Teaching design Reading: I only eat food that tastes good. Analysis of the teaching contents : Learn how to keep healthy , then make suggestions and give advice. I. Teaching aims and demands 1. Knowledge objects; key vocabulary and reading . 2. ability objects: Train students5 ability of understanding words in contests. Train students5 ability of identify main idea. Train students5 ability of reading for special information. 3. moral object: Stop eating junk food ,eating a balanced diet keep healthy. 4. Characteristics of learners： The Ss can read and translate the words and phrases correctly. There will be some difficulties in making new conversations for some unable students. II. Teaching key points: key vocabulary Read the text to identify main idea. Read the text to understand words in contests. Read the text for special information . III. Teaching difficult points: Train students5 reading skill. Train students' writing skill. IV. Teaching methods: up-down reading method, pair work and group work. V. Teaching procedures: Step 1 Key vocabulary Revise the key words using flashcards. Step2 Parti 1. Read the title to the students first and ask them to predict what they think the article is about bases on the title. 2. Groupwork : look at the diets of two people ,discuss which diet is healthier and why. Step3 Before you read oral practice section 4 . 1. ask students some questions: Are you a vegetarian? Do you care how much fried food you eat? Do you prefer to drink water when you are thirsty? Do you only eat food that you like? 2. Give some comments about their answers and let students discuss which diet is healthier and why. Step 4 while reading 1. let students pay attention to the learning strategy, let them know some of styles of English. 2. listen to the passage for the first time, try to tell what style this passage is. Then finish 3b. 3. read for the first time check the answer of 3b and fill in the chart below. Name What to eat What not to eat Peter Food that( ) Tony Too much food that( ) Laura Food that is healthy, mainly( ) Fast food. Sugar .meat, burnt food, or anything that has been( ) Step 5 after you read 3a .3c. 1. Read about the dialogues by themselves, then finish 3a. 2. Write down the answers of 3c according to your memory. And then check your answers by reading again. Step6 summary and writing 1. Encourage students to review what they have learned about the reading and make a list of useful phrases and sentences. 2. Write down their articles about this topic. After finishing them.Ask some students to read out their own passages and others assess them together. Step7 homework 1. Finish exercises of this unit. 2. Review the whole unit and preview unit7. Blackboard design： Reading: I only eat food that tastes good Key vocabulary: To be honest I prefer to do sth. Cause cancer Burnt food etc. She /he prefers to do sth. I/she/he would like to do sth You should eat a balanced diet to keep healthy. 课后反思：通过这一次的教学，培养了学生独立自主学习的能力，同时，通过讨论， 培养学生们养成健康的生活习惯，通过这篇文章的学习，教育学生怎样保持健康。最关键的 是：教学生学会怎样去阅读一篇文章和怎样理解文章的含义。能够让全体同学参与讨论，学 到健康的生活常识。 一. 活动中以学生的真实生活和兴趣为焦点话题，学生易理解掌握；通过活动让学生习 得英语语言知识、发展学生的语言技能；口语练习时尽量创造机会，促使学生主动获取、处 理和使用信息，提高用英语解决实际问题的能力。这次他们的口语练习设计达到了我的预期 效果。 二. 及时巩固，注重反馈 在进行英语技能训练时，我轻易不打断学生，这样做为了消除学生怕错的心理负担，从而 使其能主动积极思考问题，参与课堂活动。我课堂中力求通过表情、眼神、语言与学生产生 共鸣，多一些热情的鼓励，少一些指责批评，使其以良好的心态继续参加后面的课堂活动。 课后及时处理反馈信息，引导学生对一些易出错的地方，让学生学有所得。 三、 针对本课的知识点，我灵活设计教学活动，让学生通过合作学习，培养运用语言 的能力和创新精神。通过本课的学习，学生能根据实际情况进行交流，使他们够在运用中感 受自己的成就感，体会到学英语的快乐，激发他们学习的热情。 四. 在本节课中课堂环节时间掌握不好，致使我的课前紧后松，甚至造成拖堂。