整体设计思路 |
本单元是复习课，首先要整合本单元前面零碎的内容，创造真实的语言情境，让学生在真实的情境中用语言做事情。对于喜好，首先要结合本单元话题“饮食”。同时结合学生前面所学的运动等话题，反复使用目标语言，使学生掌握和深化本课重难点。此外，教师要引导学生思考和评价自己和他人的喜好，思考如何养成健康的生活方式。 |
教学目标 |
1． 复习饮食话题和可数名词复数变化规则。 2． 学生能够在真实情景中恰当地表达自己和他人的喜好。 3． 学生能对于喜好给出评价，形成健康饮食健康生活的意识。 |
教学重难点 |
Teaching focus: the rules of the plural nouns and the usage of like. Especially the use of third-person singular, such as likes, doesn’t like. Difficulties in teaching: the guidance of students' writing and values. |
教学过程 |
教学步骤 |
教师活动 |
学生活动 |
设计意图 及资源准备 |
Step1 Warming -up |
The teacher introduces her families’ different likes about food. Then ask students to recommend a special food in Chongqing that all her family members like. |
Listen and give advice to the teacher. |
Use a topic that students are familiar with to get the teacher-student relationship closer. |
Step2 Introduce School Day |
Play a video about School Day and encourage students to prepare for that day. |
Watch the video and get to know the three parts on School Day. |
A video can arouse the students’ interest and set a real situation for this class. |
Step3 Pair work |
Tell the students they will have a school day. They need to prepare some food in the supermarket. |
Pair work: Talk about what food they like or dislike. |
Consolidate sentence patterns: --Do you like…? --Yes , I do./No, I don’t . I like…, but I don’t like…” |
Step4 Summarize the rules |
Let the students observe some sentences and find the rules. |
Students observe some sentences and summarize the rules and write down the words belonging to the groups. |
Develop students’ ability of observation and summarization. Let them have a deep understanding about the rules. |
Step5 Pair work |
The teacher tells the students that their parents will also come to our school. The students need to prepare some sport things and some decorations according to their parents’ likes and dislikes. |
Students talk about the topic using the sentence pattern: S1：Does your mother/father like…? S2: Yes, she/he does… No, she/he doesn’t. She/he likes… |
Students are easy to make mistakes when talking about other people's preferences. Consolidate the difficult points. |
Step 6 Further thinking |
We have different likes and dislikes. Some are good for us. Some are not. How can we live a healthy life? |
Work in groups and talk about how to live a healthy life. |
Guide students to establish correct values and make recommendations. Develop students' high-level thinking. |
Step7 Writing |
The teacher creates a situation for the students: foreign students find pen pals. Students are asked to write about something about their family and introduce the likes and dislikes about their family members. |
Write an e-mail. After writing, check and correct the mistakes in groups. Then some students will share their compositions in class. |
Students use the target language to communicate with others. |
Step 8 Homework |
1. Make a mind map about food and polish your writing. 2. Finish the exercise on their work sheets. |
Students rewrite their own articles after class and learn to make mind maps by themselves |
Consolidate what they have learned in this class. |
板书设计 |
Unit 6 Do you like bananas? Self Check Food (Put up the mind maps) Rules（Put up the mind map） Likes and dislikes(Put up students’ compositions) I like apples, but I don’t like strawberries. She likes carrots, but she doesn’t like tomatoes. |
本节课思维导图 |
头脑风暴，激活已知 — 思考和询问自己和他人的饮食喜好 — 自主发现归纳可数名词复数规律 — 询问父母运动的喜好和其他喜好 — 评价自我和他人的喜好是否健康 — 合作讨论如何养成健康的生活方式 -- 介绍自己和家人的喜好并评价，培养逻辑思维能力 |
教学反思 |
如何保持健康的生活是个很大的话题，由于学生只学过饮食和运动两个方面，所以学生在讨论此话题表达时受到束缚，表达不够充分。 |
