Unit2Healthyeating教案.docx

Unit2Healthyeating教案.docx

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Unit2Healthyeating教案

Unit2Healthyeating教案

Ｉ．单元教学目标

技能目标SkillGoals

Talkabouthealthydiet

Makesuggestionsorgivingadviceondiet

DistinguishthemeaningsofModalverbs

Makeabalancedmenu

II．目标语言

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...

词汇

1.四会词汇

diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,stir-fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,lie,customer,discount,weakness,strength,consult,fiber,digest,carrot,debt,glare,spy,limit,benefit,breast,garlic,sigh,combine

2.认读词汇

protective,spaghetti,protein,crisp,kebab,sugary,muscle,calmly,cooperation

3.词组

getawayfrom,balanceddiet,oughtto,loseweight,tellalie,win…back,earnone’sliving,indebt,spyon,cutdown,beforelong,putonweight

语

法

Theuseofoughtto

1.Statements

Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.

Yououghtnottoeatthesamekindoffoodateverymeal.

2.Difficulty

Distinguishandsummarizetheusageofoughttoandshould.

Ⅲ.教材分析与教材重组

1.教材分析

本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生注重平衡膳食，促使学生养成健康饮食的习惯。

针对现实中遇到的实际问题发表自己的看法。

最后让学生使用所学知识，两人一组研究中餐，设计食谱。

1.1WARMINGUP是本单元一个重要的组成部分。

让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。

通过几个设问激发学生思考自己的饮食习惯是否合理，使用已有的知识经验思考什么是HealthyEating.

1.2PRE-READING通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。

可添加讨论如何在烹饪中保持食物营养，从而有利于健康。

1.3READING讲述王鹏和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的注重和对时尚的追求。

但王鹏和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。

戏剧性的结尾增添了故事的趣味性。

通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何准确处理矛盾，解决问题。

1.4COMPREHENING利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。

1.5LEARNINGABOUTLANGUAGE是继Comprehending之后的又一指导性练习。

注重考查词性的变化，课文中重点词汇在语篇中的熟练使用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。

1.6USINGLANGUAGE体现了学以致用的目的，从Listening,Reading,Speaking,Writing四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

2．教材重组

2.1精读把Warmingup作为Reading的导入部分，把Pre-reading、Reading和Comprehending整合在一起作为一堂“精读课”。

2.2知识点学习把Reading的知识上一节“知识课”。

2.3.语言学习把LearningAboutLanguage上一节“练习课”。

2.4语法学习把Discoveringusefulstructures上一节“语法课”。

2.5听力和阅读UsingLanguage的Listening和Reading上一堂“听力课

加泛读课”。

2.6口语和写作将UsingLanguage的Speaking和Writing上一堂“写作课”。

3．课型设计与课时分配

1stperiodWarmingupandReading

2ndperiodLanguagepoints

3rdperiodUsingLanguage

4thperiodGrammar

5thperiodListening&Reading

6thperiodSpeaking&Writing

Ⅳ.分课时教案

WarmingupandReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

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.重点句子

Hisfriedricewashotbutdidnottasteoffat.

Tiredofallthatfat?

Wanttobethinner?

Onlyslimmingfoodservedhere.

Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.

Itwasnotgivingitscustomersenergy-givingfood!

SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.

Hewonderedifheshouldgotothelibrarytofindout.

Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!

2.Abilitygoals水平目标

a.Enablestudentstotalkabouttheireating.

Inwhatwaysthefoodyoueathelpsyou?

Howcanyouhaveahealthydiet?

Whatwillhappenifyoudon’thaveabalanceddiet?

b.Understandthetextandanswerthefollowingquestions.

WhathappenedtoWangPeng’srestaurant?

WhywouldhiscustomersprefertoeatatYongHui’srestaurant?

WhatdidhedoafterleavingYongHui’srestaurant?

c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPeng.

3.Learningabilitygoals学能目标

Enablethestudentstolearnhowtotalkabouttheireating.

Whatdoesahealthydietmean?

IswhatYongHuididright?

Why?

WhatwillyoudoifyouareWangPeng?

Teachingimportantpoints教学重点

a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.

b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?

Why?

Teachingdifficultpoints教学难点

a.Understandtherealmeaningofhealthyeating.

b.Howwasthecompetitiongoingon?

Whowouldwin?

Teachingmethods教学方法

a.Fastandcarefulreading.

b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.

c.Individual,pairorgroupworktofinisheachtask.

d.Discussion.

Teachingaids教具准备

Arecorder,acomputerandaprojector.

Teachingprocedures&ways教学过程与方式

Step1Warmingup

Whatarethethreeessentialelementsforushumanbeingstosurviveontheearth?

Water,air,food

Whichonewouldyouprefer?

WesternfoodorChinesefood?

Whatdoyouusuallyhaveforbreakfast/lunch/supper?

Whatwillhappenifyoudonoteatabalanceddiet？

Step2Discussion

Whatishealthydiet?

Healthydiet:

adietthatisbalancedandneithertoorichinfat,sugarandsaltnortoopoorandlackinginessentialnutrients.

Step3Speaking

Decidewhichfoodisjunkfoodorhealthyfoodandgivereasons.

Ithink…isjunkfoodbecause…

Ithink…ishealthyfoodbecause…

（berichin;belowin）

Step4Pre-reading

1.Whatdoyouthinkshouldgointoagoodmeal?

Agoodmealshouldcontainsomefoodfromeachofthethreecategoriesabove.

2.Imagineyouandyourpartneraregoingtoinvitesomefriendsfordinner.Whatspecialfoodofyourplacewouldyouofferthem?

Planamenu.

3.Lookatthetitleofthereadingpassageandthepictures.Predictwhatthepassageisabout.

Step5Fastreading

Readthetextquicklytofindoutwhichsentenceisthemainideaofthetext.

1.Thetworestaurantssuppliedthehealthyfood.

2.ThereasonwhyYongHui’srestaurantwassopopularwithcustomers.

3.WangPengfoundoutwhyhehadlosthiscustomeranddecidedtowinthemback.

Key:

3

Step6Reading

1.UsuallyWangPeng’srestaurantwasfullofpeople.T

2.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.

Itwouldtakelongerthanthat.F

3.WangPeng’sregularcustomersoftenbecamefat.T

4.YongHui’smenugavecustomersmoreemery-givingfood.F

No.itgavethemprotectivefoodbutnoenergy-givingorbody-buildingfood.

5.WangPeng’smenugavecustomersmoreprotectivefood.F

6.WangPengdecidedtocompetewithYongHuibycopyinghermenu.F

Hedecidedtoadvertisethebenefitsofhismenu.

Step7Postreading

1.TheweaknessofthedietinWangPeng’srestaurantwas_____________________________________.

2.ThestrengthofthedietinWangPeng’srestaurantwas___________________________________________.

Step8Homework

1.Retellthetext.

（1）Usethefirstpersontoretellthestory.

（2）Trytouseproperprepositionsandconjunctions.

2.PrepareforthelanguagelearninganddoUsingWordsandExpressionsonWB（Page49and50）.

Languagepoints

Step1Revision

Writeoutyouranswersaccordingtothepassage.

1.TheweaknessofthedietinWangPeng’srestaurantwasthatitdidnotgive______________________.

2.ThestrengthofthedietinWangPeng’srestaurantwasthatitdidnotprovided________________________.

3.TheweaknessofthedietinYongHui’srestaurantwasthatitdidnotgive__________________________.

4.ThestrengthofthedietinYongHui’srestaurantwasthatitprovided______________________.

Keys:

enoughprotectivefood

plentyofenergy-givingfood

enoughofenergy-givingfood

plentyofprotectivefood

Step2Languagepoints

1.Everybodyhastoeat,butdoyoueatahealthydiet?

dietn.饮食，食物

diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物。

food是一般的用语，凡能吃能喝的具有营养的东西都称为food。

强调种类时，food可用复数。

Proper_____andexercisearebothimportantforhealth.

Manysweet_______areonsaleinthestore.

Milkisthe_____forbabies.

Keys:

dietfoodsfood

【常用表达】

balanced/healthy/poordiet

均衡的/健康的/不良的饮食

vegetarian/high-fibrediet

素食/高纤维的饮食

adietoffish/fruit/potatoes

只吃鱼/水果/土豆的饮食

beonadiet节食

2.Whatwillyouhappentoyouifyoudon’teatabalanceddiet?

balance作动词，意为“均衡，权衡，保持平衡”。

e.g.Trytobalanceyourdietbyeatingmorefruitandlessmeat.

Youhavetobalancetheadvantagesoflivinginabigcityagainstthe

disadvantages.

balance作名词，意为“天平，平衡”。

e.g.Tomlosthisbalanceandtippedbackwardinthechair.

Thecompany’ssuccessisreflectedinitshealthybankbalance.

【常用表达】

keep/loseone’sbalance保持/失去平衡

beoffbalance使失去平衡

outofbalance失去平衡

asenseofbalance平衡感

thebalanceofnature自然生态平衡

balancebeam平衡木

afavorablebalance入多于出

aunfavorablebalance入不敷出

翻译下列句子。

1.你能单脚站立多久?

2.实验室的天平与商店里的秤在什么方面有所不同?

Keys:

Howlongcanyoubalanceononefoot?

Inwhatwayisalaboratorybalancedifferentfromabalancefoundinastore?

3.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.

-ing形式短语做伴随状语。

e.g.Heplacedtwotablestogether,spreadingallthepapersoutonthem.

Pretendingtolookfrightened,Ibackedtowardsthedoor.

1）Norastoodatthebusstop,______________________.

娜拉站在公共汽车站旁看报纸。

2）___________________________,youcanhaveabetterviewofthecity.

站在山顶上,你能更好地看到这个城市。

3）Olivecame_____________________.

奥丽夫跑步来到大楼前。

4）“Wecan’tgooutinthisweather,”saidBob,____outofthewindow.

A.lookingB.tolook

C.lookedD.hav