1、Unit6 SectionB（2a-2c）精品教案 Teaching goals:1. Learn these words and be able to say, read and write these words:star, well, habit, healthy, really, question, want, be, and fat2 . Be able to talk about and write about ones eating habits by using What do you like for breakfast?Do you like hamburgers for
2、dinner? Theyre not healthy.I dont want to be fat.Cindy likes healthy food.3. Be able to understand the difficult sentences likeWhich food do you think is healthy?David asks the volleyball star, Cindy Smith, about her eating habits.情感目标：了解别人喜欢不喜欢的食物，关心他人。学会健康饮食。Previewing （读前活动）一Ask some of the Ss th
3、e following questions and help them to answer.Do you think hamburgers are healthy?Do you think milk is healthy?Do you think chicken is healthy?Do you think salad is healthy?二Work on Section B -2a. Set a time limit of 3 minutes. Ask the Ss to ask and answer like the examples and check Yes, Maybe or N
4、o in the chart. 2a Which food do you think is healthy? Check () Yes, Maybe or No.Food Yes MaybeNofruitvegetableseggschickenhamburgersice-cream（设计意图：就图表中的食物进行提问，谈论食物是否有益于健康。帮助学生做出他们的回答，为下一步操练提供示范。）三Put the following into English:1. 运动明星吃得好。_2.饮食习惯。_3.你早饭吃什么。_4.那么你喜欢哪种水果？_5.我可不想变胖。_6.辛迪喜欢健康的食物。_（设计意图：
5、让学生养成学习的好习惯预习。本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。以学生为主体，让学生积极主动参与，体验，感知新知识，同时通过检测学生的预习效果，教师可以及时地发现问题，解决问题。）Teaching Steps.Step 1 Warming up and leading in(热身导入) Talk about your favorite food. What do you have for your breakfast every day?What do you have for your lunch every da
6、y?What do you have for your supper every day?（设计意图：通过图片展示和设置问题进行导入， 吸引学生的注意力，同时也复习已学单词和句型。通过自由谈论自己最喜欢的食物，充分调动学生的积极性， 激发学生的学习热情。）Step 2 While-reading activities(读中活动)T: Today Ill introduce a new friend to you. Look, this is Cindy Smith. She is a volleyball star. Do you want to know more about her? If
7、 so, follow me.Task 1 Read the passage fast and silently to find the general idea. （读取大意）1. The main idea of the magazine article is about _. A. sports star B. Cindys eating habits C: sports star likes fruit2.Read the magazine article quickly and answer the questions:Does Cindy eat healthy food? Doe
8、s she have good eating habits?(设计意图: 训练学生集中精力快速阅读，敏锐捕获信息的能力 跳读的能力，训练学生的阅读速度。)Task2 Read the text carefully and silently to find the specific ideas.(读取细节)1Read the magazine article again and circle the food words. 2. Read the magazine article again，then tell these statements true(T) or false( F).1) C
9、indy is a singer. ( )2) For breakfast， she has eggs and milk. ( )3) For lunch, she likes salad. ( )4) For dinner, she only has soup. ( )3. Read the magazine article again and answer the following questions.1) What is Cindy Smith?_2) What does she like for breakfast?_3) What does she like for lunch ?
10、_4) Does she like chicken for dinner?_5) Does Cindy eat ice-cream after dinner?_4. Read the article aloud. （设计意图：学生通过反复阅读，完成圈词，判断正误，回答问题，大声朗读。基本可以掌握全文的大意。特别是通过回答问题，为学生下一步写作打下基础，降低写作难度。）Step 3 Post-reading activities.(读后活动)Task 1 Read the magazine article again and complete the following passage with
11、out looking at 2b.Sports Star Eats Well！David asks the volleyball star, Cindy Smith, about her _David: Hello, Cindy. What do you like _breakfast?Cindy: I love fruit. I think its _.David: OK. So what fruit do you like? Do you like _?Cindy: Well, I dont like bananas.But I like oranges and apples.David
12、: What about lunch? Do you like salad?Cindy: Yes, I _ like it.David: Hmm . and do you like _ for dinner?Cindy: Oh, no, theyre _ healthy. I like _ for dinner.David: OK, well, one last _ do you eat ice-cream after dinner?Cindy: Err . I like ice-cream .But I dont eat it. I dont want to _.Task 2 Writing
13、(写作) Ss work on 2c. They write five sentences easily according to the chart above. But they have different answers.Cindy likes healthy food.Cindy _.She _.She _.Cindy doesnt _.She doesnt _.（设计意图：朗读始终是阅读课文非常重要的一环，除了能理解文章意义，还要做到能说能写，才是真正掌握了语言。）Step 4 Inquiry into knowledge by translation(翻译探究)1. Sports
14、 star eats well!_ well 为副词，意思是“_”，修饰动词，放在_词后。Good 为形容词，意思是“好的”，修饰_词和_词。如：他是一名优秀的运动员，而且他足球踢得很好。He is a _player, and he plays soccer well.2. I think it is healthy._healthy是形容词,意思是“_”，它的名词形式是_3. What do you like for breakfast?_for是介词,表示“_”，后跟名词或代词宾格。如：晚饭他喜欢吃鸡肉。_（设计意图：通过检测，提高的学生对重点词汇，句型的掌握。发挥学生的主动性。）Ste
15、p 5 The-end-class test当堂检测一用have或eat的适当形式填空。1. He usually _ (have) supper at six oclock.2.In Japan, people like to _ (eat) fish.3.Please _ (have) an orange.4.He _ (eat) strawberries for dessert.二完成句子。1. 我们一天吃三顿饭。 We _ three meals a day.2. 我早晨7点吃早饭。 I _ at 7:00 in the morning.3. 汤姆午饭喜欢吃汉堡包和鸡蛋。 Tom li
16、kes hamburgers and eggs _.4. 我妈妈不喜欢吃鸡肉。 My mother _ chicken.Step 6 Homework (课后提升作业)Work on 3b. Ask the Ss to write about what they and their partners like and dont like for breakfast, lunch and dinner according to their survey.（设计意图 ：既巩固了所学，又提高了综合运用英语的能力，达到学以致用。同时也为下节课的学习做下铺垫。）教学反思： 在本节课一开始，我利用一些美食
17、的图片，吸引学生们的兴趣，为本课阅读打下好的基础，为投入本课的学习创造积极的心理状态。快速阅读读回答问题，训练了学生的阅读速度；通过读取细节，培养学生在阅读的过程中，根据任务要求,抓住细节，解决实际问题的能力和快速浏览信息和迅速扑捉有用信息能力，利于提高学生的阅读能力。我让学生在图片中感受快乐，让他们快乐的表达，快乐的展示自己。并运用鼓励性的语言让他们体会成功的快乐。亮点：丰富多彩美食的图片极大地吸引了学生的兴趣，兴趣是最好的老师；分层次阅读指导，并鼓励后进生展示，及时给予指导，不让一个学生掉队，鼓励学生积极写作，提高学生的信心。不足之处：一节课内容设计的有些多，如果合理的利用，还是能充分完成
18、的。同时本节课容量较大，部分环节不能很好的展示与训练。使用建议：由于本课的容量较大，预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度,以确保本课的课堂效率。答案：Previewing Put the following into English:1. Sports star eats well2. eating habit3. what do you have for breakfast?4. So what fruit do you like?5. I dont want to be fat.6. Cindy likes healthy food.Inquiry into knowledge by translation(翻译探究)一. 运动明星吃得好好 动 名 代 good well二我认为它很健康健康的 health healthy health三你早饭喜欢吃什么对于 for dinner He likes chicken for dinner.The-end-class test(当堂检测)一用have或eat的适当形式填空。1.has 2. eat 3.have 4.eats二完成句子。1. have 2.have breakfast 3. for lunch 4. doesnt like
