Unit 2 Healthy eating Reading教案（通用2篇）

Unit2HealthyeatingReading教案篇1

unit2healthyeatingreading---教案

teachingaims:

1.studentswillbeabletodeveloptheirreadingability,learntousesomereadingstrategiessuchasguessing,skimmingandsoon;

2.studentswillbeabletorealizetheimportanceofhavingahealthydiet

3.tograspsomeusefulwordsandexpressionsinthispassage,suchasbetiredof,curiosity,getawaywithetc.

teachingimportantanddifficultpoints:

1.understandthetextwell.

2.trytomastertheusefulnewwords&expressionsinthisperiod.

teachingprocedures:

step1revision

whatkindoffooddoweeat?

• meat

• vegetable

• seafood

• fruit

• snacks（零食小吃）

• staplefood(主食)

givethenamesofchinesefastfood&westernfoodtoss.

whatsubstancedowegetfromeachkindoffood?

<sugar,protein,fat,fibre,vitamin,minerals,etc.>

step2discussion

discussandfinishtheexercise:whichfoodcontainsmore…?

whichfoodcontainsmore…? examplesoffoods answer

sugar chocolateorgrapes 

cakesorbananas 

fat creamorrice 

chocolateorchicken 

fiber peasornuts 

porkorcabbage 

protein potatocrisporham 

eggsorcream 

step3leadin

showapyramidoffoodtothess.

t:asweknow,ahealthydietisveryimportanttous.ifwedon’thavetherightdietinourdailylife,therewillbesomethingwrongwithussoonerorlater.now,let’sreadastoryrelatedtothediet.

come&eathere

where?what?

step4skimming

readingstrategies:makeaguessaccordingtothetitle“comeandeathere”beforereading.

whereareyouinvitedtogo?  whatfoodsareyouofferedthere?

(collectsomeideasfromtheclassandputsomeofthemonthebb)

1.readingstrategies:readfasttoproveyourguessgetthesstoreadthewholestoryfasttoprovewhethertheirguessesareright.

thenaskthefollowingquestionstofinishthetable:

qs:whereareyouinvitedtogo? whoserestaurant?whatfoodsareofferedthere?dothesefoodsmakeahealthydiet?whynot?whatproblemsmaythesefoodscausetocustomers?

restaurants foodsoffered problemswiththesefoods

wangpeng’s muttonkebabs,roast

pork,friedrice,cola,

icecream notenough

fibrefood

yonghui’s fruit,water

rawvegetables notenough

energyfood

2.givethess2minutestosummarizethemainideaofthestorywiththehelpoftheabovetable,using2or3sentences.

<wangpengfoundoutwhyhehadlosthiscustomeranddecidedtowinthemback.>

step5carefulreading

dividethewholepassageintothreeparts,andgivethegeneralideaofeachpart.

part1 wangpengfeltfrustratedbecausehefoundhiscustomershadcometootherplacestoeat

part2 wangpengfoundthereasonwhyyonghui’srestaurantwasmoreattractive

part3 wangpengthoughtoutagoodideatohaveacompetitionwithyonghui’srestaurant

t:thestoryismainlyabouttwopersons,thatis,wangpengandyonghui.

q:whoisthemaincharacterinthestory?(wangpeng)nowlet’sreadthestoryagaintogetmoreabouthim.

1.getthesstoreadthestorycarefullytomakealistofplaceswherehestayed&wentandhisfeelingsintheseplaces.

2.asksomequestionstohelpthesshaveabetterunderstandingofthestory.

qs:whatdidwangpengfeelwhenhewasinhisownrestaurant?whydidhesoso?didhisfriendenterhisrestaurantasusual?wheredidhegoinstead?didpenggotheretoo?whatmadehimdoso?whatdidhefeelinyonghui’srestaurant?why?wheredidhegoafterheleftyonghui’srestaurant?whydidhegothere?whatdidhefeelafterdoingtheresearch?why?inthisway,thecompetitionbetweenthemwason!

step6postreading

t:now,it’sthetimeforustoreadthetextcarefullyanddecidewhichsentencesaretrue.thencorrectthefalseones.firstreadthesentences.

1.usuallywangpeng’srestaurantwasfullofpeople.

2.heprovidedabalanceddietinhismenu.

3.yonghuiservedabalanceddiet.

4.yonghuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.

5.wangpeng’scustomersoftenbecamefataftereatinginhisrestaurant.

6.yonghui’smenugavethemenergyfoods.

7.wangpeng’smenugavethemfoodscontainingfiber.

8.wangpengadmiredyonghui’srestaurantwhenhesawthemenu.

9.wangpengdecidedtocopyyonghui’smenu.

step7discussion

1.getthesstodiscussinpairs:

whowillwinthecompetitionatlast?giveyourreasons.

(neitherwill,becauseneitherofthemprovidetheircustomerswithahealthydiet.foodsinwangpeng’smakespeoplefatwhilefoodsinyonghui’smakespeopletiredeasily.)

2.pleasethinkofawaytohelpthemputanendtotheircompetition.(cooperation)

3.workingroupsoffourtodesignasignforthecooperatedly-openedrestaurant.

step8summary

wangpengfelt1____inanemptyrestaurantbecausenoeatershavecametohisrestaurant2_____sincehegotupearlyinthemorning.hewantedtofindoutwhy.hehurriedoutand3____lichangintoanewly-openedrestaurant.hefoundthattheowner4____yonghuiwasservingslimmingfoodstomakepeoplethin.drivenby5_____,wangpengcame6____totakeacloselookatthemenu.hecouldnoteven7_____hiseyes.hewas8_____atwhathesaw.hehurriedoutsideandgot9_____todosome10_____.afteralotofreading,he11_____thatyonghui’sfoodmadepeoplebecome12_____quicklybecauseitwasno13_____food.arrivinghomewangpengrewrotehisownsign.tohisjoy,peoplebegancomingtohisrestaurantagain.hewasableto14_____hislivingnow.helooked15____tobeingrichandhewouldn’tbein16_____anylonger.thenallofasuddenyonghuiwalkedinwithanger.wangpengaskedhertotryamealofhis.althoughenjoyingthedumplingsservedthere,yonghuilookedillandfeltsickwiththefattyporkandallthoseheavyfood.they17_____aboutofferinga18_____dietandprovidingabalancedmenutocutdownthefatandincreasethe19_____inthemeal.theylearnedfromeachother.intheendtheydecidedtoturnthetworestaurantsintoabigone.theygot20_____andlivedhappilyeverafter! 

（key：1.frustrated2.ever3.followed4.named5.curiosity6.forward 7.believe8.amazed9.online10.research11.realized12.tired13.energy-giving14.earn15.forward16.debt17.chatted18.balanced19.fibre20.married）

homework:

1.readthestoryaloudandfindoutsomebeautifulsentences

2.comprehensionquestions

1.whydidwangpenggotoyonghui’srestaurant?hewantedto___.

a.knowwherehiscustomershadgoneb.spyontheslimladyyonghui

c.havelunchwithlichang     d.havesomethingspecial

2.wangpengfoundthefollowingexcept___inyonghui’srestaurant.

a.therewereonlyrawvegetables,meatandwater. b.therewerealotofcustomers.

c.thepricesherewerehigher.d.theonlydrinkhereiswater.

3.what’swrongwithyonghui’smenu?thefollowingstatementsarerightexcept___.

a.thefoodherewastoolimited.b.itdidn’tgiveenoughenergy-givingfood.

c.thefoodonthemenuwasmoredelicious.d.itofferedslimmingfoodonly.

4.whichofthefollowingistrueaccordingtothepassage?

a.wangpeng’scustomersoftenbecamefataftereatinginhisrestaurant.

b.wangpengprovidedabalanceddiet.

c.yonghuicouldmakepeoplethinin2weeksbygivingthemagooddiet.

d.wangpeng’smenugavepeoplefoodcontainingenoughfibre.

（key：1.a2.a3.c4.a）

Unit2HealthyeatingReading教案篇2

unit2healthyeating reading---教案

teachingaims:

1.studentswillbeabletodeveloptheirreadingability,learntousesomereadingstrategiessuchasguessing,skimmingandsoon;

2.studentswillbeabletorealizetheimportanceofhavingahealthydiet

3.tograspsomeusefulwordsandexpressionsinthispassage,suchasbetiredof,curiosity,getawaywithetc.

teachingimportantanddifficultpoints:

1.understandthetextwell.

2.trytomastertheusefulnewwords&expressionsinthisperiod.

teachingprocedures:

step1 revision

t：goodhealthisveryimportantforallofus.ifyouwanttoleadahappy life,youmustkeepgoodhealth.withgoodhealth,wecanenjoyacolorful、cheerfulandfruitfullife.boysandgirls,whowouldliketotellusthemostimportantthingstostayhealthy？

s1：drinkenoughwatereveryday.

s2：eatfreshfruitandmanyvegetablesaday.

s3：earlytobedandearlytorise.

s4：takealotofexerciseeveryday.

s5：don’teattoomuchfatbuteatmorefish.

t:good！pleaseinterviewyourpartneronhishealthyhabits.

ss:ok

在该情景中教师表述了对所有人来说拥有健康是非常重要的，如果你想生活幸福，你必须保持身体健康，才可以享受缤纷、愉快的、丰硕的生活。接着提问学生上一节课已谈论过的保持健康的几个要素。然后让学生访问同桌的生活饮食习惯。这样做是为了复习上一节课的内容，同时承上启下，又可以引出本课时的话题。在这个教学活动中，我非常关注基础差的学生，尽可能让他们开口讲英语，利用师生提问，生生互动，达到教学目的。

step2 learnthenewwordsandexpressions

t: ithinkmostofyouhaveagoodlifestyle.butidonothaveahealthyhabit.

ss: really？isthattrue?

t: ilikeeatingsweets,sweetthings,andibecomeveryfat,butitrytodosomerunningtolosesomeweight.unluckily,ifelloffonastonewhileiwasrunningyesterday.ibrokemyarm. iinjuredmyarm,andihadapainonmyarm..

ss: wearesorrytohearthat.

t: itispainfulnow.

ss: batwhathappenedlater? howwasit?

t: myhusbandwasveryanxiouswhenhesawme.hetookmetothehospital.thedoctorexaminedmeverycarefullyandhadmytemperaturetaken.mytemperaturewasnothigh,itwasnormalandididn’thaveafever.

在该情景中，我从保持健康的生活习惯引出我喜爱吃零食甜食的不良饮食习惯导致了发胖，于是我试图通过跑步来减肥的过程当中不慎摔倒，扭伤了胳膊。在对话中让学生学习了新的单词，同时我有意锻炼了学生的everydayenglish,我还特意把新单词抄写在黑板上，让学生更加清晰、深刻地把新单词融入在对话情景中学习，这样参与体验的教学活动，学生很容易就把单词记牢固了。在这环节中我比较测重锻炼学生的听力，同时也培养学生的英语日常用语的运用，引导学生能够进行恰当的交流。

step3 usethenewwordsandexpressions

t：justnowyoudidverywell.nowwhowouldliketotelluswhathappenedtomeyesterday?

在该情景中我特意让学生复述了昨天发生在我身上人事情，事实上更大关注了学生成绩好的学生，因为在复述中要引用所学的新单词。

step4 skimming

t：ilikeeatingsweets,soibecamefat.whatwillhappenifyouplayfootballintherain?

ss：wewillcatchabadcoldorhaveafever.

t：andwhatwillhappenifzhoukaiplaysfootballintherain?

doyouwanttoknow?

ss：yes.

在该情景中，我很自然地把话题从我身上转移到周凯的身上，如果周凯也在雨中踢足球会发生什么结果呢？以这样的问题引起了同学们对课文中人物周凯产生了极大的兴趣和探究。

step5 carefulreading

dividethewholepassageintothreeparts,andgivethegeneralideaofeachpart.

step6 discussion

t：zhoukailooksveryhealthy.butifheplaysfootballinthe

rain.whatwillhappen?nowpleasereadthetextandthendiscussthequestionsontheblackboard.

在该情景中我设计几个问题让个别基础差的学生朗读然后在各小组中先讨论再回答。分小组活动，充分地调动了学生的参与性与主动性，既可兼顾成绩好的学生又可以照顾基础差的学生，让我们的教师面向整体学生的同时又关注到了每位学生。

homework:

readthestoryaloudandfindoutsomebeautifulsentences.