Unit 13 Healthy eating 教案（精选2篇）

Unit13Healthyeating教案篇1

unit13healthyeating教案2

teachingaims:

1.reviewthewordslearnedinthelasttwoperiods.

2.learnandmastermodalverbs:hadbetter,should,oughtto

teachingimportantpoints:

1.howtoguessthemissingwordaccordingtothegivensentence.

2.letthestudentslearnhowtogiveadviceoropinionaboutsomething,especiallymasterhowtouse“should,oughtto,hadbetterandtheirnegativeforms”togiveadvice.

teachingdifficultpoints:

howtocorrectlyuse“should,oughtto,hadbetterandtheirnegativeforms”togiveadvice.

teachingmethods:

1.reviewmethodtoconsolidatethewordslearnedinthelastperiod.

2.explanationmethodtomakethestudentsmasterhowtouse“should(not),ought(not)to,hadbetter(not)”correctly.

3.individual,pairworktomakeeverystudentworkinclass.

teachingaids:

1.aprojector

2.theblackboard

teachingprocedures:

stepⅰ.greetings

greetthewholeclassasusual.

stepⅱ.wordstudy

t:inthelasttwoperiods,wehavelearnedsomethingaboutdiets.asweallknow,we'dbettereathealthyfood,eatlessorjunkfood,andweshoulddevelophealthyeatinghabits.onlyinthiswaycanwekeepup withthehighpaceofmodernlife.ofcourse,wehavealsolearnedsomeimportantwordsandphrases.nowlet'sreviewthem.openyourbooks.let'slookatwordstudyinthisunit.youaregivenfiveminutestofindthewordsthatfitthefollowingdescriptions.readfirst,thenfillinitaccordingtothemeaningofeachsentence.isthatclear?

ss:yes.

t:ok.firstdoitbyyourself.thendiscusstheminpairs.afterawhile,i'llasksomestudentstoreadthewords.

(teachergoesamongthestudentsandthestudentsbegintodoit.afterawhile,teachercheckstheiranswers.)

suggestedanswers:

1.nutrient 2.diet 3.vitamin

4.mineral 5.fat6.sugar

7.protein 8.calory

stepⅲ.grammar

t:nowiwantyoutotranslateseveralchinesesentencesintoenglish.lookatthescreen.(showthefollowingonthescreen.)

1.外面很冷，你最好穿上你的大衣。

2.你最好别脱去你的大衣。

3.我们应该尊敬老师与父母。

4.你不应该这么粗心。

t:nowhowtotranslatethesesentences?whowantstotry?anyvolunteers?yeah,zhangyi,youtry,please.thefirstone.

s:it'sverycoldoutside.youhadbetterputonyourcoat.

t:good,sitdown,please.(atthesametime,teacherwritesthesentenceontheblackboard.)thesecond,you,please.

s:i'msorryican't.

t:oh,sitdown.peter,youtry,please.

s:youhadbetternottakeoffyourcoat.(bb:youhadbetternottakeoffyourcoat.)

t:ok.nowlookatthethirdandthefourthsentences.

(bb:3.weshould/oughttorespectourteachersandparents.

4.youshouldn't/oughtnottobesocareless.)

t:nowlookattheblackboard.inourdailylife,weoftengiveadviceorouropinionaboutsomething.evenwe'retryingtoadvisesomeonetodoornottodosomething.insuchancondition,we'llusethemodalverbs“hadbetter,should/oughtto”.ofcourse,youshouldalsopayattentiontotheirnegativeforms.“not”shouldbeputbehind“better”and“should”or“ought”.thispointisveryimportant.

(teacherunderlines“hadbetter,hadbetternot,should,shouldn't,oughtto,oughtnotto”ashespeaks.)

t:nowlet'sgobacktothetextbook.lookatthegrammar:modalverbs—hadbetter,should,oughtto.

(teacherbeginstodealwithitwiththewholeclass,thenwithpart1.)

stepⅳ.practice

t:lookatpartone.thedoctorisgivingadvice.completethefollowingsentences,using“should,oughtto,hadbetterortheirnegativeformstogiveadvice.”you'regivenfourminutestodothem.firstdothembyyourself.thenreadtoeachother.atlasti'llasksomestudentstoreadyouradvice.

(teachergoesamongthestudentstochecktheirfilling,thenpicksoutsometypicaladviceandletssomestudentsreadthemtothewholeclass.)

suggestedadvice:

1.youhaveabitofafever.youhadbetterdrinkmorewaterandhaveagoodrest.

2.youshouldn'tsmokeanymoreifyouwanttobehealthy.

3.ifyouaresick,yououghttogotoseeadoctoratonce.

4.you'dbetternoteatitifitisnotripe.

5.youdon'tlookwell.you shouldletmemakeacarefulexaminationforyou.

6.youhaveabadcough.yououghtn'ttogoonworking.youshouldhaveagoodrest.

7.thismedicinewillmakeyousleepy.youshouldtakeonepillnowandonemoreinfourhours'time.

8.there'snothingseriouswithyourknee,butyou'dbettertakesomemedicineandhavearest.

t:ok.weallknowthatmostnewspapershaveanadvicecolumn.peoplecanwriteandaskforadviceabouttheirproblems.haveyoureadsuchlettersaskingforadvice?

ss:yes/no.

t:hereisaletter.pleasereadit.

(showthefollowingletteronthescreen.)

dearmarty,

i'vegotaproblemandasidon'tknowwhattodoithoughti'dwritetoyouandaskforyouradvice.

i'vebeenworkingatameatfactoryforabouttwomonthsnow.it'sapart-timejob,soionlyworkintheevening.i'verecentlynoticedthatoneofmyworkmatesisstealing.fromtimetotime,inoticethatheputsapieceofmeatdownhistrousersjustbeforeheleavesthefactory.nowthemanagerhasfoundthatthingsaremissing.hesaysthatallthishappenedafteristartedwork.

whatshouldido?pleasetellmehowicansolvethisproblem.i'dliketohearyouradvice.

bestwishes,

john

(aftertwominutes,teachersaysthefollowing.)

t:ok.nowstophere,please.doyouknowhowtosolvetheproblem?ofcourse,differentpeoplehavedifferentideas.herearesomeadvice.let'slookatthemtogether.

(showthefollowingonthescreen.teacherbeginstodealwiththemwiththestudents.)

johnshouldtellthatworkmateheknowswhatheisdoing.

johnoughttogotothemanagerandtellhimwhoisstealingmeat.

johnshouldn'twaitanylonger.heshouldhavereportedthatworkmatetothemanagerassoonashefoundouttheworkmatewasstealing.

jonhhadbettercheckhisbageveryeveningbeforegoinghome.becausethatmanisacleverthiefandhemightputsomemeatinjohn'sbag,hopingjohnwillbecaughtandcalledathief.

(afterthatteachersaysthefollowing.)

t:nowlet'sgobacktothetext.lookatpart2.you'regivenseveralminutestoreadtheseletters.afterthatwritedownfourpiecesofadviceforeachletter.ofcourse,you'dbetteruse“should(not),ought(not)to,hadbetter(not).”firstdothembyyourself.thenyoucancheckeachother.isthatclear?

ss:yes.

t:ok.pleasedothem.

(teachergoesamongthestudents,thenpicksoutseveralstudentstoreadaloudtheiradviceforeachletter.)

stepⅴ.summaryandhomework

t:ok.inthisclass,we'vereviewedthenewwordswelearned.inparticular,wehavelearnedtheusageofmodalverbs—hadbetter,should,oughttoandtheirnegativeforms.afterclass,domoreexercisestomasterthem.timeisup.that'sallfortoday.seeyounexttime.

stepⅵ.thedesignofthewritingontheblackboard

unit13healthyeating

thethirdperiod

1.it'sverycoldoutside.youhadbetterputonyourcoat.

2.youhadbetternottakeoffyourcoat.

3.weshould/oughttorespectourteachersandparents.

4.youshouldn't/oughtnottobesocareless.

stepⅶ.recordafterteaching

_____________________________________

_____________________________________

_____________________________________

Unit13Healthyeating教案篇2

unit13healthyeating教案

i.teachingaims:

readingthetextandfinishtheexercisesonthebook.

understandthecontentofthetextandlearnsomelanguagepoints.

similardialoguepresentationwithnewwordsandexpressionsusedwithin

ii.teachingaids:taperecorder,pictures 

step1lead-in

1.showsomepictures(chocolate/pears;hamburger/banana;asoftdrink/friedchicken…ect),letssspeakoutthenameofthemanddecidewhichofthefoodgivethemthemostenergy.

t:ifyoueattoomuchjunkfoodsuchaschocolate,hamburger,fastfood,youwillbecomefatterandfatter,justlikethis(showapictureoffatmanorwoman).

t:whatisthehealthyfoodinyourmind?

ss:vegetable,fruit,milk…(teacherwritedownthenameoffoodontheblackboard)

t:whydoyouthinktheyaregoodforourhealth?

ss:becausetheycontainlotsofvitamins….

2.asksomequestionstoss:

howmanymealsdoyoueateveryday?

howmuchwaterdoyoudrinkeveryday?

doyoulikemilk?why?

whatkindofsnacksdoyoueat?

stepii.reading

1.skimming  letssreadthepassagecarefullyandanswerthequestion:

whatdoestheword“green”meaninthetext?

2.skipping letssreadthepassageagain,andanswersomequestions:

whatabouttheword“fuel”?canyoufindanyotherwordsusedinthesameway?

howhaveoureatinghabitschanged?why?

3.listening  playthetapeandletssfollow,payingattentiontotheintonation.

stepiii discussion

getssworkinpairs.discussionthefollowingquestions:

whydopeoplegotofastfoodrestaurants?

whatdoyouthinkofthefoodofmcdonald’sorkfc?

whyisitnotgoodforyoutoeattoomuchsugarandfat?

whyarecrashdietsandsupplementssopopular?

whatcanwedotokeepabalanceddiet?

stepivpairwork

letssimaginethattheyareinmcdonald’sorkfcfordinner/breakfast/supper,andwritedownwhatkindoffoodtheyliketoeat.andletthemdecidewhichoneisjunkfoodorhealthyfood.trytothinkofasmanyreasonsaspossible.

stepv.languagepointsandusefulexpressions

toomuch

toomanycalories

keepupwith

thehighpaceofmodernlife

makemanychoices

hadbetter

keepsthwell

baseon

partof

eitherbecause…orbecause

eco-food

beharmfulto

humanbeings

offeradvice

spend…on(doing)

keepabalanceddiet

intherightamounts

loseweight

insteadof

makesure

lookfine

bewellpreparedfor

homework

finishofftheexerciseontheworkbook.

教案点评：

根据新教材中的以阅读为主的教学环节（pre-reading;reading;post-reading）所设计的一课时/两课时教案。本课阅读课的目的是培养学生养成良好的健康的饮食习惯。

这个教学过程分三个步骤：pre-reading,while-reading,post-reading。

pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识或通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角，引导学生对课文内容进行预测和讨论。

阅读

while-reading：课文分三个步骤：掠读，即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；细读，即加深对课文理解。培养学生的分析和逻辑推理的能力，并帮助学生对文中的难句进行句子结构的分析。

post-reading：教师通过作练习，小组讨论，复述课文等等让学生加深对课文的理解。

通过这三个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。