英语教学创新信息化案例
Unit 6 Do you like bananas?
(Period 1: Section A 1a – 1c)
Teaching aims and language points:
1. Learn these words and be able to say, read and write these words:
l orange(s), banana(s), strawberry, strawberries, pear(s), apple(s), tomato(es), hamburger(s), ice-cream, salad, bread, milk.
2. Be able to talk about likes and dislikes by using:
l I like hamburgers.
l I don’t like ice cream.
l Do you like bananas? Yes, I do./ No, I don’t.
3. Perceive the Countable nouns and Uncountable Nouns.
4. Eat healthy food. Keeping healthy is the most important thing.
Teaching steps:
1.warning-up and revision (课堂热身和复习)
(1)Daily greeting to the students（日常问候）
(2)Revision（复习）:What’s this/that in English?
T: What’s this in English? (showing a bag)
S: It’s a bag.
T: What’s in it? Can you guess?
S: Yes.Bananas.
T: Do you like bananas?
S: Yes,Ido.
T:Today we are going to learn Unit 6
Do you like bananas?
2. Presentation (呈现新知识)
(1) Let’s enjoy a song.
T: How many kinds of fruits in it?
S:Three. They are apples,oranges and bananas.
(2) T:I have a fridge. I have many fruit and vegetables.What’s this/that in English?
T: What’s this in English? (showing a picture of an/a pear and if the student don’t know, show the phonetic symbol of the word.)
S: It’s an pear.
T: Spell it, please.
S: P-E-A-R.
T: What color is it?
S: It’s yellow.（Present the other three words like the above: strawberry,orange,tomato,hamburger,banana,ice-cream,salad,bread, milk,）
T: We can call all of these things fruit.(Teach the new word fruit.)
Show the pictures and ask the Ss to spell the plural forms of these words: oranges, apples, pears, strawberries, bananas.
（3）Match work (1a,)
In this procedure, students will learn the names of some foods and
learn to talk about the foods they know.
T: Boys and girls. I can see that you know many English names for
foods on the cards. Do you know some of the foods with letters
in the picture on page 31? Can you tell the English names for them?
S: Yes, e is orange; b is banana; J is pear.
T: Very good! Then do you know some of the food with the numbers
on the left? Can you find them out in the picture? First, I’d like
you to practice reading the words on the left, talk with your partner
about the picture and then tell me what you see in it.
After three minutes. Hold up the picture and point to the food in
the picture on page 31. Ask students to say their names.
Then ask students to match the words and pictures.
(4) Play a game. Speak out the words,when you see the pictures one by one.
(5) Get the Ss to talk about their likes and dislikes in pairs and then in groups, by using the sentences:
I like … (and …). But I don’t like … (or …).
We/They like … We/They don’t like …
(6) Repeat step (1) to present (4) Get the Ss to ask and answer in pairs, using the sentences:
Do you like …(s/es)?
Yes, I do. / No, I don’t.
3. Practise（练习）
(1) 1a. Match the words with the pictures
(2) 1b. Listen and number the conversations.
4. Pairwork (结对练习)
1c. ask and answer.
5. Groupwork.
Make a survey and fill in the chart below.
6. Exercises.
Ask 3 students write on the blackboard,and other students on their notebooks.
7. Summary
Ask one student to come to the blackboard to have a summary.
8. Homework
教学设计说明
1. 利用情景导入，激发学生学习兴趣，引出主题。复习已学过的名词bag，指示代词及句型，并学习新单词bananas。
板书标题Do you like bananas?
2创设问题情境，PPT设置一台可打开的冰箱，让学生猜想冰箱里的水果和蔬菜，引出单词。利用白板的各种功能提高视觉效果，调动学生多种感官参与学习。培养学生的发散思维，充分调动学生的积极性和主动性。
板书单词
orange(s), banana(s), strawberry, strawberries, pear(s), apple(s), tomato(es), hamburger(s),
ice-cream, salad, bread, milk.
3.设置图片蒙层，猜词游戏。检测单词记忆情况。以此挑战学生的拼读单词的能力，既可以吸引学生的注意力，又能训练学生拼写单词的能力，培养学英语的兴趣。
本课教学，依照教材要求，利用信息技术与课程融合，创设情景教学。情境教学的特点以学生为中心，而不是以老师为中心，强调学习活动和学习材料的真实性，以及通过完成任务来学习语言。同时情境教学也是将话题、交际功能和语言结构融为一体，按照一套循序渐进的生活学习程序开展教学。包括语言功能、语言目标、重点词汇和学习策略，等多项内容。而这种教学模式要求就是，创设问题情境，用语言“做”事情，在做中学。这样就会引出师生间的强烈互动、探究和学生间的合作学习。
一、成功的方面：
1．教学观念是崭新的。教学的目标重在培养学生的学习兴趣。力争面向全体学生。鼓励学生大胆使用英语，对他们在学习过程中的失误和错误采取宽容的态度。并为学生提供自主学习和相互交流的机会。主要是通过小组的合作学习让学生通过体验，实践，交流，探讨，合作等方式，发展听、说、读、写的综合语言技能。
2．教学方式也比较灵活。利用白板的各种功能提高视觉效果，调动学生多种感官参与学习。培养学生的发散思维，充分调动学生的积极性和主动性。学生不是被动的接受和死记硬背，机械模仿。在导课的时候采用实物教学法，利用情景导入话题，激发学生学习兴趣，引出主题。复习已学过的名词bag，指示代词及句型，并学习新单词bananas。单词学习环节，PPT中设置一台可打开的冰箱，让学生猜想冰箱里的水果和蔬菜，引出单词。利用网络资源各种功能提高视觉效果，激发学生的学习兴趣，充分调动学生的积极性和主动性。
3.利用信息技术与课程充分融合。利用白板的各种功能提高视觉效果，调动学生多种感官参与学习。培养学生的发散思维，充分调动学生的积极性和主动性。学生不是被动的接受和死记硬背，机械模仿。利用网络资源，欣赏歌曲Are they apples?陶冶情操的同时，又学到新单词。吸引学生的有意注意和无意注意，提高教学效果。
4.充分调动学生的积极性与主观能动性。全班同学全体参与活动，同时小组互动的时候，有两人组和六人组，形式多样。在导课的时候采用实物教学法。单词学习环节把话题的场景定位在我的冰箱。接下来的活动都是围绕冰箱食物展开的。先带着学生共同认读快餐食品。接着采取游戏的方式，利用信息技术中蒙层，同学看图识别食物名称，并给出答案，及时评价，在愉悦的氛围中熟悉了本课要掌握的基本词汇。并用单词和食物连线的方式，完成了这个环节的教学反馈。在最后的任务环节，利用电子白板学生代表上台总结，以学生为主体。用所学的知识，自己选择话题，完成本节课，最后的教学反馈。这些环节使整个课堂出现浓烈的学习氛围。师生的真情融为一体，体现了平等，民主，和谐，竞争。发挥学生的主体作用。
小有遗憾的是，如果展示环节，应多安排点时间，鼓励学生，设置多种话题的场景。除记者采访外，还可将场景定位在快餐店。接下来的活动都是围绕快餐店展开的如可扮演服务员。把小组合作发挥到极致，多呈现给大家。同学们会更加愿意参与其中，表现自我。在教学中更应关注后进生的表现，设置简单问题，利用形成性评价对全体学生发展的作用。