英语阅读课备课
一、教学目标 1.知识目标：
（1）词汇：扩展有关食物和生活方式的词汇
（2）日常交际用语：1. What is your favorite food? 2. I like/dislike…… 2.能力目标
（1）根据图片猜测大意
（2）掌握模仿主题进行描述的技巧，练习了解文章大意，快速浏览查找细节的快速阅读技巧 3.情感目标
创造机会，鼓励学生用所学的英语知识合作交流，共同完成任务 ，使他们体验成功，激发学习英语兴趣。 二、教学重点
掌握文章中的词汇和理解课文内容，掌握阅读的技巧。 三、教学难点
明白健康饮食和优良生活习惯的重要性 四、教学过程：
Step 1: Warming –up（热身）
（一）Free Talk: To ask the student on duty to make a speech : “What is my favourite food ?” 设计思路：
每天都有值日生报告，可以锻炼学生的书写和口头表达能力，另外，在交流过程中，也互相锻炼了学生的听力水平。同时，活跃了课堂气氛。 （二）1. Revise some names of food (Let the students speak freely.)
2. To show the students beautiful pictures of food during the talking .The teacher can write some of them on the blackboard, especially some new words: fruit, sweet, coke, bread, meat, juice.
3. To ask the students to ask and answer :“What is it ?”,“Do you like it ?” ,then discuss: “(1)What food can we eat a lot ? (2) Which is your favorite food? Why?
设计思路：
（1）让学生自由回答，复习已学了的食物名称，满足学生表现的欲望，进一步活跃课堂气氛，调动学生积极性。
（2）通过形象直观图片教学，激活旧知识，为学习新知识做铺垫。
（3）通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。让他们参与初步讨论，知道哪些才是正确的饮食。 Step 2: Pre-listening(听读)
1. First, let the students look at the photos on Page 60.
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2. Second, listen to the tape and read the articles about Kitty and Daniel and tell the teacher who is healthy. 设计思路：
听和读都是获取信息的有效途径，通过边听边读（默读）初步感知文章内容培养学生快速概括文章主题能力。
Step 3: Skimming and Note-taking(速读和速记) 1.What does Kitty want to be?
2.What does Kitty eat for breakfast now ? 3.What does Daniel like eating? 4.What does Daniel plan to do? 设计思路：
通过有目的听读，让学生了解文章大意同时把握文章中一些细节内容,培养学生阅读技巧，通过有目的地快速浏览文章，解决一些文章中较简单直观的题目。
Step 4：Scanning(审读)
Read the text again; try to answer the questions below: 1.How long does kitty dance every day? 2.How does she feel when she dances? 3.What is important for her?
4.What does she have for dinner? 设计思路：
进一步有目的的阅读，可以更好的理解文章细节，培养学生做细节题目的能力，同时以竞赛的形式进行能更进一步激发学生地主动参与。 Step5：Explaining main and difficult points（释疑）
Let the students work in groups and find out the difficult points, then tell the teacher.
Step6: Communication and Application(交流与应用) 1. To ask the students to retell the story 2. The teacher give them a topic: “how to keep healthy” 设计思路：
复述文章有助于培养学生语言运用能力，同时锻炼学生听说能力 Step7：Summary and Check-up(归纳与总结) 1. T：What have you learned from this class? What should you do? 2. Main points(略) Step8:Homework(作业) 1. 思考：What food is (not) healthy?(归类) 2. 写作：How to keep healthy? 五、教学反思
本设计的亮点：以灵活的形式开展教学活动，以培养学生阅读技巧为中心。学生反应积极，讨论热烈，思维活跃，竞争激烈，教学效果令人满意。
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