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1、 Unit?2?topic?3?Section?C 教學(xué)目標(biāo)： 1.?掌握本課生詞：habit，oneself,?exercise,?energy. 2.?掌握閱讀技巧。學(xué)會(huì)快速閱讀抓住文章的段落大意及細(xì)節(jié)。 3.?能夠仿寫(xiě)出一篇與健康有關(guān)的文章。 4.?讓學(xué)生通過(guò)這堂課的學(xué)生了解到健康的重要性以及如何保持健康。 教學(xué)重點(diǎn)： 1.?掌握閱讀技巧?scanning?及?skimming 2.?仿寫(xiě)一篇文章。 教學(xué)難點(diǎn)： 仿寫(xiě)一篇文章。

2、 教學(xué)過(guò)程： Step?1,?greeting?and?lead-in show?ss?a?video?about?football?fans’?life.?Ask?them?if?such?life?is?healthy or?not. And?what?bad?habits?they?have.?Then?make?students?brainstorm some?good?habits?to?keep?healthy. (設(shè)計(jì)意圖，通過(guò)現(xiàn)在最火熱的體育活動(dòng)-世界杯來(lái)引起學(xué)生的興趣， 通過(guò)一段看球迷熬夜看球賽

3、的視頻，讓學(xué)生說(shuō)出一些不利健康的壞 習(xí)慣，然后通過(guò)頭腦風(fēng)暴讓學(xué)生盡可能多的說(shuō)出一些好習(xí)慣。) Step?2?skimming Ask?students?to?skim?the?passage?and?find?out?what?good?habits?are mentioned. Then?ask?them?how?they?can?find?the?answers.?Because?they?are?all in?the?first?sentence?of?each?paragraph.?Then?ask?ss?what

4、?the?key sentence?is.?Then?ask?students?to?pay?attention?to?some?words?(?you need?to,?you?must?,can?help?you).?So?they?can?learn?that?the?passage is?about?Mr?Li’s?advice. ( 設(shè)計(jì)意圖：讓學(xué)生快速找出文章中出現(xiàn)的好習(xí)慣，從而可以總 結(jié)出這篇文章段落的中心句均在第一句。然后通過(guò)觀(guān)察特定的詞得 出這篇文章的目的是提出一些建議。) Step?3?scann

5、ing Finish?the?second?exercise.?Find?out?what?the?underlined?words?refer to. (?設(shè)計(jì)意圖：通過(guò)完成書(shū)上的聯(lián)系，讓學(xué)生了解一些快速閱讀找細(xì) 節(jié)的技巧) Step?4?careful-reading. Ask?ss?to?discuss?in?groups?and?think?of?some?questions?according to?the?passage.?Then?find?out?the?answers?to?each?quest

6、ions.?Then ask?students?to?use Pad?to?take?photos?of?their?questions.?And?the?teacher?choose?the questions?of two?groups.?The?students?need?to?answer?the?questions. (設(shè)計(jì)意圖：區(qū)別于傳統(tǒng)的老師提問(wèn)，學(xué)生回答的方式，我讓學(xué)生仔 細(xì)閱讀文章，然后小組討論提出一些問(wèn)題。學(xué)生對(duì)這種反常態(tài)的方 式更感興趣。同時(shí)他們對(duì)文章的理解會(huì)更透徹。 Step

7、?5?conclusion According?to?students’?questions.?We?can?conclude?the?structure?of the?passage.?First?give?advice?.?Then?offer?reasons. (設(shè)計(jì)意圖，根據(jù)學(xué)生提出的問(wèn)題我們可以總結(jié)出，作者給出建議后 還提供了原因來(lái)支撐自己的觀(guān)點(diǎn)。所以一篇以提建議為目的的文章， 它的結(jié)構(gòu)就必須包括兩個(gè)部分，一，建議。而，原因。) Step?6.?Finish?their?own?outline. A

8、sk?ss?to?finish?the?outline?of?their?articles?about?health?according?to the?structure?of?the?article.?They?can?choose?some?advice?from?the habits?they?talked?about?at?the?beginning?of?the?class. (?設(shè)計(jì)意圖：讓學(xué)生在寫(xiě)作之前先列提綱，他們就會(huì)對(duì)文章結(jié)構(gòu)更清 晰，同時(shí)減輕了寫(xiě)作的難度。學(xué)生可以從本堂課之初他們提出了各 種好習(xí)慣中選擇他們的寫(xiě)作內(nèi)容，體現(xiàn)了課堂的連貫性。 Step?7?Give?a?talk. Ask?students?to?give?a?talk?about?health?like?Mr?Li. (設(shè)計(jì)意圖：這一步驟是學(xué)生的輸出過(guò)程，幾分鐘準(zhǔn)備之后，老師?pad 作為點(diǎn)名工具，讓學(xué)生更興奮。) Step?8?summary?and?values-?teaching