一、教学背景分析
（一）教学内容分析
本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。
综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。
（二）教学重点和难点
教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
3、能准确地用英语描述一日三餐的食谱。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.
2、描述一日三餐的方法。
3、一般现在时，主语是三单时，助动词与动词的变化。
4、可数名词和不可数名词的区别。
（三）教学目标
《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。
2、语言技能目标：
（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。
（4） 进行写作练习，使学生具备初步的综合运用语言的能力。
3、情感态度目标：
（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
（2）讨论美食，享受生活美味，提倡健康合理膳食。
4、学习策略目标：
（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。
（2）Classifying. 通过分类法，可简化学习过程，利于记忆。
（3）Guessing. 通过猜测，并大胆发言，以学习新知。
5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。
二、教学方法和学习策略
1、教法
（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。
（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
2、学习策略：
（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
三、课时结构
为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a /1b /1c /2a /2b.
Period 2 Section A 2c /3 /4 .
Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.
Period 4 Summing up SectionsAand Band the grammar.
四、教学过程设计
Period One
一、教学目标
1.知识目标：
1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.
2）句型：Do you like bananas?
Yes, I do. / No, I don’t.
2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。
3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语Do you like bananas?
Yes, I do./No, Idon’t.
四、教学设计：
Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。
本环节课堂节录如下：
T: Today we are going to learn Unit 6. Look, what’s this?
Ss: It’s a fridge.
T: Right! There are many kinds of delicious food in it. Can you guess?
S1: Apple.
T: Yes, there are some apples in it. Are there any oranges in it?
S2: Yes.
T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?
Ss: They are bananas.
T: How do you spell it?
Ss: B-A-N-A-N-A, banana.
T: Anything else?
S: French fries.
T: Maybe you are right. Let’s see. Look! What are they?
Ss: They are French fries.
T: Can you spell it, please?
Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.
T: Yes, very good! Who can write it on the blackboard?
S: Me.
T: You please.
Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。
本环节课堂节录如下：
T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?
S: What’s your favourite food ?
T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?
S: Do you like bananas?
T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?
Ss: Yes!
S: Do you like hamburgers?
T: No, I don’t. I don’t like hamburgers.
S: Do you like oranges?
T: Yes, I do. They’re sweet.
S: Do you like ice cream?
T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!
Ss: Chocolate!
T: No, I don’t like chocolate. let’s open and see! Look! What’s this?
Ss: Orange!
T: Who got the right answer?
S: Me!
T: OK, congratulations! And this orange is for you!
完成Section A, 1a, 1b.
Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。
本环节课堂节录：
T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.
( Two minutes later )
T: OK, stop here. Who’d like to be the first pair? You two, please!
A: Hello.
B: Hi.
A: Let’s go to eat breakfast. Look, do you like hamburgers?
B: Yes, I do.
A: Oh, I like it, too. Do you like French fries?
B: No, I don’t. They aren’t healthy food.
A: OK, let’s eat hamburgers.
B: Great! Thank you.
Step 4. 完成课文32页Section A听力练习activity 2a, 2b。
Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。
Homework
1. Copy the new words and try to learn them by heart.
2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.
五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。
Period Two
一、教学目标
1． 知识目标：
1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：Do you /they like salad? Yes, I /they do. No, I /they don’t
Does he like French fries? Yes, he does. No, he doesn’t.
I (They) like oranges. I (They) don’t like bananas.
She likes bananas. She doesn’t like ice cream.
2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。
3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、 教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、 教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、 教学设计:
Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。
本环节课堂节录如下：
T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.
T: What’s this?
Ss: Apple.
T: Do you like apples?
Ss: Yes, I do.
T: And what’s this?
Ss: Banana.
T: Yes, What about this one?
Ss: Broccoli.
T: Do you like broccoli?
Ss: No, I don’t.
…
T: Yes, good job! You have good memory!
Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。
本环节课堂节录如下：
T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.
( To a boy ) Do you like pears?
B: Yes, I do.
T: Do you like French fries?
B: No, I don’t.
T: (To the class) Class, does he like pears?
Ss: Yes, he does.
T: Does he like French fries?
Ss: No, he doesn’t.
(Then ask a girl to answer the teacher’s question.)
T: (To a girl) Do you like pears?
G: Yes, I do.
T: Do you like French fries?
G: No, I don’t.
T: (To the class) Now class, does she like pears?
Ss: Yes, she does.
T: Does she like French fries?
Ss: No, she doesn’t.
T: (Pointing to the boy and the girl) Class, do they like pears?
Ss: Yes, they do.
T: Right. They like pears. Do they like French fries?
Ss: No, they don’t.
T: Yeah, they don’t like French fries. Good job!
(边说边板书重点句型.)
Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。
eg. A: I like chicken. Do you like chicken?
B: Yes, I do. / No, I don’t
C: He /She likes chicken. Does she /he like chicken?
D: Yes, he /she does. /No, He /she doesn’t.
Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.
Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)
eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.
B: Good. Let’s give them something nice to eat. Does Jim like oranges?
A: Yes, he likes them very much.
B: Does Kate like oranges, too?
A: No, she doesn’t. She likes pears.
B: What about Lucy and Lily? Do they like ice cream?
A: Yes, they like it very much.
B: OK. Let’s go and get some oranges, pears, ice cream and some other things.
A: OK. Let’s go.
T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.
Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。
eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …
Homework
1. Write a report about your food survey in your class.
2. Finish off the exercises in the exercise book.
Period Three
一、教学目标
1.知识目标：
1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list
2）句型：What do you have for breakfast/ lunch/ dinner?
For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner?
For breakfast, he/ she has….
2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。
3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。
二、教学重点：掌握本课新单词。
三、教学难点：掌握描述一日三餐的方法。
四、教学设计：
Step1. Memory challenge
Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.
完成Section B, 2a, 2b, 2c.
Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。
本节课堂实录如下：
T: How many meals do we have every day?
Ss: Three.
T: Yes, and what are they?
T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?
S: For breakfast, I have hamburgers, tomatoes and salad.
T: Yes, great! Then what about lunch? What do you have for lunch?
S: For lunch, I have eggs, broccoli and carrots.
T: Right! How about dinner? What do you have for dinner?
S: For dinner, I have chicken, salad and ice cream.
T: OK. Well done!
Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。
本节课堂实录如下：
T: Do you like the food I chose for you?
Ss: Yes/ No.
T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!
( Two minutes later )
T: Time is up. Who’d like to be the first one?
Ss: Me/ Let me have a try.
T: OK, you two first. Let’s welcome!
A: Good morning.
B: Goodmorning.
A: What do you like for breakfast?
B: I like hamburgers and bananas.
A: What do you eat for lunch?
B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?
A: For dinner, I have rice, fish, vegetable soup and cucumbers.
B: I think your dinner is very delicious.
A: Thank you. Let’s go to KFC.
B: Really/ OK. Let’s go!
A: Not bad!
与学生讨论哪些是健康食品,哪些是不健康食品。
T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.
Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.
Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.
Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.
Step 7. Groupwork: You are going for a picnic with a group of friends.
1. Make a list of food to buy.
2. Read your list of food to the class.
Homework
1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.
五、 课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。
Period Four
一、教学目标：
1．知识目标
1) 将本单元所学内容编成一个对话。
2）巩固单元语言知识点，即可教名词与不可数名词。
2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。
3． 情感目标：懂得饮食合理、健康。
二、教学重点：复习单词、句型以及一日三餐表达方法。
三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。
四、教学设计：
Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。
本环节课堂实录如下：
T: Look at the screen.Who are they?
Ss: 蜡笔小新和樱桃小丸子.
T: Yes, they meet each other on Sunday. What do they talk about?
Ss: Hamburgers, French fries…
(Show the conversation.)
T: OK. Let’s read it together.
Boys: Good afternoon.
Girls: Good afternoon.
Boys: Let’s go to the KFC together.
Girls: great! I’d like to go.
Boys: What do you have for lunch?
Girls: I have hamburgers and salad. What about you?
Boys: I have rice, fish and broccoli.
Girls: What do you like for dinner in KFC?
Boys: I like hamburgers, chicken and ice cream. And you?
Girls: Me, too.
Boys: OK.Let’s go!
T: Now please make a conversation like this with your partners. Two minutes.
(Two minutes later.)
T: Now, I’d like to ask some pairs to act it out. You please.
A: Nice to meet you.
B: Nice to meet you.
A: Oh, it’s seven o’clock now. Let’s go to school.
B: OK.
A: Do you like apples?
B: Yes, I do.
A: Do you like strawberries?
B: No, I don’t. It’s too sour. Do you like French fries?
A: No, I don’t.It’s isn’t healthy food.
B: What do you have for breakfast?
A: For breakfast, I have hamburgers, eggs and orange juice. What about you?
B: I have hamburgers, French fries and coca cola.
A: Let’s have lunch together, OK?
B: OK. Bye-bye.
A: Bye.(A is a girl,B is a boy.)
Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）
本环节课堂实录：
T: Next let’s review the grammar together. Please take out your notebooks.
T: 英语名词可以大致分为两类，是哪两类？
Ss: 可数名词和不可数名词。
T: 对，可数名词又可以分为两类：单数和复数名词。
1．可数名词。举例：apple, orange, desk, chair, book等。
2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。
3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.
T: 好的，接下来我们来看可数名词的复数形式。
可数名词由单数变为复数有五种情况：
1． 词尾加s，如apples,oranges.
2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.
3．以y结尾的，去y加ies. 如story--stories.
4．以f或fe结尾的，去f或fe加ves. 如knife--knives.
5．不规则变化：如child--children, man--men, tooth--teeth.
T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。
T: 好，接着我们再看看动词变化。
1． 陈述句中，主语如果是第三人称单数，谓语动词加S
如：He likes hamburgers.
He has chicken for dinner. (have-has)
2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。
如：I don’t like hamburgers
He dosen’t like ice cream.
3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。
如：Does he like pears?
Do they like Salad?
T: OK.These are the main grammar points of unit six.Do you have any questions?
Ss: No.
Finish off Self-Check.
Do a short test about the grammer above.
Homework
1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)