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1、Unit6Doyoulikebananas？Teachingaimsandlanguagepoins:1.Learnthesewordsandbeabletosay,readandwritethesewords:leat,breakfast,lunch2.Beabletotalkaboutwhattoeatforamealbyusing:lTomlikes/eatscarrotsforlunch.lSallylikes/eatseggsforbreakfast.3.Consolidatethenewwordsinthisunit.4.Consolidatethes
2、tructureslike:lDoesTomlikecarrots?lYes,hedoes./No,hedoesn’t.教学设计说明1.通过检查作业复习前面已学的单词和句型。Teachingsteps:1.Warning-upandrevision(课堂热身和复习)(1)Dailygreetingtothestudents（日常问候）(2)Revision（复习）:Checkthehomework.AsksomeoftheSstoreadouttheirreports.GettheotherSstolistencarefullyandcorrectanymista
3、kesinthereports.2.Presentation(呈现新知识)2.学生通过完成SectionB-1a&1b复习前面已学的蔬菜和水果名称的单词后面的听力练习做好准备。引导学生用英语讨论答案，通过使用英语保持学生学习英语的兴趣。(1)WorkonSectionB-1a.Ssworkon1abythemselvesfirst.Then,checktheiranswersinpairslike:A:Theseareeggs.It’sNumber3.B:Yes,you’reright.(/No,Idon’tthinkso.It’sNumber…)Thisisan
4、apple.It’sNumber4.Finally,checktheanswerstogether.(2)WorkonSectionB-1b.Setatimelimitoftwominutes.AsktheSstodiscussthelistsinpairsandwritetheiranswersontheirbooks，andasktwoSstowritetheiranswersontheBb.3.学生完成听力练习后，先两人一组相互订正，注意在订正时使用英语交流。(3)WorkonSectionB–1cListenandcirclethefoodin1a.Ssc
5、hecktheanswerslike:No.1is…No.2is…(4)WorkonSectionB–1d.Listenagainandfillinthechart.Sschecktheiranswersinpairslike:A;Tomlikes…and…Tomdoesn’tlike…or…B:Sallylikes…and…Sallydoesn’tlike…or…4.通过时间暗示和图片引入生词。以听力材料为依据，让学生推测图片中的早、午、晚餐分别是谁的，可以吸引学生的注意力。(5)Teacherpresentsthenewwords：eat,breakfast,
6、lunchT:Everyday,weusuallyeatthreemeals.Inthemorning,weeatbreakfast.Ataboutnoon,weeatlunch.Intheevening,weeatdinner.AsktheSsthesequestions:Whosebreakfast/lunch/dinnerisit?Why?GettheSstoguessandchecktheiranswers.5.将1e的对话练习略作改动，一方面可以多练习breakfast,lunch,eat这几个生词，同时也提前让学生学习下一课时的重点句型：Helikes
7、/eatscarrotsforlunch.可以避免下一课时任务太重，而这一课时内容偏少，缺乏重点。3.Practise（练习）Workon1e.Practicetheconversationslikethefollowing.Pairwork:A:DoesTomlikecarrots?B:Yes,hedoes.Helikes/eatscarrotsforlunch.(No,hedoesn’t.Hedoesn’tlike/eat…forlunch.)4.WorkingonSelfCheck–1.5.Readingaloud.Practicethepronunciat
8、ionon
