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healthy eating教案设计


Unit13

Healthy eating

I. 单元教学目标 技能目标 Goals ▲ Talk about eating habits and health ▲ Practise seeing the doctor ▲ Practise giving advice and making suggestions ▲ Use the modal verbs had better, should and ought to ▲ Learn some useful cooking terms ▲ Read and write recipes II. 目标语言 1. Practise seeing a doctor 医生询问和提建议 What can I do for you? What was the matter(with you)? Lie down and let me examine you. Let me have a look. Where does it hurt? It is nothing serious. You’d better have a good rest. Take this medicine three times a day. And I advise you not to do ... Drink plenty of water and have a good rest. You’ll be well/ all right soon. 病人描述病情 I’ve got a pain/cough/headache. 功 能 句 式 This place hurts. I don’t feel well. There is something wrong with ... 2. Giving advice and making suggestions 劝告和建议 You had better/ ought to /should ... I advise you(not) to ... 3. Practise ordering food May I take your order? Yes. I’d like ... , please. What does that come with? It comes with ... and ... What would you like to drink?

What can you recommend? Anything else? I’d like to try ... , please. 1. 四会词汇 fat, stomach, fever, salad, peach, ripe, ought to, examine, plenty of, energy, soft, bar, fuel, diet, keep up with, pace, make a choice, bean, function, fiber, mineral, chemical, balance, short of, fit, digest, gain, sleepy, now and then, brain, peel, roll up, tasty, mushroom, steam, boil, bacon, lettuce, mixture, spoonful, slice 2. 认读词汇 junk, vitamin, snack, Sharon, calorie, nutrient, nutrition, notorious, protein, muscle, calcium, dairy, product, carbohydrate, vegetarian, vegan, yoghurt, eco-food, organic, supplement, refuel, recipe, roll-up, ingredient, chop, dice, stir 3. 词组(略) 4. 重点词汇(略) 情态动词 had better, should 和 ought to 用来表示劝告和建议 1. You ought to be careful with ... 2. I think that might be the problem. 重 3. I have got a pain here. 点 4. We are well prepared for ... 句 5. Choosing what to eat is no longer as it once was. 子 6. Only in that way will we be ready for the challenges and opportunities in life .. . III. 学能目标 在初中所学句型的基础上,进一步丰富学生的词汇,熟练掌 握 Seeing a doctor 以及 Advice 和 Suggestions 的句型结构,积极 和老师同学配合,认真完成教材的教学任务,达到新课标要求。 学 能 目 标 同学们可以通过小组活动,分工合作,通过不同资源途径,了解 什么是健康食品,了解不同国家、 不同地域人们不同的饮食结构和 饮食习惯, 然后结合所学生物知识,得出结论,什么是健康食品, 什么是健康的饮食习惯, 怎样养成健康的饮食习惯。 通过合作式、 探究式学习方式,使学生由被动变主动,积极参与学习过程,并 且有浓厚的学习兴趣。让学生体会英语作为工具学科带来的乐 趣。学生可以利用英语扩大自己的视野,获取知识,了解世界。 使学生养成自觉使用英语和查阅英语资料的好习惯,为学生终身

词 汇 结构

使用英语打下良好的基础。

Ⅳ. 教材分析 1. 教材分析 本单元以 Healthy eating 为话题,旨在通过单元教学使学生了解健康饮食以及饮 食习惯与健康的关系,学会看医生,能正确使用情态动词 had better, should 和 ought to 进行劝告和提建议,掌握一些有用的烹饪词汇,读懂食谱并能写出自己 喜爱的食谱。 1.1 WARMING UP 旨在引导学生结合自身已有的体验和认识,了解什么是垃 圾食品,什么是健康食品,以及为什么这些食品被称为垃圾食品或健康食品, 并 要求学生能正确运用 I think that ... is /are junk /health food be-cause ...句型。 1.2 LISTENING 是关于 Mike 因吃早餐不当感觉不舒服去看医生的材料。此部 分涉及英语新课标话题项目表12“饮食”、13“健康”和功能意念项目表4“就 医”,并且设计了“提建议”(英语新课标功能意念项目表22) 练习题。 1.3 SPEAKING 是一个任务型教学活动。共创设了三个情景: 1. 我一直咳嗽, 发烧头疼。 2. 我的胳膊折了,很疼。 3. 我晚上睡不着,所以总是感觉很累。 这些情景都要用到叙述病情、 医生看病和提建议用语,使学生进一步练习看医生 用语。 这一部分设计是在“听力”部分的信息输入的基础上,训练学生口语输出 的能力。 1.4 PRE-READING 是 READING 的热身活动。要求采用讨论式小组合作学习 的学习方式完成。 1.5 READING 是关于“健康的饮食习惯”和“健康食品”的科普文。从文中 我们可以了解到不同食物中含有不同的营养成分以及我们身体所需的各种营养 应从哪些食物中摄取。 健康的饮食习惯是保证身体健康的最好方法。教育同学们 要养成良好的饮食习惯,保持健康,去应对人生的挑战和机遇。 1.6 POST-READING 第一个题是阅读技巧中猜词能力的训练; 第二题在理解课 文的基础上,重点训练学生的归纳能力;第三题除了训练学生的概括能力外,更 能开阔学生的思路,丰富学生的视野;第四题是训练学生开放性思维,要求学生 能够把课本知识与社会生活知识联系起来, 就社会热点问题用英语表达自己的观 点。 1.7 LANGUAGE STUDY 分词汇和语法两部分。其中,Word study 是一个英 语释义练习,Grammar 在引导学生体验、探究、归纳 had better (not) 结构的表 意功能的基础上,进行任务型巩固训练。 Part 1是根据语境完成句子,训练学生 正确提出劝告和给出建议;Part 2则是综合性较强的语法练习题,要求以报纸专 栏作家的口吻针对学生实际生活中遇到的问题给出忠告和提出建议。 具体内容是

要求学生就西方餐桌礼仪方面给出建议,餐桌礼仪曾是第一册(上)第六单元的 话题,是已经学过的,教材的编写遵循了新旧结合原则,降低了新内容的难度。 所以同学们只要正确掌握情态动词的用法,应该很容易就能完成此练习题。值得 注意的是, 从本单元的语法训练设计可以看出,本教材已明显地由以结构为特征 的传统语法训练变为以功能为特征的功能语法训练,充分体现了新教材的话题、 功能、结构、任务相结合的特点。 1.8 INTEGRATING SKILLS 中的 Reading and writing 是一个整体训练材料,而 reading 部分又是主课文的延伸,要求学生了解我们为 什么需要 snacks,什么是 good snacks, 怎样准备 snacks。写作部分 (writing) 要求 同学们正确使用烹饪词汇(cooking terms) ,根据课文中 tips 和 reading 部分中的 食谱,与同学合作,写一份自己喜爱的一道菜的食谱。课前,可以通过向家长或 厨师请教,或者通过图书馆、互联网、报刊或电视等途径了解一些烹饪知识和饮 食常识,并经过实践再用文字表述出来,介绍给别人。此活动不仅有助于提高学 生的英语写作能力,而且扩大了学生的视野,丰富了健康知识,同时也锻炼了学 生的交际能力和自主学习能力。

2. 教材重组 2.1 把 WARMING UP 作为 READING 的导入内容。将 PRE-READING, READING 和 POST-READING 整合在一起上一节“阅读课”。 2.2 从话题内容和训练目的上分析,LISTENING 与 SPEAKING 相一致;将 LISTENING, SPEAKING 整合在一起,设计成一节“听说课”。 2.3 将 GRAMMAR 与 WORKBOOK 中的语法练习题整合在一起上一节“语法 课”。 2.4 将 INTEGRATING SKILLS 设计为一节“综合实践课(一)”。 2.5 将 WORKBOOK 的 INTEGRATING SKILLS 设计为一节“综合实践课 (二)”。 3. 课型设计与课时分配(经教材分析,本单元可以用5课时教完) 1st period Reading 2nd period Listening & Speaking 3rd period Grammar 4th period Integrating Skills(1) 5th period Integrating Skills(2)

V. 分课时教案 The First Period Reading Teaching goals 教学目标 1. Target Language 目标语言: a. 重点词汇和短语 no longer, keep up with, had better, make the right choices, base on, keep a balanced diet, lose weight, go on diets, keep fit b. 重点句型 “Only +状语”放在句首,句子要倒装。

2. 能力目标: 要求学生了解不同食品的不同成分及对身体的作用, 能够科学的选 择食品,养成良好的饮食习惯。 3. 学能目标:本单元话题“健康饮食”是英语新课标话题项目表12(饮食)和 13(健康)两条。同学们可以通过小组活动,分工合作,通过不同资源途径,了 解什么是健康食品,什么是健康的饮食习惯,怎样养成健康的饮食习惯。通过合 作式、探究式学习方式,激发学生的学习兴趣,使学生由被动变主动,积极参与 学习过程。 让学生体会英语作为工具学科所带来的乐趣,学生们可以利用英语扩 大自己的视野,获取知识,了解世界。使学生养成自觉使用英语查阅资料的好习 惯,为学生终身使用英语打下良好的基础。 Teaching important points 教学重点 课文的理解, 正确使用英语表达自己的观点。帮助学生了解不同食品的不同成分 及对身体的作用,使其能够科学地选择食品,养成良好的饮食习惯。( To help students learn that different foods have different nutrients and their functions to our body are different. We should eat health food and develop healthy eating habits.) Teaching difficult points 教学难点 How to analyze the text and grasp the main idea of the text. Teaching methods 教学方法 Listening, reading, discussing Teaching aids 教具准备 a tape recorder, a projector and a computer Teaching procedures & ways 过程与方式 Step I Leading in T: Welcome back to school. How did you spend the Spring Festival? S: T: The Spring Festival is the most important Chinese traditional festival. During the festival, we usually have delicious food. But not all delicious food is health food. Please look at some photos of food. Can you tell what health food is and what junk food is? (Show some photos of food on the PPT.) Step II Warming up First teacher will show students how to describe the food shown in the photos, using the pattern “I think that ... is junk/health food because ...”(This pattern will be shown on the PPT). Then ask students to tell what is health food and why these are health food while those are junk food. The teacher will give an example, talking about the photos with students. T: What do you think is junk food shown in the photos, Student 1? S1: I think that ice cream is junk food because it has a lot of fat and sugar. T: What is health food in your opinion, Student 2? S2: I think that vegetables are health food because they contain lots of vitamins. Then ask students to work in pairs talking about the photos and make sure students know what is junk food and what is health food. Every student should stand up and walk around the classroom to make a survey on five of his classmates of their eating habits. Try to find out how many meals they have every day, what their favourite food is and how much water they drink every day.

Fill in the following form and decide whether what they eat is junk food or not. name breakfast snacks lunch dinner water

After students finish the form, show one or two with the class and discuss with the whole class. Step III Reading T: Eating habits are very important to our health. In this class we are going to talk about what we should eat. Now open your books on Page 3 and read the title together. S: We are what we eat. T: At first I’d like you to do the scanning. There is no need to look through the whole text. Then fill in the form.(Show the form on the PPT.) 1. Scanning: This is individual work. Ask the students to scan the text and fill in the following form. The students should finish the work independently. Food Nutrient Protein Eggs, milk and other dairy products Function

Vitamins

Help keep body functioning well

Three minutes later, check the answers with the whole class. Show the answers on the PPT. Food Fish, beans meat Nutrient and Protein Function Good for muscles

Eggs, milk and other Calcium dairy products Bread, rice noodles and Carbohydrates

Good for bones and teeth

Help keep body functioning well

Vegetables, fruit, Vitamins Help body fight disease fish and drinking milk 2. Skimming Sum up main ideas of the text. Ask the students to read through the text and grasp the main idea of the text. Before giving students the answers, ask them to discuss first. In this procedure, students should sum up the main ideas by themselves first, then discuss with group members.(cooperative learning) Main idea: If we want to keep up with the high pace of modern life, we had better learn to make the right choices about what and how we eat. T: Now let’s sum up the main idea of each part. This time I will play the tape for you. While listening, please think carefully and decide how many parts the text should be divided into. After listening to the tape, Ss will think carefully and then they will discuss with their group members. Then some spokesmen will stand up and speak out their opinions. T: OK. I’m glad you have thought actively and had a heated discussion. Let’s look at the suggested answers. (Show the suggested answers on the PPT.) The main idea of each part Part 1 (Para. 1) : In order to keep up with the high pace of modern life, we had better learn to make the right choices about what and how we eat. Part 2 (Para. 2): Different foods have different nutrients and different functions. Part 3 (Para. 3-5): How we make choices about what we eat. The best way to keep healthy is to develop healthy eating habits. Ask the students to discuss the following questions according to what they have learned from the text and the Internet. They can also refer to the chart on Page 73. T: We have learned a lot about healthy eating and health food. Now let’s discuss the following questions. Please work with your group members. 1. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible. 2. List the examples and the reasons why people eat or don’t eat certain kind of food. 3. Why do people go to fast food restaurants?

4. Why is it not good to eat too much sugar and fat? 5. Why are crash diets and supplements so popular? 6. Shall we follow the advice that many companies and stores offer? 7. What can we do to keep a balanced diet? After the spokesmen in each group give possible answers, show the suggested answers on the PowerPoint. Suggested answers 1. Because our way of life has changed, our eating habits have also changed. Traditional diets often have too much fat and too many calories. For example my father told me when he was young, he ate more rice than vegetables and seldom ate fish and meat. Because his family were poor and the living conditions were not good. 2. Various answers. 3. Because it is convenient and takes less time. 4. Too much sugar and fat is bad for our teeth, they may cause high blood pressure and weight problem. 5. Because weight problem is very common. In order to lose weight, many people choose crash diets and supplements, for some companies say they will make people lose weight fast. 6. It depends. We should ask experts for advice. 7. We should learn more about our body and fuel it needs to keep fit and develop healthy eating habits. Step IV Post-reading Task : Step V Homework Go over the text. 1. Sum up what is health food and what is junk food. 2. Different foods have different nutrients and different functions. Talk about them.



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