Unit 12 Let’s go further教学设计(第二课时)

Unit 6

Healthy diet 第1课时

Reading A

一、定位: input-based，训练各种听与说的语言微技能,并给予阅读学习策略的指导，读为主。

二、教学目标：

1．通过多种形式的阅读活动和任务，帮助学生理解课文。

2．指导学生运用一定的阅读理解学习策略，培养阅读微技能。如：扫读，获取文章大意；推断，深层理解；猜测生词大意等。

3. 做好课堂笔记，扎实基础知识。

二、教学设计: Step 1

Warming up Ask Ss some questions: 1. Do you like eat meat? 2. Do you like eat vegetable? 3. If you go to the restaurant , what will you order? 4. Give me some food about healthy diet.

(write down some words Ss have mentioned on the Bb)

2．Cartoon talk Let the Ss look at a cartoon picture on page 82 and say something about the picture. Step 2

Leading in

1.Ask Ss questions on A on page82. 2.Ask Ss to look at the pictures(A1 Page 82) and finish exercise on page 82 . Then chect the answers. 3.ask ss to look at the pictures in A2 and talk about them with your partner. Step 3:Pre-reading 1)

Ask Ss to look at the pictures , the title and the introduction to the conversation on page 82. Then finish exercise B on page 82. 2)Teach som new words by showing pictures. 3)Get ss to finish C1 on page 84 and check the answers. 4)Get ss to try using the new words and phrases.(finish C2 on page 84) Step 4:While-reading

1.First reading

Get ss to read fast to complete: D1 on page 85 2.Second reading Ask Ss to read the blog carefully again and find the facts (D2 on page 85. then Check the answers. (Ask Ss to practice in pairs) Step 5

Post reading Group work:Ask Ss to talk in groups and then share their opinions in

class. (Get ss to finish exercise D3 on page 85)?Discuss with your classmates. Step 6: Language points---key points:

sound terrible; decide to do sth(拓展:decide on sth) stay away fromt (拓展：close to )

fried food, soft drinks medical examination lose weight(拓展：put on weight) a bit of+不可数名词（拓展：a bit+adj/比较级）

avoid doing sth

工具

“with”

用方式

“by” doing sth

语言

“in”

语言

in a … way / in…ways用…方式

balanced diet mean to do sth(拓展：mean doing sth) 可数名词、不可数名词的数量词

①

many, a few/few, a number of… + 可数n. ②

much, a little/little, a great deal of , a bit of +不可数n. ③

some, plenty of, a lot of/lots of + 可数/不可数n. Here comes the bus(倒装句) Step7：Consolidation Step 8

Consolidation 1. Ask Ss to fill in the blanks according to the first letter Some drugs will r______ in the fruit if you don’t wash it. We still have some meat b______ vegetable. I love steak, pork chops, chicken and m_____ grill. He went there i_____ of Lily. I’d like some d_____ after dinner. 2. Ask Ss to complete the sentences 你会对你所吃的动物表示遗憾吗？

Do you ________ ________ ________ the animals you eat? 他花30元买了这本书。He ______ 30 yuan ______ the book. 吃多点蔬菜会让人保持健康的。Eat more vegetables to ________ ________. 很多人在这样的天气里生病。Many people get ill ________ ________ the cold weather. 用苹果代替梨子吧。We can use apples ________ ________ pears. 1. 吃太多糖有害健康。

Eating too much sugar ________ ________ ________ our health. 2. 一方面，我们不要吃太多肉。另一方面，我们要多吃蔬菜。

On one hand, we can’t eat too much meat. ________ ________ ________ ________, we should have more vegetables. 3. 我们都同意他的观点。We all ________ ________ his opinion. 4. 很难决定买哪个。

________ ________ ________ ________ decide to buy which one. Step 9

Homework：Go over what you’ve learned today.

第2课时

listening

一、定位：

1.input-based，训练各种听与说的语言微技能，并给予听的学习策略的指导。

Objectives: 1.通过多种形式的听力活动和任务，帮助学生理解课文。

2.指导学生运用一定的听力理解学习策略，培养听力微技能。如：扫听，获取文章大意；细听，深层理解；再听，巩固听力技巧等。

二、教学环节设计: Step 1

Pre-listening Tell Ss that they are going to do some listening exercises. Ask some of the Ss what they will do before listening. Learn the study tips with Ss by asking Ss to read the tips on their book carefully.(Pay attention to wh-questions and the key words when listening). Ask Ss to read the table on page 86 carefully and predict what kind of information they could fill in the blanks. Ss can discuss in groups and write down their answers with pencils. Ask Ss what they must pay attention to when they write. Eg: their spelling, the first letter of the word, how to write a number etc. Step 2

While-listening Play the recording for Ss to listen and complete the table. Play the recording again for Ss to listen and ask them to check their spelling. Check the answers and see how well they did in the prediction. Step 3

Post-listening a)Give Ss some time and get them to summarize the skills of completing a table of information and finish the related listening exercise in Book B.

b) Ask Ss to do the exercise. 听取信息: 一空一词

1.

Fast food cause serious health problems and make you put on _____ 2.

People today ____ busy lives. You can make fast food_____ 3.

Read the ____ carefully. You should ____ high calories and fat. 4.

Drink water instead of ___ drinks, and drink tea ____ sugar. 5.

Ask for olive oil and ____ on your salad 6.

Don’t order ____ large meals. Eat the regular ___ meal. Step 4: Summary: ask the ss to conclude what we’ve learned today. Step 5

Homework Finish Students Times of Unit 1 listening exercise.

第3课时

Language

(partⅠ) 1. 通过多种形式的语法情景教学活动和任务，帮助学习语法。

2. 指导学生通过不断的练习，掌握语法知识

3. 做好课堂笔记，扎实基础知识。多总结，巩固所学知识。

二、教学环节设计:

Step 1 presentaion 谓语动词+宾语从句（注意时态、人称、语序的变化）：

主+谓+that +…(陈述句)

主+谓+疑问词

+主+谓+…

一.宾语从句的定义置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词（afraid,sure,glad等）之后也可以带宾语从句。

二.宾语从句中引导词的用法在复合句中作主句的宾语，引导词有：

连词：that (that 常可省略),whether, if 代词：who, whose, what ,which 副词：when ,where, how, why 等。

（一）that引导的宾语从句（在非正式场合that可以省略）

可跟that从句做宾语的动词有：

say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。

例句：The boy believes that he will travel through space to other planets. 注意事项：当主句谓语动词是

think, believe, suppose, expect 等词，而宾语从句的意思是否定时，常把否定转移至主句表示。

例句：I don’t think it is right for him to treat you like that. 在以下情况中that不能省略

当句中的动词后接多于两个由that引导的宾语从句时，第一个that可省，但后面的that不可省。

例句：He said (that) you were too young to understand the matter and that he was asked not to tell you.

当主句的谓语动词与that宾语从句之间有插入语时，that一般不可省。

例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap.

当that从句是双宾语中的直接宾语时，that不可省。

例句：I can’t tell him that his mother died.

注意事项：许多带复合宾语的句子，that引导的宾语从句经常移到句子后部，而用it作形式宾语。

例句：I find it necessary that we should do the homework on time. （二）由whether,if 引导的宾语从句

由whether(if)引导的宾语从句，实际上是一般疑问句演变而来的。意思是“是否”。宾语从句要用陈述句语序。一般说来，在宾语从句中whether与if可以互换使用，但在特殊情况下if与whether是不能互换的。

例句：I wonder whether(if) they will come to our party.

只能用whether，不能用if引导的宾语从句

在带to的不定式前

例句：We decided whether to walk there.

在介词的后面

例句：I’m thinking of whether we should go to see the film.

在动词后面的宾语从句时

例句：We discussed whether we had a sports meeting next week

直接与or not连用时

例句：I can’t say whether or not thet can come on time.

只能用if不能用whether引导的宾语从句

if引导条件状语从句，意为“如果”

例句：The students will go on a picnic if it is sunny.

if引导否定概念的宾语从句时

例句：He asked if I didn’t come to school yesterday.

引导状语从句even if（即使）和as if（好象）时

例句：He talks as if he has known all about it.

（三）连接代词和连接副词引导的宾语从句

这样的宾语从句实际上是由特殊疑问句变化而来的，宾语从句要用陈述句语序。用于这种结构的动词常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。

英语中的连接代词有：who,whom,whose,which,what,在句中担任主语、宾语、定语或者表语。

例句：Can you tell me whom you are waiting for? 英语中的连接副词有：when,where,why,how，在句中担任状语的成分。

例句：None of us knows where these new parts can be bought. 三.宾语从句的语序宾语从句的语序是陈述句语序即：连接代词/副词+主语+谓语+其他成分。例句如下：

I don’t know what they are looking for.

Could you tell me when the train will leave?

Can you imagine what kind of man he is?

四.宾语从句的时态主句是一般现在时，从句根据实际情况使用任何时态。

例句：The headmaster hopes everything goes well.

主句是过去时态，从句须用过去时态的某种形式。

例句：She was sorry that she hadn’t finished her work on time.

当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时态。

例句：The teacher told his class that light travels faster than sound.

五.宾语从句的特点宾语从句可以作及物动词、介词及形容词的宾语。

宾语从句的语序一律用陈述句语序。

连接词that引导宾语从句在句中无词义，不充当句子成份，多数情况下可以省略。

whether 和

if 都可引导宾语从句，但

whether后可紧跟or not；whether从句可作介词的宾语。

如果从句太长，可以用形式宾语it. Exercise:宾语从句

1 -- Could you tell me when _________?

-- At half past ten . In a few minutes.

A . will the train arrive

B . the train has arrived

C . the train will arrive

D . the train arrives 2 – You can use MSN to talk with Kevin on the internet.

-- I know. But can you tell _________?

A . what I can use it

B . how can I use it

C . why can I use it

D . when I can use it

3 The police man asked Mr Smith ___________.

A . what did his car look like

B . what was his car

C . how his car looked like

D . what his car looked like 4 Could you tell me ___________?

2 – You can use MSN to talk with Kevin on the internet.

-- I know. But can you tell _________?

A . what the food is made of

B . which the food is made

C

how is the food made

D . who the food is made 5 – What time will Mr Brown be back to China ?

-- Sorry, I don’t know________.

A . when did he go abroad

B . why he is going abroad

C

how soon will he be back

D .how long he will stay abroad 6 Can you tell me ________?

A. what are they doing that for B. why they are doing for

C. why are they doing that D. what they are doing that for 7. I don't know ______ .

A. where does Jim live B. where did Jim live

C. where Jim lives D. where is Jim live 8. Mother asked ________.

A. were there any cheaper shoes B. there are some cheaper shoes

C. if there were any cheaper shoes D. if there are any cheaper shoes 9. He asked me , but I didn't know _________.

A. how to tell B. what to speak

C. to say what D. what to say 10

Lucy问

Jack他会在哪里度假。

Lucy asked Jack ______ _______ _______ spend _____ holiday. 11

她叫我不要用铅笔写信。

She told me _____ ______ _______ with a pencil. 12

我不知道什么时候去上海。

I don’t know when ________ ________

for Shanghai.

I don’t know when _______ _______ ________ for Shanghai.

第4--5课时

Language2 Language Teaching Goals: 1. Enable Ss to master the structure of Object clause with a question word and Object clause with that after an adj. 2. Lead Ss to put the sentence pattern into practical use. Teaching Procedures: Step 1

Presentation Show Ss these sentences. A: where can I buy some books? B: I don’t know where you can buy the books. A: what is he eating? B: I know what he is eating. I don’t understand what you mean. People are thinking about how they can eat in a healthier way. Step 2

Ask Ss to do the following exercise. 完成句子

1. 我不懂你什么意思。

I don’t understand ________ ________ ________. 2. 他不知道怎么样处理这件事。

He doesn’t know ________ ________ ________ do with it. 3. 能告诉我班上谁最高吗？

Can you tell me ________ ________ ________ ________ in class. 4. 你知道我们每天需要多少热量吗？

Do you know ________ ________ calories we need every day? 5. 我意识到哪个更重要了。

I realized ________ ________ ________ more important. 选择题

1. Do you know ________ is right. A.

that

B. who

C. why 2. We never want to tell ________. A.

Which one is right

B.Which one right is

C.Which is one right 3. She doesn’t know ________. A.

What’s your name

B.What your name is C.What name is you 4. I don’t understand ________. What you mean

B.What do you mean

C.How do you mean

第6课时

speaking&writing 一、定位：practice-based，启发学生, 归纳语言知识，开展各层次、专项、强化性和综合性练习，多样技能结合训练, 说为主. 教学目标：

1.通过多种形式的口语活动和任务，帮助学生如何进行交际。

2.指导学生运用一定的写的学习策略，培养写作技能。

二、教学环节设计: Step 1

Speaking A Talk time We have learnt a lot of things in reading A, and let me see how well you know about them.

Step 2

Talk time—Expressing preferences In pairs, make conversations like the example below. Change roles and do it again when you have finished. Step3—Speak up Get Ss to finish exercise B on page 91 and then check the answers. Step 4: Writing---improve your work

Revision Ask Ss to read the text in reanding A and then remind them of the letter format. Writing A 1. Get Ss to look at the pictures below on page 92, then finish the blank.

2. Get Ss to finish Exercise B on page 92 and ask them to recompose their answers in pairs. Teacher should walk around and give some help. Ask some Ss to show their work and give some comments.

Writing B Ss finish B on page 92. And then ask Ss to recompose their letter with their partner. Choose some letters as examples. Step 5 Summary: Get Ss to summarize what they have learned today. Step 6: Homework : Do some related exercise in Student Times.

第7课时

More

practice 一、定位：

output-based，训练多项听说读写的语言微技能，以实际应用为主。

教学目标：拓展同学们的阅读视野，更好理解本单元主题，扩大阅读量

二、教学环节设计: (Choose more practice

as listening and reading practice. Leave study skills as Ss’ homework.) Step 1

More practice

1.

Ask Ss to look at the photo and read the text answer some questions about the text: 2.

Play the recording for Ss to listen, and ask Ss to write the answers .Check the answers. 3.

Ask Ss to read the five questions on Page 93 first. Play the recording again for Ss to finish the exercises. Check the answers. 4.

Now ask Ss to read the passage and see how to describe a thing Underline some sentences they like.

Step 2

Get ss to finished exercise B on page93 and then check the answers. Get Ss to finish exercise in Book . Step 3: Summary: Get Ss to summarize what they have learned today. Step 4: Homework : Do some related exercise in Student Times.