Unit 4 Lesson 12 Healthy Bones 教学设计 1.doc

Unit 4 Lesson 12 Healthy Bones 教学设计第一课时教学目标在本课学习结束时，学生能够：1. 通过阅读，获取关于骨骼以及如何保持骨骼健康的信息；2. 使用获取的信息和语言，介绍人体骨骼以及如何保持骨骼健康；3. 体会骨骼健康的重要性，增强健康生活的意识。教学过程Pre-readingStep 1T shows Ss a picture of bones and asks them.Whats wrong with it?Ss read the questions and discuss the answer.1. How many pieces of bones are there in our body?A. 206 B. 2072. Where is the smallest bone in our body?A. in our head B. in our ear3. Who has more bones?A. a baby B. a twenty-year-old man4. Whose bones stop growing around 25?A. womensB. mensT elicits Ss to say something about the bones.Ss share more information about bones.Ss look at the title and predict what the writer will talk about in the passage.1. 引入话题激活学生已有的关于骨骼方面的知识，学习本课的词汇。2. 引发学生阅读的兴趣。While-readingStep 21st readingSs look at the pictures and skim the text, and choose the best title.Ss check answers in pairs, and then check in class. 2nd readingSs read the passage again then divide the passage into two parts and summarise the main idea of each part.3rd readingSs read paragraph 1 and 2 to underline the information about bones and then answer the questions.Ss read paragraph 3-5 and finish the table about how to keep bones healthy. Ss check answers in pairs and then in class.1.通过快速浏览图片信息和各段段首，获取文章大意，检测预测结果。2.通过第二遍读，引导学生关注篇章结构，通过归纳，概括，加深学生从整体上对文章的理解。3.细读文章1、2段，通过填空获取骨骼的基本信息。4.细读文章3-5段，通过填写表格，获取如何保持骨骼健康的信息。Step 4Ss listen and read the text with the recording. 模仿正确的语音语调，强化语言。Post-readingStep 5Ss work in pairs to ask and answer questions according to the handout.Role play. Ss work in groups. One student asks questions and the other answers as a specialist.1. 学生进行及时的信息内化。2. 通过有情境的问答练习，帮助学生强化信息。Homework1.朗读课文。2.独立给家人描述一下骨骼健康的知识。第二课时教学目标在本课学习结束时，学生能够：1.在语境中体会、发现、归纳由although、but、because、so引导的状语从句的用法和表意功能；2.运用although、but、because、so引导的状语从句给身边的老师和同学提出合理的健康建议。教学过程ReviewStep 1T asks Ss what they have learnt last period then finishes a summary together.1. What are bones like? 2. Why are bones important?3. How can we keep bones healthy?回顾上节课获取的信息和语言。Step 2T elicits Ss to find out adjectives and their opposites. e.g. hard-soft, inside-outside T asks Ss to find more adjectives from the passage and discuss in groups to find right answers. Ss read the passage to underline adjectives and then to share their answers in groups.Ss match adjectives and opposites, after that Ss work in pairs and use them to make sentences.1.归纳形容词及其反义词。2.充分利用文本，鼓励学生积累更多形容词及其反义词。GrammarStep 3T chooses two sentences that Ss get from the passage and asks them to observe the sentences to find out adjectives and opposites by although and but. For example,1. Although they are light, bones are strong enough to support our weight.2. Bones are hard on the outside, but they are soft on the inside.T presents the two sentences with although and but missing.Ss discuss which ones are clearer.T presents the two sentences into different forms. Ss observe and find the differences.T asks Ss to find more sentences contain “although” or “but” from the passage and change them into different forms.T directs Ss to find out that “because” and “so” have similar function to make sentences clearer.T asks Ss to finish exercise B on page 104 and then finish Ex. 5 on page 47.1. 引导学生关注although和but在句子中所起的转折连词的作用。2. 学生在老师的引导下，自己体会、观察、发现语法现象。3. 通过练习，让学生达到强化、巩固的目地。Grammar in useStep 4Ss do Ex. 6 individually and then discuss in groups.T checks the answers.Ss list teachers and students unhealthy behaviors and then give them some adv