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Unit 5 It’s time to change.

（Period3 Reading and Writing）

一、教材分析

1．教学内容

本课时系教材《英语2》（基础模块 高教版）第五单元的第三课时，即Reading and Writing 部分。此部分内容主要涉及到健身、健康习惯。 它在整个单元中扮演着承前启后的角色，既是对上节听说课的复习与巩固，又对写作关于改进过去的不良生活习惯的做准备，它并分别以第一人称和宾语从句叙述的形式出现，这课时旨在通过阅读课文训练学生在阅读中获取细节信息的能力，同时培养学生能通过整合信息写出改进健康习惯建议的文段。

2．教学重点、难点

(1) 教学重点

①学生能通过阅读有关健身、健康习惯的内容，提高获取相关细节信息的能力。

②通过阅读培养学生整合信息的能力，而且能读以致用，通过阅读能写出改进健康习惯建议的小文段。

(2) 教学难点

学生能结合生活实际写出改进健康习惯建议的小文段。

二、教学目标

1. 知识目标

(1)学生能掌握和运用表达健身、健康习惯的词汇和短语，如slim, skip supper, stay up, cycle to work ,etc。

(2)学生能根据提示信息，了解健身俱乐部会员填写表格的基本格式。

2. 能力目标

(1)学生能读懂关于健身、健康习惯的阅读材料,并能根据相关信息完成会员表格的填写。

(2)学生能简单描述相关健身、健康习惯的情况。

3. 情感态度与价值观

学生能够正确对待对己的不健康习惯，争取早日改变。

三、教学步骤

Step One Lead-in (6 min)

1． Give a short report

Several students are asked to give a report according to the homework about their classmates’ life style they did before class.

2.Discuss and decide which is healthy and which is unhealthy.

Eating only what you like­­­­________________

      Eating more vegetables and fruit than meat_____________

      Eating no breakfast_________________

      Smoking__________________

      Seldom doing exercise______________

      Getting up late and going to bed late_____________

      Eating fast food such as KFC___________

（设计意图:让学生根据他们的调查作简单的口头报告说出同学的生活习惯，一方面以检查学生完成作业的情况，另一方面让学生明白哪些是健康的生活习惯，哪些是不健康的生活习惯，也自然而然地过渡到阅读。）

Step Two Reading  (20 min)

1. Before reading

英汉互译

（1）join the fitness club_____________   (2) five years ago_________________

（3）cycle to work__________________   (4)stop doing exercise_____________

( 5 )lots of stress___________________     (6)get rid of_____________________

(7)no longer______________________     (8)half an hour___________________

(9)eat vegetables and fruit___________   (10)skip supper_____________________

(11)eat less and sleep less___________   (12)stay up_______________________

(13)advise sb. To do sth._______________ (13)follow sb’s advice______________

2. Fast-reading (True or False questions)

Read the stories of Sara and Allen to decide which is true and which is false.

① The girl is a worker. ( )

② The girl wants to put on weight. ( )

③ The coach asks the girl to have some vegetables and fruit for supper. ( )

④ The man wants to have a change. ( )

⑤ The coach said the man should get rid of his bad habits. ( )

（设计意图: 设计对错判断题目，意在培养学生通过快速阅读，了解并掌握文章大意的基本能力。）

3. Detail reading.

1. Listen to the two stories together;
2. Ask two students to read Sara’s and Allen’s stories;
3. Read the stories together.
4. Read and fill in the chart

Students read the material and fill in the chart on page78.

5. Discuss the answers by each group.
6. Ask two group leaders to give their answers.

（设计意图: 在填空练习中，训练学生细节阅读能力以及综合分析能力；让学生自己说出答案，成为学习的主人。）

4. Explain the important words and expressions

Teacher explains the important phrases and sentences, especially the words and phrases about life style.

（设计意图:在老师的解释过程中以处理阅读材料中的生词，让学生更深刻理解有关重要的词汇的运用。）

5. Read and complete the coach’s diary.

The Ss to finish the coach’s diary in pairs, and the teacher checks the answers by asking several students to answer it.

（设计意图:通过学生两人一组完成健身教练的工作日记，再次对阅读材料中的重点词汇短语进行巩固，同时也加强了学生的综合运用语言的能力。）

Step Three   Writing （18min）

1. Example writing

Teacher: Ask two students to write down the sentence on the board according to the first picture. For example

  Jim used to play computer games and go to bed late.

Students: Look at the following pictures and use the given words and phrase to write down a sentence, following the examples on the board.

（设计意图:学生能够根据图片内容和提示信息，最终写出完整的信息,训练学生从阅读中获取信息并应用的能力。）

Step Four Summary and Homework (1min)

Summary:

Let’s keep healthy so that we can serve our country better!

Homework:

1. Put all the sentences together to tell the story of Jim.

2. Finish off the exercise20 on page 83.

（设计意图:通过阅读材料并模仿例子，结合实际写出自己生活习惯的小故事，以巩固课堂上所学内容，并能学以致用，另外通过三选二的作业方式，来满足不同学业水平学生的需求。）

四、 板书设计