人教版新目标英语七年级下册Unit2 SectionB(2a-2c)教案-新版

Unit2 SectionB（2a-2c）教案

1.0 Teaching analysis教情分析 Teaching objectives 教学目标 Language goals 语言目标

1.1.1.1 Key Words and Chunks

1.1.1.1.1 1.1.1.1.2

For applying: quickly, either, either...or..., lot, lots of, sometimes, taste For comprehending:

1.1.1.2 Sentence Structures

1）I don’t 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. 4） She knows it’s not good for her, but it tastes good!

In the evening, she does her homework and usually swims or takes a walk.

1.1.1.3 Grammar Focus

1） When I get home, I always do my homework first. (when 在句中引导一个时间状语从句，意为“当...时候”。) In the evening, I either watch TV or play computer games.

（either...or...在句中用来连接两个独立的动词短语，意为 “要么...要么...; 不是...就是...; 或...或...”。）

3)She Knows it’s not good for her, but it tastes good!

（taste在句中是系动词，后面接形容词，意为 “吃起来；品尝”。） 4)I don’t have time for breakfast, so I usually eat very quickly. (for 在句中为介词，意为“关于，至于”，相当于 to have。)

After school, I sometimes play basketball for half an hour. (for 在句中为介词，表示时间长度，意为“达，计”。） She knows it’s not good for her, but it tastes good!

(for 在句中为介词，是短语be good for的固定搭配，表示“对...而言”。）

5）在文中使用after..., after that, then, so及具体时间来表达作息时间的先后顺序。 Ability goals 能力目标

1.1.2.1 学会能在语境中理解新词和短语意义。

1.1.2.2 通过找关键语句，及文章叙述的时间顺序来掌握并理清文章结构的方法。 1.1.2.3 通过模仿能够运用目标语言对自己的作息时间进行有条理的描述。

1.1.2 Emotional goals 情感目标

1.1.3.1 引导学生关注健康的生活习惯。

1.1.3.2 引导学生认识到养成良好的学习习惯，合理安排时间的重要性，明确在恰当的时间做恰当的事。

1.1.3.3培养学生用健康的生活习惯为标准重新设计自己的日常活动。

1.2 Important and difficult teaching points 教学重难点 1.2.1文中出现的重难点单词，短语及句型。

1.2.2 理解使用不同的时间表达方法来理解一天活动的逻辑顺序。（掌握文章大意和框架结构分析。）

1.2.2 让学生学会表达和话题讨论：如何正确区分健康和不健康的生活方式。

2.0 Student analysis学情分析 2.1 Fundamental State基本情况

通过本单元前三个课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（Talking about routines）已经有所感知，对于the ways to express times, daily activities等内容有了更加深入的学习，让学生对生活习惯有一定的了解和认知。同时，为本课时的课文有关healthy and unhealthy habits的阅读和理解、以及引导学生关注健康生活和谈论如何培养良好的生活习惯搭建了足够的语言支架。 2.2 Knowledge Reserve知识储备

第四课时的学习，围绕单元话题talking about routines，让学生的知识得到了扩展，学会了用 “in the morning, in the afternoon, in the evening, then, after that 及具体时刻”等时间先后顺序来表达一天的活动顺序，丰富了日常活动话题下的语言输入内容，讨论了日常生活中的生活习惯，为本节课的阅读理解和表达积累了语言基础。 2.3 Class data本班实际

本班学生学习动机明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时读前引导学生谈论healthy and unhealthy habits，内容贴近学生实际，接近本单元话题内容，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进入读中的思考，进行有效的思维训练。同时，读后的难句理解分析也应该为学生留足空间。 3.0Teaching methods教法建议 3.1 thematic teaching method主题教学法 3.2 Self-directed learning method自主学习法3.3 Discussion method讨论法 4.0教学辅助

blackboard and chalk, computer or iPad, projector, movie 5.0 Teaching procedures 教学进程

5.1 Leading-in and warming-up 引入与激趣活动

Get a top student to make a report, which is arranged beforehand, to introduce his/her daily routines.

5.2 Reading Practice阅读训练 5.2.1 Pre-reading-读前导入 5.2.1.1

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. 5.2.1.2

T asks several Ss to show their ideas with the class. Suggested answers: Get up early

1) Go to bed early Eat fruit and vegetables

2) Play sports Take a walk

3) Do homework first Run or exercise 5.2.1.3

Check the activities in 2a to make sure Ss know which activities are healthy, which activities are unhealthy. 5.2.2 While-reading-读中理解 5.2.2.1 Skimming

Ask Ss to skim the passage and quickly find out the answers to the questions. T may ask questions like:1) What are the names of the boy and girl in the pictures?

2)Whose habits do you think are healthier? Answers: 1) The boy is Tony, and the girl is Mary.

2) Mary’s habits are healthier. 5.2.2.2

Guide students to practice in reading for general ideas. Give students some tips to help them skim a passage effectively. Tips: To skim a passage, we can read: The pictures in the passages

1) The title of the passage

The first sentence in each paragraph

The first paragraph

2) The last paragraph 5.2.2.3

Ask Ss to skim the passage and find out the main idea for each paragraph. Para 1 Tony’s daily activities

Para 2 Mary’s daily activities 5.2.2.4 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. Answers:

Tony’s unhealthy habits: don’t like to get up early eat very quickly

for lunch, usually eat hamburgers watch TV and play computer games at ten thirty, go to bed

Tony’s healthy habits: play basketball for half an hour brush the teeth

Mary’s unhealthy habits: eats ice-cream after dinner

Mary’s healthy habits: gets up at six thirty

takes a shower and eats a good breakfast eats lots of fruit and vegetables for lunch

plays volleyball swims or takes a walk

at nine thirty, goes to bed 5.2.2.5

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. Then T can get them to have a discussion in groups and give the supporting details.

1)What time do they do these activities? Try to find out the time according to the activities in the chart. Tony’s activities: In the morning...then...after school...when...in the evening

Mary’s activities: At six thirty...then...after that...at twelve...after lunch...after dinner...in the evening...at nine thirty

Discuss to find out the way to express the activities: the time order