1.0Teaching analysis教情分析
Teaching objectives 教学目标
Language goals 语言目标
1.1.1.1 Key Words and Chunks
1.1.1.1.1For applying: quickly, either, either...or..., lot, lots of, sometimes, taste
1.1.1.1.2For comprehending:
1.1.1.2Sentence Structures
1）I don’t have much time for breakfast, so I usually eat very quickly.
2）When I get home, I always do my homework first.
3） In the evening, I either watch TV or play computer games.
4） She knows it’s not good for her, but it tastes good!
In the evening, she does her homework and usually swims or takes a walk.
1.1.1.3Grammar Focus
1）When I get home, I always do my homework first.
(when 在句中引导一个时间状语从句，意为“当...时候”。)
In the evening, I either watch TV or play computer games.
（either...or...在句中用来连接两个的动词短语，意为 “要么...要么...; 不是...就是...; 或...或...”。）
3)She Knows it’s not good for her, but it tastes good!
（taste在句中是系动词，后面接形容词，意为 “吃起来；品尝”。）
4)I don’t have time for breakfast, so I usually eat very quickly.
(for 在句中为介词，意为“关于，至于”，相当于 to have。)
After school, I sometimes play basketball for half an hour.
(for 在句中为介词，表示时间长度，意为“达，计”。）
She knows it’s not good for her, but it tastes good!
(for 在句中为介词，是短语be good for的固定搭配，表示“对...而言”。）
5）在文中使用after..., after that, then, so及具体时间来表达作息时间的先后顺序。
Ability goals 能力目标
1.1.2.1 学会能在语境中理解新词和短语意义。
1.1.2.2 通过找关键语句，及文章叙述的时间顺序来掌握并理清文章结构的方法。
1.1.2.3 通过模仿能够运用目标语言对自己的作息时间进行有条理的描述。
1.1.2Emotional goals 情感目标
1.1.3.1 引导学生关注健康的生活习惯。
1.1.3.2 引导学生认识到养成良好的学习习惯，合理安排时间的重要性，明确在恰当的时间做恰当的事。
1.1.3.3培养学生用健康的生活习惯为标准重新设计自己的日常活动。
1.2 Important and difficult teaching points 教学重难点
1.2.1文中出现的重难点单词，短语及句型。
1.2.2 理解使用不同的时间表达方法来理解一天活动的逻辑顺序。（掌握文章大意和框架结构分析。）
1.2.2让学生学会表达和话题讨论：如何正确区分健康和不健康的生活方式。
2.0 Student analysis学情分析
2.1 Fundamental State基本情况
通过本单元前三个课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（Talking about routines）已经有所感知，对于the ways to express times, daily activities等内容有了更加深入的学习，让学生对生活习惯有一定的了解和认知。同时，为本课时的课文有关healthy and unhealthy habits的阅读和理解、以及引导学生关注健康生活和谈论如何培养良好的生活习惯搭建了足够的语言支架。
2.2 Knowledge Reserve知识储备
第四课时的学习，围绕单元话题talking about routines，让学生的知识得到了扩展，学会了用 “in the morning, in the afternoon, in the evening, then, after that 及具体时刻”等时间先后顺序来表达一天的活动顺序，丰富了日常活动话题下的语言输入内容，讨论了日常生活中的生活习惯，为本节课的阅读理解和表达积累了语言基础。
2.3 Class data本班实际
本班学生学习动机明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时读前引导学生谈论healthy and unhealthy habits，内容贴近学生实际，接近本单元话题内容，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进入读中的思考，进行有效的思维训练。同时，读后的难句理解分析也应该为学生留足空间。
3.0Teaching methods教法建议
3.1 thematic teaching method主题教学法
3.2 Self-directed learning method自主学习法
3.3 Discussion method讨论法
4.0教学辅助
blackboard and chalk, computer or iPad, projector, movie
5.0 Teaching procedures 教学进程
5.1 Leading-in and warming-up 引入与激趣活动
Get a top student to make a report, which is arranged beforehand, to introduce his/her daily routines.
5.2 Reading Practice阅读训练
5.2.1 Pre-reading-读前导入
5.2.1.1
Guide Ss to have a free talk in groups and share their ideas with each other about the healthy and unhealthy habits about the student who made the report.
T: What healthy habits did you hear in the report?
Ss: ......
T: What other healthy habits can you think of? Please discuss with your partner.
5.2.1.2
T asks several Ss to show their ideas with the class.
Suggested answers:
Get up early
1) Go to bed early
Eat fruit and vegetables
2) Play sports
Take a walk
3) Do homework first
Run or exercise
5.2.1.3
Check the activities in 2a to make sure Ss know which activities are healthy, which activities are unhealthy.
5.2.2 While-reading-读中理解
5.2.2.1 Skimming
Ask Ss to skim the passage and quickly find out the answers to the questions.
T may ask questions like:1) What are the names of the boy and girl in the pictures?
2)Whose habits do you think are healthier?
Answers: 1) The boy is Tony, and the girl is Mary.
2) Mary’s habits are healthier.
5.2.2.2
Guide students to practice in reading for general ideas. Give students some tips to help them skim a passage effectively.
Tips: To skim a passage, we can read:
The pictures in the passages
1) The title of the passage
The first sentence in each paragraph
The first paragraph
2) The last paragraph
5.2.2.3
Ask Ss to skim the passage and find out the main idea for each paragraph.
Para 1 Tony’s daily activities
Para 2 Mary’s daily activities
5.2.2.4 Scanning
Guide Ss to scan the passage and then finish 2c, try to make sure what activities they do every day, using the words and phrases from the passage.
Answers:
Tony’s unhealthy habits: don’t like to get up early
eat very quickly
for lunch, usually eat hamburgers
watch TV and play computer games
at ten thirty, go to bed
Tony’s healthy habits: play basketball for half an hour
brush the teeth
Mary’s unhealthy habits: eats ice-cream after dinner
Mary’s healthy habits: gets up at six thirty
takes a shower and eats a good breakfast
eats lots of fruit and vegetables for lunch
plays volleyball
swims or takes a walk
at nine thirty, goes to bed
5.2.2.5
Guide Ss to scan the reading passage and find out what time they do these activities and make sure how often they do these activities. Then T can get them to have a discussion in groups and give the supporting details.
1)What time do they do these activities? Try to find out the time according to the activities in the chart. Tony’s activities: In the morning...then...after school...when...in the evening
Mary’s activities: At six thirty...then...after that...at twelve...after lunch...after dinner...in the evening...at nine thirty
Discuss to find out the way to express the activities: the time order
2)How often do they do these activities? Try to find out the words of frequency according to the activities in the chart.
Discuss to find out the way to express the frequency: usually, always, sometimes
5.2.2.6 Imitating and reading aloud
Get Ss to listen to the recording and read along with it at the same time. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader.
5.2.3 Post-reading-读后提升
5.2.3.1
With the help of the key words listed by Ss themselves in 2c, train Ss how to retell the whole passage.
5.2.3.2
Guide students to give suggestions to Tony to change his unhealthy habits and make a new daily activity schedule for him.
5.3 New points interpretation 新知感悟（贴标签）
5.3.1 Discovering chunks 语块发现
Get Ss to read the text once again, this time, and underline all the useful chunks in it.
1) I don’t have much time for breakfast, so I usually eat very quickly.
2) When I get home, I always do my homework first.
3) I either watch TV or play computer games.
4) Then she always takes a shower and eats a good breakfast.
5) At twelve, she eats lots of fruit and vegetables for lunch.
6) She knows it’s not good for her, but it tastes good!
7) In the evening, she does her homework and usually swims or takes a walk.
5.3.2 Analyzing chunks 语块分析
5.3.2.1 When I get home, I always do my homework first. 当我到家时，我总是先做家庭作业。
when 意为“当...时”。后面接句子。
When I have breakfast, I always eat quickly.
When Tony plays computer games, Mary usually does her homework.
5.3.2.2 In the evening, I either watch TV or play computer games. 晚上我要么看电视要么玩电脑游戏。
either...or...意为“要么...要么...; 不是...就是...；或...或...”。可用来连接两个的词，短语甚至的句子。
I will go to the movies either Saturday or Sunday.
5.3.2.3 She knows it’s not good for her, but it tastes good! 她知道这对她不利， 但它却很好吃！
taste 意为 “吃起来；品尝”。系动词，后接形容词。
Many children think hamburgers taste good, but vegetables taste bad.
5.3.2.4 I don’t have time for breakfast, so I usually eat very quickly. (for 在句中为介词，意为“关于，至于”。)
I like milk and eggs for breakfast and beef for lunch.
After school, I sometimes play basketball for half an hour. (for 在本句中为介词，表示时间长度，意为“达，计”。）
Every day we have classes for 8 hours.
She knows it’s not good for her, but it tastes good! (for 本在句中为介词，是短语be good for 的固定搭配，表示“对...而言”。）
5.3.3 Using chunks 语块运用
Help Ss to make their new sentences using the new chunks in this passage.
5.3.3.1
When I get home, I always do my homework first. （P11）
【原句翻译】_____________________________________________________________________
【仿写造句】When…, …
_____________________________________________________________________
5.3.3.2
In the evening, I either watch TV or play computer games. （P11）
【原句翻译】_____________________________________________________________________
【仿写造句】... either…or…
______________________________________________________________________
5.3.3.3
She knows it’s not good for her, but it tastes good! （P11）
【原句翻译】_____________________________________________________________________
【仿写造句】…sth is good for sb…, but/ and it tastes ______________________________________________________________________
5.4 Practice and Consolidation 练习与巩固
1.早上我有很多时间吃早餐，所以我总是吃得不错。
In the morning, I ______ ______ ______ ______ breakfast, so I always ______ ______ ______ ______.
2.在那之后，她就有了非常多的朋友。
______ ______, She has ______ ______ friends.
3. 我们都知道蔬菜和水果对我们很有益处，并且它们尝起来也不错！
We all know fruit and vegetables ______ ______ ______ us, and they ______ ______!
4. 当他回家后，他要么做作业，要么看电视。
When he gets home, he ______ ______ the homework or ______ TV.
5. 我不喜欢早起，我也不喜欢狼吞虎咽。
I don’t like to ______ ______ ______, and I don’t like to ______ ______.
5.5 Summary
Help Ss to make a summary by talking and sharing about:
Q1: What have you learnt in this period?
Q2: What kind of healthy habits should you have?
Q3: What will you do to have a healthy habit?
Get the Group leader (GL) to share their summary.
Put some key points on the Bd to form a clear mind map if possible.
6.0 Homework -课后作业
6.1 Recite the passage in 2b.
6.2 Give Ss an opportunity to learn about the living habits of the super stars they like after school. You may tell Ss that they can collect some useful information by surfing the Internet, by reading relevant books or talking about this with their group members. 下载本文
