初一英语阅读课

初一英语阅读课

《Unit 9 Do you like bananas? Section B2a-2c 》课堂实录

徐敏

学习目标

知识目标:

1.掌握SectionB2a -2c的重点单词、短语和句型。

2.学会用目标语言询问对方的喜好。

能力目标:

1.学会询问对方喜欢与不喜欢的食物。

2.注意当主语是单数第三人称时动词的变化规则。

3.掌握速读，跳读，细读等阅读技巧。

4.学会提取短文大意，掌握文章结构。

5.能用所学知识进行口头和书面表达。

情感目标：讨论美食，享受生活美味，提倡健康合理膳食。

重点：

1. Words：star, eat, well, habit, healthy, really, question, want, be, fat

2. Target Language

What do you like for breakfast/lunch/dinner?

What does he/she like for breakfast/lunch/dinner?

I like /He likes/She likes…

I don’t like…

He/She doesn’t like..

难点: ask others eating habits and express your own eating habits to others

Step 1课前问候、自学案作业检查反馈

T: Good afternoon, boys and girls!

Ss: Good afternoon, Miss Xu!

T: This class we’ll learn Unit 9 Do you like bananas? Section B 2a -2c. Are you ready? Let’s go for it. Three times together.

Ss: Let’s go for it! Let’s go for it! Let’s go for it!

设计意图：通过此环节让学生做好上课的学习用品和思想准备，全力以赴争取最大效益。T: We have Ten tasks this class. Zhu Ke please give us a report about our homework yesterday (learning paper).

Zhu: Groups 1、3、5、7 、8、9 and12 did very well, congratulations!( 鼓掌) Groups 2、4 and 6 should try harder. The final exam is coming, let’s go for it!

T: Very good.

设计意图：通过此环节检查学生自学案完成情况验收预习情况，表扬优秀激励落后。

Step 2. 每日英语

T: Let’s see our everyday English.

An apple a day keeps the doctor away.

每天一个苹果，医生远离我。

Follow me, read together.

希望大家健康饮食，养成良好的饮食习惯和生活习惯。

设计意图：每日英语，增加学生的知识积累，提高学生的英语学习兴趣，并适时对学生进行情感教育，健康饮食，健康生活。

T：Here are our learning aims.

设计意图：出示学习目标，教师划线强调重点单词、短语、句型和能力、情感目标，让学生明确本节课的学习任务。

Step 3自学案（默写重点句子）

T: Now class, stand up please. O pen your books and read loudly. Three minutes later, we’ll have a dictation.

学生起立，朗读背诵本单元知识，3分钟后默写。

(3 minutes later)

T: Li Ruiwen and Tian Zhennong please come to the front. Let’s have a dictation.

听写短语和句子

1.健康的食物healthy food

2. 运动明星sports star

3.饮食习惯eating habits

4.晚饭后after dinner

5.想要做某事want to do sth

6.肥胖的be fat

7.喜欢吃…作早餐like… for breakfast

8.你喜欢吃什么当作早餐？What do you like for breakfast?

9.运动明星吃得好。Sports star eats well.

10.晚饭后你吃冰激凌吗？Do you have ice-cream after dinner?

设计意图：通过将重点单词融合进入短语和句子进行默写，既检查学生单词掌握也训练提高了学生的英语运用能力。

T: Next check the answers. Li Ruiwen show us the language points you know.

Li: Please pay attention to “healthy food”“sports star”“eating habits”“like… for breakfast”“Sports star eats well.”

设计意图：通过让默写的学生对每个句子中出现的语言点进行解释强调，检验其对本单元知识的掌握程度。

T:, Tian Zhennong what do you think of his answer?

Li: He speaks loudly and clearly.He did a good job.

设计意图：通过其他学生点评，提醒学生课上集中精力听讲，并培养学生对事物发表见解的表达能力。

Step 4 读前活动（观看教师三餐视频并讨论区分健康食品和不健康食品）

T: “Do you want to know my breakfast, lunch and dinner?”

Ss: Yes.

T：Let’s watch the video.

T: Do you think what I have is healthy or not?

Ss: Healthy.

T: Do you have healthy eating habits? Let’s have a discussion about healthy food and unhealthy food, and finish 2a. (Which food do you think is healthy? Check Yes, Maybe, or Not.

设计意图：以教师的三餐视频导入，容易激发起学生的兴趣，学生自发讨论起健康食品和垃圾食品，并起到了远离垃圾食品的情感教育的的作用。

Step 5 读中活动（设置三个阅读任务，小组PK完成任务）

T: We have 3 tasks in this part. Group 1, 7,4,10 do task 1. Group 2, 8, 10, 12 do task 2. Group 3, 9, 6 do task 3.

Task1. Read the magazine article and circle the food words.

T：Group 1, 7,4,10，Are you ready?

Ss: Ready!

T: Here we go.

设计意图：培养学生速读找关键信息的能力。抢答提高学生的积极性竞争意识，提高课堂的参与度。

T: Task2. Read the article carefully and match the phrases with the Chinese meaning. Group 2, 8, 10, 12 Are you ready?

Ss: Ready!

T: Here we go.

设计意图：帮助学生把握文章的大意。掌握找关键词等速读的阅读技巧。

T:Task3. Read the article again and do 2c. Write five sentences about Cindy’s eating habits. For example: Cindy likes healthy food. Group 3, 9, 6 do task 3.Are you ready?

Ss: Ready!

T: Here we go.

设计意图：培养学生提取信息，重组信息的能力。小组活动，培养学生的团队精神，及与他