七下Unit2 SectionB 2a-2c.docx

Unit2 SectionB（2a-2c）教學(xué)設(shè)計(jì)Key Words and Chunks For applying: quickly, either, either.or., lot, lots of, sometimes, tasteSentence Structures1）I dont have much time for breakfast, so I usually eat very quickly.2） When I get home, I always do my homework first.3） In the evening, I either watch TV or play computer games.3） She knows its not good for her, but it tastes good!5）In the evening, she does her homework and usually swims or takes a walk.Grammar Focus1. When I get home, I always do my homework first. (when 在句中引導(dǎo)一個(gè)時(shí)間狀語(yǔ)從句，意為“當(dāng).時(shí)候”。)2. In the evening, I either watch TV or play computer games. （either.or.在句中用來連接兩個(gè)獨(dú)立的動(dòng)詞短語(yǔ)，意為 “要么.要么.; 不是.就是.; 或.或.”。）3She Knows its not good for her, but it tastes good! （taste在句中是系動(dòng)詞，后面接形容詞，意為 “吃起來；品嘗”。）4 I dont have time for breakfast, so I usually eat very quickly. (for 在句中為介詞，意為“關(guān)于，至于”，相當(dāng)于 to have。) After school, I sometimes play basketball for half an hour. (for 在句中為介詞，表示時(shí)間長(zhǎng)度，意為“達(dá)，計(jì)”。） She knows its not good for her, but it tastes good! (for 在句中為介詞，是短語(yǔ)be good for的固定搭配，表示“對(duì).而言”。）5）在文中使用after., after that, then, so及具體時(shí)間來表達(dá)作息時(shí)間的先后順序。Ability goals 能力目標(biāo)1 學(xué)會(huì)能在語(yǔ)境中理解新詞和短語(yǔ)意義。2 通過找關(guān)鍵語(yǔ)句，及文章敘述的時(shí)間順序來掌握并理清文章結(jié)構(gòu)的方法。3 通過模仿能夠運(yùn)用目標(biāo)語(yǔ)言對(duì)自己的作息時(shí)間進(jìn)行有條理的描述。Emotional goals 情感目標(biāo)1 引導(dǎo)學(xué)生關(guān)注健康的生活習(xí)慣。2 引導(dǎo)學(xué)生認(rèn)識(shí)到養(yǎng)成良好的學(xué)習(xí)習(xí)慣，合理安排時(shí)間的重要性，明確在恰當(dāng)?shù)臅r(shí)間做恰當(dāng)?shù)氖隆?培養(yǎng)學(xué)生用健康的生活習(xí)慣為標(biāo)準(zhǔn)重新設(shè)計(jì)自己的日?；顒?dòng)。 Important and difficult teaching points 教學(xué)重難點(diǎn)1文中出現(xiàn)的重難點(diǎn)單詞，短語(yǔ)及句型。2 理解使用不同的時(shí)間表達(dá)方法來理解一天活動(dòng)的邏輯順序。（掌握文章大意和框架結(jié)構(gòu)分析。）3. 讓學(xué)生學(xué)會(huì)表達(dá)和話題討論：如何正確區(qū)分健康和不健康的生活方式。Teaching methods教法建議1 thematic teaching method主題教學(xué)法2 Self-directed learning method自主學(xué)習(xí)法3 Discussion method討論法 Teaching procedures 教學(xué)進(jìn)程1 Leading-in and warming-up 引入與激趣活動(dòng)Get a top student to make a report, which is arranged beforehand, to introduce his/her daily routines.2 Reading Practice閱讀訓(xùn)練1） Pre-reading-讀前導(dǎo)入Guide Ss to have a free talk in groups and share their ideas with each other about the healthy and unhealthy habits about the student who made the report.T: What healthy habits did you hear in the report?Ss: .T: What other healthy habits can you think of? Please discuss with your partner.Teacher asks several Ss to show their ideas with the class.Check the activities in 2a to make sure Ss know which activities are healthy, which activities are unhealthy.2) While-reading-讀中理解1 SkimmingAsk Ss to skim the passage and quickly find out the answers to the questions.1) What are the names of the boy and girl in the pictures?2)Whose habits do you think are healthier?Ask Ss to skim the passage and find out the main idea for each paragraph.Para 1 Tonys daily activitiesPara 2 Marys daily activities2. Scanning Guide Ss to scan the passage and then finish 2c, try to make sure what activities they do every day, using the words and phrases from the passage.3. Guide Ss to scan the reading passage and find out what time they do these activities and make sure how often they do these activities. Post-reading-讀后提升 Guide students to complete 2c. E