總體教學思路：
本節(jié)課設計思路：本節(jié)課任務設計以學生每天所吃的食物和是否有規(guī)律的進行體育鍛煉為主線，上課以如何保持一個健康的體魄為討論主題引出科學的膳食和有規(guī)律體育鍛煉兩個主題導入任務，通過討論得出結論什么是合理的飲食習慣， 和科學的鍛煉身體的頻率并評選出生活學習最有規(guī)律的標兵
教學目標：
1. 學會描述不同食物的名稱和各項體育運動的名稱。
2 學習如何正確運用表示頻率的表達方式。
課前準備：飲食和運動的調查問卷。
教學過程設計：
Tasks Teacher’s activities Students’ activities
Task1
Step 1 What do you have for breakfast, lunch and supper? Discuss in groups and list the food they have every day.
Step 2 Make a survey about how often they eat the healthy food. Make a survey in groups and find out who has the most healthy diet by using the sentences:
How often do you eat vegetables?
How often do you eat fruits?
Task 2
Step 1 Do you exercise every day and what kind of exercises do you have every day? Discuss in groups and list all the sports they play after school.
Step 2 Make a survey about how often they play the sports? And find out who take more exercise. Make a survey in groups and find out who has the most sports by using the sentences:
How often do you swim?
How often do you play football?
How often do you play basketball?
Step 3 Write a report about their survey about the healthy diet and the sports. Write a report about their survey and correct it with their partner.
Task 3
Listening “Now, Let’s listen to two friends talking about their life habit, see if they have a healthy life?” Finish SB P4 2a, 2b. Listen to the tape and finish the exercises.
Homework 1. Finish SB P5 3a. 3b.
2. Ask Ss to do a survey about their health. Write a report model on 3a 3b.
How often do you eat … ?
Play football Play basketball Play table tennis swim run
Name 1:
Name 2:
Name 3:
Name 4:
Chart 2:
課后小結
收獲：
A. 鼓勵學生大膽的使用英語，對他們學習過程中的失誤和錯誤采取寬容的態(tài)度。
B. 任務鏈設計較成功，創(chuàng)造條件讓學生能夠研究他們自己感興趣的問題。
C. 課堂設計較合理，給學生創(chuàng)設自主學習和交流的機會。
D. 學生通過體驗、實踐、討論、合作等方式發(fā)展了聽說讀寫的綜合語言技能。
探索：
繼續(xù)探索在任務、與合作型教學中如何調動全體學生的積極性。
教案點評：
本課的設計使學生確實從學習中學會了如何談論飲食, 體育運動等，同時還學會了簡單的關于頻率的談論。豐富了學生生活，培養(yǎng)了學生科學的飲食，學習，生活的習慣。同時也是一種真實的體驗。當然，《新程課程標準》所提倡的絕不僅僅是這樣或那樣一種或幾種教學法，我們也絕不可以拋棄一切傳統(tǒng)的理念。筆者認為，教無定法，教而有法。事實上我們所使用的不僅僅是任務型教學法一種，而是綜合了各家教學法之長處的綜合教學法。筆者認為這種要求學生自己準備學習材料，教師利用學生帶入教室的各種信息組織語言教學活動，既能增加教師對所教學生的了解，提高教學針對性，同時也增加了學生的語言實踐，促進他們在整個教學活動中主動參與。
作為英語教師，在對學生進行只是教授的同時應時刻滲透對學生情感的教育。并將情感的教育與所學的知識內容相結合起來。