七年級下Unit 2第四課時Section B2a

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閱讀課Unit2MynameisGina.

SectionB（2a-3b）

Teachinggoals

ReviewthedialogueinSectionB（1）andlearntomakeinferencesaccordingtheinformationwehaveknown,usingthesewordsorphrases“quickly,sometimes,either…or…,taste…〞andsentences“Idon’thavemuchtimefor…〞“It’sgoodfor…〞“Sheeatslotsof…〞.Atthesametime,studentscanlearntoknowabouthealthyandunhealthylifestylesandcultivateahealthylifestyle.TeachingstepsStep1Review

Role-playthedialogueinSectionB(1)inthefrontoftheclass.

Theteachercangiveanexamplelikethis:T:Whendoyougetup,WangYan?WangYan:Igetupat6:o’clock.(WangYanisastudentofourclass.)

Whensomestudentsrole-playthedialogues,theotherstudentsshouldlistencarefully.Afterthis,theteacherasks“WhendoesYangYigetup?〞(YangYiisalsoastudentwhohadshownhisdialogueinthefrontoftheclasswithhispartner.)Theother

studentswillsay:“Hegetsupat…〞

（通過對之前的對話練習(xí)，可以對以前所學(xué)內(nèi)容進(jìn)行穩(wěn)定，提醒學(xué)生注意三單變化，并且也可以導(dǎo)入下面將要學(xué)習(xí)的內(nèi)容。）Step2Preview

PutthefollowingintoEnglishorally.

1早睡覺2吃得快3我沒有好多時間吃早飯。4我有時打半個小時的籃球。5當(dāng)我到家時，我總是先做需哦也。6晚上，我要么看電視，要么玩電子游戲。7她知道這對她沒有好處。8晚上，我要么做作業(yè)，要么玩電子游戲。

（通過課前自主預(yù)習(xí)，能知道本課的重難點。熟悉課文內(nèi)容，師生可以做到心中有數(shù)，能針對性的學(xué)習(xí)。）Step3Warmingupandleadingin

1Wehavelearnedaboutsomelifehabits,canyousayout?S1:S2:S3:…

Sothatwelookatsomehabitsin3aanddecidewhicharehealthyandwhichareunhealthy.

2Lookatthetwopicturesof2bandanswersomequestions.①Whatcanyouseeinthepictures?Aboyandagirl.

②Youthinkwhoishealthy?Mary.③Why?

TonyeatsahamburgerandMaryplaysvolleyball.Doyouwanttoknowmoreaboutthem?Let’scometo2b.(檢查學(xué)生對短語的把握狀況以及對于健康生活習(xí)慣的認(rèn)識。并且進(jìn)一步激發(fā)起學(xué)生的興趣，為接下來的文章閱讀做準(zhǔn)備。)

Step4While-readingactivities

1Readforthegeneralideaof2b(讀取大意)Readfast

Thegeneralideaofthepassageisabout.A.Tony’sandMary’shabitsB.Tony’sandMary’sinterestsC.Tony’sandMary’sfamily

2Readingforthespecificideas（讀取細(xì)節(jié)）Readcarefully

Readthepassageandjudge(判斷)T(True)orF(False).()①Tonyusuallyeatsbreakfastveryquickly.

()②Tonyalwaysdoeshishomeworkintheend(最終)when

hegetshome.

()③Maryusuallyeatsbreakfastverywell.()④Marylikeseatingice-creamafterdinner.()⑤MaryandhissisterMarylikethesameball.

Inthisprocess,ifthestudentshaveanydifficulties,theycandiscusswiththeirpartners.

（這一過程中，考察了學(xué)生的閱讀能力，包括快讀和精讀，另外，這一過程也培養(yǎng)了學(xué)生的合作精神。）Step5Post-readingactivities1ListthehabitsofBobandMary.

Decidewhicharehealthy,andwhichareunhealthy(不健康的).Studentscandiscussintheirgroupsandthenfinish2c.

TonyMary2Askstudentssomequestions.

DoyouhaveanyhabitslikeTonyorMary？Whatarethey?Aretheyhealthy?Whydoyoulikeit?…

(在這一過程中，檢驗了學(xué)生對課文的把握程度，并且同時培養(yǎng)了學(xué)生的團(tuán)隊合作意識。這一過程，也有助于學(xué)生養(yǎng)成正確的飲食習(xí)慣。)

Summary:Inquiryintoknowledgebytranslation(翻譯探究)1Idon’tliketogetupearly..

動詞like后可以跟，也可以跟。例如：

湯姆喜歡吃冰淇淋。

Tomlikesice-