Unit6SectionB(2a2c)教案(人教版七年级上册英语)学习文档.docx

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1、Unit6 SectionB2a-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 usingWhat do you like for breakfast?Do you like hamburgers for din

2、ner?Theyre not healthy.I dont want to be fat.Cindy likes healthy food.3. Be able to understand the difficult sentences like Which food do you think is healthy?David asks the volleyball star, Cindy Smith, about her eating habits.情感目标：了解别人宠爱不宠爱的食物，关心他人。学会安康饮食。Previewing 读前活动一Ask some of the Ss the fol

3、lowing 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 No i

4、n the chart.2a Which food do you think is healthy? Check () Yes, Maybe or No.第 1 页FoodYesMaybeNofruitvegetableseggschickenhamburgersice-cream设计意图：就图表中的食物进展提问，谈论食物是否有益于安康。帮助学生做出他们的答复，为下一步操练供给示范。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. 那么你宠爱哪种水果？5. 我可不想变胖。6. 辛迪宠爱安康的食物。设计意图：让学生养成

5、学习的好习惯 预习。本局部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学问，该局部预习内容可以帮助学生更有目的性的预习。以学生为主体，让学生乐观主动参与，体验，感知学问，同时通过检测学生的预习效果，教师可以准时地觉察问题，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 day? What

6、 do you have for your supper every day?设计意图： 通过图片呈现和设置问题进展导入， 吸引学生的留意力，同时也复习已学单词和句型。通过自由谈论自己最宠爱的食物，充分调动学生的乐观性， 激发学生的学习热忱。Step 2 While-reading activities(读中活动)T: Today Ill introduce a new friend to you. Look, this is Cindy Sm ith. She is a volleyball star. Do you want to know more about her? If so, f

7、ollow me.Task 1Read 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 starB. Cindys eating habits C: sports star likes fruit2. Read the magazine article quickly and answer the questions:Does Cindy eat healthy food? Does she have go

8、od eating habits?(设计意图: 训练学生集中精力快速阅读，敏锐捕获信息的力量 跳读的力量，训练学生的阅读速度。)Task2Read 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) Cindy is a sing

9、er.()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 ?4) Does she like chicken

10、 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，推断正误，答复以下问题，大声朗读。根本可以把握全文的大意。特别是通过答复以下问题，为学生下一步写作打下根底，降低写作难度。Step 3 Post-reading activities.(读后活动)Task 1Read the magazine article again and complete the following passage without looking at 2b.Sports S

11、tar Eats Well！David asks the volleyball star, Cindy Smith, about her David: Hello, Cindy. What do you likebreakfast?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: What about lunch? Do you like s

12、alad? Cindy: Yes, Ilike it.David: Hmm . and do you likefor dinner?Cindy: Oh, no, theyrehealthy. I likefor 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( 写作)Ss work on 2c. They write five sentences e

13、asily 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格外重要的一环，除了能理解文章意义，还要做到能说能写，才是真正把握了语言。Step 4 Inquiry into knowledge by translation(翻译探究)1. Sports 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

14、是“好的”，修饰 词和词。如：他是一名优秀的运发动，而且他足球踢得很好。He is aplayer, 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： 晚饭他宠爱吃鸡肉。设计意图：通过检测，提高的学生对重点词汇，句型的把握。发挥学生的主动性。Step 5 The-end-class test 当堂检测一用 have 或 eat 的适当形式填空。1. He usually(h

15、ave) supper at sixoclock.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。Wethree meals a day.2. 我早晨 7 点吃早饭。Iat 7:00 in the morning.3. 汤姆午饭宠爱吃汉堡包和鸡蛋。Tom likes hamburgers and eggs.4. 我妈妈不宠爱吃鸡肉。My motherchicken. Step 6 Homework (课后提升作

16、业)Work on 3b. Ask the Ss to write about what they and their partners like and dont like forbreakfast, lunch and dinner according to their survey.设计意图 ：既稳固了所学，又提高了综合运用英语的力量，到达学以致用。同时也为下节课的学习做下铺垫。教学反思： 在本节课一开头，我利用一些美食的图片，吸引学生们的兴趣，为本课阅读打下好的根底，为投入本课的学习制造乐观的心理状态。快速阅读读答复以下问题，训练了学生的阅读速度；通过读取细节，培育学生在阅读的过程中，

17、依据任务要求 ,抓住细节，解决实际问题的力量和快速扫瞄信息和快速扑捉有用信息力量，利于提高学生的阅读力量。我让学生在图片中感受欢快，让他们欢快的表达，欢快的呈现自己。并运用鼓舞性的语言让他们体会成功的欢快。亮点：丰富多彩美食的图片极大地吸引了学生的兴趣，兴趣是最好的教师；分层次阅读指导， 并鼓舞后进生呈现，准时赐予指导，不让一个学生落伍，鼓舞学生乐观写作，提高学生的信念。缺乏之处：一节课内容设计的有些多，假设合理的利用，还是能充分完成的。同时本节课容量较大， 局部环节不能很好的呈现与训练。使用建议：由于本课的容量较大，预习内容肯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,

18、以确保本课的课堂效率。答案：PreviewingPut 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 toat.be f6. 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goodwell二我认为它很安康安康的healthhealthyhealth三你早饭宠爱吃什么对于 for dinnerHe 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