Unit6Doyoulikebananas?FourthPeriod(SectionB,2a–3b)Teachingaimsandlanguagepoints:1.Learnthesewordsandbeabletosay,readandwritethem:star,well,habit,healthy,really,question,want,be,fat2.Beabletotalkaboutandwriteaboutone’seatinghabitsbyusing:Whatdoyoulikeforbreakfast?Doyoulikehamburgersfordinner?They’renothealthy.Idon’twanttobefat.Cindylikeshealthyfood.3.Beabletounderstanddifficultsentenceslike:Whichfooddoyouthinkishealthy?Davidasksthevolleyballstar,CindySmith,abouthereatinghabits.Teachingsteps:1.Warm-upandrevision(课堂热身和复习)(1)Dailygreetingtothestudents（日常问候）(2)Revision（复习）:Checkthehomework.AsksomeoftheSstoreadouttheirsentences.GettheotherSstolistencarefullyandcorrectanymistakes.(3)Competition.ShowtheSsachartaboutwhatBobandGinalikeanddon’tlikefortheirbreakfastandlunch.Ssfirstpracticeinpairs.Then,makethemhaveacompetitioningroupswhentheyactouttheirconversations.2.Presentation(呈现新知识)(1)AsksomeoftheSsthefollowingquestionsandhelpthemtoanswer.Doyouthinkhamburgersarehealthy?Doyouthinkmilkishealthy?Doyouthinkchickenishealthy?Doyouthinksaladishealthy?(2)WorkonSectionB,2a.Setatimelimitofthreeminutes.AsktheSstoaskandanswerquestionsandcheckYes,MaybeorNointhechart.2.以小组竞赛的方式督促学生练习和检查学生对重点句型的掌握情况。既能激发学生的学习积极性，又能较好地保证学生对重点句型的学习效果。教学设计说明1.通过检查作业复习前面已学的单词和句型。3.就图表中的食物进行提问，谈论食物是否有益于健康。帮助学生做出他们的回答，为下一步操练（完成2a）提供示范。3.Reading（阅读3b）(1)Readthemagazinearticlequicklyandanswerthequestions:DoesCindyeathealthyfood?Doesshehavegoodeatinghabits?Askthequestionsfirst.Then,seeifthestudentsunderstandthequestions.Next,gettheSstoreadthearticlequicklytofindouttheanswers.Finally,checktheanswers.(2)Readthemagazinearticleagainandcirclethefoodwords.(3)Putthefoodwordsintothechartbelow.(4)Readthearticlealoud.4.Writing(写作)Ssworkon2c.Theywritefivesentencesaccordingtothechartabove.5.Studythekeywordsanddifficultsentencesinthispartofthebook.6.Workon3ainpairs.7.Homework（家庭作业）Workon3b.AsktheSstowriteaboutwhattheyandtheirpartnerslikeanddon’tlikeforbreakfast,lunchanddinneraccordingtotheirsurvey4.首先快速阅读，抓住文章主旨。教会学生正确阅读的方法。4.学生通过反复阅读，完成圈词、填表，基本可以掌握全文的大意。特别是通过填表，为学生下一步写作打下基础，降低写作难度。5.朗读始终是阅读课文非常重要的一环，除了能理解文章意义，还要做到能说能写，才是真正掌握了语言。6.对课本上的一些难句和重点词汇进行必要的讲解，不仅帮助学生克服理解中的困难，对于学习能力较强的学生，他们就可能在下一步的独立写作中尝试着应用。这样的讲解可以使他们用得正确，用得更好。
