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1、 Unit 2 Healthy eating教案 Ｉ． 單元教學目標 技能目標Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II． 目標語言 功 能 句 式 Practice talking about your ideas Yes, I think so. I don’t think so. I agree.

2、 I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem.

3、 Practice giving advice and suggestions You must / must not... 詞 匯 1. 四會詞匯 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, s

4、trength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 認讀詞匯 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 詞組 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living,

5、in debt, spy on, cut down, before long, put on weight 語 法 The use of ought to 1. 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 of food at every meal. 2. Difficulty Distinguish and summarize the

6、usage of ought to and should. Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以“健康飲食”為中心話題，通過單元教學讓學生了解各種食物對人體的作用，引導學生關注平衡膳食，促使學生養(yǎng)成健康飲食的習慣。針對現(xiàn)實中遇到的實際問題發(fā)表自己的看法。最后讓學生運用所學知識，兩人一組研究中餐，設計食譜。 1.1 WARMING UP是本單元一個重要的組成部分。讓學生看圖討論不同食物對人體的作用，了解飲食與人體健康的關系。通過幾個設問激發(fā)學生思考自己的飲食習慣是否合理，運用已有的知識經(jīng)驗思考什么是Healthy Eating. 1.2 PRE-READING 通

7、過一個表格和一個排序題引導學生對比不同食物中哪些食物富含脂肪、纖維素、維生素和糖份。可添加討論如何在烹飪中保持食物營養(yǎng)，從而有利于健康。 1.3 READING 講述王鵬和詠慧開飯店的不同風格和顧客對不同食品的反應，反映了現(xiàn)代人對飲食的關注和對時尚的追求。但王鵬和詠慧都沒有提供平衡的膳食，經(jīng)過一段時間的磨合，他們決定合作，提供既有能量又有纖維的食品。戲劇性的結尾增添了故事的趣味性。通過閱讀豐富學生的飲食文化，教會他們?nèi)绾胃纳骑嬍沉晳T；在現(xiàn)實生活中碰到麻煩時，如何正確處理矛盾，解決問題。 1.4 COMPREHENING 利用判斷和回答問題的形式考查學生對課文細節(jié)的理解，對比兩家飯店所提

8、供膳食的優(yōu)缺點。 1.5 LEARNING ABOUT LANGUAGE 是繼Comprehending之后的又一指導性練習。注重考查詞性的變化，課文中重點詞匯在語篇中的熟練運用及情態(tài)動詞的不同功能，并設計連線和情景對話兩個題型予以鞏固。 1.6 USING LANGUAGE 體現(xiàn)了學以致用的目的，從Listening, Reading, Speaking, Writing 四方面訓練學生，完成語言的輸入性學習和輸出性訓練的過程，結合生活實際，讓學生兩人一組研究中餐設計食譜。 2． 教材重組 2.1 精讀 把Warming up作為Reading 的導入部分，把Pre-readi

9、ng、Reading 和Comprehending整合在一起作為一堂“精讀課”。 2.2 知識點學習 把Reading的知識上一節(jié)“知識課”。 2.3. 語言學習 把Learning About Language上一節(jié)“練習課”。 2.4 語法學習 把Discovering useful structures上一節(jié)“語法課”。 2.5 聽力和閱讀Using Language的Listening和Reading上一堂 “聽力課 加泛讀課”。 2.6 口語和寫作 將Using Language的Speaking和Writing上一堂“寫作課”。 3． 課型設計與課時分配 1

10、st period Warming up and Reading 2nd period Language points 3rd period Using Language 4th period Grammar 5th period Listening & Reading 6th period Speaking & Writing Ⅳ. 分課時教案 Warming up and Reading Teaching goals 教學目標 1. Target language目標語言 a. 重點詞匯和短語

11、 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, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off,

12、be amazed at, do some research b. 重點句子 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 that fat off you in two weeks if you eat here every day. It was not giving its customers energy-giving food! Somet

13、hing 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 couldn’t have Yong Hui getting away with telling people lies! 2. Ability goals 能力目標 a. Enable students to talk about their eating. In what way

14、s the food you eat helps you? How can you have a healthy diet? What will happen if you don’t have a balanced diet? b. Understand the text and answer the following questions. What happened to Wang Peng’s restaurant? Why would his customers prefer to eat at Yong Hui’s restaurant? What did he do

15、after leaving Yong Hui’s restaurant? c. Understand the details about the text and retell the text in the role of Wang Peng. 3. Learning ability goals 學能目標 Enable the students to learn how to talk about their eating. What does a healthy diet mean? Is what Yong Hui did right? Why? What will you do if you are Wang Peng?