UNIT 2 Period 4 （Section B 2a-Self Check）教案

這是一份UNIT 2 Period 4 （Section B 2a-Self Check）教案，共4頁(yè)。
Period 4 （Section B 2a-Self Check） 設(shè)計(jì)說(shuō)明 　　本節(jié)課為閱讀和寫(xiě)作課。對(duì)于2b部分，采用“整體閱讀”的方式，讓學(xué)生首先略讀文章，了解文章的大意；然后細(xì)讀文章，找出文章細(xì)節(jié)。這些策略有助于培養(yǎng)學(xué)生抓住文章的關(guān)鍵、有效信息處理“細(xì)節(jié)理解題”和“主旨大意題”的能力；利用文中關(guān)鍵詞與短語(yǔ)，讓學(xué)生完成復(fù)述任務(wù)，這是較難的任務(wù)之一，應(yīng)進(jìn)行正確的引導(dǎo)；3a和3b側(cè)重訓(xùn)練學(xué)生的書(shū)面表達(dá)能力，應(yīng)及時(shí)對(duì)學(xué)生習(xí)作進(jìn)行點(diǎn)評(píng)與交流。 教學(xué)目標(biāo) 　　1. 知識(shí)目標(biāo)： 　?。?）掌握單詞和短語(yǔ)：quickly，either，lot，sometimes，taste，life；either...or...，lots of。 　?。?）掌握句型：In the evening，I either watch TV or play computer games. 　　At twelve，she eats lots of fruit and vegetables for lunch. 　　She knows it’s not good for her，but it tastes good! 　　2. 能力目標(biāo)： 　　通過(guò)對(duì)他人的健康或不健康的日常作息習(xí)慣的學(xué)習(xí)來(lái)提高口語(yǔ)交際能力；并能運(yùn)用所學(xué)的知識(shí)進(jìn)行交際活動(dòng)，描述自己健康或不健康的日常作息習(xí)慣。 　　3. 情感目標(biāo)： 　　了解哪些是健康習(xí)慣，哪些是不健康的習(xí)慣，幫助學(xué)生養(yǎng)成良好的生活習(xí)慣。 重點(diǎn)難點(diǎn) 　　1. 重點(diǎn)： 　　（1）掌握本課的單詞、短語(yǔ)和句型。 　?。?）描述自己或他人的健康或不健康的生活習(xí)慣。 　　2. 難點(diǎn)： 　　運(yùn)用所學(xué)的知識(shí)進(jìn)行交際活動(dòng)，描述自己健康或不健康的生活習(xí)慣。 教學(xué)準(zhǔn)備 　　多媒體課件，2b的音頻文件。 教學(xué)過(guò)程 　　Step 1　Warming up & Leading in 　　1. Let the students talk about their activities and times. Review the phrases and different ways of saying time. 　　2. （Show the pictures to the students.） 　　 　　The teacher and the students can make up some dialogues according to the pictures above. 　　T：What time does she play sports? 　　S1：She plays sports at 6：00 in the morning. 　　T：Is it healthy? 　　S1：Yes，it is. 　　T：Do you like eating vegetables? 　　S2：Yes，I do. 　　T：When do you eat vegetables? 　　S2：I eat vegetables at breakfast. 　　T：Do you like eating ice-cream? 　　S3：Yes，I do. 　　T：Is it healthy? 　　S3：No，it isn’t. 　　T：I like eating ice-cream，too. I know it isn’t good for my health，but it tastes good. 　　... 　　Step 2　Pre-reading 　　1. T：Look at the chart in 2a. I have healthy and unhealthy habits. Which habit is healthy? Can you tell me? 　　Ss：Go to bed early./Play sports./Eat vegetables./Take a walk. 　　T：Which habit is unhealthy? 　　Ss：Eat quickly./Eat ice-cream. 　　2. Look at the activities in 2a，and then check （√） the ones that you think are healthy. 　　Step 3　Reading 　　1. Read the passage in 2b，circle Tony’s and Mary’s healthy habits，underline their unhealthy habits and answer the question：Who is healthier? 　　Answer：Mary is healthier. 　　2. Read again and fill in the chart with the activities. 　　3. Read the passage after the tape. Then read by themselves. 　　4. Retell the passage according to the chart above. 　　5. Translate the following words and phrases. 　?。?）quickly很快地 　?。?）half an hour半個(gè)小時(shí) 　?。?）either...or...要么……要么……；或者……或者…… 　?。?）lots of大量；許多 　?。?）be good for對(duì)……有益 　　（6）taste good嘗起來(lái)不錯(cuò) 　　6. Work in groups. 　?。?）have time for sth. 相當(dāng)于have time to do sth.。 　　I don’t have time for sports. =I don’t have time to play sports. 　　（2）either的用法 　?、賓ither與too的區(qū)別 　　either意為“也”，常用于否定句；too意為“也”，常用于肯定句或疑問(wèn)句。 　　Lily doesn’t like fruit. I don’t like fruit，either. 　　莉莉不喜歡水果，我也不喜歡水果。 　　Lily likes fruit. I like fruit，too. 　　莉莉喜歡水果，我也喜歡水果。 　　Are you a student，too? 　　你也是學(xué)生嗎？ 　　②either...or...意為“要么……要么……；或者……或者……”，當(dāng)連接兩個(gè)并列成分作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞應(yīng)與or后的主語(yǔ)在人稱和數(shù)上保持一致，這就是我們通常所說(shuō)的“就近原則”。 　　You can have either tea or coffee. 　　你喝茶也行，喝咖啡也行。 　　Either you or I am（be）going there tomorrow. 　　明天要么你去那里，要么我去那里。 　　（3）taste的用法 　?、賢aste作連系動(dòng)詞，意為“有……的味道”，其后應(yīng)接形容詞作表語(yǔ)。 　　Many children like ice-cream because it tastes（嘗起來(lái)） good. 　　②taste作名詞，意為“味道”。 　　The orange has a sour taste（味道）. 　　（4）lots of意為“許多，大量的”，相當(dāng)于a lot of，其后既可接可數(shù)名詞復(fù)數(shù)形式，也可接不可數(shù)名詞，用于肯定句中。 　　There are lots of/a lot of（許多） apples on the tree. 　　They have lots of/a lot of（許多） time to play sports. 　　Step 4　Writing 　　1. Write down the unhealthy habits of Tony and Mary. Then think of healthy activities for them. 　　2. Number these sentences in 3a in order to make a story about a daily routine. 　　3. Read them aloud. 　　Answers：（自上而下）3，2，5，4，6，7，1，8，9 　　4. Ask the students to fill in the chart and write about their own daily routines. 　　5. Ask two or three students to read their articles. 　　Step 5　Summary 　　In this lesson，we have learned： 　　1. New words and phrases：quickly，either，lot，sometimes，taste，life；either...or...，lots of 　　2. Sentence structures： 　　In the evening，I either watch TV or play computer games. 　　At twelve，she eats lots of fruit and vegetables for lunch. 　　She knows it’s not good for her，but it tastes good! 　　3. Reading：2b 　　4. Writing “My Daily Routine”. 　　Step 6　Homework 　　1. Revise the words and phrases in this unit. 　　2. Retell the passage in 2b. 　　3. Finish the exercises in Self Check. 板書(shū)設(shè)計(jì) 教學(xué)反思 TimeActivities （check their unhealthy habits）TonyMaryIn the morning（1）get up at 8：00 （2）eat breakfast very quickly （3）go to school at 8：30（1）get up at 6：30 （2）take a shower and eat a good breakfast （3）go to school at 8：30At noon（4）eat hamburgers for lunch（4）eat lots of fruit and vegetables for lunch （5）play volleyball after lunchAfter school（5）play basketball for half an hourWhen he/she gets home（6）do homework firstAfter dinner（6）eat ice-creamIn the evening（7）either watch TV or play computer games（7）do homework （8）swim or take a walkAt night（8）brush teeth at 10：30 （9）then go to bed（9）go to bed at 9：30ActivityTimeActivityTimeget updo homeworkeat breakfasteat dinnergo to schoolgo to bedeat lunchexercisego home...（usually/always/never）UNIT 2　What time do you go to school? Period 4 （Section B 2a-Self Check）quickly either lot sometimes taste life either...or... lots of/a lot ofIn the evening，I either watch TV or play computer games. At twelve，she eats lots of fruit and vegetables for lunch. She knows it’s not good for her，but it tastes good!