[教案]Unit2Healthyeating

1、Unit 2 Healthy eating單元教學(xué)目標(biāo)技能目標(biāo)Skill GoalsTalk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menuII目標(biāo)語(yǔ)言功能句式Practice talking about your ideasYes, I think so. I dont think so.I agree. I dont agree.Thats correct. Exactly.Thats exactly

2、my opinion.Youre quite right.I dont think you are right.I quite agree with you.Im afraid I dont agree / disagree with you. Of course not. Im afraid not. All right.Thats a good idea.Certainly. / Sure.No problem.Practice giving advice and suggestionsYou must / must not.詞匯1. 四會(huì)詞匯diet, energy, fiber, di

3、gestion, 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, tin2. 認(rèn)讀詞匯protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, coo

4、peration3. 詞組get tired of, throw away, get away with, tell lies, get rid of, earn ones living, in debt, set out, run ones business, carry on語(yǔ)法The use of ought to1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim.You ought not to eat the same kind

5、of food at every meal.2. DifficultyDistinguish and summarize the usage of ought to and should. 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。1.1WARMING UP 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

6、合理，運(yùn)用已有的知識(shí)經(jīng)驗(yàn)思考什么是Healthy Eating.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。1.4COMP

7、REHENING 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)。1.5LEARNING ABOUT LANGUAGE 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。1.6USING LANGUAGE 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Warming

8、up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Learning About Language和Workbook中的Using words and expressions, Using Structures結(jié)合在一起上一節(jié)“語(yǔ)法課”。2.3 聽(tīng)力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“聽(tīng)力課”。2.4 泛讀 Using Language中的Reading與Workbook中的Re

9、ading Task放在一起上一堂“泛讀課”。2.5 口語(yǔ) 將Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口語(yǔ)課”。2.6 語(yǔ)言運(yùn)用 將Speaking and Writing和Workbook中的Writing Task, 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1st period Warming up and Reading2nd period Language study 3rd period Listening4th period Extensive reading5th period

10、Speaking6th period Writing. 分課時(shí)教案The First Period Warming up and ReadingTeaching goals 教學(xué)目標(biāo)1. Target language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-b

11、uilding, energy-giving， newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重點(diǎn)句子His fried rice was hot but did not taste of fat.Tired of all that fat? Want to be thinner? Only slimming food served here.I will take all tha

12、t fat off you in two weeks if you eat here every day.It was not giving its customers energy-giving food!Something terrible must have happened if Maochang was not coming to eat with him as he always did.He wondered if he should go to the library to find out.He couldnt have Yong Hui getting away with

13、telling people lies!2. Ability goals 能力目標(biāo)a. Enable students to talk about their eating.In what ways the food you eat helps you?How can you have a healthy diet?What will happen if you dont have a balanced diet?b. Understand the text and answer the following questions.What happened to Wang Pengweis re

14、staurant?Why would his customers prefer to eat at Yong Huis restaurant?What did he do after leaving Yong Huis restaurant?c. Understand the details about the text and retell the text in the role of Wang Pengwei.3. Learning ability goals 學(xué)能目標(biāo)Enable the students to learn how to talk about their eating.

15、What does a healthy diet mean?Is what Yong Hui did right? Why? What will you do if you are Wang Pengwei?Teaching important points 教學(xué)重點(diǎn)a. Identify different groups of foods and talk about healthy eating.b. What kind of food did they provide for their customers, healthy or unhealthy? Why?Teaching diff

16、icult points 教學(xué)難點(diǎn)a. Understand the real meaning of healthy eating.b. How was the competition going on? Who would win?Teaching methods 教學(xué)方法a. Fast and careful reading.b. Asking-and-answering activity to check the Ss understanding of the text.c. Individual, pair or group work to finish each task.d. Di

17、scussion.Teaching aids 教具準(zhǔn)備A recorder, a computer and a projector.Teaching procedures & ways 教學(xué)過(guò)程與方式Step I Warming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three grou

18、ps of foods and see which group their foods belong to. Third, ask students to tell us in what ways their foods help them grow. T: There are so many delicious foods. Whats your favorite?S1: I love eating meat, sugar and bread. My mother is sure to cook meat for me every day. I enjoy all kinds of meat

19、, such as roast pork, beef, mutton kebabs and fried chicken. I have been used to eating sweets or bread while watching TV.T: So what have happened to you?S1: I am getting fatter and fatter. They all call me a big couch potato. But I cant resist the attraction of them.S2: I often eat vegetables, frui

20、ts and noodles. In order to keep slim, I only have a bowl of noodles each time. My parents are worried about my health. But I think it is worth the loss.T: You have enough fiber. Would you mind me asking you a question? Do you often get tired while you are at school?S2: Very often. I feel I ought to

21、 get more energy.T: Now do you think we should eat each kind of food?S: Yes. We need every kind of food to give us energy, fiber, protein and minerals so as to grow healthily.T: So what does healthy eating mean?S: Healthy eating means a balanced diet.T: Right. Eating properly and maintaining a healt

22、hy weight are extremely important for us students, because we are growing and going through major changes to our body, mind and emotions. So remember the three groups of food: energy-giving, body-building and protective foods.Step II Pre-readingGet the students to discuss the questions with their pa

23、rtners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then Ill ask you to report your work. Are you clear?Which food contains more.?Examples of foodsAnswersugarchoco

24、late or grapescakes or bananaschocolatecakesfatcream or ricechocolate or chickencreamchocolatefiberpeas or nutspork or cabbagenutscabbageproteinpotato crisps or hameggs or creamham eggsS: For the fattest food, the correct order I think is ice-cream, eggs, chicken, rice and peaches.T: Do you agree wi

25、th her / him?S: Yes, I do.Step III ReadingGet the Ss to comprehend the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask for the main

26、 idea of the text on the slide show with their partners. Teacher encourages the Ss to express their ideas.T: What health problem do you know are connected with eating?S: Too fat, too thin, anorexia, heart attack and high blood pressure.T: In the USA there are a lot of people who are fat or getting f

27、at. They have health problems as a result of not eating properly. So the whole society is concerned about what people can do to help them lose weight and keep fit. In order to satisfy peoples need and especially to continue to share the market, the famous fast food chain McDonalds restaurants develo

28、p a new kind of potato crisps and put a lot of cabbages into their hamburgers. Here were going to learn a story about a competition between two restaurants. Lets see whats the result.Fast reading In this part the teacher should ask the students to read the passage quickly for the first time to find

29、out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks on the screen and let the students read the sentences first. This task can help them have a good understanding about the text.1. The two restaurants supplied the health

30、y diet.2. The reason why Yong Huis restaurant was so popular with customers.3. Wang Pengwei found out why he had lost his customers and decided to win them back.T: At first Id like you to read the text quickly to get the general idea of the text. Pay attention to the sentences which contain modal ve

31、rbs.(2 minutes later)T: Stop here. Which one do you prefer?Ss: Wed prefer the third sentence.T: Why do you prefer it?S1: As far as I can see, it is the third sentence. The first one is not true because they didnt supply the healthy diet. And the second sentence is a piece of information about Yong H

32、uis restaurant we can get from the text.T: Do you agree with her/ him?S2: Yes. Thats exactly my opinion. In this story Wang Pengwei is one of the leading characters. This part only tells us how the competition began and what Wang Pengwei would do next.T: Well done.Careful readingT: Now, its the time

33、 for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. 1. Usually Wang Pengweis restaurant was full of people.2. He provided a balanced diet in his menu.3. Yong Hui served a balanced diet.4. Yong Hui could make people thin in tw

34、o weeks by giving them a good diet.5. Wang Pengweis customers often became fat after eating in his restaurant.6. Yong Huis menu gave them energy foods.7. Wang Pengweis menu gave them foods containing fiber.8. Wang Pengwei admired Yong Huis restaurant when he saw the menu.9. Wang Pengwei decided to c

35、opy Yong Huis menu.Give the students 7 minutes to read the text and to think over or discuss the questions. The teacher should walk around the classroom to help those students who need help.Ss: a. Sentence 1 is true. We can see it from the sentence “His restaurant ought to be full of people.”b. Its

36、false. He didnt provide a balanced diet in his menu, because his menu made people fat.c. Its false. Yong Hui didnt serve a balanced diet either, because her menu only served people with protective foods.d. Its false. I dont think Yong Hui gave them a good diet. She could make them not only thin but

37、also unhealthy by only giving them raw vegetables, fruits and water.e. Sentence 5 is also true. Because people wouldnt go to Wang Pengweis restaurant and his menu is full of fat and sugar.f. Its false. Yong Hui gave them protective foods.g. Its false. Wang Pengweis menu gave them foods containing mu

38、ch fat and energy.h. Its false. Wang Pengwei didnt admire her when he saw the menu. He didnt believe what she said and planned to stop her from telling lies.i. Its false. He decided to improve his menu to compete against her.Step IV ComprehendingBy now, the students have had a further understanding

39、about the text. Let the students read the text again and find out the differences between the two restaurants.T: Now please read the passage again and fill in the chart on the screen together with your partners.advantagesdisadvantagesWang Pengweis restaurantNot giving enough foods containing fiberPr

40、oviding plenty of energy foodsYong Huis restaurantNot giving enough energy foodsProviding plenty of fiber foods.Next discover whether the students have understood the ideas in the reading passage.T: Until now we have known whats wrong with both restaurants. What does it matter if you only eat at one

41、 of the restaurants?S1: If we often eat at Wang Pengweis restaurant well become too fat which can lead to illnesses such as heart attack or high blood pressure.S2: If we often eat at Yong Huis restaurant, well become too thin and suffer illnesses such as anorexia or malnutrition.T: That sounds dange

42、rous. How can they make a balanced diet?S3: I think both restaurants should supply all kinds of foods so that every customer can eat a little of each kind at the same time. As a result, we dont worry about what they will lack of.S4: I dont agree with you. Its not realistic. In my opinion, Yong only

43、receives fat people and help them lose weight; Wang only receives slim people and help them to get enough energy.S5: Im afraid I cant agree with you all. I hope the two restaurants will join together as a new one which has all the advantages and avoids the disadvantages.T: You all have a point there

44、. But what will they do? We will see it next class. Facing the serious competition, Wang wasnt lost in sadness and he didnt quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Huis menu. Do you think we should follow his ex

45、ample?S6: Thats correct. Exactly.T: Good. Whats your opinion of Yong Hui? Is what Yong Hui did right? Why?S7: I dont think she is right. Yong Hui didnt give us a good diet. She could make us not only thin but unhealthy if we often eat there. She made an unhealthy menu to agree with the fashion and h

46、er meal was too expensive. She cheated the customers and they didnt know they would become unhealthy if they often ate there. So I wouldnt go there to have a meal.ExplanationT: Now lets deal with some language points. Turn to Page 10. Lets look at the sentences:Wang Pengwei sat in his empty restaura

47、nt feeling very frustrated.This sentence means that the second action “feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing ) of the second action.Nothing could have been better.This sentence tells us that everything has worked out the way you would

48、 like. It is a sentence that we can use it in any situation.He couldnt have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step V Key sentencesThe purpose of this step is to let the students know the meanings of the key sentences

49、and let them repeat them fluently.T: We have known the text well. Now lets remember the key sentences and repeat them fluently.Ss: 1. His fried rice was hot but did not taste of fat.2. Tired of all that fat? Want to be thinner? Only slimming food served here.3. I will take all that fat off you in tw

50、o weeks if you eat here every day.4. It was not giving its customers energy-giving food!5. Something terrible must have happened if Maochang was not coming to eat with him as he always did.6. He wondered if he should go to the library to find out.7. He couldnt have Yong Hui getting away with telling

51、 people lies.Step VI Homework T: Today is the first class of the unit. You ought to preview this unit completely after the class. In this way you will make your study easy. Todays homework is:1. Retell the text. 1)Use the first person to retell the story. 2)Try to use proper prepositions and conjunc

52、tions.2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49-50).The Second Period anguage studyTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)beautify, amaze, get rid of, ought to, must, should, have to, need, couldb. 重點(diǎn)句子Then by lunchtime they would all be sold

53、.His restaurant ought to be full of people.What could have happened?Nothing could have been better.Something terrible must have happened if Maochang was not coming to eat with him as he always did.He could not believe his eyes.He wondered if he should go to the library to find out.He couldnt have Yo

54、ng Hui getting away with telling people lies.2. Ability goals 能力目標(biāo)Enable the Ss to use the words and expressions in this unit and use the modal verbs.3. Learning ability goals 學(xué)能目標(biāo)Let Ss learn how to use modal verbs and their functions.Teaching important points 教學(xué)重點(diǎn)a. The use of different modal verb

55、s.b. Find out the function of the modal verb in each sentence.Teaching difficult points 教學(xué)難點(diǎn)a. How to teach the Ss to master the usage of modal verbs.b. How to distinguish the meaning of the modal verb in each sentence.Teaching methods 教學(xué)方法a. Teach grammar in real situations.b. Learn grammar through

56、 practice.Teaching aids 教具準(zhǔn)備A projector.Teaching procedures & ways 教學(xué)過(guò)程與方式Step I Revision Check Ss homework. (Collecting materials) Ask the Ss to retell the text and give some comment.T: Whod like to retell the text? Remember to use the first person and the key words and the expressions in the t

57、ext.S: That morning I got up as usual and prepared my menu of mutton kebabs, roast pork and fried rice which would all be sold out by lunchtime. My restaurant was very popular and always full of people. But that day nobody came here for a meal. I sat in my empty restaurant feeling very frustrated. I wondered something terrible must have happened. I sudd