一、教學背景分析
（一）教學內容分析
本單元的中心話題是Food，主要語言功能項目是Talk about likes and dislikes，語法結構為Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本單元Section A所呈現的是與談論喜好與厭惡相關的基本語言知識及其初步運用。這部分內容從呈現食物詞匯開始，通過視、聽等方式輸入信息，并引出本單元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接著設計了一個聽力練習，要求圈出所聽到的食物以及補全對話，強化記憶所學詞匯和初學句型。然后教材設計了一個結對活動，以此操練主語是第三人稱單數時句型的變化以及回答。并借此突出本單元的語法重點。最后教材設計的Food Survey起到了引導學生初步綜合運用所學語言的作用，以調查的形式使學生在富有挑戰性的活動中主動運用所學語言，落實新知。Section B是在Section A基礎上的知識的擴展和延伸。本單元中，Section B首先以聽、說、寫的形式展開了食物與名稱配對以及對食物進行分類。接著設計了聽力填寫Sandra和Tom喜歡與不喜歡的食物；自然引到了談論一日三餐的話題的結對活動，實現了新舊知識的綜合運用；一日三餐合理健康膳食引出同步閱讀；之后的寫一段話談談Tom 的一日三餐到寫一段關于自己一日三餐喜歡吃的食物，直到最后的小組活動列出購物清單，使學生從完成半真實的任務轉向了完成真實的任務，從而達到了創造性活用所學語言的目的。Self check部分的主要內容是對本單元主要詞匯及語言運用能力的自我評價。
綜上所述，本單元以食物為主線，圍繞著談論喜歡與不喜歡以及一日三餐等語言功能項目展開了一系列任務活動。教材內容從基本語言知識到語言綜合運用層層遞進，聽說讀寫依次展開，以一種循序漸進的生活化的學習程序，引導學生在做事中有目的地學習語言。
（二）教學重點和難點
教學重點：1、掌握關于食物的詞匯。
2、熟練運用所學功能項目談論喜好和厭惡。
3、能準確地用英語描述一日三餐的食譜。
教學難點：1、交際用語Do you like bananas? Yes, I do. /No, I don’t.
2、描述一日三餐的方法。
3、一般現在時，主語是三單時，助動詞與動詞的變化。
4、可數名詞和不可數名詞的區別。
（三）教學目標
《新課程標準》之基礎教育階段英語課程的總體目標是培養學生綜合語言運用能力，而這種綜合語言運用能力的形成是建立在語言知識、語言技能、情感態度、學習策略和文化意識的整體發展基礎上的，根據本課教學內容和學生知識結構及認知特點，本單元的教學目標確定為：
1、語言知識目標：立足語言實踐活動，在完成任務的過程中掌握談論喜好和厭惡以及表述一日三餐的詞匯和語言結構。
2、語言技能目標：
（1） 開展多種任務型的聽力活動，獲得理解、識別和處理與談論喜好、厭惡相關的信息。
（2） 展開各種任務活動，使學生具備較熟練地運用所學語言談論喜好與厭惡，描述一日三餐的合理搭配的能力。
（3） 引導同步閱讀，使學生理解與主題相關的語言材料，并增強學生運用語言獲取更多信息的能力。
（4） 進行寫作練習，使學生具備初步的綜合運用語言的能力。
3、情感態度目標：
（1）通過情景的設置和活動的開展，引導學生在體驗、實踐、參與、合作和交流中，積極主動地學習語言，體會在做事中學習英語的喜悅。
（2）討論美食，享受生活美味，提倡健康合理膳食。
4、學習策略目標：
（1）Disscussion. 通過小組討論、開展調查等研究，明確在用中學、交流中學習的想法。
（2）Classifying. 通過分類法，可簡化學習過程，利于記憶。
（3）Guessing. 通過猜測，并大膽發言，以學習新知。
5、文化意識目標：了解中西方膳食的不同習慣以及表示喜好與厭惡的一些常用表達法。
二、教學方法和學習策略
1、教法
（1）本單元話題源自生活，立足這一點，充分利用學生已有的知識和經驗，創設生活化的真實（或半真實情景）引導學生在運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言（為用而學，在用中學，學了用）。
（2）開展多種類型任務活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究學習。
2、學習策略：
（1）通過Disscussing, Classifying and Guessing等形式多樣的活動，促使學生運用認知策略進行有效地學習。
（2）在與同學合作完成任務的活動中主動探究和學習語言；并運用知識內在規律幫助記憶、鞏固知識。
三、課時結構
為了能較好地 實現既定的教學目標，結合本單元教學內容和學生的學習規律，將本單元授課時定為四課時。
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、教學過程設計
Period One
一、教學目標
1.知識目標：
1）單詞：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.能力目標：通過學習本課，學生能夠用英語互相討論喜歡與不喜歡的食品。
3.情感目標：討論美食，享受生活美味，提倡健康合理膳食。
二、教學重點：掌握關于食物的詞匯。
三、教學難點：學會使用交際用語Do you like bananas?
Yes, I do./No, Idon’t.
四、教學設計：
Step1. 通過讓學生猜冰箱里有哪些食物的形式，導出新的單詞。同時讓全體學生拼讀每個單詞、讓個別學生將單詞寫到黑板上。
本環節課堂節錄如下：
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. 布置一項任務:老師手持一個盒子，讓同學猜猜老師最喜歡的食物。規則為學生只能問老師問題而老師只用 “Yes” 或 “No” 回答。
本環節課堂節錄如下：
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. 布置拓展性任務：要求同桌學生合作編一個小型對話，主題為詢問別人喜歡或不喜歡的食物。要求使用剛學過的食物類單詞以及句型，同時也可以適當地加入課外單詞（老師請一程度較好的學生先進行示范）。
本環節課堂節錄：
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. 完成課文32頁Section A聽力練習activity 2a, 2b。
Setp5. 當堂聽寫：聽寫單詞與句型，進一步鞏固本課學習內容，并將本課應掌握的單詞和句型落實到“寫”上，使學生不但會說同時會寫。
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、課后反思：本單元的主題為食物，貼近學生生活，因此學生很喜歡該主題，上課氣氛比較熱烈。課堂布置的任務使學生在完成的過程中不知不覺地掌握了單詞與句型，從而達到教學目標。
Period Two
一、教學目標
1． 知識目標：
1）能將所學單詞進行歸類。
2）熟練地掌握主語為第三人稱單數和非第三人稱的否定句、一般疑問句及其回答。
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.能力目標：能用英語熟練地交流喜歡與不喜歡的食品，并在班上提問同學展開調查。
3.情感目標：通過談論美食，進一步引導學生享受美味生活，同時培養學生的合作學習精神。
二、 教學重點：掌握主語為三單和非三單時的陳述句、否定句、一般疑問句及其回答的形式。
三、 教學難點：主語是第三人稱單數時的否定句和疑問句中的動詞變化形式。
四、 教學設計:
Step 1. 復習前課所學單詞與句型：通過看圖片說單詞的方式復習單詞，并通過詢問學生“Do you like bananas/ oranges…?”的形式，復習前一課的句型。
本環節課堂節錄如下：
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. 導入新課：分別請一男孩和女孩回答老師的問題，說出他們喜歡與不喜歡的食物，然后就這兩位學生的情況向全班提問，以此介紹主語為三單和非三單時的各種句型。
本環節課堂節錄如下：
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!
(邊說邊板書重點句型.)
Step 3 布置任務：四人小組活動。其中兩位互相詢問對方喜歡與不喜歡的食物，另兩位轉述他們所說的情況。
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 完成課本33頁Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.
Step 5 簡單總結一下語法。然后布置拓展性的任務：假如明天是你的生日，你打算邀請一些同學來你家做客，你事先已了解他們所喜歡的食物。你和媽媽討論準備去買一些他們喜歡吃的東西。要求和同伴合作編對話，然后上臺表演。(教師事先與一學生做示范.)
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 接著完成課本33頁 Part 4中的Food survey。要求學生就表格中的食物向同伴提問：Do you like…?找出他們喜歡與不喜歡的食物，填好表格，然后向全班匯報。
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、教學目標
1.知識目標：
1） 單詞：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.能力目標：學完本課，學生能夠用英語描述一日三餐的食譜。
3.情感目標：懂得一日三餐應合理搭配飲食，才會健康，快樂。
二、教學重點：掌握本課新單詞。
三、教學難點：掌握描述一日三餐的方法。
四、教學設計：
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. 導入新課：在大屏幕上出現三個盤子，分別代表一日三餐，并將剛復習的食物放入盤中，引導學生表述三餐的食譜。
本節課堂實錄如下：
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. 布置任務：要求同桌學生合作編對話，主題為詢問別人一日三餐喜歡吃的食物。學生上臺展示時，可使用電腦將自己選擇的食物直觀地放入每餐的盤中。
本節課堂實錄如下：
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!
與學生討論哪些是健康食品,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頁Section B的聽力練習activity 2a, 2b以及Pairwork 2c.
Step 5. 鞏固描述一日三餐食譜的方法：同步閱讀“ 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、 課后反思：學生在前一課的基礎上進一步學會了如何表達一日三餐的食譜，也明白了合理搭配飲食，才會健康，快樂。
Period Four
一、教學目標：
1．知識目標
1) 將本單元所學內容編成一個對話。
2）鞏固單元語言知識點，即可教名詞與不可數名詞。
2． 能力目標：學會綜合運用英語交談喜歡與不喜歡的事物以及一日三餐的食譜。
3． 情感目標：懂得飲食合理、健康。
二、教學重點：復習單詞、句型以及一日三餐表達方法。
三、教學難點：可數名詞、不可數名詞以及有時可數名詞有時不可數名詞的分類。
四、教學設計：
Setp1. 復習本單元內容：要求學生編一個關于討論喜歡的食物以及一日三餐食譜的對話。
本環節課堂實錄如下：
T: Look at the screen.Who are they?
Ss: 蠟筆小新和櫻桃小丸子.
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. 歸納本單元語言點：可數與不可數名詞。（注：由于初一學生對于語法講解不太熟悉，為便于學生們理解及掌握，本環節以中文講解為主。）
本環節課堂實錄：
T: Next let’s review the grammar together. Please take out your notebooks.
T: 英語名詞可以大致分為兩類，是哪兩類？
Ss: 可數名詞和不可數名詞。
T: 對，可數名詞又可以分為兩類：單數和復數名詞。
1．可數名詞。舉例：apple, orange, desk, chair, book等。
2．不可數名詞。比如：water, milk, bread, news等。不可數名詞一般沒有復數形式。表示其數量時要用計量名詞。比如a glass of water，一杯水，a piece of news一則新聞。
3．有時既可當可數名詞又可當不可數名詞。如：ice cream, salad, chicken.
T: 好的，接下來我們來看可數名詞的復數形式。
可數名詞由單數變為復數有五種情況：
1． 詞尾加s，如apples,oranges.
2．以s, x, ch, sh, o結尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.
3．以y結尾的，去y加ies. 如story--stories.
4．以f或fe結尾的，去f或fe加ves. 如knife--knives.
5．不規則變化：如child--children, man--men, tooth--teeth.
T: 關于名詞的復數形式，清楚了嗎？ Ss: 清楚。
T: 好，接著我們再看看動詞變化。
1． 陳述句中，主語如果是第三人稱單數，謂語動詞加S
如：He likes hamburgers.
He has chicken for dinner. (have-has)
2． 否定句中，主語如果是第三人稱單數，用doesn’t.主語如果是非第三人稱單數，用don’t. doesn’t和don’t后面動詞變原形。
如：I don’t like hamburgers
He dosen’t like ice cream.
3． 一般疑問句中，主語如果是第三人稱單數，用doesn’t開頭提問，主語如果是非第三人稱單數，用don’t開頭提問，后面動詞變原形。
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.(抽樣調查現在中學生的早餐狀況并提出合理化的建議)