Unit 6 Do you like bananas?
一、單元教材分析
本單元的核心項目是“喜歡和不喜歡（like and dislike）”。圍繞着這一中心項目，課文中設計了各種食物及水果的插圖和不同形式的表格，讓學生進行聽、説、讀、寫等各種學習活動。通過本單元的教學，使學生學會詢問對方與瞭解別人喜歡與不喜歡的食物，學會談論自己與他人早、中、晚餐喜愛吃的食物，為其今後能在交際中恰當地表達自己的情感、靈活運用已經學過的常用功能項目、進一步學習並掌握新的語言功能奠定堅實的基礎。本單元的重點內容仍然是行為動詞在一般現在時句子中的使用，應該是上一個單元內容的延伸，通過本單元的教學，學生應初步掌握行為動詞一般現在時的肯定句、否定句、特殊疑問句、一般疑問句的構成以及簡單的回答。
二、單元學情分析
本單元的主題是使用動詞like詢問對方對食物的喜好；談論自己與他人喜歡吃的食物，學習並掌握行為動詞的一般現在時的使用。通過前一單元的學習，學生已經初步瞭解了行為動詞一般現在時的構成及其使用，再通過本單元學生比較感興趣的話題的操練，一定會使學生有更深刻的印象；同時教師要善於總結、比較以幫助學生了解構成規律，正確把握所學內容。
三、單元教學建議
採用自主學習、小組合作探究、Different opinions和Classifying的學習策略，利用實物、教學圖片等來展開課堂pairwork問答式或groupwork討論式的口語交際活動，使用like詢問對方對食物的喜好和談論自己、他人喜歡吃的食物。本單元的教學法建議：語音教學--讓學生進行模仿操練；詞彙教學--採取演示講解的方式進行教學，讓學生進行情景操練、反覆使用；口語教學--採取pairwork問答式和groupwork討論式的口語交際活動互相操練練習；閲讀教學--讓學生學會抓住主要詞彙和句型；聽力教學--採取圖文配對和對話選擇的方式；寫作教學--以填空、造句為主；語法教學--比較不同、總結規律、模仿操練。
四、單元課時分配
本單元可用4課時完成教學任務：
Section A (1a-2d) 用1課時
Section A (Grammar Focus-3c) 用1課時
Section B (1a-2c) 用1課時
Section B (3a-Self Check) 用1課時
Section A (1a-2d)
一、教學目標：
1. 語言知識目標：
1) 能掌握下列詞彙：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① - Do you like salad? - Yes, I do. / No, I don’t.
② - Does she/he like …? - Yes, she/he does./ No, she/he doesn’t.
③ - I like … /I don’t like …
④ - He/She likes … / He/She doesn’t like …
3) 能通過介紹食物學會詢問對方喜歡與不喜歡的食物。
2. 情感態度價值觀目標：
該部分學習內容貼近學生的生活，談論的主題涉及學生的飲食習慣和偏愛，對學生養成健康的飲食習慣很有幫助，能引起學生的特別關注，極易於激發學生學習英語的慾望和興趣，使他們樂於參與各種英語實踐活動。通過學習西方食品文化，促使學生了解西方生活方式與文化，培養跨文化交際的意識。
二、教學重難點
1. 教學重點：
1) 學習並積累一些食物的詞彙。
2) 名詞複數的使用。
3）動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；
2. 教學難點：
1) 行為動詞like的一般現在時的用法；
2) 使用do和does引導的一般疑問句的構成和使用。
三、教學過程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework.
2. Ask some Ss questions:
T: Do you have volleyball?
S1: Yes, I do.
T: Do you like volleyball?
S1: (Help S1 answer) Yes, I do.
3. We have learned about sports equipment. Now let’s have a revision about sports equipment.
S2: basketball, soccer ball, tennis ball, baseball …
Then let some other Ss add other words.
S3: baseball bat, ping-pong bat …
Ⅱ. Presentation
1. (Show a banana on the screen.)
T: What’s this?
Ss: It’s a banana.
T: Do you like bananas?
Ss: Yes, I do. / No, I don’t.
(Show other pictures of food on the screen and learn the new words.)
(banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, food, burger, vegetable, fruit)
2. Let Ss read and try to remember the new words.
3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.
Ⅲ. Listening
T: Let’s work on 1b. Listen and number the conversations [1-3].
Ss listen to the tape and number the conversations.
Ⅳ. Pair work
1. Read the conversations in 1b. Have Ss read after the teacher.
2. Now let’s act out the conversations 1-3.
(Ss work with their partner and act out the conversation 1-3.)
3. Look at the picture and make more conversations using the words in 1a.
4. Let some pairs act out their conversations.
Ⅴ. Listening
1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.
2. Play the recording for the first time, Ss only listen.
3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.
4. A girl and a boy want to have something in the restaurant. Do they like hamburgers? Does the boy like milk? Does the boy like ice-cream? Now let’s listen to the recording.
For the first time, Ss only listen.
For the second time, Ss listen and fill in the blanks.
Play the recording for the third time, Check the answers.
Ⅵ. Pair work
1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.
2. Ss practice the conversations in pairs.
3. Let some pairs act out the conversations.
4. Ss give answers that are true for them. Then practice their conversations.
5. Ask some pairs act out their conversations.
Ⅶ. Role-play
1. Read the dialogue with your partner. Then fill in the blanks below.
① It’s _______ birthday dinner next week.
② For food, John likes ___________.
③ For vegetables, John likes __________.
④ For fruit, John likes ________.
2. Ss read the conversation and fill in the blanks.
3. Practice the conversation with your partner.
4. Let some pairs role-play the conversation in front of the class.
5. 評價：（讓學生們對自己的表現及語言表達能力進行自我評價，在小組內評價，然後進行評出最優秀的小組。並鼓勵學生們下一次爭取做最優秀的小組及個人。）
Homework:
1. Review the words we learn today.
2. Fill in the chart after class.
Fruit Food Vegetable
板書設計：
Section A (Grammar Focus-3c)
一、教學目標：
1. 語言知識目標：
1) 繼續學習描述自己或他人喜歡或不喜歡的食物，能夠用but來表達簡單的句子。
2）總結動詞like一般現在時的肯定句式、否定句式及一般疑問句的肯定、否定回答。
3) 總結複習可數名詞複數的知識。
4）理解英語可數名詞與不可數名詞的概念，並對所學過的部分詞彙按此分類進行歸納總結。
2. 情感態度價值觀目標：
通過任務型活動，使學生學會在實際生活中均衡飲食，合理配餐；通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神。
二、教學重難點
1. 教學重點：
1）總結動詞like一般現在時的肯定句式、否定句式及一般疑問句的肯定、否定回答。
2）理解英語可數名詞與不可數名詞的概念，並對所學過的部分詞彙按此分類進行歸納總結。
2. 教學難點：
理解英語可數名詞與不可數名詞的概念，並對所學過的部分詞彙按此分類進行歸納總結。
三、教學過程
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).
3. Ask and answer.
(Ss work in groups. Ask and answer about the questions according to the picture in 1a.)
S1: Do you like bananas?
S2: Yes, I do.
S3: Does he like bananas?
S4: Yes, he does.
S1: Do you like ice-cream?
S2: No, I don’t.
S3: Does he like ice-cream?
S4: No, he doesn’t.
(Exchanging the roles ask and answer questions.)
Ⅱ. Grammar Focus
（此部分指導內容通過多媒體輔助教學以提高學習效率）
一、單元句式結構閲讀指導：
1. 行為動詞like的各種句式的構成
肯定句：
① 第一人稱/第二人稱/第三人稱複數 + like + 其他
② 第三人稱單數及其他單數名詞 + likes + 其他
否定句：
① 第一人稱/第二人稱/第三人稱複數 + don’t + like + 其他
② 第三人稱單數及其他單數名詞 + don’t + likes + 其他
一般疑問句：
① Do + 第一人稱/第二人稱/第三人稱複數 + like +其他?
回答：Yes, I/we/you/they do. No, I/we/you/they don’t.
② Does + 第三人稱單數及其他單數名詞 + like + 其他?
回答：Yes, he/she/it does. No, he/she/it doesn’t.
2. Read the sentences in Grammar Focus and complete the sentences below.
① 你喜歡色拉嗎？____ you_____ salad?
② 是的。___, I ____. 不，不喜歡。_____, I ______.
③ 他們喜歡梨嗎？ ____ _____ like pears?
④ 是的。____, they ____. 不喜歡。___, they ___.
⑤ 她喜歡西紅柿嗎？ ____ she _____ a tennis?
⑥ 是的。___, she ____. 不喜歡。___, she ______.
⑦ 我們喜歡米飯。我們不喜歡漢堡。
We _____ _____. We _____ ______ hamburgers?
⑧ 她喜歡冰淇淋。她不喜歡蔬菜。
She ____ ________. She ____ ______ vegetables.
3. Check the answers with the class.
二、可數名詞與不可數名詞學習指導：
1. 可數名詞與不可數名詞的含義與特點
定義 特點
不可數名詞 指不可以直接計數的名詞，它只有單數形式。 不可以與a、an或數詞連用，要表示數量的多少時，其前可以加some, any或表數量的詞語。如：
some bread 一些麪包
a cup of milk 一杯牛奶
可數名詞 指可以用來計數的名詞，它有單數和複數兩種形式。 可以用a、an或具體的數詞修飾。如：
a tomato 一個西紅柿
an egg 一個雞蛋
two pears 兩個梨
既是可數名詞又是不可數名詞 有些詞，既可用作可數名詞，也可以用不可數名詞，但意義卻不同：如：
可數名詞 不可數名詞
orange 橙子 橙汁
chicken 小雞 雞肉
food 各種食物 食物
glass 玻璃杯；眼鏡 玻璃
2. 可數名詞複數的構成
構成方式 例詞
規則變化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch結尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“輔音字母+y”結尾，變y為i, 再加-es family → families
strawberry → strawberries
以“f或fe”結尾，變f或fe為v, 再加-es knife → knives （小刀）
leaf → leaves （樹葉）
以字母“o”結尾的有生命詞，加-es；以字母“o”結尾的無生命詞，加-s tomato → tomatoes
photo → photos
Ⅲ. Practice
1. Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.
2. Ss read the sentences and underline the correct words. They can discuss with their partners.
3. Check the answers and let some Ss say the grammar rules.
(根據句子主語的人稱和數來確定謂語動詞或助動詞的數)
Ⅴ. Practice
1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.
2. Check the answers and let Ss practice the conversation.
Ⅵ. Survey
1. T: Our likes and dislikes of food are different. Some Ss like these food and other Ss like other food. Let’s make a survey of our likes and dislikes about food.
First, look at the chart below and write down the names of the food.
Second, ask your classmates about the food in the chart. e.g.
You: Do you like ice-cream, Liu Li?
Liu Li: Yes, I do.
You: What about rice?
Liu Li: No, I don’t.
…
You: Do you like ice-cream, Zhao Jun?
Zhao Jun: No, I don’t.
Zhao Jun: What about rice?
Zhao Jun: Yes. I like rice.
2. Fill in the chart with the names of your classmates.
3. Report the result of your survey likes this:
Liu Li likes ice-cream, but she doesn’t like rice. Zhao Jun doesn’t like ice-cream but he likes rice. …
Homework
1. Review the Grammar Focus.
2. Write the report of your survey result on your workbook.
板書設計
Section B 1a-2c
一、教學目標：
1. 語言知識目標：
1) 繼續學習有關膳食名詞：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；並能按食品、水果和蔬菜進行分類總結。
2）理解可數名詞與不可數名詞的概念，並能對所學的詞彙進行分辨。
3）就食物的話題開展聽、説、讀、寫技能的訓練，促進學生語言運用能力的提高。
2. 情感態度價值觀目標：
該部分學習內容涉及學生的飲食習慣和偏愛，對培養學生健康的飲食習慣有很強的指導性，能引起學生的特別關注；同時通過互相詢問和談論，培養對家人和同學、朋友的關懷和友愛之情。
二、教學重難點
1. 教學重點：
1）繼續學習運用有關食物的詞彙並能按食品、水果和蔬菜進行分類總結。
2）就食物的話題開展聽、説、讀、寫技能的訓練，促進學生語言運用能力的提高。
2. 教學難點：
閲讀有關飲食方面的材料，並能獲得相關信息，提高綜合運用英語的能力。
三、教學過程
Ⅰ. Warming- up and revision
1. Greet the Ss. Then check the homework. (Let some Ss report their survey result)
2. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.
Countable nouns: hamburgers, eggs, oranges, bananas, apples, pear, carrots, vegetables, strawberries
Uncountable nouns: milk, bread, rice
Uncountable and countable nouns: food, fruit, ice-cream, salad, chicken
3. Ss read and try to remember the new words.
4. Review the plural forms of countable nouns.
(讓學生説出規則及例詞)
構成方式 例詞
規則變化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch結尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“輔音字母 + y”結尾，變y為i, 再加-es family → families
strawberry → strawberries
以“f或fe”結尾，變f或fe為v, 再加-es knife → knives （小刀）
leaf → leaves （樹葉）
以字母“o”結尾的有生命詞，加-es；以字母“o”結尾的無生命詞，加-s tomato → tomatoes
photo → photos
Ⅱ. Presentation
1. T: How many meals do you have every day?
Ss: Three.
T: What are they? (The students can answer them in Chinese.)
Ss: They are “早餐、中餐和晚餐”.
T: Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T, breakfast.
Ss: B-R-E-A-K-F-A-S-T, breakfast.
T: Do you have your breakfast every day?
S1: No, sometimes I get up late. I have no time to eat.
T: I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
2. Ss read and try to remember the new words.
Ⅲ. Writing
1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.
(The students finish off 1a.)
T: Look at 1b. How many other food words can you add to the chart?
Try to write them down in the chart.
Fruits:
Vegetables:
(The students write them down as soon as possible and then read them. See who will add most.)
Ⅳ. Listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)
S1: …
T: How about chicken? Do you like it?
S1: …
T: Can you guess what food I like?
S1: Do you like …?
T: No, I don’t.
S2: Do you like …?
S3: Do you like …?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
2. T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
Ⅴ. Pair work
1. T: Does Tom like tomatoes?
Ss: Yes, he does.
T: Ask and answer about the chart in pairs.
2. Let some Ss act out their conversation.
Ⅵ. Discussing
1. T: There is much food around us. Some food is healthy, but others are not so healthy.
I think fruit like apples, bananas, strawberries, oranges are very healthy. I think hamburgers are not so healthy. Maybe, chicken, eggs are healthy, too.
Which food do you think is healthy? Check (√) Yes, Maybe or No.
2. First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
3. Make a report, then read the report to their partner.
Ⅶ. Presentation
1. T: We have breakfast, lunch and dinner every day. Let’s see what do you usually eat for breakfast, lunch, and dinner?
T: What do you like for breakfast, S1?
S1: I like milk and bread.
T: What do you like for lunch?
S1: I like chicken and vegetables.
T: What do you like for dinner?
S1: I like rice and vegetables.
T: Great! You have healthy eating habits
(Write “eating habits” and “- What do you like for breakfast/lunch/dinner? - I like…” on the blackboard. )
2. OK. Now ask your partners questions to see if they have healthy habits.
3. T: Many boys and girls like ice-cream. Do you like it?
Ss: Yes, I do. / No, I don’t.
T: Do you eat ice-cream, S1?
S1: Yes, I do.
T: Do you eat ice-cream, S2?
S2: No, I don’t.
Ⅷ. Reading
1. T: Well, let’s see some sports star’s eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s read the magazine article about Cindy Smith. First, read the article and circle the food words.
(Ss read the article and circle the food words quickly.)
2. Read the article carefully again and answer the questions:
① Does Cindy like bananas?
② Does Cindy like salad?
③ Does Cindy like hamburgers for dinner?
④ What does Cindy like for dinner?
⑤ Does Cindy eat ice-cream after dinner?
⑥ Are Cindy’s eating habits healthy?
(Ss read the article and answer the questions. Then check the answers.)
3. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g.
Cindy likes fruit for breakfast.
（注意運用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …）
4. Let some Ss read their sentences to the class.
Homework
1. Review the word on food.
2. Make a survey about “What do your parents like for three meals?” after class.
板書設計：
Section B 3a-Self Check
一、教學目標：
1. 語言知識目標：
1）複習所學習有關食物的詞彙，並在實踐活動中能熟練運用。
2）複習用行為動詞like一般現在時的肯定句、否定句和一般疑問句來詢問、談論對方或自己一日三餐所喜歡的食物並學會營養配餐；
3）由詢問所喜歡的食物再拓展到所喜歡的運動和顏色來進一步複習運用所學習的句型結構。
4）通過寫作練習來達到提高學生們的綜合表達能力。
2. 情感態度價值觀目標：
通過談論自己與他人早、中、晚餐喜歡吃的食物，養成良好的飲食習慣；通過互相詢問和談論飲食習慣，培養對家人和同學、朋友的關懷和友愛之情並學會營養配餐。
二、教學重難點
1. 教學重點：
1）複習關於各種食物的詞彙、運動類的詞彙及顏色類的詞彙並就對方的喜歡進行問答。
2）複習名詞複數的構成。
3）就喜歡與不喜歡什麼食物的話題進行寫作訓練，培養提高學生們的英語綜合運用能力。
2. 教學難點：
就喜歡與不喜歡什麼食物的話題進行寫作訓練，培養提高學生們的英語綜合運用能力。
三、教學過程
Ⅰ. Warming- up and revision
1. Review all the food we learned. Let Ss say the words quickly.
S1: fruit: apples, bananas, pears, strawberries …
S2: vegetables: tomatoes, potatoes, salad, carrots …
S3: food: bread, milk, ice-cream, hamburger (burger) …
2. T: I like eggs and milk for breakfast. What do you like eating for breakfast? (Point to a student.)
Sa: I like apples and bread.
T: What about you? (Point to another student.)
Sa: I like hamburgers and bananas. (Ask two more students to answer his/her questions for lunch and dinner.)
T: Who can ask and answer like this?
S1: What do you like to eat for lunch?
S2: I like …
S1: What do you like to eat for dinner?
S2: I like …
(Then ask the students to work in pairs one by one.)
Ⅱ. Survey
1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner.
Ask and answer with your partners and write down the results in the chart in 3a.
S1: What do you like for breakfast?
S2: I like eggs and milk.
S1: What do you like for lunch?
S2: I like hamburger and salad.
S1: What do you like for dinner?
S2: I like chicken and fruit.
S1: I think your eating habits are healthy.
(Exchange the roles)
2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time.
You: Oh, do you like eggs for breakfast?
Your partner: No, I don’t. I like oranges.
Ⅲ. Writing
1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures:
For breakfast/lunch/dinner, I like …, but I don’t like …
For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like …
(T goes round the classroom and offer helps if it’s necessary.)
2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce.
Ⅳ. Self Check 1
1. T: Your friends also want to know what food/sports/colors you like. First, let’s talk about sports. What sports do you like? What sports do you dislike?
T: I like basketball, volleyball, ping-pong, soccer. I don’t like soccer, baseball. What about you?
S1: I like …, but I don’t like …
S2: …
2. Now, let’s talk about colors. I like red, blue, white and green. I don’t like black, brown, purple or yellow. What about you?
S3: I like …, but I don’t like …
S4: ….
3. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it.
(Ss work with their partners. T goes around the classroom and offers any helps. )
Ⅴ. Self Check 2
1. Do you know the plurals of these words? Put them in the correct columns.
2. Ss work with their partners and put the words in the correct columns. Then check the answers with the class.
3. 規則總結：學生敍述名詞複數構成的規則，並説出幾個例詞。
S1: 一般在詞性加-s，apples, bananas
S2: 以“輔音字母+y”結尾，變y為i, 再加-es。families, strawberries
S3: 以s. x. sh. ch結尾的加-es。boxes, watches
S4: 以“f或fe”結尾，變f或fe為v, 再加-es。knives
S5: 以字母“o”結尾的有生命詞，加-es；以字母“o”結尾的無生命詞，加-s。tomatoes, photos
4. 在屏幕上展示可數名詞複數的構成規則，學生強化記憶。
Ⅵ. Self Check 3
1. T: Can you remember what color/sports your partner likes and dislikes. Write a short report about what color/sports your partner likes and dislikes. If you have forgotten what your partner likes and dislikes. Ask him/her again. (Or you can check his/her report.)
- What color do you like?
- I like …
- What sport do you like?
- I like …
2. Ss write about what his/her partner likes and dislikes. Then report to the class.
Homework
1. Review the rules of plural forms.
2. What food, sports and colors do you parents like and dislikes? Write a short article about them.
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