WhattimedoyougotoschoolUnit2Whattimedoyougotoschool?Period4ContentSectionB2a,2b,2c教学目标要求1．能够掌握并运用日常活动的动词或短语，如：gotobed,eatvegetables,playsports等。2．能够分辨出日常活动中健康活动和不健康活动，如eatquickly(unhealthy),gotobedearly(healthy)。3．能够用一般现在时陈述自己或他人的日常活动，如：Idon’tliketogetupearly.Shegoestoschoolateightthirty等。4．能够写出多项不健康的活动并给予健康的活动作为建议，如：gotobedlate改为gotobedearly等。5．能够认读并能工整书写所学单词，如：lotsof,either…or…,sometimes,taste等。6．能够流利朗读文章，学习建立更健康的生活习惯。教学过程活动步骤教与学活动目的及其操作教学资源运用复习时间5m1复习已学目标语和谈论时间的话题Readtheconversationsandanswermyquestions.—WhendoestheboygetuponSaturdays?—Heusuallygetsupat7:15inthemorning.2仿照上述对话，组织Pairwork复习活动OK.Let’smakeupconversationswithyourpartner.Askandanswerinpairs.学生两人活动，教师抽查几组学生导入时间2m3导入新课话题Let’swatchthecartoonagain.Well,we’regoingtogoonlearningSectionBtoday.4引入单元标题教师板书或课件显示：Unit2Period4Whattimedoyougotoschool?教师询问几个学生：Whattimedoyougotobed?活动步骤教与学活动目的及其操作教学资源运用2a时间7m5读1c表格，集体讨论让学生从中挑出那些可能涉及到“健康”概念First,lookatthechart.Pleasediscussfor1minuteandanswerthequestions:Whichishealthy?(健康的)(getupat5:30)通过表格呈现出涉及到健康概念的词Now,let’sreadthemtogether.6顺势引出以下说法，为学生顺利阅读铺平道路Nowlet’slookatthephrases.Canyoutellmewhicharehealthy?(教师板书)(runinthemorning/takeawalkafterdinner)等Canyoureadthephrasestogether?(Yes)7完成2a任务，进一步为阅读铺垫Ok,checktheactivitiesyouthinkarehealthy.(答案不唯一，学生有理由可以给予解释)活动步骤教与学活动目的及其操作教学资源运用2b时间9m8读前活动，观察图片进行预测Pleaselookatthetwopictures.Whataretheirnames?Whoselifeishealthy,andwhoselifeisunhealthy,doyouthink?(TonyandMary.)(Heeatsicecream.Sheplaysvolleyball.)Mary’slifeishealthy.Tony’slifeisunhealthy.引导学生看图，预测将要读到的内容。教师应引导学生关注图中人物动作。9细读短文，完成任务Now,pleasereadthemessagestwice.Circlethehealthyactivities.Forexample,getupearly,isithealthy?(Yes.)第一遍阅读，让学生获取活动内容，引导学生关注阅读内容，从中提取有用信息；第二遍阅读，获取具体信息以完成具体任务，即在语篇和语境中判断哪些活动是健康的。Checkyouranswers.活动步骤教与学活动目的及其操作教学资源运用10跟读、齐读、自读短文，提高口语和听力First,readthemessagesafterme.Imitatethepronunciationandintonation.Now,readtogetherloudly.Thistime,readbyyourselfasquicklyaspossible.同上2c时间4m11为Tony重新设计“健康生活时间表”，使教学衔接的更加紧密和顺畅。OK,nowweknowTonyBrownhasanunhealthyroutine.That’snotgoodforhim.Canwehelphim?Well,Iwantyoutowriteahealthyroutineforhim.PleaseusetheboxofActivity2ctowriteoutyourideas.学生写作，教师巡视指导，进行必要的帮助、点评及辅导。(提示学生I变成Tony，don’t应变成doesn’t，eat变成eats等。)Maryhasunhealthyhabits,too.Let’shelpher.OK?活动步骤教与学活动目的及其操作教学资源运用12本活动的检查评价，转入下一活动Wehavefinishedthetask.Let’stalkingroups.Sayyourowndesign.(Tonyusuallygetsupearly.Heusuallyeatsvegetables.)Let’sshowsomegooddesigns.将一部分优秀的学生作业在班级中教学展示，起到示范交流的作用。拓展时间9m13组织Role-play，学生扮演角色练习目标语言Well,supposeyouareTonyandMary,workingroups.分别以第一人称说出自己的日常安排，学生练习时教师巡视，给予发音的纠正和适当...
