初中英语人教新目标 (Go for it) 版七年级上册Section B教案

人教版 七年级Unit 6  Do you like Bananas?

Section B (2a- 3b)

Learning aims:

After this class, students will be able to

1.know the title is the main idea of the article in the magazine.

2. use : “She  likes/  doesn’t like + names  of food ” to retell Cindy’s eating habits.

3. express ideas, using: I think it’s (not) healthy.

4. know how to eat well like Cindy.

Computer– assisted instruction:  PPT flash, a magazine, name cards.

Teaching approaches :

Task-based Language Teaching, Whole Language Teaching, Situation approach

Teaching procedure:

Step1  Introduction and Name cards making. (3 minutes)
T：Hello，everyone. Today we are going to study an article about healthy eating habits. First let me introduce myself. I’m Chen Xiaoying, from Linxi County, Xingtai. My English name is Jane.

This is my eating habits.

What’s your eating habits? Ask some students to report their eating habits.

设计意图：自我介绍让学生了解自己，拉近和学生之间的距离，熟悉本单元的单词和句式，进入本课的热身活动。

Step 2 Pre - reading  (5minutes)

Think：Which food do you think is healthy? Check (√)Yes, maybe or No.  

设计意图：通过让学生认识哪些是健康的食物，哪些是不健康的食物。引导学生树立健康的饮食观, 食物多样化, 不挑食，不偏食。

Step 2 While – reading  (15 minutes)

1. Now，please open your books at page 35. Look at the picture in 2b. What’s in her hands? A volleyball, a basketball or a soccer ball? Can you tell what she is？Read the title of the article, guess what the passage wants to tell the readers? 

设计意图：阅读策略训练：通过文章中的插图和题目来猜测文章的大意。

Now read the article again and decide if your guess is right or wrong? Why?

设计意图：引导学生说出食物的名称, 并多次使用like和don’t like表达自己喜欢和不喜欢吃的食物。阅读策略训练：通过看关键词和自己已知的东西来判断文章的意思。

2. Now, read again and answer the questions. 

1.What does David ask Cindy about?

2.What does she like for breakfast\ lunch\dinner?

3.What doesn’t Cindy like for dinner? Why?

4.Does she only eat what she likes? Why?

5.Does she eat well?

Answers.

1. David asks Cindy about her eating habits.

2. She likes oranges and apples for breakfast. For lunch she really likes salad. And she likes chicken for dinner.

3. She doesn’t like hamburgers because they’re not healthy. 

4. No. She likes ice-cream, but she doesn’t eat it. She doesn’t want to be fat.

5. Yes, she does. She eats well.

设计意图：通过限时阅读，回答一般疑问句的练习，让学生提高阅读速度，并准确理解文章的细节。

3. Group Work：Now read the words or phrases your eyes focus on. Something you don’t know or you feel important.

Group show.  (找小组中程度较差的同学来说,其他同学补充。)

1. Sports star eat well ！

2. ask… about

3. volleyball star

4. eating habits

5. What about

6. really like

7. I think it’s (not) healthy

8. one last question

9. I don’t want to be fat.

设计意图：通过本练习查看学生对生词的理解，通过小组帮助学习有困难的学生理解。

Step 3 Post- reading   (15 minutes)

1. Listening
2. Interview
3. Exercise
4. Some sayings to share.

设计意图：练习写作，检查学习效果。

Step 4 Summary and evaluation

Today， I learned

I learn them by myself, from my partner, my group or the teacher.

设计意图：通过自我总结和评论，发现自己的不足，为课下的学习做铺垫。

Step 5 Homework (2 minutes)

1. (必作) Write about your partner /parents’ eating habits.

2.（选作）上网查找一些关于食物金字塔的知识，和同学们分享。如：

设计意图：通过本课的学习，使学生认识到什么是良好的饮食习惯，今后应该怎样做才能保持健康。把对食物和健康的关系研究引导到课下。

The Healthy Diet Pyramid Song

I need to eat
Oats, rice and bread
It will give me
More energy 
I need to eat 
More fruit and vegetables  
They will stop me
From falling sick

I need to eat  
More meat and cheese  
It will help me
Grow tall and strong  
I need to eat  
Less chips and sweets  
They aren’t so good  
For a healthy me  
I’ve learnt to eat
The pyramid way  
It will help me  
Grow tall and strong