高中教案教案

Unit 2 Healthy eating教案。

每個(gè)老師需要在上課前弄好自己的教案課件，大家在認(rèn)真寫教案課件了。對(duì)教案課件的工作進(jìn)行一個(gè)詳細(xì)的計(jì)劃，才能對(duì)工作更加有幫助！有多少經(jīng)典范文是適合教案課件呢？以下是小編為大家精心整理的“Unit 2 Healthy eating教案”，僅供參考，歡迎大家閱讀。

Unit2Healthyeating
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo)SkillGoals
Talkabouthealthydiet
Makesuggestionsorgivingadviceondiet
DistinguishthemeaningsofModalverbs
Makeabalancedmenu
II．目標(biāo)語(yǔ)言jAb88.COm

功
能
句
式Practicetalkingaboutyourideas
Yes,Ithinkso.
Idon’tthinkso.
Iagree.
Idon’tagree.
That’scorrect.Exactly.
That’sexactlymyopinion.
You’requiteright.
Idon’tthinkyouareright.
Iquiteagreewithyou.
I’mafraidIdon’tagree/disagreewithyou.
Ofcoursenot.
I’mafraidnot.
Allright.
That’sagoodidea.
Certainly./Sure.
Noproblem.
Practicegivingadviceandsuggestions
Youmust/mustnot...

詞匯1.四會(huì)詞匯
diet,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roast,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,glare,gently,limit,benefit,sigh,combine,item,packet,tin
2.認(rèn)讀詞匯
protective,spaghetti,protein,crisp,kebab,sugary,muscle,calmly,cooperation
3.詞組
gettiredof,throwaway,getawaywith,telllies,getridof,earnone’sliving,indebt,setout,runone’sbusiness,carryon

語(yǔ)

法Theuseofoughtto
1.Statements
Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.
Yououghtnottoeatthesamekindoffoodateverymeal.
2.Difficulty
Distinguishandsummarizetheusageofoughttoandshould.

Ⅲ.教材分析與教材重組
1.教材分析
本單元以“健康飲食”為中心話題，通過(guò)單元教學(xué)讓學(xué)生了解各種食物對(duì)人體的作用，引導(dǎo)學(xué)生關(guān)注平衡膳食，促使學(xué)生養(yǎng)成健康飲食的習(xí)慣。針對(duì)現(xiàn)實(shí)中遇到的實(shí)際問(wèn)題發(fā)表自己的看法。最后讓學(xué)生運(yùn)用所學(xué)知識(shí)，兩人一組研究中餐，設(shè)計(jì)食譜。
1.1WARMINGUP是本單元一個(gè)重要的組成部分。讓學(xué)生看圖討論不同食物對(duì)人體的作用，了解飲食與人體健康的關(guān)系。通過(guò)幾個(gè)設(shè)問(wèn)激發(fā)學(xué)生思考自己的飲食習(xí)慣是否合理，運(yùn)用已有的知識(shí)經(jīng)驗(yàn)思考什么是HealthyEating.
1.2PRE-READING通過(guò)一個(gè)表格和一個(gè)排序題引導(dǎo)學(xué)生對(duì)比不同食物中哪些食物富含脂肪、纖維素、維生素和糖份?？商砑佑懻撊绾卧谂腼冎斜３质澄餇I(yíng)養(yǎng)，從而有利于健康。
1.3READING講述王鵬偉和詠慧開(kāi)飯店的不同風(fēng)格和顧客對(duì)不同食品的反應(yīng)，反映了現(xiàn)代人對(duì)飲食的關(guān)注和對(duì)時(shí)尚的追求。但王鵬偉和詠慧都沒(méi)有提供平衡的膳食，經(jīng)過(guò)一段時(shí)間的磨合，他們決定合作，提供既有能量又有纖維的食品。戲劇性的結(jié)尾增添了故事的趣味性。通過(guò)閱讀豐富學(xué)生的飲食文化，教會(huì)他們?nèi)绾胃纳骑嬍沉?xí)慣；在現(xiàn)實(shí)生活中碰到麻煩時(shí)，如何正確處理矛盾，解決問(wèn)題。
1.4COMPREHENING利用判斷和回答問(wèn)題的形式考查學(xué)生對(duì)課文細(xì)節(jié)的理解，對(duì)比兩家飯店所提供膳食的優(yōu)缺點(diǎn)。
1.5LEARNINGABOUTLANGUAGE是繼Comprehending之后的又一指導(dǎo)性練習(xí)。注重考查詞性的變化，課文中重點(diǎn)詞匯在語(yǔ)篇中的熟練運(yùn)用及情態(tài)動(dòng)詞的不同功能，并設(shè)計(jì)連線和情景對(duì)話兩個(gè)題型予以鞏固。
1.6USINGLANGUAGE體現(xiàn)了學(xué)以致用的目的，從Listening,Reading,Speaking,Writing四方面訓(xùn)練學(xué)生，完成語(yǔ)言的輸入性學(xué)習(xí)和輸出性訓(xùn)練的過(guò)程，結(jié)合生活實(shí)際，讓學(xué)生兩人一組研究中餐設(shè)計(jì)食譜。

2．教材重組
2.1精讀把Warmingup作為Reading的導(dǎo)入部分，把Pre-reading、Reading和Comprehending整合在一起作為一堂“精讀課”。
2.2語(yǔ)言學(xué)習(xí)把LearningAboutLanguage和Workbook中的Usingwordsandexpressions,UsingStructures結(jié)合在一起上一節(jié)“語(yǔ)法課”。
2.3聽(tīng)力把UsingLanguage中的Listening和Workbook中的Listening，ListeningTask放在一起上一堂“聽(tīng)力課”。
2.4泛讀UsingLanguage中的Reading與Workbook中的ReadingTask放在一起上一堂“泛讀課”。
2.5口語(yǔ)將Page13Activity3和Workbook中的Talking,SpeakingTask放在一起上一堂“口語(yǔ)課”。
2.6語(yǔ)言運(yùn)用將SpeakingandWriting和Workbook中的WritingTask,Project整合在一起上一堂“寫作課”。

3．課型設(shè)計(jì)與課時(shí)分配
1stperiodWarmingupandReading
2ndperiodLanguagestudy
3rdperiodListening
4thperiodExtensivereading
5thperiodSpeaking
6thperiodWriting

Ⅳ.分課時(shí)教案
TheFirstPeriodWarmingupandReading
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
energy,fiber,digestion,bean,cucumber,mushroom,lemon,ham,mutton,roast,slim,curiosity,raw,lie,customer,muscle,cheese,protective,frustrated,drive,sugary,body-building,energy-giving，newly-opened,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearch
b.重點(diǎn)句子
Hisfriedricewashotbutdidnottasteoffat.
Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
Itwasnotgivingitscustomersenergy-givingfood!
SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
Hewonderedifheshouldgotothelibrarytofindout.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
2.Abilitygoals能力目標(biāo)
a.Enablestudentstotalkabouttheireating.
Inwhatwaysthefoodyoueathelpsyou?
Howcanyouhaveahealthydiet?
Whatwillhappenifyoudon’thaveabalanceddiet?
b.Understandthetextandanswerthefollowingquestions.
WhathappenedtoWangPengwei’srestaurant?
WhywouldhiscustomersprefertoeatatYongHui’srestaurant?
WhatdidhedoafterleavingYongHui’srestaurant?
c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPengwei.
3.Learningabilitygoals學(xué)能目標(biāo)
Enablethestudentstolearnhowtotalkabouttheireating.
Whatdoesahealthydietmean?
IswhatYongHuididright?Why?
WhatwillyoudoifyouareWangPengwei?
Teachingimportantpoints教學(xué)重點(diǎn)
a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.
b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?Why?
Teachingdifficultpoints教學(xué)難點(diǎn)
a.Understandtherealmeaningofhealthyeating.
b.Howwasthecompetitiongoingon?Whowouldwin?
Teachingmethods教學(xué)方法
a.Fastandcarefulreading.
b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.
c.Individual,pairorgroupworktofinisheachtask.
d.Discussion.
Teachingaids教具準(zhǔn)備
Arecorder,acomputerandaprojector.
TeachingproceduresWangonlyreceivesslimpeopleandhelpthemtogetenoughenergy.
S5:I’mafraidIcan’tagreewithyouall.Ihopethetworestaurantswilljointogetherasanewonewhichhasalltheadvantagesandavoidsthedisadvantages.
T:Youallhaveapointthere.Butwhatwilltheydo?Wewillseeitnextclass.Facingtheseriouscompetition,Wangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.HewenttothelibrarytolearnmoreabouthealthyeatingandmadehismenubetterthanYongHui’smenu.Doyouthinkweshouldfollowhisexample?
S6:That’scorrect.Exactly.
T:Good.What’syouropinionofYongHui?IswhatYongHuididright?Why?
S7:Idon’tthinksheisright.YongHuididn’tgiveusagooddiet.Shecouldmakeusnotonlythinbutunhealthyifweofteneatthere.Shemadeanunhealthymenutoagreewiththefashionandhermealwastooexpensive.Shecheatedthecustomersandtheydidn’tknowtheywouldbecomeunhealthyiftheyoftenatethere.SoIwouldn’tgotheretohaveameal.
Explanation
T:Nowlet’sdealwithsomelanguagepoints.TurntoPage10.Let’slookatthesentences:
WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.
Thissentencemeansthatthesecondaction“feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheform(v-ing)ofthesecondaction.
Nothingcouldhavebeenbetter.
Thissentencetellsusthateverythinghasworkedoutthewayyouwouldlike.Itisasentencethatwecanuseitinanysituation.
Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!
ThissentencemeansthathewillpunishYongHuiforhertellinglies.

StepVKeysentences
Thepurposeofthisstepistoletthestudentsknowthemeaningsofthekeysentencesandletthemrepeatthemfluently.
T:Wehaveknownthetextwell.Nowlet’srememberthekeysentencesandrepeatthemfluently.
Ss:1.Hisfriedricewashotbutdidnottasteoffat.
2.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.
3.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.
4.Itwasnotgivingitscustomersenergy-givingfood!
5.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.
6.Hewonderedifheshouldgotothelibrarytofindout.
7.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies.

StepVIHomework
T:Todayisthefirstclassoftheunit.Yououghttopreviewthisunitcompletelyaftertheclass.Inthiswayyouwillmakeyourstudyeasy.Today’shomeworkis:
1.Retellthetext.
1)Usethefirstpersontoretellthestory.
2)Trytouseproperprepositionsandconjunctions.
2.PrepareforthelanguagelearninganddoUsingWordsandExpressionsonWB(Page49-50).

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Unit 2 Healthy eating教案2

每個(gè)老師在上課前需要規(guī)劃好教案課件，是時(shí)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(lái)的工作輕裝上陣！你們會(huì)寫適合教案課件的范文嗎？為了讓您在使用時(shí)更加簡(jiǎn)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(lái)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(biāo)準(zhǔn)要求掌握的項(xiàng)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(jiān)果;果仁

vinegar

n.醋

bean

n.豆;豆科植物

lie

n.謊話;謊言vi.說(shuō)謊

pea

n.豌豆

customer

n.顧客;消費(fèi)者

cucumber

n.黃瓜

discount

n.折扣

eggplant

n.茄子

weakness

n.缺點(diǎn);虛弱;弱點(diǎn)

pepper

n.辣椒;辣椒粉

strength

n.強(qiáng)項(xiàng);長(zhǎng)處;力量

mushroom

n.蘑菇

consult

vt.咨詢;請(qǐng)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(quán)衡n.天平;平衡

carrot

n.胡蘿卜

barbecue

n.燒烤;烤肉

debt

n.債;債務(wù)

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(yīng)當(dāng);應(yīng)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(xì)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(jié)合

短語(yǔ)

balanceddiet平衡膳食

indebt欠債

oughtto應(yīng)該;應(yīng)當(dāng)

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(guò);（做壞事）不受懲罰

beforelong不久以后

tellalie說(shuō)謊

putonweight增加體重

win...back贏回;重新獲得

beamazedat對(duì)……感到吃驚

earnone’sliving謀生

competewith與……競(jìng)爭(zhēng)

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(yǔ)法

Modalverbs:oughtto/oughtnotto

haveto/don’thaveto/mustn’t/needn’t

教學(xué)重點(diǎn)

1.Getstudentstoknowaboutproblemswithadiet,abalanceddietandnutrition.

2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.

3.Enablestudentstograspandusetheexpressionsofgivingsuggestionsandadvice.

4.Letstudentslearnthenewgrammaritem:theuseofoughtto.

5.Developstudents’listening,speaking,readingandwritingabilities.

6.Havestudentslearnhowtodealwithandsolveproblemscorrectly.

教學(xué)難點(diǎn)

1.Enablestudentstomastertheuseofoughtto.

2.Havestudentslearnhowtogivesuggestionsandadvice.

3.Letstudentslearntowriteashortpassagetomakeanadvertisement.

4.Developstudents’integrativeskills.

課時(shí)安排

Periodsneeded:7

Period1Warmingupandreading

Period2Learningaboutlanguage:Importantlanguagepoints

Period3Learningaboutlanguage:Grammar

Period4Usinglanguage:Listeningandspeaking

Period5Usinglanguage:Extensivereading

Period6Usinglanguage:Speakingandwriting

Period7Revision:Summingupandlearningtip

Period1Warmingupandreading

整體設(shè)計(jì)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(xué)重點(diǎn)1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教學(xué)難點(diǎn)1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.三維目標(biāo)知識(shí)目標(biāo)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(biāo)1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目標(biāo)1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.

教學(xué)過(guò)程設(shè)計(jì)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(shè)計(jì)

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(dòng)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(xué)前有自己的事先計(jì)劃，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓上課時(shí)的教學(xué)氛圍非常活躍，幫助高中教師營(yíng)造一個(gè)良好的教學(xué)氛圍。我們要如何寫好一份值得稱贊的高中教案呢？經(jīng)過(guò)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(shè)計(jì)
教材分析
Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.
Inthisperiod,theteachingactivitieswillfocusonspeakingandwriting.Theseactivitiesofferstudentstheopportunitytodiscusswhatfoodtheymusteattohaveabalanceddietandhowmuchtheyshouldeateachday,toimaginetheyareplanningtoopenarestaurantwhichwillprovidethebestlocaldishesandabalanceddietandthentowriteashortpassagetoadvertisetheirrestaurantanditsservice.Thepracticeofspeakingandwritingisimportantforstudentstousethevocabularyandstructurestheyhavelearned.Thisisalsoabestwaytotestifstudentshavemasteredwhattheyhavelearned.Encouragethemingroupstodiscusshowtorunthebusiness,giveeachothersuggestionsandadviceandfinallywriteagoodadvertisementfortheirrestaurant.
Speakingandwritingarehigherstagesoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofspeakingandwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.
教學(xué)重點(diǎn)
1.Developstudents’speakingandwritingabilities.
2.Letstudentslearnhowtomakesuggestionsandhowtogiveadvice.
3.Getstudentstolearntowriteanadvertisement.
教學(xué)難點(diǎn)
1.Letstudentsdiscusshowtoruntheirbusinessandwriteanadvertisement.
2.Howtodevelopstudents’writingability.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstolearnmoreaboutabalanceddietandhealthyeating.
2.Letstudentsknowhowtogivesuggestionsandadvice.
3.Havestudentsknowhowtowriteanadvertisement.?
能力目標(biāo)
1.Trainstudents’speakingabilitybydiscussinghealthyfoodandhealthyeatingandlearninghowtogivesuggestionsandadvice.
2.Developstudents’writingabilitybylearningtowriteanadvertisement.
情感目標(biāo)
1.Enrichstudents’knowledgeofdietingcultureandletthemformthehabitofbalanceddiet.
2.Trainstudents’abilitytocooperatewithothers.

教學(xué)過(guò)程
設(shè)計(jì)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(shè)計(jì)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(shè)計(jì)
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(dòng)與探究
Step1LookupwordsrelatedtofoodanddrinkinthedictionaryorsurftheInternettofindasmanyasyoucantomakealistanddividethemintogroupsbyenergy-givingfood,body-buildingfoodandprotectivefood.
Step2Inpairs,discusswhatmakesanenjoyableChinesemeal.ThenmaketwoChinesemenus,onefromthenorthandtheotherfromthesouthofChina.Remembertomakeyourmenusdifferentandshowthedishesofthoseareas.Thenworkoutwhetherthesemenusarebalancedornot.