【文档说明】《Unit 6 Food and lifestyle》教案7-七年级上册英语【牛津译林版】.doc，共(2)页，20.500 KB，由小喜鸽上传

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17AUnit6Food&lifestyleTeachingplanforperiodoneTeachingAims1.knowledge：togetsomewordsaboutfoodandknowthekindsoffood2.ski

lls:tomasterthewayofexpressingthefoodsomebodylikesordislikes,andtopractisegroupingthefoodintodifferentkinds3

.emotion:tousetheknowledgeaboutthefoodtomakeoneselfandone’sfamilyorfriendshealthyTeachingProcedures:StepOneThe

nameofthefood1.Enjoyavideo.2.Mydaughter’sbirthdayiscoming,shewantstohaveapartyandasksmetohelpherprepareabigcakeandsomemorefood.I’veal

readygotsome.Letmeshowyousomepictures.3.Brainstorming：ButmydaughtertellsmethefoodI’vegotisnotenoughforherfriends,soIneedyourhelp,whatotherfoodsho

uldIprepare?（Sssay,Twrites）(设计意图：借助视频导入食物话题，激发学生学习的热情。创设情境呈现主题食物，学习新单词。头脑风暴，引导学生收集更多的食物信息，且为下一步的食物分类作出铺

垫。)StepTwoThekindofthefood1.Thankyouforhelpingmecollecttheinformation.Nowwouldyouliketotellmethekindsofth

em.(设计意图：利用课堂学生生成的资源尝试食物分类，更能激发学生学习的主动性。)2.NowIbelieveyoucanhelpmeputthefoodintothecorrectgroups.(完成课本69页PartA)StepThreeThefoodweli

ke/dislike1.Amongthegroups,whichkindoffoodisnothealthy?Maybemostofuslikethem.Doyoulikesnacks?Whatdoyoulike?2.NowDanielandMilliearealsotalkingaboutth

efoodtheylikeordislike.Let’slistenandfinishthetable.Whilelistening,weshouldtrytogetmoreinformationabouttheirlikeanddilike.23.C

heckouttheanswers.Oneasks,theotheranswers.(设计意图：在学生的对话交流中，核对答案。)4.Thinnking:WhydoesMillielikefish?(设计意图：引导学

生思考Millie为什么喜欢鱼，鼓励学生大胆运用begoodfor,引申bebadfor,自然过渡到漫画部分的学习)5.WatchavideoandthinkaboutwhatEddiewantstoe

atatfirst，andatlastwhatEddiewantstoeat.Whichfoodishealthier,applesorhamburgers?(设计意图：通过问题引导学生理解漫画内容，并引入深层思考Howmuchs

houldweeat?)StepFourHowmuchweeat1.Thinking:Applesaregood,butEddiewantstoeattenapplesforlunch,isithealthy?(设计意图：通过听读，学生直接感知

健康食物。再引导学生站在“十个苹果一顿午餐”的角度去思考howmuchshouldweeat。鼓励学生对听读文本进行深层次的研读与理解)2.Matchthewordswithcorrectpictures.Encouragethestudentstoexpresshowmuchweshould

eat.StepFiveHowtoeathealthily1.Showthefoodpyramids,thentelluswhyweshouldeatlikethis.（设计意图：利用食物金字塔由howmuchshouldweeat

到whyshouldweeatlikethis,再到解决同伴的实际问题，实现语言的输入与输出层层递进）2.Playagame(设计意图：在游戏中加强howtoeathealthily的具体认知)3.Groupwork:HelpGarfieldlo

se20pounds.（设计意图：小组合作，共同完成任务为Garfield设计一份减肥菜单，综合本节课的语言知识进行语言的输出）StepSixExtensionandsummary1.Thinking:IfGarf

ieldwantstobehelthy,whatelseshouldhedo?(设计意图:通过点题，对文章标题初步解读，也有助于从起始年级开始培养学生站在语篇的高度进行推断、概括和归纳的阅读能力。同时也激发学生进一步探讨本单元后面内容的积极性。)2.Homewo

rk(1).Rememberthevocabularyoffood.(2).Designahealthymenuforyourfamily.