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运用英语表达“如何保持健康”?
四、教学过程
?Step?1:?Warming?up?
Play a game：Who is fast.
Present?some pictures on?the?screen, and let students say the word as quick as possible.
设计意图：通过游戏调动学生的积极性，活跃课堂气氛。同时通过食物图片为新课导入做好铺垫，也为本课的学习做好热身准备。?
Step?2:?lead?in?
Show?the?title?of?Unit7,?tell?the?students?that?only?we?have?a?healthy?body,?we?can?study?well,?we?can?do?everything?we?want?to?do,?so?we?must?try?our?best?to?keep?healthy.?Today?we?learn?Lesson?37?“You?Are?What?You?Eat!”,?this?is?a?French?saying,?write?it?down?on?the?blackboard.?
设计意图：通过导入部分，让学生明白本课学习的内容与健康有关，也知道了健康对每个人的重要性，我们必须尽力保持健康，为进一步学习本课知识做好铺垫。?
Step?3：Learning?aims?
1.?Grasp?the?words?and?phrases?in?the?text.?
2.?Understand?the?text?and?learn?the?expressions?of?“how?to?keep?healthy”.?
3.?Be?able?to?know?the?importance?of?a?good?eating?habit.?
设计意图：通过展示和说明学习目标，让学生明白，本节课要学习什么，带着具体的目标学习就会有更加明确的学习动力，做到心中有数，学有所依。?
Step?4：New?words?
Teach?the?new?words?one?by?one,?teach?their?spelling,?pronunciation,?meaning,?then?ask?the?students?to?read?all?the?words?after?the?teacher.?After?that,?have?a?check.?
设计意图：学习单词时从它的音、形、意同时入手，让学生眼、口、耳同时并用，共同参与，可以加强单词的记忆效果，也为后面顺利学习课文，理解课文意思做好了铺垫，打好基础。?
Step?5：Listening?
Listen?to?the?tape?and?judge?the?following?statements?true?(T)?or?false?(F).?If?the?students?have?trouble?understanding?the?text,?play?the?tape?twice.?
1.Danny?and?Jenny?are?having?lunch.?()?
2.?Danny?is?eating?a?salad.?()?
3.?Danny?likes?vegetables?very?much.?()?
4.?Danny?decided?to?change?his?eating?habits.?()?
设计意图：学生带着问题听录音，目的在于训练学生的听力，激起学生的求知欲，是大家都积极的参与到活动中。?
Step?6:?Reading?
Have?the?students?read?the?text?and?finish?off?the?different?tasks.?
1.Fast?reading,?read?the?text?as soon as possible by themselves.
2.Read the text in role?to?answer?the?questions:?
①.?How?many?donuts?did?Danny?eat?yesterday?evening??
②.?What?did?Danny’s?uncle?say?to?him??