1、Unit 6 Do you like bananas?WordsTeaching and Learning goals:Learn about the food names in life, using “how about.? think about.?”to talk about them in life. Step 1 Warming up Enjoy a song -Are they apples?Step 2 PreviewLearn new words by themselves before class. Make sure students can read most of t

2、he new words.Step 3 Read and learnHave students read the words after the tape. Then they can help each other in groups when necessary.設計說明此環(huán)節(jié)主要是引導學生們自主學習單詞及短語，對本單元的單詞和短語實現(xiàn)初步的認讀，遇到疑難可小組討論，再不會由教師解決。Step 4 Explain and check The teacher shows the pictures about the words, and then ask some students to r

3、ead. If possible, one by one. 設計說明通過圖片學習單詞，可以增強直觀性，快速掌握這些單詞,達到對單詞由表及里的深入理解。Step 5 編故事，學單詞。 In my family, there are 3people.They are my father, my mother and I. My father likes eggs hamburgers and bread. How about my mother? She likes bananas, tomatoes, strawberries and pears. I like milk and ice-cre

4、am.設計說明學生在掌握單個單詞后，再把本單元的生詞編成一段 意義連貫的文字，并在本單元生詞下面劃線，學生能讀懂文意，并獲得信息，體會成功的快樂. 考查了學生們的綜合運用能力,也拓展了學生們的理解、思維能力，實現(xiàn)對單詞和短語的初步運用。Eggs bread hamburgersMilk ice-creamBananas tomatoes pearsstrawberriesfatherImotherA happy family設計說明 通過思維樹來鍛煉學生對整體事物的把握能力，既鞏固了所學知識，也訓練了思維。Step 6 Mind-map完成表格，書寫自己家的故事。vegetablesfruit

5、sfoodfathermotherI設計說明此環(huán)節(jié)是對以上環(huán)節(jié)的總結性訓練，是一堂課的升華，通過學情了解學生們的掌握情況，也有利于教師及時進行調(diào)整。Step 7 Dictation and check.Have students write the words from the memory without their books. And then check each other.Step 8 The end-of class test 用所給單詞的適當形式填空。1，There are four _ (tomato) on the table.2, My sister _ (like) f

6、ruit.3, She _ (not like) bananas.4, Where _(be) the vegetables?5, Jeff likes _ (strawberry).Step9 HomeworkTalk about your familys favorite food and write a short passage.My name is , I like , but I dont like My father likes , but he doesnt like My mother likes , but she doesnt like Answers:Step8: 1, tomatoes 2, likes 3,doesnt like 4,are 5,strawberries教學反思：亮點：此節(jié)詞匯的課堂設計基本涵蓋了本單元的重點詞匯，在引領學生們記憶的過程中注重了不同層次的學生的識記與理解；通過各種形式的教學既加深了單詞的識記，又理解了部分單詞的大致用法，Step 6 Mind-map環(huán)節(jié)能反映學生們的學習效果，有利于教師合理調(diào)整；當堂檢測能講練結合、及時鞏固。故事編寫讓學生在故事中對單詞有了大致理解。培養(yǎng)了學生自學能力和小組合作能力