【文档说明】《Unit 6 Food and lifestyle》教学设计3-七年级上册英语【牛津译林版】.docx，共(6)页，5.920 KB，由小喜鸽上传

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Unit6FoodandlifestyleTeachingaims:1.Knowledgegoal:Newvocabularyaboutfood:hamburger,vegetable,carrot,meat,lifestyle…Totalkaboutlikesanddislikes

withregardtofood:Whatfooddoyoulike?Ilikehamburgers.Doyoulikecarrots?No,Idon’tlike/dislike/hatethem.Wh

ataboutfish?2.AbilitygoalsTolearnthenamesofsomefoodandgroupthem.3.MoralgoalsTalkabouthealthydietandlifestyl

eanddiscusshowtobeahealthyperson.Important&difficultpoints•Newwords&phrases•Tolearnthenamesofsomefoodandgroupthem1.Talkabouthealthy

dietandlifestyleanddiscusshowtobeahealthyperson.TeachingmethodPPTpairworkDiscussionTeachingprocedures&waysFreetalkGreetstudents.Ask:DragonBoatFes

tivaliscoming,Doyoulikeit?Whatdoyouliketodoatthisfestival?(设计意图：通过和学生交谈，拉近和学生心理距离，减少陌生感，用学生喜闻乐见的话题--节日，来打开话匣子，既复习了旧

知，又引入了本单元话题。)Step1:WarmingupShowmybreakfast.AskstudentstonameasmanykindsoffoodaspossibleinEnglishandshowtheirnamesonPPTsandgroupthem.Teachersca

naskthefollowingquestions:Whatfooddoyouhaveforbreakfast/lunch/supper?Whatfooddoyoulike?Why?Whatfooddoyoudislike?Whynot

?Whatfoodisgoodforus?Whatfoodisbadforus?(设计意图：通过秀早餐这个活动，导入本单元话题，引出重点词汇，明确本课学习目的。设计上，以创设语言情境，激发学生学习兴趣的形式，把学生带入语言运用的环

境中来。)Step2:PresentingShowthepicturesinPartAonpage69tostudentsandask:T:Whatfoodisit?/Whatfoodarethey?S:It’sacartonofmi

lk./Theyarepotatoes.…Askstudentstoreadthe12wordsonebyone.AskstudentswhatfoodinPartAtheylove/like/dislike/hate.T:Whatfooddoyoulove/like?/Whati

syourfavouritefood?S:Ilove/like…T:Whatfooddoyoudislike/hate?S:Idislike/hate…（设计意图：通过图片展示词汇，直观。选用鲜丽的实物图片，能调动感官，吸引学生的有意注意。图片与词汇的直接呈现，培养学生英语思维。切合

课题，进行有效提问，词不离句，很好地操练了词汇，在交流中教会学生遣词造句，提高语言运用能力。）Step3:Practicing1.Askstudentstowritethefoodtheylikeordislikei

nthetableofPartA.2.Askstudentstomakeupaconversation,usingtheoneinPartBasanexample.3.Askafewpairsofstudentstoroleplaytheconversationinf

rontoftheclass.4.Askstudentstotalkabouttheirfamily.Say:Mysisterlovesicecream.Myfatherhateschocolate.（设计意图：为更好地调动学生的主观能动性，让学

生成为课堂的主人，通过开展师生示范对话，生生及活动小组交流等多种形式，巩固词汇，运用句型，培养学生综合运用英语交流的能力。）Step4:ListeningandansweringPlaythetapeabouttheconversationbe

tweenEddieandHobo.Thestudentslistenandrepeat,thenanswersomequestions.WhatdoesEddiewanttoeatforlunch?(Ahamburger.)Whatdoe

sHobowantEddietoeat?(Apples.)Ishealwayshungry?(Yes.)Why?(Heneedsalotofenergy.)Doesheoftendosomeexercise/exercise?(Never

.)Whydoesheneedalotofenergy?(Hewalkstohisbowlmanytimesaday.)WhatdoyouthinkofEddie?(He’slazyandlikeseating.)

Ishehealthy?Step5:ActingoutAsk:Whatfooddoyoulike?Askstudentstoroleplaytheconversation.（设计意图：利用学生喜闻乐见的动画形式再现课本内容，在教学过程的后半程，继续饱满精神，参与课堂活动。通过多个

有效提问，帮助学生更深层次理解对话内容。以更有感情地进行角色扮演。把所学内容真正内化。）Step6Getstudentstomaketheirownhealthymeals.Askseveralstudentstoshowtheircards.（设计

意图：经过前面几个教学活动，学生已能感受到健康的食品对健康的重要性，让学生设计自己的一日三餐。再次进行健康生活的引导。）Step7:DiscussingAskstudentstodiscusshowtobeahealthyperson.(Exercisemoreandeathealthyf

ood.)（设计意图：让学生讨论如何做有一位有健康的生活方式的人，通过这个活动，进行综合语言运用。检测本节课的教学效果，提高学生遣词造句、由句到篇的能力。）Homework1.Revisetoday’sphrases.2.Findmoreabou

thealthylifestylesontheinternet.3.Readandrecitethedialogue.（设计意图：对本节课全面复习，培养学生利用信息技术在网上找寻有用的学习资源。）BlackboarddisplayUnit6FoodandlifestyleWhatfooddoyo

ulike?Ilikehamburgers.Doyoulikecarrots?No,Idon’tlike/dislike/hatethem.Whataboutfish?（设计意图：记录重点词汇及句型，让学生明白本课重点内容。）Teachingreflections: