Unit6SectionB(2a2c)教案(人教版七年级上册英语)学习文档

第第1Unit6SectionB〔2a-2c〕精品教案Teachinggoals:1.Learnthesewordsandbeabletosay,readandwritethesewords:star,well,habit,healthy,really,question,want,be,andfat2.Beabletotalkaboutandwriteaboutone’seatinghabitsbyusingWhatdoyoulikeforbreakfast?Doyoulikehamburgersfordinner?They’renothealthy.Idon’twanttobefat.Cindylikeshealthyfood.3.BeabletounderstandthedifficultsentenceslikeWhichfooddoyouthinkishealthy?Davidasksthevolleyballstar,CindySmith,abouthereatinghabits.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．AsksomeoftheSsthefollowingquestionsandhelpthemtoanswer.Doyouthinkhamburgersarehealthy?Doyouthinkmilkishealthy?Doyouthinkchickenishealthy?Doyouthinksaladishealthy?二．WorkonSectionB-2a.Setatimelimitof3minutes.AsktheSstoaskandanswerliketheexamplesandcheckYes,MaybeorNointhechart.2aWhichfooddoyouthinkishealthy?Check(√)Yes,MaybeorNo.FoodFoodYesMaybeNofruitvegetableseggschickenhamburgersice-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．PutthefollowingintoEnglish:运动明星吃得好。饮食习惯。你早饭吃什么。那么你宠爱哪种水果？我可不想变胖。辛迪宠爱安康的食物。——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。〕TeachingSteps.Step1Warmingupandleadingin(热身导入)Talkaboutyourfavoritefood.Whatdoyouhaveforyourbreakfasteveryday?Whatdoyouhaveforyourluncheveryday?Whatdoyouhaveforyoursuppereveryday?〔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。〕Step2While-readingactivities(读中活动)T:TodayI’llintroduceanewfriendtoyou.Look,thisisCindySmith.Sheisavolleyballstar.Doyouwanttoknowmoreabouther?Ifso,followme.Task1 Readthepassagefastandsilentlytofindthegeneralidea.〔读取大意〕Themainideaofthemagazinearticleisabout .sportsstarCindy’seatinghabitsC:sportsstarlikesfruitReadthemagazinearticlequicklyandanswerthequestions:DoesCindyeathealthyfood?Doesshehavegoodeatinghabits?(设计意图:——跳读的力量，训练学生的阅读速度。)Task2 Readthetextcarefullyandsilentlytofindthespecificideas.(读取细节)1．Readthemagazinearticleagainandcirclethefoodwords.Readthemagazinearticleagain，thentellthesestatementstrue(T)orfalse(F).Cindyisasinger. ( )breakfast，shehaseggsandmilk. ( )Forlunch,shelikessalad. ( )Fordinner,sheonlyhassoup. ( )Readthemagazinearticleagainandanswerthefollowingquestions.WhatisCindySmith?Whatdoesshelikeforbreakfast?Whatdoesshelikeforlunch?Doesshelikechickenfordinner?DoesCindyeatice-creamafterdinner?Readthearticlealoud.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。〕Step3Post-readingactivities.(读后活动)Task1 Readthemagazinearticleagainandcompletethefollowingpassagewithoutlookingat2b.SportsStarEatsWell！Davidasksthevolleyballstar,CindySmith,abouther David:Hello,Cindy.Whatdoyoulike breakfast?Cindy:Ilovefruit.Ithinkit’s .David:OK.Sowhatfruitdoyoulike?Doyoulike ?Cindy:Well,Idon’tlikebananas.ButIlikeorangesandapples.David:Whataboutlunch?Doyoulikesalad?Cindy:Yes,I likeit.David:Hmm...anddoyoulike fordinner?Cindy:Oh,no,they’re healthy.Ilike fordinner.David:OK,well,onelast —doyoueatice-creamafterdinner?Cindy:Err...Ilikeice-cream...ButIdon’teatit.Idon’twantto .Task2Writing(写作)Ssworkon2c.Theywritefivesentenceseasilyaccordingtothechartabove.Buttheyhavedifferentanswers.Cindylikeshealthyfood.Cindy .She .She .Cindydoesn’t .Shedoesn’t 〔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。〕Step4Inquiryintoknowledgebytranslation(翻译探究)Sportsstareatswell! 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 是一名优秀的运发动，而且他足球踢得很好。Heisa player,andheplayssoccerwell.Ithinkitishealthy.healthy是形容词,意思是“ ”，它的名词形式是 Whatdoyoulikeforbreakfast?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。〕Step5The-end-classtest当堂检测haveeat的适当形式填空。Heusually (have)supperatsix o’clock.InJapan,peopleliketo (eat)fish.3.Please (have)anorange.4.He (eat)strawberriesfordessert.二．完成句子。我们一天吃三顿饭。We threemealsaday.我早晨7点吃早饭。I at7:00inthemorning.汤姆午饭宠爱吃汉堡包和鸡蛋。Tomlikeshamburgersandeggs .我妈妈不宠爱吃鸡肉。Mymother chicken.Step6Homework(课后提升作业)Workon3b.AsktheSstowriteaboutwhattheyandtheirpartnerslikeanddon’tlikeforbreakfast,lunchanddinneraccordingtotheirsurvey.〔：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。〕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,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：。缺乏之处：局部环节不能很好的呈现与训练。去预习，提高课上做题速度,以确保本课的课堂效率。答案：PreviewingPutthefollowingintoEnglish:Sportsstareatswelleatinghabitwhatdoyouhaveforbreakfast?Sowhatfruitdoyoulike?Idon’twanttoat.befCindylikeshealthyfood.Inquiryint