Unit 6 Do you like bananas?教案3

概要：Period Three 课前准备 教师:搜集关于食物的图片,多媒体教学课件,制作表格(见教学步骤)。 学生:准备上一节课的家庭作业。 教学设计 Step One: Check the homework. T:Now let's cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.) Step Twp: Review the words. T:You know we have learnt so much delicious food. Now Let's play a game with the food. Let's see who will say the names of the food as many as possible during a minute. (The teacher w

Period Three
    课前准备
    教师:搜集关于食物的图片,多媒体教学课件,制作表格(见教学步骤)。
    学生:准备上一节课的家庭作业。
    教学设计
    Step One: Check the homework.
    T:Now let's cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
    Step Twp: Review the words.
    T:You know we have learnt so much delicious food. Now Let's play a game with the food. Let's see who will say the names of the food as many as possible during a minute.
    (The teacher will give the students a minute to prepare it.Then ask someone to say.)
    S: Salad, apples, bananas, ice cream…
    (Choose the three students who said the most and give some food as presents.)
    Step Three: New words.
    ① Present the new words.
    T:How many meals do you have every day?
    Ss:Three.
    T:What are they?(The students can answer them in Chinese.)
    Ss:They are "早餐、中餐和晚餐 ".
    T:Oh, yes. In English "早餐"we can say "breakfast".
    (Show a picture of the breakfast)
    Read after me, "breakfast".
    B-R-E-A-K-F-A-S-T,breakfast.
    Ss: B-R-E-A-K-F-A-S-T,breakfast.
    T:Do you have your breakfast every day?
    S1:No, sometimes I get up late, I have no time to eat.
    T:I think it's not good for your health.
    (Teach the other two words lunch, dinner in the same way.)
    ② Practice the words.
    T:Which meal do you like best?(Point to a student.)
    S:I like breakfast best.
    T:Why?
    S:Because I like drinking milk.
    T:Who also likes breakfast in our class? Please put up your hands.
    T:Oh, so many students.You can sit in this team.
    (Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
    T:We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
    (Show a picture of three dinners.)
    T:I have three meal plates. What do you want to put on it?
    Let's talk about it. Try to find the food what your group like most and tell us the reason.
    (When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
    S:In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
    (When the student is saying, the teacher puts the food onto the plate for breakfast.)
    (Do it for lunch and dinner in the same way.)
    T:Look at 1a, and write the number in the box next to the correct food.
    (Then the students finish off 1a.)
    T:How many other food words can you add to the chart?
    Try to write them down in the chart.
    Fruits:
    Vegetables:
    (The students write them down as soon as possible and then read them. See who will add most.)
    Step Four: Practice the listening.
    T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
    S1: …
    T: How about chicken? Do you like it ?
    S1: …
    T: Can you guess what food I like?
    S1: Do you like…?
    T: No, I don't.
    S2: Do you like…?
    S3: Do you like…?
    T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let's listen and find out the food you hear.
    (Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
    T: Now open your books and listen again. Fill in the chart.
    (Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)

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