小學(xué)教學(xué)教案

Unit 2 Healthy eating教學(xué)案。

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

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(huà)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(xiàn)和情景對(duì)話(huà)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(xiě)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

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠聽(tīng)懂教師所講的內(nèi)容，使高中教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。那么怎么才能寫(xiě)出優(yōu)秀的高中教案呢？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”，僅供參考，歡迎大家閱讀。

Unit2Healthyeating教案

教學(xué)目標(biāo)

通過(guò)本單元教學(xué)，使學(xué)生掌握有關(guān)提出建議或忠告的句型，對(duì)他人的一些具體問(wèn)題提出自己的建議或忠告。復(fù)習(xí)有關(guān)看病的用語(yǔ)。通過(guò)對(duì)課文的學(xué)習(xí)，了解有關(guān)營(yíng)養(yǎng)與衛(wèi)生方面的基本常識(shí)，描寫(xiě)中國(guó)食譜與西方食譜之間的差異及優(yōu)勢(shì)。

1．重點(diǎn)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(yǔ)法

學(xué)習(xí)英語(yǔ)中提出建議和忠告的句型

4．日常交際用語(yǔ)

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(xué)建議
寫(xiě)作建議

1．首先讓學(xué)生們寫(xiě)在練習(xí)本上，然后與同組討論，互相交換議建議。

2．談?wù)摃?shū)中所給出的幾個(gè)題目，練習(xí)學(xué)生們看病的用語(yǔ)。如：

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

課文建議

Step1本篇課文是有關(guān)健康飲食的話(huà)題，通過(guò)對(duì)比中西方飲食的對(duì)比，讓學(xué)生們能夠?qū)φn文的了解，教師列表寫(xiě)在黑板上。（略）

Step2通過(guò)閱讀，讓學(xué)生掌握一些飲食的名稱(chēng)，如Whatsyourfavoritefood？

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

聽(tīng)力建議

Step1.Preparationforlistening

讓學(xué)生們準(zhǔn)備去聽(tīng)聽(tīng)力，首先讓他們看P121頁(yè)的練習(xí)，使學(xué)生們能夠了解練習(xí)的大概內(nèi)容。

Setp2.每一道題先放一遍，提問(wèn)學(xué)生們是否聽(tīng)懂，大概的內(nèi)容是什么。然后再放兩遍，讓學(xué)生們單獨(dú)去做練習(xí)。

Setp3.讓學(xué)生們能夠重復(fù)每一段小故事。如：Ex1.

Iwasinachemistrylesson.Iwascarefullylookingatsomethingonthelabtableandmyhaircaughtfire.LuckilyIwasntbadlyhurt.NexttimeIlltiemyhairbackbeforeIgointothelab.Longhaircanbedangerous
重點(diǎn)難點(diǎn)講解

辨析pain與ache

相同點(diǎn)：兩者都表示疼痛。不同點(diǎn)：

pain要注意以下三個(gè)方面：

①表示身體某部位不適時(shí)，屬于可數(shù)名詞；

Iveapaininmyback.我后背有點(diǎn)疼。

②表示精神上的痛苦時(shí)，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(shí)，只用復(fù)數(shù)形式，但不能用many，few修飾。

Nopains，nogains.不勞則無(wú)獲。

ache表“疼痛”時(shí)，其主語(yǔ)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(gòu)成復(fù)合名詞，如：headache（頭疼），但leg，foot，hand，forehead不行。

辨析asleep，sleepy和sleeping

相同點(diǎn)：這三個(gè)詞都具有形容詞性質(zhì)。不同點(diǎn)：

asleep意思是“睡著了，它是表語(yǔ)形容詞，在句中只能作表語(yǔ)或賓語(yǔ)補(bǔ)足語(yǔ)，不能作定語(yǔ)。

TheteacherfoundTomasleepinclassandkepthimbehindafterschool.

老師發(fā)現(xiàn)湯姆在課上睡著了，放學(xué)后把他留了下來(lái)。

sleepy意思是“想睡了”但并沒(méi)有睡著。它可以在句中作定語(yǔ)。

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

sleeping意思是“正在睡覺(jué)”。它可以在句中作定語(yǔ)。

Theywokeupthesleepinggirlandaskedherwhereherparentswere.他們把那位正在睡覺(jué)的女孩叫醒，問(wèn)她父母在哪兒。

辨析diet與food

相同點(diǎn)：diet，food都可作“食物”解。不同點(diǎn)：

diet指的是習(xí)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(yíng)養(yǎng)的東西都稱(chēng)food.food是不可數(shù)名詞，但在表示食品的種類(lèi)時(shí)，可以用復(fù)數(shù)。

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

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

辨析inthefuture與infuture

相同點(diǎn)：這兩個(gè)短語(yǔ)都表示“在將來(lái)”的意思，一般可以互換。不同點(diǎn)：

1）infuture（=fromnowon）強(qiáng)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(cè)重表示“將來(lái)某個(gè)時(shí)候/將來(lái)”，不一定就是從今立即開(kāi)始，與inthepast相對(duì)。

Mysisterwantstobeanactressinthefuture.我妹妹將來(lái)想當(dāng)演員。

辨析toomuch與muchtoo

1）muchtoo具有副詞功能，作程度狀語(yǔ)，常用來(lái)修飾形容詞或副詞原級(jí)，意為“實(shí)在太，非常”。它不能修飾動(dòng)詞。

Itismuchtooexpensive.這實(shí)在太貴了。

2）toomuch具有形容詞、名詞和副詞的功能，可用作主語(yǔ)、賓語(yǔ)、表語(yǔ)、定語(yǔ)或狀語(yǔ)，意為“太多、過(guò)多、過(guò)分、太厲害”。中心詞為much，too用于修飾much，表示程度，用以加強(qiáng)語(yǔ)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(dòng)詞，作狀語(yǔ)。

c.用作名詞，后常與of連用。

d.用作代詞；

e.一般不單獨(dú)用在be動(dòng)詞之后，但可用在“betoomuchforsb.”結(jié)構(gòu)中，表示“對(duì)某人來(lái)說(shuō)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(jià)太大了。

辨析advise和suggest

相同點(diǎn)：這二個(gè)動(dòng)詞都是提出建議和忠告，后面同時(shí)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(duì)我們沒(méi)有什么建議。

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

4）that引導(dǎo)的賓語(yǔ)從句（that從句中用should+動(dòng)詞原形，should可省略，意思相近）。

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

不相同點(diǎn)：

advise可以接賓語(yǔ)+不定式短語(yǔ)或疑問(wèn)詞引導(dǎo)的不定式短語(yǔ)，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(diǎn)：兩者含有“由于……而死”之意，后均接名詞或動(dòng)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(shí)，兩者可互換。

Hediedof/fromovereating/hunger/cold/illness.他因?yàn)橄涣?饑餓/寒冷/疾病而死亡。

不同點(diǎn)：

dieof可用來(lái)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(lái)表示非人體的而是環(huán)境污染，事故等造成的死亡，或者說(shuō)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(guò)度/受傷而死
分析句型asmuch/manyas…

作“多達(dá)……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(ài)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(wèn)詞+todo

Welldiscusswhentoholdthesportsmeeting.我們將討論什么時(shí)候開(kāi)支運(yùn)動(dòng)會(huì)。

2.+從句

Wediscussedwhereweshouldgo.我們討論了我們?cè)撋夏膬喝ァ?/p>

n.討論，議論

Wehadalongdiscussionaboutthequestion.關(guān)于這個(gè)問(wèn)題我們討論了很長(zhǎng)時(shí)間。

causemuchdiscussion引起議論

beunderdiscussion在討論中。

1．Whenplayingfootballorbasketball，youmightbeusing400caloriesanhour.

這句是狀語(yǔ)從句中省略了主語(yǔ)和動(dòng)詞be.在表示時(shí)間、地點(diǎn)、條件、方式（比較）或讓步等的狀語(yǔ)從句中，如果謂語(yǔ)含有動(dòng)詞be，主語(yǔ)又和主句的主語(yǔ)一致，或其主語(yǔ)是it，那么從句中的主語(yǔ)和謂語(yǔ)的一部分（尤其是動(dòng)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(yǔ)從句或方式狀語(yǔ)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(wèn)詞+doyouthink+其他部分構(gòu)成的，用以征詢(xún)對(duì)方的看法或推測(cè)等。其中的doyouthink是插入語(yǔ)，并不影響全句結(jié)構(gòu)?？梢杂糜谶@一結(jié)構(gòu)的動(dòng)詞還有believe，imagine，suppose等，如：

Whodoyouthinkhasgotthefirstprize？你認(rèn)為誰(shuí)獲得了第一名？

Whichdoyousupposewillbetakenawaynext？你認(rèn)為接下來(lái)被拿走的是哪一個(gè)？

但是當(dāng)think，believe，imagine，suppose等用在“think+賓語(yǔ)+tobe”結(jié)構(gòu)時(shí)，要慎重選擇who（主格）或whom（賓格），試比較：

1）Whomdoyouthinktobethebestinourclass？你認(rèn)為誰(shuí)是我們班最好的學(xué)生？

2）WhodoyouthinkwillbeourEnglishteachernextterm？你認(rèn)為下學(xué)期誰(shuí)會(huì)當(dāng)我們英語(yǔ)教師？

句1為“thinksb.tobe”結(jié)構(gòu)，是對(duì)sb.表示疑問(wèn)。

句2是對(duì)Ithink后賓語(yǔ)從句的主語(yǔ)表示疑問(wèn)。

表示建議和提出忠告的方法

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

1）用“Lets”開(kāi)頭的祈使句后面接動(dòng)詞原形，建議對(duì)方和自己一起做某事，句尾常常加“shallwe？”，“OK”等用于征求對(duì)方看法的詞語(yǔ)，從而使語(yǔ)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(duì)方做某事，可縮略為“Whynot…？”。例如：

Whydontyousellthecarifyouneedmoney？

Whynotlookinthelocalpaper？

3）用“How/Whatabout…？”句型，表達(dá)非正式的建議，征求對(duì)方意見(jiàn)，多數(shù)情況下建議對(duì)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(huì)議和討論中使用較多，也常用于書(shū)面語(yǔ)中。例如：

Isuggestameetingwiththenewmembers.

Isuggesttryingitoncemore.

Isuggest（that）we（should）takethenighttrain.

“勸告”偏重于為對(duì)方著想，替對(duì)方出主意、想辦法，或者是長(zhǎng)輩對(duì)晚輩、師長(zhǎng)對(duì)學(xué)生、有經(jīng)驗(yàn)的對(duì)無(wú)經(jīng)驗(yàn)的人講應(yīng)該做什么或怎樣去做。表達(dá)“勸告”的常用方法有：

1）“Youdbetter….”句型表達(dá)隨便的勸告，口語(yǔ)中有時(shí)省略had和主語(yǔ)you.例如：

Youdbettertakeanumbrella.Itsgoingtorain.

Betterdoityourself.Itsnogooddependingonothers.

2）用should，oughtto，might，could等情態(tài)動(dòng)詞表達(dá)責(zé)任和義務(wù)。例如：

—Pleasetellmewhichcoursestotakeinthefirstterm.

—Well，youcouldtakeahistorycourse.Youmightalsotakeartcourse.Youshouldcertainlytakealanguagecourse.

3）用advise，advice等詞匯。例如：

Istronglyadviseyoutoseethedoctor.

Myadviceis：Gotothedoctorrightnow.

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(xiě)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

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(huà)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(xiàn)和情景對(duì)話(huà)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(xiě)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).

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(xiě)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

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