Unit 2 What time do you go to school? 

Section B 2a-2c（教学设计）
 

教材分析

 What：This is a passage about introducing Tony’s and Mary’s daily schedule.

Why： The topic of the passage is about healthy and unhealthy habits according to Tony and Mary. So it is helpful for students to learn to keep good and healthy habits.

How：The structure of the passage is very clear and logical. The writing order is time schedule according to Tony and Mary.
 

教学目标

 By the end of this lesson, students will be able to:

1. 语言能力： correctly understand and master new vocabulary in the context, use more complex time expressions and richer verb phrases, understand the general idea of the article, and sort out the content of the article.

2. 文化意识：Understand the daily routines of people in English-speaking countries, and learn to distinguish between healthy and unhealthy lifestyles.

3. 思维品质： Through the construction of mind maps, analysis, reasoning and judgment and other activities, accurately obtain key information and improve the ability to understand the discourse, improve the logic and criticality of thinking, and realize the transfer of thinking ability.

4. 学习能力：Enhance reading comprehension skills by learning reading strategies through pre-reading prediction. Maintain an interest in learning English and consciously train your English thinking.
教学重与

难点

 Teaching important points:

master key vocabulary and sentence patterns；read passages and sentences for relevant information.

Predicted parts of difficult points:

Through reading short passages, how to use the sentence patterns and sentence patterns learned in this unit to improve students’ comprehensive English proficiency.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (3’)
Step 1 T greets students. Then T invites to Ss to watch a video and let them list all of healthy habits. Ss list the habits by watching the video. It can give Ss an interesting knowledge input through video.
效果评价 学生是否能根据所给视频准确无误的回答问题
Pre-reading (7’)
Step 2 T asks Ss to finish 2a. Check (√) the activities that you think are healthy.

 

 Ss finish 2a, and read the healthy activities together. 2a can lead Ss to firstly know the words in the passage so that the learning of reading can be more smoothly.
Step 3 T asks them look at the pictures carefully and answer the questions:

1. What does the boy like doing?

2. What does the girl like doing?

After that, T asks Ss to look at the picture to guess what will be talked in this passage.

 Ss look at the pictures carefully and answer the questions and then look at the picture in 2b to guess what will be talked in this passage. Prediction can give Ss an interesting knowledge input.

 

Pictures can improve Ss’ ability of prediction.
效果评价 学生在看图片时是否表现积极主动；学生是否能够通过“看”图片来进行推测文章主要内容。
While-reading (15’)
Step 4 T asks students read passage quickly for the first time to answer these two questions:

1. What are their names?

2. Who is healthier?

 Ss read the passage and underline the healthy and unhealthy activities. This step can help students to improve the ability of fast reading and scanning.

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