Unit 6 Do you like bananas? Section B 2a-2c 全英文教案（表格式）

中小学教育资源及组卷应用平台 Unit 6 Do you like bananas Section B 2a – 2c教学设计 课题 Unit 6 Do you like bananas Section B 2a-2c 单元 Unit 6 学科 English 年级 Grade 7 教材分析 The reading material for this unit is a dialogue between a reporter and a sports star who talks about his eating habits for three meals a day, which incorporates the idea of healthy eating. The reading material is for students to focus on the food terms in the text and capture key information. The post-reading activity allows students to paraphrase the information in the text by making sentences to deepen their understanding of the text and prepare them for writing. 学习目标 By the end of the class, students will be able to: 1. Locate the key information about eating habits in the reading contexts; 2. Tell the difference between healthy eating habits and unhealthy eating habits; 3. Give suggestions on healthy eating habits. 重点 Consolidate simple present tense with the usage of the third person singular. 难点 The special interrogative of the verb “like”in simple present tense, and the use of other verbs in the simple present tense. 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 Review:1. greet the class as usual.2. Have students chant with the video played on the screen to review food names.Pre-reading:Lead-in – free talk:Introduce the concepts of healthy and unhealthy , have students conduct a discussion in their groups based the food in the chart of 2a.Ask students to tell their opinions by saying “healthy” or “unhealthy” when they seeing the food picture on the screen. Greet the teacher.Chant chorally. Discuss with group members. Calling out their opinions loudly. Conduct daily routine makes students feel safe to learn. Chant helps them to review the content learnt from the previous lesson, thus activating prior knowledge. Get students a setting for following reading, and get them ready for the identifying food in the text. 讲授新课 While-reading:Task 1 -Skimming:1. Show a picture of Cindy Smith and ask students if they are interests in sport star’s eating habits. Have students go through the passage and circle food names.2. Check answers as class.Task 2 - Scanning:1. Have students find out what food Cindy likes and dislikes. Ask them to underline answers in the passage.2. Check answers by asking individual students: “What does Cindy like for breakfast ” “What does she like for lunch ” “What does she like for dinner ” Remind them of using structures.Task 3 – Reading loudlyHave students read in different role with their partner, then swap the roles.Post-reading:1. Have students work in groups, discuss and finish activity 2c. 2. Have individual student answer. Write down good sentences on the board. Students skim and circle.Students read independently and find out answers.Individual student answers.Students read with their partners.Students write sentences on their own.Individual answers. Train students’ abilities to locate key information in the ... ...