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教学目标 1、知识与技能: ① 1)熟练掌握(听说读写)重点词汇和短语: quickly, either ... or ..., lots of, sometimes, taste 2)读懂含有目标功能句的短文,并能正确运用目标语言表达生活习惯,继续练习快速阅读课文, 从而提高阅读能力。 2、过程与方法:遵循新课程标准倡导的任务型原则,让学生通过体验实践,讨论交流的方式,学 习和运用英语,完成教学任务。 3、情感态度与价值观: 了解健康生活,培养良好生活习惯。 2学情分析 3重点难点 重 点:熟练掌握关键词汇和目标功能句 难 点:能正确运用目标语言表达生活习惯。 4教学过程 4.1 第一学时 4.1.1教学活动 活动1【导入】Step1、Preparation before class Ⅰ).New words learning 1. quickly adv很快的 2. either adv 或者;也 3. Either …or…要么…要么…;或者…或者… 4. lots of. 大量;许多 5. sometimes adv 有时 6. taste v.有…的味道;品尝n.味道;滋味 T:1 Show the students some words in this lesson and then learn. Ss:1. Read the words together twice. Ask some students to spell the words. 2).Useful phrases learning go to bed early eat ice-cream eat quickly eat vegetables play sports take a walk take a shower do my homework T:1. learn the useful expressions by looking at the pictures. 2.Recite the expressions. 设计意图: 单词和短语短语的记忆 帮助学生完成后续的阅读,降低学习难度。为学生顺利 阅读铺平道路。 活动2【活动】Step2. Step2 .1). Check (√) the activities you think are healthy. Cross( × ) the activities you think are unhealthy_____ go to bed early _____ eat ice-cream _____ eat quickly _____ eat vegetables _____ play sports _____ take a walk T: Ask the students to divide them Ss:Try to divide the habits before class 设计意图:引导学生了解健康生活习惯,为学习新内容作铺垫。 2).Show the table of healthy and unhealthy activities Activities Healthy Unhealthy go to bed early I go to bed early . It is good for me eat ice-cream eat quickly I eat quickly .It is bad for me. eat vegetables play sports take a walk T:The teacher give an exampleFor example : I get up early .It’s good for me I eat quickly .It’s bad for me . Ss:Students make two sentences according to the example one by one. 设计意图:让学生用英语表达哪些习惯对自己有益,哪些有害激活学生语言表 达,活跃课堂气氛。 活动3【活动】Step3． Reading 1. Skimming:略读/速读 (观察图片做出判断和预测) Task1.Who is healthier? Tony or Mary? T:Look at the two pictures .Answer :Who is healthier, Tony or Mary ? Ss:Skim and find out the answer to the question. 设计意图:指导学生根据不同的任务采用不同的阅读策略。 2. Scanning————扫读 (在回答问题时,根据题干中问到的内容,在文章中扫读,可以帮助学生准确地定 位,找到答案。) Task 2.Read the five questions .Write T for true F for false. 1.Tony likes to get up early. ( ) 2.For lunch, he usually eats hamburgers( ) 3. At ten ,he brushes his teeth. ( ) 4. He sometimes plays volleyball for half an hour . ( )5. He doesn’t have much time for breakfast . ( ) T: Let’s read 2b. First, read as quickly as you can, then answer the question. 提醒学生注意句子连 读、意群停顿等朗读技巧。)Then check the answers with sudents. Ss:Ask several students to translate the questions then read the text to find the answers to the question. 设计意图:指导学生在回答问题时,根据题干中问到的内容,在文章中扫读,可以 帮助学生准确地定位,找到答案。 3 Detail reading __细读 细节阅读 (理解文章明确表达的概念和细节) Task 3. Write down Tony’s unhealthy habits and healthy activities. Time healthy habits unhealthy activities In the morning gets up at eight For breakfast For lunch After school When he gets home does his home work first. In the eveningAt ten thirty goes to bed T:巡视指导,进行必要的帮助、点评及辅导。Thenshow some sudents’answers. Ss:Read the passage and then write down the healthy habits and unhealthy habits in the chart . And Check their mistakes by slide. 设计意图:进一步训练学生阅读方法,理解文章明确表达的概念和细节. Task 4. Can you give Tony some good advice ? Then share(分享) your advice. Advice Tony He should He shouldn’t He shouldn’t He shouldn’t He should T:Let some students give Tony some good advice by using he should or he shouldn’t. Ss:students give oral advice. 设计意图:培养学生用文章 中出现的短语口头表达建议的能力。同时渗透养成 健康的习惯。 活动4【讲授】Step4. Language point：1. In the evening, I either watch TV or play computer games. either … or … “要么……要么……; “或者……或者……” 连接两个并列的主语时,谓语动词的单复数 与最近的主语在人称与数上一致。(就近原则) 如: Either you or I _____(be) right . Either you or he _____(be) wrong. Ss:Ask student to give the answers. Students repeat the language points. Students memorize the language points. 2. sometimes 有时 some times 一些次 sometime 某一时刻 some time 一段时间 for 介词“持续” “达” +段时间 half an hour: 半小时 3. When 连词“当的……时候”引导时间状语从句例如:当我睡觉时,我总是先刷我的牙 1)有时我看半小时电视 2)当我睡觉时,我总是先刷我的牙 活动5【活动】Step5．Summary T:Show the Summary Reading strategies: 1)Skimming 速读/略读 2)Scanning 扫读 3) Detail reading 细读 The structure of the text: 1.Time : 时间 2.Activities: 活动 3.Frequence: 频度 4.Reason: 原因 Ss:1)Let students summarize reading strategies. 2) the structure of the text. 设计意图:训练学生概括和总结的能力 活动6【练习】Step6. Do some exercises1. 当我睡觉时,我总是先刷我的牙. 我认为那对我有益。 2. 晚饭后我总是吃冰点。 3.我认为那对我有害。 T:Ask some students to translate the two sentences then show their answers by slide. And then check the mistakes together . Ss:Translate the sentences and write them down and then hand them in. 设计意图:训练侧重由说过渡到写。发挥老师的引导、指导、监督作用,以人为本, 面向全体学生充分调动学生的学习积极性。 活动7【作业】Step7. Homework： 1.请模仿2b 写出你一天的生活习惯。 2一线课堂:课时4