a seven-year-old girl.
= Tina is a girl of seven years old.
蒂娜是一个七岁的女孩。

Cooking is for moms! 做饭是妈妈们的事！
[重点释疑] 本句的主语是动名词，即动词-ing形式。在英语中，如果动词作主语，要用它的动名词形式。如：
① Watching TV too much is bad for your eyes.
看电视太多对你的眼睛有害。
② Eating more fruit and vegetables is good for your health.
多吃水果和蔬菜有益于你的健康。

And the coolest thing was the belt. 最酷的物品是皮带。
[重点释疑] the coolest是形容词的最高级，意为“最酷的”。如：
① Who is the tallest boy in your class?
谁是你们班个子最高的男孩？
② Linda is the youngest student in the school.
琳达是学校年龄最小的学生。
6. I enjoyed reading your “What’s cool?” article in the school magazine, and would like to tell you what I think.
我喜欢看校刊上的你的“什么是酷？”这篇文章，想告诉你我所想的。[重点释疑] enjoy doing sth.意为“喜欢做某事”。what I think是一个宾语从句，与you一起构成句子的双宾语。如：
① I enjoy listening to music. What about you?
我喜欢听音乐。你呢？
② Do you agree with what I said?
你同意我说的话吗？

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⑶ 初中英语教案

七年级英语《Unit 3 How do you get to school SectionA（1a-3c）》教案
第一课时Section A (1a-2e)
LearningGoals:
Inthis lesson, the students will talk about how to get to places with suchpatterns as: How do you get to …? I take the …/Iget to …by… Talk about time and distances with Howquestions. Listen for vehicles and numbers.
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Askthe Ss to translate the following Chinese into English. First ask the Ss to putthem into English orally。Then let them write English downwithout looking at the textbooks.
1.乘火车________ 2.乘公共汽车 _____________
3.乘地铁___________ 4. 骑自行车_________
5.步行____________ 6. 一百零五________
7.某人花费时间做某事__________
Ask the Ss to translate the followingsentences.
（1）--你怎样到学校？
--我骑自行车。
__________________________________________________________________________________________________________________________________________
（2）--玛丽怎样到学校？ 她乘地铁。
__________________________________________________________
（3）--从你家到学校有多远？大约10公里。
__________________________________________________________
（4）--需要花费多长时间？大约15分钟。
__________________________________________________________
（5）--我不确定。
__________________________________________________________
（6）--乘公共汽车大约需要20分钟。
__________________________________________________________
（设计说明：预习体现了以学生为中心的思想，强调学生的参与、体验、感知、实践和交流，以学定教。）
3. Lead in
Whattime do you get to school?
How do you get to school everyday?
How many transportations（交通工具） do you know? What are they?
OK, let’s come to the newwords.
(设计说明：导入联系所学的内容，从真实的语境出发，激发学生兴趣，使学生自然而然地进入新课的学习。）
4. New words
(1)Teacher checks the Ss’ pronunciation.
(2)Can you say?
Words:

phrases:

(设计说明：检测学生对单词的预习情况，纠正发音，便于以学定教。）
(3) 1aMatch the words with the pictures.
4. Sentences
A: How do you get to school?
B: I ________. / I get toschool by _____.

探究：
一、--How do you getto school?
--I ride my bike.
1. 询问去某地的交通方式用疑问副词______,
询问他人身体状况也可以用_____
2. get to school意为____________
get to 意为_____,get to + _____
但是后跟副词时，则省略_______
二、观察句子，总结规律。

I take the bus to school.

I get to school by bus.

take the +交通工具= ____ +交通工具“ 表示乘坐某种交通工具”

骑自行车____________________=___________________

步行______________ =__________________
(设计说明：句子的学习先以口语的输出为主，让学生能熟练的表达。然后让学生自主探究，完成学习任务。教师点拨，再进一步深化。）
StepII. While-listeningactivities
(1) Listenfor the general idea of 1b.
Thegeneral idea of the conversation is about _______
A.where they live
B.how they get to school
C.the distance from their homes to school
(2)Listen for the specific ideas of1b.
1b1 Listen andwrite the numbers to the correct students inthe picture above.
1b2 Complete thedialogue according to the tape.
Boy;How do Bob and Mary _______ to school?
Girl;Bob takes the _________ and Mary takes the subway.
Boy;How ______ John get to school?
Girl;He takes the ___________.
Boy;How _______ Paul and Yang Lan get to school?
Girl;They _______.Look, there they are now!
Boy;Does Jim _________ to school?
Girl;No, he doesn’t. He _______his bike.
(3)Listen forthe general idea of 2a.
The general idea of this part is about__________
A.some numbers
B.some ways to get to school
C.some places
(4)Listen for the specific ideas of 2a.
2aListen and repeat. Then write the correct number next to the word.
2b Listen andcomplete the chart.
(设计说明：本部分的内容重在培养学生们听大意和关键信息的能力。数字听写是难点。)
Step III. Post-listening activities
Pairwork：
A: How do you get to school?
B: I …
A: How long does it take…?
B: It takes …
A: How far is it from … to …?
B: It’s about …
(设计说明：本部分重在培养学生们口头表达的能力，同时引导学生更好地内化语言知识。让学生在用中学，在用中掌握。)
Step IV. 2e
1. Read 2d and answer the questions.
(1)Does Scott have an interesting job? Why do you think so?
(2)When does she get up? Does she get up in the morning or at night?
(3)When does she eat breakfast?
2. 知识点拨
一、 I ride it to school every day.
我每天骑车去学校。
to 意为_______,后跟地点名词。
（1）我开车到学校。
I drive thecar ___ ________.
（2）他们坐火车去北京。
They take thetrain _____ ________.
二、 How long does it take you to get to school?
你到学校要用多少时间？
It takes sb. some time to do sth是固定用法意为___________
How long 意为____________
若对时间段提问要用___________
练一练：
我花了半小时做作业。
It ______me half an hour___ ________homework.
It takes me 15minutes to get home.
______ _______ does it ______ you_____ get home?
3. 听录音跟读，模仿语音语调。
4. Role-play
Role-playthe conversation in pairs. Then go to the front of the classroom and perform itto the whole class.
Step V. Exercises: the end-of- classtest
一、对划线提问
1. He takes the bus to get to school.
_______________________________
2. It＇s about 10 kilometers from home to school.
______ ______ ___it from home to school?
3. It takes 15 minutes to get to school.
______ ______ ______ it _____to get to school?
4. It takes me about 20 minutes to get toschool.
_______ ___________it take you ______ ______ to school?
二、根据要求完成句子。
1. She gets to school on foot. (同义句)
She ________to school．
2. He gets to school by bike. (同上)
He ____his____to school．
3. It takes us 20 minutes _________(walk) home.（用所给单词的适当形式填空。）
4. How long does it take you _____________(watch)TV?（(同上)
5. The bus ride _____ ______ _____ _____( 花费大约20分钟）.
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step VI. Homework
1.Read 2e after the tape and recite them.
2.Preview section B.
希望能够帮到你，祝你学习进步，生活愉快！

⑷ 急求 七年级上册unit6do you likebanana教案

教案示例一

第六单元第二课时
教学目标：
1、复习本单元所学食品名称。, salad, ice cream, apple, banana, orange, carrots, hamburger, French fries, strawberry, tomatoes，练习与like有关的肯定句、否定句和疑问句。
2、扩展词汇。
〖教师备用〗
Rice, porridge/gruel/congee, steamed bun, steamed stuffed bun, pancake, noodles, mpling, ravioliEgg, pizza, bread, cake, biscuit, cream, cheese, candy, sweets, milk, yogurt, fruit juice, soup, peanutPeanutPork, mutton, mutton kebab, beef, fish, shrimpCabbage, CH. cabbage, potato, bean, bean curd, bean sprouts, onion, celeryApple, pear, peach, grape, strawberry, coconut,
Leek, pea, eggplant, cucumber garlic, celery, mushroom, pumpkin, guava, pineapple, beerry, peach, fig, mango, cherry, plum, lamb , bacon, turkey, oat, wheat, barley, corn, rye, crab, cookie, biscuit, nut pie.

3.任务一：食品分类。任务二：询问或陈述食物的喜好。任务三：谈一日三餐。
重点句型：Do you like…?Does he like…?I like… He likes…I don’t like… He doesn’t like,,,
情感教育：关心他人的喜好，加强与同学，家人的沟通。
教学手段：多媒体，卡片，表格。

Chart 1
Staple food
Vegetables
Meat
Fruits
others

Chart 2
Foods I like Students’ names …likes… …doesn’t like…

chart 3
…likes… …doesn’t like
Father
Mother
Grandfather
Grandmother

Chart 4
This Sunday’s foods plan
For breakfast
For lunch
For supper

教学过程
步骤任务教师的话语 大屏幕展示 学生活动 课前，课堂临时补充 课后反思
Step 1greetings.nice to see you Do you like bananas? Nice to meet you ,too.

Step 2 review the words of foodsWho knows it? hand up. Good. Do you like it? Use flash cards. Say the food names and answer the questions. 让学生将单词拼写出来 此项活动容易完成，学生的积极性一下子就调动起来。

Step 3 Classify foods.(in whole class) Fill in the table 1.有同学说，学了这些词我去超市，许多食品的英文我依然不知道，接下来大屏幕将展示是我在上庄超市拍的食物，并配有英文。请大家在表格1记下你所感兴趣的食品的英文。要求分类填写。 Pictures of foods and the words. Write down the words they are interested in. Ask in Chinese if they want to know something more. 学生很兴奋，求知欲明显很强。但由于展示太快，一些动作慢的同学跟不上，急得直嚷。下次最好将扩展词汇名提前打印下发。让学生划勾。

Step 4 food likes and dislikes.(in group) Fill in the table 2.民以食为先，在中国开餐馆似乎最赚钱。假如你想在永丰开个餐馆，已有了资金，店面，店员，执照，开业前还有一件非常重要的事，是什么？调查当地人的食物喜好。从哪儿开始？从身边的人开始 zhang Xu , do you like bananas? Yao shuo , do you like bananas. Do you like bananas? Yes, I do.No , I don’t. Discuss in group, and fill in the table 2 设问语气很重要。要有煽动性。

Step 5 Ask some students to give reportsFor example: zhang Xu , likes banans. Yao Shuo doesn’t like bananas? Zhang Xu likes bananas.2. Yao Shuo doesn’t like bananas. A student from each group gives a report. The others do a calculation to find out what kinds of food are popular. 事先教师问过张雪，瑶硕两位同学对香蕉的喜好。并根据实际情况修改了两个例句的主语。
Step 6 Again food likes and dislikes.(pair work)For example: Liu Wei , does your father like hamburgers？ Does your father like hamburgers?Yes, he does.No he doesn’t. Write down a menu . ask the partner to tick in the table 3.
Step 7 Ask some students to give reports. Liu Wei’s father likes hamburgers. His father doesn’t like salad.. A student from each group gives a report. The others do a calculation to find out what kinds of food are popular. 刘委同学课上临时改变了他父亲的食物喜好，与课前不符，教师场在大屏幕上用电脑更改例句。 电脑不熟练，教师有点忙乱。
Step 8 prepare three meals for parents on SundayExchange the table 3. Fill in the fourth table. For breakfast, I have…For lunch, I have…For supper, I have…(use table 4) Fill in the fourth table.
Step 9: HomeworkCook for your family 。周末为父母做一日三餐，用英语写出一份购物单，一份菜谱（各道菜的成分） Hand in the shopping list in English. 家长回执，写一个评价：难以下咽，过得去，好吃，太棒了。 作业很有人情味。沟通了学生与家长的情感。也使家长了解了学校的教育教学情况。尤其是使一些工作忙，无暇过问子女教学的家长心头一亮。
结束语：将本课的表格，菜单保存进档案袋，日后自己开餐馆用作参考，或向开餐馆的亲戚朋友提供信息。

课后自评：
本课的每一个环节，都力求真实，靠近学生实际生活。最大限度地调动他们的学习积极性。这是一所农村学校，大部分学生不上高中，所以我选择了开餐馆这一话题来引入重点句型。在例句中也用学生的真实姓名，真实爱好，使得课堂很亲切，很活跃。课堂任务设计难度适中，完成较好。家庭作业完成情况较好，少数学生没有家长的回执。
有听课的老师评价中文似乎多了点儿，建议能否在步骤3，4，9和结束语中用英文。我使用汉语的目的是煽动学生的求知欲。对程度较高的学生，对学生程度比较均匀的班级可以更少地使用汉语，或全用英文。但对我这个普通中学的普通班，在调动积极性和进行必要的游戏规则讲解时最好用汉语。它可使我短时快效地与学生沟通。