英語教案－unit 13 healthy eating.doc

英語教案unit 13 healthy eating Unit13Healthyeating TeachingAimsandDemands WordsandPhrases FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture SpokenEnglish: Intheclinic/seeingadoctor: Whatswrongwithyou?/Whatsthematterwithyou? Liedownandletmeexamineyou. Letmehavealook. Wheredoesithurt? Drinkplentyofwaterandgetsomerest. Ivegotapainhere.Thisplacehurts. Theressomethingwrongwithback/myknee/myarm. Idontfeelwell. 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:puterorslider-projector WayofTeaching:Communicationwayofteaching,discussionandgroupwork. Lesson1 Step1Warming-Up Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit. Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot. Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic. Step2Listening Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow. Step3Speaking ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue Afterthatlisttheusefulexpressionsintheirdialogue. Step4Homework Prepareforthenextclass. Collectsomemenusifpossibleforthenextclass. Lesson2 Step1Introduction UsingthequestionsonP3tointroducethenewtext. Step2Fast-reading 1.Whatdoesthe“fuel”meaninthefirstparagraph? (Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.) 2.Whatdowehavetoconsiderwhenwechoosetobuyoreat? (Whatkindsofnutrientsthatthefoodcontain.) 3.Whatmadeoureatinghabitchanging? (Manythings:whatpeoplebelieve,advicefrompaniesandstores.) 4.Howcanwefeelandlookfine? (Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.) Explainthelanguagepointsifnecessary. Step3Carefully-reading Howmanypartscanbedividedinto? (Threeparts.) Whatsthemainideaofeachpart? (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 Finishtheexercise3onP74inthestudentsworkbook. Lesson4 Step1Revision LetsomestudentsreadtheirreplytothelettersonP74. Step2Reading ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.) Step3Writing Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish. WemayfirstgivethetipsonP7asaguide. Step4Discussion FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato? Whatdoesonehavetopays