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七年级下 Unit2
第五课时Section B (2a-2c)
Teaching and learning Goals:
(一)语言知识及功能：
1. 能正确拼读、识记并使用本课时的词汇：quickly, either ，either… or…, lot, lots of, sometimes, taste
2. 能学会正确使用与日常活动相关的常用表达：get up, go to school, brush teeth, eat hamburgers/fruit/vegetables/ice-cream, play basketball/volleyball, watch TV, play computer games, do homework, go to bed, go home, swim, take a walk/shower,等。
3. 能运用快读略读和慢读细读等阅读技巧，理解文章大意，了解文章细节，能够分辨哪些日常活动属健康的范畴，哪些不健康。
(二)学习策略：自主学习、合作探究、Classifying 和Role-playing
(三)情感目标：
学会合理安排自己的学习和生活，逐渐养成良好的作息习惯，能在生活中关心自己和他人。
(四）文化知识：了解英语国家人们的日常生活习惯。
Teaching and learning steps:
StepI. Preview
Ask Ss to read the book and put the Chinese into English orally, then write them down without looking at your book.
1.英汉互译(短语)
①早起__________②吃蔬菜________③吃得快____________________
④做运动_________⑤刷牙__________⑥吃顿丰盛的早餐____________
⑦go to bed early___________⑧ eat ice-cream__________
⑨take a shower___________⑩go toschool_________
2.翻译句子。
①我没有很多时间吃早饭_______________________
②我有时候打半小时的篮球____________________
③当我到家时，我总是先做作业______________________
④晚上，我要么看电视，要么玩电子游戏。
_______________________
⑤她知道这对她没好处。____________________
⑥晚上，她做作业然后通常游泳或者散步。
（设计意图：该部分预习内容可以帮助学生更有目的性的预习，同时通过检测学生的预习效果，达到以学定教的目的。）
Step II. Warming-up& leading in.
T: Boys and girls, let’s enjoy a song Lazy Mary.
T：Do you like the song?
Ss: Yes.
T: Well. Are you lazy?
Ss:Yes. /No.
T: Do you often get up early?
S1: Yes, I do.
T: Do you think it’s healthy?
S1: Yes.
T: Do you often eat quickly?
S2: Yes, I do.
T: Do you think it’s healthy?
Ss:No.
T:OK. Let’s look at some activities in 2a. What activities are healthy? What activities are unhealthy?
Check (√)the activities you think are healthy.
1.go to bed early 4.eat ice-cream
2.eat quickly 5.eat vegetables
3.play sports 6.take a walk
（设计意图：通过一首简单易懂的歌曲来激发学生学习的学习兴趣，鼓励学生自由发表言探讨，探讨健康的生活方式，为学生顺利阅读铺平道路。）
Step Ⅲ.While –reading activities
Give Ss 30 seconds to read the passage fast and silently to find the general idea.
The general idea of the passage is about ----- ( )
A. Tony’s and Mary’s habits.
B. Tony’s and Mary’s interests.
C. Tony’s and Mary’s family.
（设计意图：给学生限定时间，快速阅读，对课文整体感知，了解文章大意。）
2. Careful reading
Ask Ss to read the passage carefully and silently to find the specific ideas.
Task one: Answer the questions:
⑴ Whose life do you think is healthier, Tony or Mary?
_________________________________________________________________
⑵ Does Tony like exercising in the evening?
_________________________________________________________________
⑶ What food does Mary eat for lunch?
_________________________________________________________________
⑷What sports does Mary play in the evening?
_________________________________________________________________
⑸ When does Mary go to bed?
_________________________________________________________________
Task two: Read the passage and judge T or F
( ) 1. Tony likes get up late and usually has a quick breakfast.
( ) 2. Tony always does his homework in the end when he gets home.
( ) 3. Tony usually eats fast food for lunch.
( ) 4.Mary likes eating ice-cream after dinner.
( ) 5. Tony and his sister Mary like the same ball.
Task three: Complete the mind map with the information in the passage.
Task four: According to the mind map, pick out the unhealthy habits of each person. Then think of healthy activities for them.
Names
| Unhealthy habits
| Healthy activities
| Tony
| gets up late
| gets up early
| | eats breakfast quickly
| eats breakfast slowly and well
| | eats hamburgers for lunch
| eats lots of fruit and vegetables for lunch
| | goes to bed late
| goes to bed early
| Mary
| eats ice-cream after dinner
| eats some fruit after dinner
|
（设计意图：通过细读，让学生逐步了解文章的细节。问题式、图式和表格式解读文章，加强学生对篇章的理解。）
Step IV. Post-reading
Task one: Read aloud
(1) Listen and repeat.
(2) Ask Ss to read the passage by imitating the tape in front of the class.
Task two: Retell
Let Ss retell the passage according to the mind map.
Task three: Complete the rewriting without looking at the passage.
His name is Tony .He doesn’t like to get up early.In the morning, he____ up at eight .Then he to school at eight thirty. Hehave much time for breakfast, so he usually very quickly.For lunch, he usually____ hamburgers.Afterschool, he sometimes basketball for half an hour. When he home, he always his homework first. In the evening, he either_____ TV or_____ computer games. At ten thirty, hehis teeth and then he to bed.
Task four:
Imagine you are a health advisor, now Tony asks you for help. He wants some advice.
Health advisor: What can I do for you?
Tony: I need your help. I’m too fat and lazy, but you know, I don’t want to be fat.
Health advisor: Sure. What time do you usually get up?
Tony: I get up at eight .
Health advisor:That sounds late. Maybe you can get up early. And do you eat quickly?
Tony: Yes. I don’t have much time for breakfast, so I usually eat veryquickly.
Health advisor: I know. What food do you like?
Tony:I like hamburgers for lunch.
Health advisor: Do you like exercising?
Tony: Yes. I like playing basketball.
Health advisor: Great.Exercising is good for you. What do you do in the evening?
Tony: I either watch TV or play computer games.
Health advisor: Uh-huh. What time do you usually go to bed?
Tony: At 10:30.
Health advisor: If you don’t want to be fat, you can get up and go to bed early. You need to eat a good breakfast and lots of fruit and vegetables for lunch. Please exercise more in your free time.
（设计意图：学生对文章比较熟悉后，学生可以根据关键信息复述文章内容，然后进行语音训练，让学生掌握句子连读、意群停顿等朗读技巧。最后一个“健康顾问”环节，给学生一个练习句型的真实的情境，为他们提供一个运用知识的机会。达到学以致用的目的。）
Step V.Emotional experience
Play a video habit determines destiny.（习惯决定命运）
T: What can you learn from it?
Ss: We should have healthy habits.
T: If we want to be healthy, we should have healthy habits. So, now change your habits, and change your fate.
（设计意图：情感体验的设计，让学生学会合理安排自己的学习和生活，逐渐养成良好的作息习惯，能在生活中关心自己和他人。）
Step Ⅵ.Inquiry into knowledge by translation
1.In the evening, I either watch TV or play computer games.
意为_________________________________________________.
1).either 意为“ ”，一般用于 句末，而且用逗号和前句隔开。
如：He doesn’t like ice-cream, and I don’t like it, .(也不喜欢它)。
2). either…….or……意为“ ”，此结构可以连接两个独立的单词，短语或者句子。作主语时，后面的谓语动词遵循就近原则。
如：(1)要么是你错了，要么是他错了。
you he (be) wrong.
(2)每天晚上，他要么散步，要么做运动。
He a walk sports every evening.
- She knows it’s not good for her, but it tastes good!
意为_________________________________________________.
taste是系动词，系动词后一般接 __________词，如:The apple _______ good/ delicious/sweet.
与taste用法类似的还有feel, taste, sound, look, smell, get等。
look意思是“ _________ ”，如 You look great today.
sound意思是“ _________ ”，如 That ________ good.
（设计意图：学生完成对文本的阅读训练，将学习转移到语言知识的学习和记忆，提升学生独立思考和分析、解决问题的能力以及与他人合作的能力。）
Step Ⅶ.The end --of class test
（一）根据课文内容，用介词填空。
1.I don’t have much time ___________ breakfast
2.Afterschool, I sometimes play basketball ________half an hour.
3.________ ten thirty, I brush my teeth and then I go to bed.
4.She always eats ice-cream _________ dinner.
5.She knows it’s not good ________ her.
6._________ the evening, she does her homework.
7. She eats lots _________ fruit and vegetables for lunch.
8. At half _____ nine, Mary goes to bed.
（二）根据汉语提示完成句子。
1. 我没有时间吃早餐，因此我通常吃得很快。
I don’t have _____ ____ for breakfast, so I usually ___ ____ ______.
2. 他在晚上或者看电视或者玩电脑游戏。
He ______ watches TV __ plays computergames in the ________.
3. 午餐，她吃很多的水果和蔬菜。For _____, she ____ ____ ___ fruit and vegetables.
4. 冰淇淋尝起来很好，但对她的健康不好。
Ice-cream ____ _____, but it’s not _____ ____ her.
5. 在晚上，她通常游泳或散步。
In the evening, she usually ______ or ____ __ ____.
6. 他有时候会打半个小时的篮球。
He _________ plays basketball __ ____ an hour.
（设计意图：在课堂学习的基础上，让学生灵活运用并巩固本单元的目标语言，同时也提高了学生综合运用语言的能力。）
StepⅧ.Homework
- Read and recite the passage.
- Design a healthy schedule for Tony.
参考答案：
（一）for, for, at, for, for, In, of, past
（二）1.much time ;eat very quickly
2.either or; evening
3.lunch;eats lots of
4. tastes good; good for
5.swims;takes a walk
6.sometimes;for half
亮点：
在读前预热阶段，通过一个有关生活习惯的视频导入情景，激起学生的学习欲望。我根据实际采用了较多的图片，激活学生头脑中的图式，针对本课时文章，哪些日常习惯属健康的范畴，哪些不健康就是我们脑海中的图式。一些短语的呈现，渗透了阅读课文中的部分短语，为学生顺利阅读铺平了道路。
关于阅读教学，教师的职责不是逐词逐句分析文章，而是培养学生的阅读习惯。先快读略读，了解文章大意，后慢读细读，了解文章细节。先默读，后朗读。让学生限时阅读，多次阅读，每次阅读都有不同的目的。
思维导图用第三人称单数形式呈现，帮助学生克服动词形式这个难关。然后通过复述课文、读后语音训练、当健康顾问等环节，让学生灵活运用并巩固本单元的目标语言，达到学以致用的目的。
不足之处： 一节课的时间毕竟有限。不能面面俱到，还需在以后的复习中查缺补漏。
使用建议：
本节课设计活动比较多，希望时间能合理把握，改写文章的环节可以留到课下作为简单的写作任务。
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