高中教案教案

Unit 2 Healthy eating教案。

一名優(yōu)秀的教師就要對每一課堂負責，作為高中教師就要早早地準備好適合的教案課件。教案可以讓學生能夠聽懂教師所講的內(nèi)容，使高中教師有一個簡單易懂的教學思路。那么怎么才能寫出優(yōu)秀的高中教案呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit 2 Healthy eating教案”，僅供參考，歡迎大家閱讀。

Unit2Healthyeating教案

教學目標

通過本單元教學，使學生掌握有關提出建議或忠告的句型，對他人的一些具體問題提出自己的建議或忠告。復習有關看病的用語。通過對課文的學習，了解有關營養(yǎng)與衛(wèi)生方面的基本常識，描寫中國食譜與西方食譜之間的差異及優(yōu)勢。

1．重點詞匯

examine；advise；contain；score；scoresof；discuss；cause；suggestion；in（the）future；berichin；putonweight；attheend（of）；loseweight

2．重要句型

1）Iadviseyounottoeatfruitthatisntripeinfuture.

2）Theresultisthatmanyofthembecomefat.

3）Thereisasmuchsugarinitaseightpiecesofsugar.

3．語法

學習英語中提出建議和忠告的句型

4．日常交際用語

a.Seeingthedoctor：

1）WhatcanIdoforyou？Whatwasthematter？

2）Liedownandletmeexamineyou.

3）Ivegotapain/cough/headache.

4）Idontfeelwell.

5）Theressomethingwrongwith……

6）Takethismedicinethreetimesaday.

7）Drinkplentyofwaterandhaveagoodrest.

8）Taketwopillsnowandtwomoreinfourhourstime.

b.Makingsuggestionsandgivingadvice

1）Youdbetterhaveagoodrest.

2）Iadviseyoutodosomething.

3）Iadviseyounottodosomething.

4）Isuggestthatyoudo…

5）Whynotdo…？

6）Whydontyoudo…？

教學建議
寫作建議

1．首先讓學生們寫在練習本上，然后與同組討論，互相交換議建議。

2．談論書中所給出的幾個題目，練習學生們看病的用語。如：

Ivegotapain/Theressomethingwrong，/Ifeelterrible./Idontfeelwell，soon.

課文建議

Step1本篇課文是有關健康飲食的話題，通過對比中西方飲食的對比，讓學生們能夠?qū)φn文的了解，教師列表寫在黑板上。（略）

Step2通過閱讀，讓學生掌握一些飲食的名稱，如Whatsyourfavoritefood？

duck/chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potatocrisps/butter，etc…

聽力建議

Step1.Preparationforlistening

讓學生們準備去聽聽力，首先讓他們看P121頁的練習，使學生們能夠了解練習的大概內(nèi)容。

Setp2.每一道題先放一遍，提問學生們是否聽懂，大概的內(nèi)容是什么。然后再放兩遍，讓學生們單獨去做練習。

Setp3.讓學生們能夠重復每一段小故事。如：Ex1.

Iwasinachemistrylesson.Iwascarefullylookingatsomethingonthelabtableandmyhaircaughtfire.LuckilyIwasntbadlyhurt.NexttimeIlltiemyhairbackbeforeIgointothelab.Longhaircanbedangerous
重點難點講解

辨析pain與ache

相同點：兩者都表示疼痛。不同點：

pain要注意以下三個方面：

①表示身體某部位不適時，屬于可數(shù)名詞；

Iveapaininmyback.我后背有點疼。

②表示精神上的痛苦時，屬于不可數(shù)名詞；

Hegavehismothermuchpainbyfailingallthesubjects.他所有的考試不及格使他媽媽很痛苦。

③作“努力”、“辛苦”講時，只用復數(shù)形式，但不能用many，few修飾。

Nopains，nogains.不勞則無獲。

ache表“疼痛”時，其主語是身體的某部位，而不是“人”。

Mylegsache.=Ihavepainsinmylegs.我腳疼。

注：head，tooth，stomach（胃）與ache一起構成復合名詞，如：headache（頭疼），但leg，foot，hand，forehead不行。

辨析asleep，sleepy和sleeping

相同點：這三個詞都具有形容詞性質(zhì)。不同點：

asleep意思是“睡著了，它是表語形容詞，在句中只能作表語或賓語補足語，不能作定語。

TheteacherfoundTomasleepinclassandkepthimbehindafterschool.

老師發(fā)現(xiàn)湯姆在課上睡著了，放學后把他留了下來。

sleepy意思是“想睡了”但并沒有睡著。它可以在句中作定語。

ImsleepyandIdliketogotobed.老想睡了，我去房間休息了。

sleeping意思是“正在睡覺”。它可以在句中作定語。

Theywokeupthesleepinggirlandaskedherwhereherparentswere.他們把那位正在睡覺的女孩叫醒，問她父母在哪兒。

辨析diet與food

相同點：diet，food都可作“食物”解。不同點：

diet指的是習慣的食物或規(guī)定的食物，特指維持健康的定量或定質(zhì)的食物，如病人的療養(yǎng)飲食。

Thedoctorhasorderedmeaspecialdiet.醫(yī)生給我安排了特殊的飲食。

注意：diet是可數(shù)名詞，常與不定冠詞a連用，如：

food是一般用法，凡能吃喝的具有營養(yǎng)的東西都稱food.food是不可數(shù)名詞，但在表示食品的種類時，可以用復數(shù)。

Thedoctorputhimonadietafteroperation.手術之后，醫(yī)生規(guī)定了他的飲食。

Toomanysweetfoodswillmakeyoufat.太多的甜食會使你發(fā)胖。

辨析inthefuture與infuture

相同點：這兩個短語都表示“在將來”的意思，一般可以互換。不同點：

1）infuture（=fromnowon）強調(diào)“從今以后/今后”，如：

Dontdothatagain.Bemorecarefulinfuture.別再那樣做了，今后更要注意。

2）inthefuture（=timethathasnotcomeyet）側重表示“將來某個時候/將來”，不一定就是從今立即開始，與inthepast相對。

Mysisterwantstobeanactressinthefuture.我妹妹將來想當演員。

辨析toomuch與muchtoo

1）muchtoo具有副詞功能，作程度狀語，常用來修飾形容詞或副詞原級，意為“實在太，非?！薄Ｋ荒苄揎梽釉~。

Itismuchtooexpensive.這實在太貴了。

2）toomuch具有形容詞、名詞和副詞的功能，可用作主語、賓語、表語、定語或狀語，意為“太多、過多、過分、太厲害”。中心詞為much，too用于修飾much，表示程度，用以加強語氣。其用法可以歸納為以下幾種：

a.用作形容詞，修飾不可數(shù)名詞；

b.用作副詞，修飾動詞，作狀語。

c.用作名詞，后常與of連用。

d.用作代詞；

e.一般不單獨用在be動詞之后，但可用在“betoomuchforsb.”結構中，表示“對某人來說太難了（受不了）”。例如：

1）Therewastoomuchnoise.（√）Thenoisewastoomuch.（×）噪音太大了。

2）Sheisafraidtheripwillbetoomuchforher.她怕受不了旅途的勞累。

3）Youareaskingfortoomuch.你要的太多了。

4）Jackthinkstoomuchofhimself.杰克太自以為是。

Itcosthimtoomuch.他付出的代價太大了。

辨析advise和suggest

相同點：這二個動詞都是提出建議和忠告，后面同時可接如下用法：

1）可接名詞：Headvised/suggestedarest.他建議休息一下。

2）代詞：Theyadvised/suggestednothingtous.他們對我們沒有什么建議。

3）動名詞：Tomadvised/suggestedsendingforadoctoratonce.湯姆建議立即叫醫(yī)生。

4）that引導的賓語從句（that從句中用should+動詞原形，should可省略，意思相近）。

Iadvised/suggestedthathe（should）eatmorefruit.我建議他應多吃水果。

不相同點：

advise可以接賓語+不定式短語或疑問詞引導的不定式短語，而suggest不能這樣用。

Thedoctoradvisedmetorestforaweek.醫(yī)生建議我休息一星期。

Isuggestedtoholdameeting（×）

Isuggestedholdingameeting.（√）

Johnsuggestedustogoforawalk.（×）

Johnadvisedustogoforawalk.（√）

辨析dieof與diefrom

相同點：兩者含有“由于……而死”之意，后均接名詞或動詞-ing形式。在因外界環(huán)境影到體內(nèi)或疾病，衰弱，年邁而造成的死亡時，兩者可互換。

Hediedof/fromovereating/hunger/cold/illness.他因為消化不良/饑餓/寒冷/疾病而死亡。

不同點：

dieof可用來表示因內(nèi)在感情而造成的死亡，或因直接原因?qū)е滤劳?，常用于以下情況：

dieofcancer/acold/afever/oldage/sorrow/love

diefrom用來表示非人體的而是環(huán)境污染，事故等造成的死亡，或者說因間接原因?qū)е滤劳?，常用以下情況：

diefrompollutedair/anaccident/drinkingtoomuch/awound因污染的空氣/事故/飲酒過度/受傷而死
分析句型asmuch/manyas…

作“多達……程度”解。所涉及的數(shù)量如果是可數(shù)的，則用many，如果是不可數(shù)的，則用much，如：

Youcaneatasmuchasyoulike.你愛吃多少就吃多少。

Hereareplentyofmagazines.Takeasmanyasyouwant.這里有大量的雜志，你要多少拿多少吧。

分析discuss用法

vt.討論，商量，商討

1.+疑問詞+todo

Welldiscusswhentoholdthesportsmeeting.我們將討論什么時候開支運動會。

2.+從句

Wediscussedwhereweshouldgo.我們討論了我們該上哪兒去。

n.討論，議論

Wehadalongdiscussionaboutthequestion.關于這個問題我們討論了很長時間。

causemuchdiscussion引起議論

beunderdiscussion在討論中。

1．Whenplayingfootballorbasketball，youmightbeusing400caloriesanhour.

這句是狀語從句中省略了主語和動詞be.在表示時間、地點、條件、方式（比較）或讓步等的狀語從句中，如果謂語含有動詞be，主語又和主句的主語一致，或其主語是it，那么從句中的主語和謂語的一部分（尤其是動詞be）往往可以省略，如：

連詞+V-ing

When（shewas）walkingalongtheriver，shemetthestranger.

連詞+V-ed

Hewontcomeunless（heis）invited.

連詞+adj/adv

Thenewswillchangeallourplan，if（itis）true.

另外，在比較狀語從句或方式狀語從句中，可根據(jù)需要省略相同的成份。

Youcanjumpmuchhigheronthemoonthan（youjump）ontheearth.

2．Whatfooddoyouthinkishealthyandwhichisunhealthy？

該句為“特殊疑問詞+doyouthink+其他部分構成的，用以征詢對方的看法或推測等。其中的doyouthink是插入語，并不影響全句結構。可以用于這一結構的動詞還有believe，imagine，suppose等，如：

Whodoyouthinkhasgotthefirstprize？你認為誰獲得了第一名？

Whichdoyousupposewillbetakenawaynext？你認為接下來被拿走的是哪一個？

但是當think，believe，imagine，suppose等用在“think+賓語+tobe”結構時，要慎重選擇who（主格）或whom（賓格），試比較：

1）Whomdoyouthinktobethebestinourclass？你認為誰是我們班最好的學生？

2）WhodoyouthinkwillbeourEnglishteachernextterm？你認為下學期誰會當我們英語教師？

句1為“thinksb.tobe”結構，是對sb.表示疑問。

句2是對Ithink后賓語從句的主語表示疑問。

表示建議和提出忠告的方法

“建議”可以包括兩個方面，即表示建議對方做某事和表示建議對方和自己一起做某事，第二種情況在現(xiàn)代漢語中可用“咱們”這個人稱代詞?！敖ㄗh”有許多表達方法，有直接了當?shù)靥岢鲎约旱南敕ǎ灿修D(zhuǎn)彎抹角地暗示自己的想法；有隨時想起的提議，也有經(jīng)過周密思考提出的建議。表達“建議”的常用方法有：

1）用“Lets”開頭的祈使句后面接動詞原形，建議對方和自己一起做某事，句尾常常加“shallwe？”，“OK”等用于征求對方看法的詞語，從而使語氣緩和得多。例如：

Letscrossoverherewhilethelightsgreen.

Letscallitadaynow，OK？

Letsgoupstairs，shallwe？

“Lets…，shallwe？”句型可以和“Shallwe…？”換用，肯定回答常用“Yes，lets…”.例如：

—Shallwelistentosomemusic？—Yes，letslistentosome.

2）用“Whydontyou…”句型建議對方做某事，可縮略為“Whynot…？”。例如：

Whydontyousellthecarifyouneedmoney？

Whynotlookinthelocalpaper？

3）用“How/Whatabout…？”句型，表達非正式的建議，征求對方意見，多數(shù)情況下建議對方和自己一起做某事。例如：

HowaboutatriptothebeachonSunday？

Whataboutcomingacrosstheroadforabreak？

4）用suggest，suggestion等詞匯表示比較正式的建議，在會議和討論中使用較多，也常用于書面語中。例如：

Isuggestameetingwiththenewmembers.

Isuggesttryingitoncemore.

Isuggest（that）we（should）takethenighttrain.

“勸告”偏重于為對方著想，替對方出主意、想辦法，或者是長輩對晚輩、師長對學生、有經(jīng)驗的對無經(jīng)驗的人講應該做什么或怎樣去做。表達“勸告”的常用方法有：

1）“Youdbetter….”句型表達隨便的勸告，口語中有時省略had和主語you.例如：

Youdbettertakeanumbrella.Itsgoingtorain.

Betterdoityourself.Itsnogooddependingonothers.

2）用should，oughtto，might，could等情態(tài)動詞表達責任和義務。例如：

—Pleasetellmewhichcoursestotakeinthefirstterm.

—Well，youcouldtakeahistorycourse.Youmightalsotakeartcourse.Youshouldcertainlytakealanguagecourse.

3）用advise，advice等詞匯。例如：

Istronglyadviseyoutoseethedoctor.

Myadviceis：Gotothedoctorrightnow.

相關推薦

Unit 2 Healthy eating教案2

每個老師在上課前需要規(guī)劃好教案課件，是時候?qū)懡贪刚n件了。只有規(guī)劃好新的教案課件工作，才能更好的在接下來的工作輕裝上陣！你們會寫適合教案課件的范文嗎？為了讓您在使用時更加簡單方便，下面是小編整理的“Unit 2 Healthy eating教案2”，僅供參考，大家一起來看看吧。

Unit2Healthyeating
TeachingAimsandDemands
WordsandPhrases
FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen
ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture
SpokenEnglish:
Intheclinic/seeingadoctor:
What’swrongwithyou?/What’sthematterwithyou?
Liedownandletmeexamineyou.
Letmehavealook.
Wheredoesithurt?
Drinkplentyofwaterandgetsomerest.
I’vegotapainhere.Thisplacehurts.
There’ssomethingwrongwithback/myknee/myarm.
Idon’tfeelwell.
Grammar:
UseofLanguage:
1.Masterthefunctionuseoflanguageasdefinedabove.
2.Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.
Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.
Importantpoints:
1.Talkaboutdifferentkindsoffoodthatonefavorites.
2.learnthebasicknowledgeofhealthyeating.
3.learnhowtosayintheclinic.
4.Graspthelanguagepointsandgrammarinthetext.
Difficultpoints:Theuseofmodalverbs---hadbetter,shouldandoughtto.
Teachingaids:computerorslider-projector
WayofTeaching:Communicationwayofteaching,discussionandgroupwork.

Lesson1
Step1Warming-Up
Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.
Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.
Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.
Step2Listening
Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.
Step3Speaking
ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue
Afterthatlisttheusefulexpressionsintheirdialogue.
Step4Homework
Prepareforthenextclass.
Collectsomemenusifpossibleforthenextclass.
Lesson2
Step1Introduction
UsingthequestionsonP3tointroducethenewtext.
Step2Fast-reading
1.Whatdoesthe“fuel”meaninthefirstparagraph?
(Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.)
2.Whatdowehavetoconsiderwhenwechoosetobuyoreat?
(Whatkindsofnutrientsthatthefoodcontain.)
3.Whatmadeoureatinghabitchanging?
(Manythings:whatpeoplebelieve,advicefromcompaniesandstores.)
4.Howcanwefeelandlookfine?
(Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.)
Explainthelanguagepointsifnecessary.
Step3Carefully-reading
Howmanypartscanbedividedinto?
(Threeparts.)
What’sthemainideaofeachpart?
(1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.)
Step4Talking
Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.
Step5Homework
Finishtheexercise---VocabularyonP5.andP72-73

Lesson3
Step1Revision
Checkthehomework.
Step2Grammar
FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.
Step3Consolidation
(1)FinishtheexerciseonP5andonP74
(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.
1.giveadvicethatwillreallyhelptheperson.
2.bepoliteandsincere
atlastgetthestudentstofinishthefollowingpractice.
Step4Homework
Finishtheexercise3onP74inthestudents’workbook.
Lesson4
Step1Revision
LetsomestudentsreadtheirreplytothelettersonP74.
Step2Reading
ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)
Step3Writing
Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.
WemayfirstgivethetipsonP7asaguide.
Step4Discussion
FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato?
Whatdoesonehavetopayspecialattentiontoinordertokeephealthy?(foodandexerciseetc.)
Step5Homework
Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

Unit 2 Healthy Eating Listening 教案

Period5!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--MyfavouritefoodYourfavouritefoodMcDonald/KFCForAagainst1.1.2.2.3.3.Speech

Unit 2?Healthy eating單元教案

Unit2Healthyeating

單元要覽

類別

課程標準要求掌握的項目

話題

Problemswithdiet;balanceddietandnutrition

詞匯

diet

n.日常飲食vi.節(jié)食

raw

adj.生的;未加工的

nut

n.堅果;果仁

vinegar

n.醋

bean

n.豆;豆科植物

lie

n.謊話;謊言vi.說謊

pea

n.豌豆

customer

n.顧客;消費者

cucumber

n.黃瓜

discount

n.折扣

eggplant

n.茄子

weakness

n.缺點;虛弱;弱點

pepper

n.辣椒;辣椒粉

strength

n.強項;長處;力量

mushroom

n.蘑菇

consult

vt.咨詢;請教;商量

peach

n.桃子

fibre

n.纖維;纖維制品

lemon

n.檸檬

digest

vt.概要

balance

vt.平衡;權衡n.天平;平衡

carrot

n.胡蘿卜

barbecue

n.燒烤;烤肉

debt

n.債;債務

mutton

n.羊肉

bacon

n.熏咸肉;臘肉

roast

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--adj.烤制的vt.烤;烘;烘烤

poisonous

adj.有毒的

fry

vt.油炸

limit

vt.限制;限定n.界限;限度

ought

v.aux.應當;應該

limited

adj.有限的

glare

vi.怒目而視;閃耀n.怒視;炫目的光

benefit

n.利益;好處vt.有助于;受益

slim

vi.變瘦adj.苗條的;纖細的

breast

n.胸部;乳房

curiosity

n.好奇心

garlic

n.大蒜

hostess

n.女主人;女主持人

sigh

vi.嘆息n.嘆息;嘆息聲

spy

vt.秘密監(jiān)視n.間諜;偵探

combine

vt.（使）結合

短語

balanceddiet平衡膳食

indebt欠債

oughtto應該;應當

spyon暗中監(jiān)視;偵查

loseweight體重減輕;減肥

cutdown削減;刪節(jié)

getawaywith被放過;（做壞事）不受懲罰

beforelong不久以后

tellalie說謊

putonweight增加體重

win...back贏回;重新獲得

beamazedat對……感到吃驚

earnone’sliving謀生

competewith與……競爭

重要句型

1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.(presentparticipleusedasadverbial)

2.Bynowhisrestaurantoughttobefullofpeople.(oughtto)

3.Nothingcouldhavebeenbetter.(couldhavedone)

4.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.(musthavedone)

5.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!(can’t/couldn’thavesb.doing)

功能

1.Suggestionsandadvice

Whatshouldwedo?Shallwe...?Howabout...?

Youmust/mustn’t....Ithinkyououghtto....Perhapsyoushould....

You’dbetter....Youneed/needn’t....Youhaveto/don’thaveto....

Myadviceis/wouldbe....Youmight....Isuggestthatyou....

Iwouldstronglyadviseyouto....Itmightbeagoodideato....

2.Seeingthedoctor

What’sthematter?What’swrongwithyou?

Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?

It’snothingserious,only....Isupposeyouhadbetter....

Ithinkyououghtto....

3.Agreementanddisagreement

I’mnotsurethat!Youcouldberight,but....

(I’mafraid)Idon’tagree.Iagreeuptoapoint,but....

That’saninterestingidea,but....Doyoureallythink...?

Rubbish!/Nonsense!Youcan’tbeserious!

Actually/Asamatteroffact,Ithink....That’snothowIseeit.

語法

Modalverbs:oughtto/oughtnotto

haveto/don’thaveto/mustn’t/needn’t

教學重點

1.Getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.

2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.

3.Enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.

4.Letstudentslearnthenewgrammaritem:theuseofoughtto.

5.Developstudents’listening,speaking,readingandwritingabilities.

6.Havestudentslearnhowtodealwithandsolveproblemscorrectly.

教學難點

1.Enablestudentstomastertheuseofoughtto.

2.Havestudentslearnhowtogivesuggestionsandadvice.

3.Letstudentslearntowriteashortpassagetomakeanadvertisement.

4.Developstudents’integrativeskills.

課時安排

Periodsneeded:7

Period1Warmingupandreading

Period2Learningaboutlanguage:Importantlanguagepoints

Period3Learningaboutlanguage:Grammar

Period4Usinglanguage:Listeningandspeaking

Period5Usinglanguage:Extensivereading

Period6Usinglanguage:Speakingandwriting

Period7Revision:Summingupandlearningtip

Period1Warmingupandreading

整體設計教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesaboutfoodsandtalkingaboutthem.WarmingUpistotellstudentshowdifferentkindsoffoodaregrouped.Thisisimportantasitenablesustotalkaboutthevalueofparticularfoodstoourhealth.Wewantstudentstoappreciatewhatabalanceddietis.Toomuchfattyfoodwillmeantheystoreextraenergyintheirbodies.Toomuchbody-buildingfoodmaycauseproblemsfordigestionandleadtoillnessunlessenoughfibrefoodsareeatentoaiddigestion.Theteachercanhaveafreetalkwithstudents,letthemworkinpairstoreadthroughthechartanddiscussthequestions.Pre-readingcontainstwomoregeneralquestionsaboutfoodfordiscussion.Studentscanbeencouragedtodiscussthesequestionsinpairs.Thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.ThispartisveryusefulforthenextpartReading.ThereadingpassageComeandEatHere(1)introducesstudentstotwounbalanceddietsthroughtherestaurantsofWangPengandYongHui.FoodatWangPeng’srestaurantcontainstoomuchfatwhileYongHui’srestaurantofferslittleenergy-givingfood.ThepersonwhoofteneatsatWangPeng’srestaurantwillbecometoofat.Thatcanleadtoillnessessuchasaheartattackorhighbloodpressure.ThepersonwhoofteneatsatYongHui’srestaurantwillbecometoothinandsufferillnessessuchasanorexiaormalnutrition.Itisimportantforstudentstoknowaboutthetwoextremesandavoidthem.Theteachercanencouragestudentstoskimforthegeneralideaandscanforfurtherunderstanding.Becausethispassageintroducesalotofnewwords,whichareonlyusedforfood,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreading,studentsarerequiredtodotheexercisesinComprehendingtoseehowmuchtheyhaveunderstoodthereadingpassage.Theteachercanletthemworkinpairsoringroupstofindtheanswerscooperatively,andthenchecktheiranswerswiththewholeclass.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtoreadthepassageagainandthenretellit.Inordertoarousetheirinterest,theteachercanholdacompetition.Theteacheralsoneedstomakeasummaryonthepassageincludingthegeneralidea,writingcharacteristics,andsoontoletstudentsunderstandthepassagefurtherattheendoftheclass.教學重點1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教學難點1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.三維目標知識目標1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,lie,customer,discount,balanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back.2.Letstudentslearntheknowledgeofbalanceddietandnutrition.能力目標1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目標1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.

教學過程設計方案(一)→Step1Leading-inHaveafreetalkwithstudents.Askthemthefollowingquestions:1.Everybodyhastoeat,butdoyoueatahealthydiet?2.Whatdoyouusuallyhaveforbreakfast/lunch/supper?3.Whatkindoffooddoyoulikebest?4.Whyareyousostrong/weak/fat/thin?Doesithaveanythingtodowithyourdiet?5.Doyouthinkyouareeatingabalanceddiet?→Step2Warmingup1.LetstudentsturntoPage9.Askthemtolookatthepictures,namethefoodsinthemandthenfillintheform.

Healthyfood

Unhealthyfood

Foodthatprovidesenergy(e.g.energy-givingfood)

Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)

Foodthathelpsthebodyfightdiseases(e.g.protectivefood)

ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnuts

meateggscheesemilktofu

Mostvegetables(e.g.beans,peas,cucumbers,eggplants,peppers,mushrooms,cabbages)andfruit(e.g.apples,peaches,oranges,lemons)

Part

Mainidea

Part1

Part2

Part3

Name

Breakfast

Lunch

Supper

Favoritefood

Thereasonforbeingstrong/weak/fat/thin

WangPeng’srestaurant

YongHui’srestaurant

Strength

Weakness

板書設計

Unit2Healthyeating

Comeandeathere(1)

Trueorfalse

Keysentences

1.UsuallyWangPeng’srestaurantwasfullofpeople.

2.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.

3.WangPeng’sregularcustomersoftenbecomefat.

4.YongHui’smenugavecustomersmoreenergy-givingfood.

5.WangPeng’smenugavecustomersmoreprotectivefood.

6.WangPengdecidedtocompetewithYongHuibycopyinghermenu.

1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.

2.Nothingcouldhavebeenbetter.

3.SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.

4.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!

5.Perhapswithadiscountandanewsignhecouldwinhiscustomersback.

活動與探究Asweknowfromthestory,WangPengwantstoknowwhat’sthematterwithhismenuandhewonderwhatheshoulddotosatisfythedemandofthecustomerswhoenjoythetasteandalsowanttokeepfit.Supposeyouareanexpertwhoknowsnutritionverywell.WritearesearchreportforWangPengtogivehimsomesuggestionsandadviceondietandmakeabalancedmenuforhisrestaurant.

Unit 2?Healthy eating Period 6 教案

一名優(yōu)秀的教師在每次教學前有自己的事先計劃，高中教師要準備好教案，這是老師職責的一部分。教案可以讓上課時的教學氛圍非?；钴S，幫助高中教師營造一個良好的教學氛圍。我們要如何寫好一份值得稱贊的高中教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Unit 2?Healthy eating Period 6 教案”，歡迎大家與身邊的朋友分享吧！

Unit2Healthyeating
Period6Usinglanguage:Speakingandwriting
整體設計
教材分析
Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.
Inthisperiod,theteachingactivitieswillfocusonspeakingandwriting.Theseactivitiesofferstudentstheopportunitytodiscusswhatfoodtheymusteattohaveabalanceddietandhowmuchtheyshouldeateachday,toimaginetheyareplanningtoopenarestaurantwhichwillprovidethebestlocaldishesandabalanceddietandthentowriteashortpassagetoadvertisetheirrestaurantanditsservice.Thepracticeofspeakingandwritingisimportantforstudentstousethevocabularyandstructurestheyhavelearned.Thisisalsoabestwaytotestifstudentshavemasteredwhattheyhavelearned.Encouragethemingroupstodiscusshowtorunthebusiness,giveeachothersuggestionsandadviceandfinallywriteagoodadvertisementfortheirrestaurant.
Speakingandwritingarehigherstagesoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofspeakingandwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.
教學重點
1.Developstudents’speakingandwritingabilities.
2.Letstudentslearnhowtomakesuggestionsandhowtogiveadvice.
3.Getstudentstolearntowriteanadvertisement.
教學難點
1.Letstudentsdiscusshowtoruntheirbusinessandwriteanadvertisement.
2.Howtodevelopstudents’writingability.
三維目標
知識目標
1.Getstudentstolearnmoreaboutabalanceddietandhealthyeating.
2.Letstudentsknowhowtogivesuggestionsandadvice.
3.Havestudentsknowhowtowriteanadvertisement.?
能力目標
1.Trainstudents’speakingabilitybydiscussinghealthyfoodandhealthyeatingandlearninghowtogivesuggestionsandadvice.
2.Developstudents’writingabilitybylearningtowriteanadvertisement.
情感目標
1.Enrichstudents’knowledgeofdietingcultureandletthemformthehabitofbalanceddiet.
2.Trainstudents’abilitytocooperatewithothers.

教學過程
設計方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstotellthestoryComeandEatHere.
3.LetthemgivetheirownpointsofviewonbuildingaMcDonald’srestaurantintheirhometown.
→Step2Warmingup
1.Askstudentsingroupstodiscussthefollowingquestions:
1)Whatfoodmustyoueattohaveabalanceddiet?
2)Howmuchshouldyoueateachday?
2.Havesomestudentsreporttheirideasandsharewiththewholeclass.
→Step3Speaking
1.Letstudentstoreviewtheexpressionsofgivingsuggestionsandadvice.Showthemonthescreenandhavestudentsreadthemaloud.Makesuretheyunderstandthem.
Whatshouldwedo?Shallwe...?Howabout...?
Youmust/mustn’t...Ithinkyououghtto...Perhapsyoushould...
You’dbetter...Youneed/needn’t...Youhaveto/don’thaveto...
Myadviceis/wouldbe...Youmight...Isuggestthatyou...
Iwouldstronglyadviseyouto...Itmightbeagoodideato...
2.Supposethesituation:Imagineyouareplanningtoopenarestaurantwhichwillprovidethebestlocaldishesinyourareaandabalanceddiet.Ingroupsdiscusshowtorunthebusiness.
3.Givethemenoughtimefortheirdiscussionandgivingeachothersuggestionsandadvice.
4.Askasmanystudentsaspossibletopresenttheirdialoguestotheclass.
→Step4Writing
Askstudentstowriteashortpassagetoadvertisetheirrestaurantanditsservice.
1.Givethemthefollowinghintstohelp.Showthefollowingonthescreen.
Yourwritingshould:
1)explainwhatkindoffoodwillbeofferedinyourrestaurant
2)describetheiringredients,flavor,smellandappearance
3)explainhowtheywillprovideabalanceddiet
4)explainwhyyourrestaurantwillprovidethebestfoodinthearea
5)explainhowcustomerswillbeserved
2.Askstudentstodotheirwriting.
3.Letsomeofthemreadtheirwritingtotheclass.Othersshouldgivecomments.
→Step5Speakingtask
1.Askstudentstoreadthefollowingexpressionsaloudmakesuretheyunderstandthem.
I’mnotsurethat!
Youcouldberight,but...
(I’mafraid)Idon’tagree.
Iagreeuptoapoint,but...
That’saninterestingidea,but...
Doyoureallythink...?
Rubbish!/Nonsense!
Youcan’tbeserious!
Actually,/Asamatteroffact,Ithink...
That’snothowIseeit.
2.LetthemturntoPage53andreadthedirections.Makesuretheyknowwhattodo.
3.Asksomegroupstopresenttheirdiscussiontotheclass.
Sampledialogue:
A:Let’svoteforMcDonald’s.Theyaregoodforchildrenandalwaysprovideaplaceforthemtoplayintheirrestaurant.That’sagoodidea.Theyaregoodvaluetooandchildrenlovethechipsthere.
B:No,Idon’tagree.Lookhowfatsomeofthechildreninthistownare!Dowewantallthechildreninthistowntobefatwhenthisneverusedtobeaproblem!Pleasekeepfattyfoodawayfromourchildren.Let’svoteagainstthisMcDonald’s.
A:Idon’tthinkweshould.WhataboutthejobstheywillbringandthepeoplewhowillcomefromothertownstoeatatourMcDonald’s.Certainlytheywillbegoodforbusiness.
B:Idon’tthinkso.Peoplecanjustaseasilygotoothertowns.It’struetheycometobuyfoodatMcDonald’sbuttheydon’talwaysbuyotherthingsinthetown.Theyareusuallypeoplewhoaretravelingthroughourtowntoanotherplace.
A:Allright.Butpeopleneedjobsinthistown.Wehavealotofpeoplewhoarehuntingforjobs.
B:Certainlywedo.ButIknowwecanbuildanotherbusinessthatcanproducemanyjobs.Solet’svote!PutupyourhandifyouthinkweshouldbuildaMcDonald’sinourtown!Thankyou.Nowputupyourhandifyoudon’twantaMcDonald’shere.Thankyou.WellIthinkthatdecidesthematter,don’tyou?
A:Yes,Ithinkso.
→Step6Writingtask
1.AskstudentstoturntoPage53toreadthedirectionsandmakesuretheyknowwhattodo.
2.StudentswriteanarticledescribingwhattheythinkshouldbebuiltonthelandinsteadofaMcDonald’srestaurant,introduceitfullyinwordsanddrawaplan.Remindthemtobesureoftheorderoftheirarticle:
1)describethenewdesign
2)drawaplan
3)explaintheadvantagesoftheiridea
3.Asksomestudentstoreadtheirarticlestotheclass.Theteacherandothersshouldgivecomments.
Samplewriting:
Anideaforanewlibrary
Myideaistobuildanewlibraryforourcommunity.Itwillneedonelargeroomforthebooksandonefortheemployeestorest,haveteaandeattheirlunchin.Itcouldbeaplacewherepeoplesitandrelaxandreadsomeofthebooksiftheywantto.
ThisishowIthinkthelibraryshouldbedesignedtoletpeopleseethelargestnumberofbooks.Thereshouldbeshelvesallroundtheroomforpeopletokeepbooksandsomefree-standingshelvesinthemiddleoftheroomtoholdevenmore.Theseshelvesshouldbedividedintosectionssothateachbookshelfholdsacertainkindofbook.Forexample,allhistorybooksshouldbeorganizedbydatesothatpeoplecaneasilyfindbookstheywant.
Myideawillhelpimprovetheeducationofstudentsinourcommunity.Itwillalsogivetheadultsaninterestandkeeptheirmindsactive.
Ihopeyouwillsupportmyidea.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewthecontentsoftheunitandcompleteSummingUponPage16.
設計方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Askstudentstodictatesomenewwords,expressionsandimportantsentences.
→Step2Warmingupbydebating
1.Letstudentsreviewthefollowingexpressions:
Agreementanddisagreement
Idon’tagree.Ofcoursenot.Idon’tthinkso.
Allright.That’sagoodidea.Noproblem.
Certainly/Sure.Yes,Ithinkso.I’mafraidnot.
2.Dividetheclassintotwoparts:oneforMcDonald’s;theotheragainstMcDonald’s.
3.AskeachgrouptofindasmuchasinformationtheywillneedfromListeningTaskandReadingTask.
4.Theystarttheirdebate.
→Step3Speakingandwriting
1.Letstudentsingroupsdiscussthefollowingquestions:
1)Whatfoodmustyoueattohaveabalanceddiet?
2)Howmuchshouldyoueateachday?
2.Letthemreviewthefollowingexpressions:
Suggestionsandadvice
Youmust/mustnot...
WhatshouldIdo?
Ithinkyououghtto...
Isupposeyouhadbetter...
Perhapsyoushould...
Doyouthinkyoucouldgivemesomeadvice?
3.Imaginetheyareplanningtoopenarestaurant.Letthemingroupsdiscusshowtorunthebusinessandgiveeachothersuggestionsandadvice.
4.Havethemwriteashortpassagetoadvertisetheirrestaurantanditsservices.
→Step4Writingtask
AskstudentstoimaginetheoldlocalrestauranthasgoneandwriteanarticledescribingwhattheythinkshouldbebuiltonthelandinsteadofaMcDonald’srestaurant.
1.LetthemreadtheexampleonPage54.
2.Advisethemtheyshouldarrangethestructureoftheirarticleinthefollowingorder:
1)describethenewdesign
2)drawaplan
3)explaintheadvantagesoftheiridea
→Step5Homework
1.FinishofftheWorkbookexercises.
2.Writethetwoarticlesinyourexercisebook.

板書設計
Unit2Healthyeating
Speakingandwriting
SuggestionsandadviceAgreementanddisagreement
Whatshouldwedo?
Shallwe...?Howabout...?
You’dbetter....Youmight....
Youmust/mustn’t....Isuggestthatyou....
Ithinkyououghtto....Perhapsyoushould....
Youneed/needn’t....
Youhaveto/don’thaveto....
Myadviceis/wouldbe....
Iwouldstronglyadvisedyouto....
Itmightbeagoodideato....I’mnotsurethat!
Youcouldberight,but....
(I’mafraid)Idon’tagree.
Iagreeuptoapoint,but....
That’saninterestingidea,but....
Douyoureallythink...?
Rubbish!/Nonsense!
Youcan’tbeserious!
Actually,/Asamatteroffact,Ithink....
That’snothowIseeit.
活動與探究
Step1LookupwordsrelatedtofoodanddrinkinthedictionaryorsurftheInternettofindasmanyasyoucantomakealistanddividethemintogroupsbyenergy-givingfood,body-buildingfoodandprotectivefood.
Step2Inpairs,discusswhatmakesanenjoyableChinesemeal.ThenmaketwoChinesemenus,onefromthenorthandtheotherfromthesouthofChina.Remembertomakeyourmenusdifferentandshowthedishesofthoseareas.Thenworkoutwhetherthesemenusarebalancedornot.