一、教学内容分析
本节为读写课，授课内容为新目标人教版七年级英语上册Unit 6 Do you like bananas？Section B 2a-2c 部分。本课主要是阅读一篇关于一位排球明星好恶的文章并引导学生养成健康饮食习惯，读后进行纵向拓展延伸――实施关于食物、运动或颜色好恶的写作教学。
二、整体设计思路
1.阅读教学部分：使用有效阅读策略引导学生感悟文章。先让学生带着问题快速阅读文章，使之大致了解文章主题；然后通过完成2b及2c部分的教学，引导学生读懂文章各细节内容；最后通过师生、生生之间的合作交流，从宏观角度把各细节内容串联、并联，构建文章的框架结构。
2.写作教学部分：利用层层递进的方式指导学生写作。首先，利用不同的插图帮助学生激活有关食物、运动、颜色及形容词的单词；其次，引导学生回顾文章的目标语言结构、重点句型并模仿文章的框架结构，进行写作构思，从整体调控写作内容，最后学生在小组内相互探讨、修改，展示优秀的写作作品。
三、教学目标
1. Knowledge goals：To be able to learn more food words and talk about likes and dislikes by reading the magazine article about Cindy’s eating habits，then write a passage about his or her likes or dislikes about food，sports or colors.
2. Ability goals： To be able to use different reading skills to read the magazine article about Cindy’s eating habits and practice writing skills ――write a passage about his or her likes or dislikes about food，sports or colors using the target languages and imitating the outline of reading.
3. Moral goals： Students will be able to work together to talk and write about his or her likes or dislikes about food，sports or colors to understand and care about others.
四、教学重点、难点
1.Teaching key points：
（1）How to read the magazine article by using reading skills，learn the target languages and get the outline of it.
（2）How to write a passage about his or her likes or dislikes about food，sports or colors.
2.Teaching difficult points：
How to write a passage about his or her likes or dislikes about food，sports or colors.
五、教学方法
The task-based language teaching method， the cooperation learning method，and the activity teaching method.
六、教学准备
Pictures about food， PPT， assignment paper.
七、教学过程
Ⅰ.Revision and warming-up
1. Show a list of teacher’s eating habits with pictures about food to make students review the food words and talk about teacher’s likes and dislikes.
2. Teach the new words by showing pictures in screen：stars，eat，well，habit，healthy，really，question，want，be，fat. Students learn and make sentences using the new words.
（设计意图：先与学生共同介绍教师的饮食习惯，使学生感知如何谈论关于食物的好恶，同时帮助学生回顾已学单词，然后通过展示图片的方式帮助学生直观学习新单词，再通过造句巩固新单词，为阅读、写作教学做好铺垫。）
Ⅱ.Pre-reading
1.Make students check（√） Yes，Maybe or No in 2a.
2. Lead students to talk about which food is healthy in front of class.
（设计意图：通过让学生填写表格的方式做调查，并让学生谈论他们眼中的健康食物，激起他们养成健康饮食习惯的意识，同时能提前熟悉下面关于Cindy谈论其饮食习惯的杂志文章。） Ⅲ.While-reading
1.Skimming
（1）Ask students to read the magazine article quickly to make a choice below and circle the food words in 2b.
Question：What does the magazine article talk about？（ ）
A：Cindy’s eating habits
B：Cindy likes fruit.
C：Cindy doesn’t want to be fat.
（2）Check their answers with students.
（设计意图：引导学生带着问题有目的地使用略读策略对文章进行整体感知，提取文章的主题。）
2.Scanning
（1）Ask students to read the magazine article carefully and finish 2b by themselves first.
Cindy likes healthy food.
Cindy ____________________________________
She ______________________________________
She_______________________________________
Cindy doesn’t_______________________________
She doesn’t _________________________________
（2）Then make students work in pairs to discuss their answers or ask the teacher for help if necessary.
（3）Check their answers with the class.
（设计意图：通过采用细读的阅读策略，使学生获取各项细节信息，并让学生在“生生结对子”中进行合作交流，不但能够提高学生对语言的运用能力，而且能使之加深对文章的透彻理解。）
（4）Ask students to work in groups to get the important sentence structures and find out the outline of the magazine article.
（设计意图：此环节是让学生在小组中共同探讨文章的重点句子结构及框架，为下面的写作教学做好充足准备。）
（5）Lead students to make healthy eating habits and do more sports like Cindy to be healthy.
（设计意图：通过渗透情感教育，让学生成为德智体美劳全面发展的学生。）
Ⅳ.Post-reading
1. Pre-writing
（1）Make students know what they will do――write a passage about his or her likes or dislikes about food，sports or colors.
（2）Ask students to review the words about food，sports or colors and some adjectives they have learnt by showing pictures.
（3）Ask students to think out the sentence structures and the outline of the writing by imitating the magazine article in 2b. For example：
Everyone has his or her likes or dislikes. My friend’s name is ____. He likes sports. He（She）likes______. He（She）thinks it’s _____. He（She）doesn’t love______. He（She）thinks it’s _____...
（设计意图：通过帮助学生激活可能使用上的单词，并模仿文章2b，构建出写作的框架及句型结构，从“词―句―篇”的角度为学生提供写作材料，最大限度地降低学生的写作压力。）
2.While-writing
（1）Give eight minutes for students to write a passage about their friend’s likes or dislikes about food，sports or colors.
（2）Teacher walks around the classroom to give help if necessary.
（设计意图：给予学生足够的时间去构思文章，学生通过独立地写作实践，可以大大锻炼并提高写作技能。）
3.Post- writing
（1）Make students work in groups again and exchange their writing to find out the mistakes. （2）Ask students to choose the best writing in their groups and read it in front of the class.
（设计意图：让学生在小组合作中，相互交流、指点，使他们在原有基础上有更多的进步；然后让学生念出组中最优秀的作品，既是对该生优秀写作能力的表扬，同时也让大家分享成果，人人都有借鉴及收获。）
Ⅴ.Summary
（1）Ask students to sum up the new words and reading and writing strategies.
（2）Summarize how to talk and write about likes or dislikes.
（3）Lead students to have a healthy life style.
（设计意图：通过让学生进行回顾、反思本节课的重难点，从整体上掌握各项技能，并且再次渗透情感教育，引导学生形成健康的生活方式。）
Ⅵ.Homework
Write a passage about your or your family’s likes or dislikes about food，sports or colors after class.
（设计意图：让学生课后进行第二次写作，有利于学生巩固、提高写作能力。）
板书设计：
Unit 6 Do you like bananas？
Section B 2a-2c
Words：（on the left of the blackboard）
stars，eat
well，habit
healthy，really
question，want
be，fat
Sentences：（in the middle of the blackboard）
Cindy likes healthy food.
Cindy ____________________________________
She ______________________________________
She_______________________________________
Cindy doesn’t_______________________________
She doesn’t _________________________________
Passage：（on the right of the blackboard）
Everyone has his or her likes or dislikes. My friend’s name is ____. He likes sports. He（She）likes______. He（She）thinks it’s _____. He（She）doesn’t love______. He（She）thinks it’s _____...
