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人教版七年级英语上册Unit 6 教学设计（1）《修改后》《英语》一、课题：Do you like bananas ?二、教学目标（知识目标、能力目标、德育目标）知识目标：1）单词：do, don’t, does, doesn’t, strawberries, like, have, hamburgers, orange, tomatoes, ice cream, broccoli, salad, French fries, bananas.1. 全体学生都能正确认读这些单词、词组2. 优等生能正确书写strawberries, like, have, hamburgers, orange, tomatoes, ice cream, broccoli, salad, French fries, bananas2）句型：Do you like bananas?Yes, I do. / No, I don’t.1. 后进生能读出句子2. 大部分学生能正确理解并根据图画应用3. 优等生能假设情景熟练对话能力目标：通过学习本课，大部分学生能够用英语互相讨论喜欢与不喜欢的食品。
部分学生能进行情景对话表演德育目标：讨论美食，能喜欢应用本课目标语讨论喜欢与不喜欢的食品。
设计思路：1. 教学目标要体现学生为主体，要充分解读学生的基础上从学生的角度设计。
一是分析学生、二是换位思考。
2. 教学目标要体现具体任务，以学生能做某事为任务。
3. 教学目标要体现发展，要让学生有收获有发展。
4. 要面向全体学生，因材施教三、教学设计的思路及教学建议第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。
在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。
在传授新知识时，为了为学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。
Unit6 Self-check&revision 可数名词和不可数名词教学设计教学目标1.辨认可数名词和不可数名词2.可数名词复数（规则变化和不规则变化）3.可数名词和不可数名词的区别教学重难点：可数名词复数（规则变化和不规则变化）教学过程Step1.Teaching1) 可数名词（Countable Nouns）: 一般来说个体名词和集体名词可以用数目来计算，称为可数名词。
可数名词有单数和复数两种形式。
名词单数变复数变化如下：◆词尾直接加s如：pens,books◆以s, sh, ch, x 结尾的词加es如：boxes ,watches◆以辅音加y结尾的词变y为i加es,如strawberries,libraries元音加y 结尾的词直接加s,如: boys,keys◆以f或fe结尾的词, 变f或fe 为v, 加es,如knife --- knives, thief---thieves◆骑着水牛buffaloes的英雄们heroes爱吃土豆potatoes和西红柿tomatoes，其他以辅音加o 结尾的词直接加s. 如:radios, photos◆特殊变化特殊记忆:2) 不可数名词（Uncountable Nouns）不可数名词不能用数字计算，不可以形成个体的概念，状态，品质，感情或表示物质材料的东西。
没有复数形式，只有单数形式。
前面不能用a/an来修饰，可以用量词来表达，如一张纸a piece of paper，一杯水a glass of water，两杯茶two cups of tea.不可数名词主要可以概括为物质名词和一些抽象名词。
常见的物质名词：吉木水火土，肉面奶茶布，面包奶酪大米纸，液体气体和钞票。
抽象名词：信息时间和财富，音乐知识和装备，建议作业和家务。
3可数名词和不可数名词区别：1．可数名词有复数形式，如ruler--rulers,egg--eggs,man--men，不可数名词没有复数变化,如rice，water，milk，2．修饰词不同，我们可以用不定冠词a/an以及数词,many ,a few, several,a great many来修饰可数名词; 我们可以用much，a little，a great deal of来修饰不可数名词。
Unit 6 Do you like bananas? Section B Self check & Revision 教学设计Step 1: Warm-upThis week, there will be a Family Day and you need to make a menu of your family’s three meals. What should you do first? Go to find the food in your fridge. Let’s see.Step 2: Revision of vocabulary1.In the fridge, first you can find some fruit. So what fruit can you find? This is astrawberry. This is an apple. This a pear. This is a banana. And this is an orange.2. Then we can find some vegetables. Let’s see what are they? First, this a tomatoand this is a carrot. How about this? It’s vegetable salad.3. Except fruit and vegetables, you can find some other food. For example, there issome ice-cream, a hamburger, chicken, rice, milk, bread and an egg.4. You can see so many kinds of food in the fridge, so if you want to make the menufor your family’s 3 meals, what is very important? Health. Are the foods in the fridge healthy? Put H next to healthy food and U next to unhealthy food.5. So if you want to be healthy, what should we do？You must eat well. It meansyou eat healthy food. And then you have good eating habits.Step 3: Rules of plurals.We’ve learned so many words about food. Some are countable while some are uncountable. For countable nouns, the plural form is also important.1.Self-check 1: Write the plurals of the words in the correct column>2.3.Can you think about more examples about the last 2 groups?+es: potatoes, boxes, watches; y→i+es: libraries4.Now let’s see the rules of plurals.Step 4: Talking about likes and dislikes1.After choosing the healthy food, you need to choose what you and your parents like. We can’t make a menu with food that people dislike.2.Self check 2: Choose the food you like for three meals. Write down 3 sentences.E.g. I like ... for breakfast, but I don’t like...I like ... for lunch, but I don’t like ...I like ... for dinner, but I don’t like.3.Self check 3: How about your parents? Write down 5 sentences about your parents’ likes and dislikes. You can use the following sentence patterns.E.g. Mom/Dad likes... for breakfast/lunch/dinner, but he/she doesn’t like...My parents like ... for breakfast/lunch/dinner, but they don’t like...Homework1.Finish the exercises.2.Make a menu for your Family Day.。
