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1、Period 4 （Section B 2aSelf Check）设计说明本节课为阅读和写作课。对于2b部分，采用“整体阅读”的方式,让学生首先略读文章,寻找文章的大意;然后细读文章，找出文章细节。这些策略有助于培养学生抓住文章的关键、有效信息处理“细节理解题”和“主旨大意题”的能力;利用文中关键词与短语,让学生完成复述任务，这是较难的任务之一,应进行正确的引导;3a和3b侧重训练学生的书面表达能力，应及时对学生习作进行点评与交流。教学目标1.知识目标：(1)掌握单词和短语：quickly, either, lot, sometimes, taste , life ； either. . .
2、or. . . ，lots of。(2)掌握句型:I either watch TV or play computer games. At twelve， she eats lots of fruit and vegetables for lunch.She knows its not good for her，but it tastes good!2.能力目标：通过对他人的健康或不健康的日常作息习惯的学习来提高口语交际能力;并能运用所学的知识进行交际活动，描述自己健康或不健康的日常作息习惯。3.情感目标：了解哪些是健康习惯，哪些是不健康的习惯，帮助学生养成良好的生活习惯。重点难点1.重点：(
3、1)掌握本课的单词、短语和句型。(2)描述自己或他人的健康或不健康的生活习惯。2 .难点：运用所学的知识进行交际活动,描述自己健康或不健康的生活习惯。教学准备录音机，磁带，多媒体课件。教学过程Step 1 Warming up & Leading in1.Let the students talk about their activities and times. Review the phrases and different ways of saying time.2.(Show the pictures to the students.)The teacher and the stude
4、nts can make up some dialogues according to the pictures above.T: What time does she play sports?S1: She plays sports at 6:00 in the morning.T：Is it healthy?S1 :Yes, it is.T: Do you like eating vegetables?S2：Yes,I do.T: When do you eat vegetables?S2：I eat vegetables at breakfast.T: Do you like eatin
5、g ice-cream?S3 ： Yes ,1 do.T：Is it healthy?S3：No,it isnt.T：I like eating ice-cream,too. I know it isnt good for my health, but it tastes good.Step 2 Pre-reading1.T： Look at the chart in 2a. I have healthy and unhealthy habits. Which habit is healthy? Can you tell me?Ss： Go to bed early. /Play sports
6、. /Eat vegetables. / Take a walk.T: Which habit is unhealthy?Ss: Eat quickly. /Eat ice-cream.2.Look at the activities in 2a,and then check () the ones that you think are healthy.Step 3 Reading1.Read the passage in 2b, circle Marys and Tonys healthy habits, underline their unhealthy habits and answer
7、 the question： Who is healthier?Answer: Mary is healthier.2.Read again and fill in the chart with the activities.TimeActivities (check their unhealthy habits)TonyMaryIn the morning(1) get up at 8:00(2) eat breakfast very quickly(3) go to school at 8:30(1) get up at 6:30(2) take a shower and eat a go
8、od breakfast(3) go to school at 8:30At noon(4) eat hamburgers for lunch(4) eat lots of fruit and vegetables for lunch(5 ) play volleyball after lunchAfter school(5) play basketball for half an hourWhen he/ she gets home(6)do homework firstAfter dinner(6)eat ice-creamIn the evening(7) either watch TV
9、 or play computer games(7) do homework(8) take a walk or swimAt night(8) brush teeth at 10:30(9) then go to bed(9)go to bed at 9:303.Read the passage after the tape. Then read by themselves.4.Retell the passage according to the chart above.5.Translate the following word and phrases.(1)quickly 很快地(2)
10、half an hour 半个小时(3)either. . . or.要么要么；或者或者(4)lots of大量;许多(5)be good for 对有益(6)taste good尝起来不错6.Work in groups.(1)have time for sth,相当于have time to do sth.。I dont have time for sports. = I dont have time to play sports.(2)quick,quickly 和 fast 的区别quick形容词(词性)，一般指思维、动作反应快且用时少，意为“很快的;急速的;灵活的”。quickly副
11、词(词性)，意为“很快地”。由“形容词quick+-ly”构成。He always eats quickly (quick).fast既可作形容词(词性)也可作副词(词性)，一般指速度快，意为“快(地)”。He gets up quickly and has a quick breakfast. Then he runs fast to school.(3)either的用法either与too的区别either意为“也”,常用于否定句;too意为“也”，常用于肯定句或疑问句。Lily doesnt like fruit. I dont like fruit,either.莉莉不喜欢水果，我也
12、不喜欢水果。Lily likes fruit. I like fruit ,too.莉莉喜欢水果，我也喜欢水果。Are you a student,too?你也是学生吗？either. . . or.意为“要么要么；或者 或者”，当连接两个并列成分作主语时,谓语动词应与 or后的主语在人称和数上保持一致,也就是我们通常所说的“就近原则”。You can have either tea or coffee.你喝茶也行,喝咖啡也行。Either you or I am (be) going there tomorrow.明天要么你去那里,要么我去那里。(4)taste的用法taste作连系动词，意
13、为“有的味道”,其后应接形容词作表语。Many children like ice-cream because it tastes (尝起来)good.taste作名词，意为“味道”。The orange has a sour taste（味道）.（5）lots of意为“许多，大量的。相当于a lot of,其后既可接可数名词复数形式,也可接不可数名词;接复数名词时 相当于many,接不可数名词时相当于much。There are lots of/a lot of/many （许多）apples on the tree.They have lots of/a lot of/much （许多）
14、time to play sports.Step 4 Writing1.Number these sentences in 3a in order to make a story about a daily routine.2.Read them aloud.Answers:（自上而下）3,2,5,4,6,7,1,8,93.Ask the students to fill in the chart and write about their own daily routines.ActivityTimeActivityTimeget updo homeworkeat breakfasteat
15、dinnergo to schoolgo to bedeat lunchexercisego home（usually/always/never）4.Ask two or three students to read their articles.Step 5 SummaryIn this lesson,we have learned：1.New words and phrases: quickly,either, lot, some ,times ,taste, life;either. . . or. . . ,lots of2.Sentence structures:I either watch TV or play computer games.At twelve ,she eats lots of fruit and vegetables for lunch.She knows its not good for her,but it tast
