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单元教案Healthyeating全单元教案

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2025-04-12 09:17

Unit 2 Healthy eatingI.Unit teaching aims:　1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on; 　2.To get the students to realize the importance of having a healthy diet 3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.II。Skill goal1. Talk about eating habits and health. 2. Making suggestions or giving advice on diet3. Distinguish the meanings of Modal verbs4. Make a balanced menuIII. language point :1)．Practice talking about your ideas:Yes, I think so. I don’t think soI agree. 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. 2)．Practice giving advice and suggestions:You must /must not.... I think you ought to.... Perhaps you should...I suppose you had better..../I advise you to ...I think / In my opinion, you should ...If I were you, I’d / I wouldn’t....I think it might be a good idea to do...As far as I can see, the best thing would be to ...3). Seeing the doctorWhat’s the matter?What should I do?What seems to be the trouble?How long have you been like this?Do you think you could give me some advice?　　　www.taodocs.com　　　　　　　Unit 2 Healthy eatingI.Unit teaching aims:　1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on; 　2.To get the students to realize the importance of having a healthy diet 3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.II。Skill goal1. Talk about eating habits and health. 2. Making suggestions or giving advice on diet3. Distinguish the meanings of Modal verbs4. Make a balanced menuIII. language point :1)．Practice talking about your ideas:Yes, I think so. I don’t think soI agree. 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. 2)．Practice giving advice and suggestions:You must /must not.... I think you ought to.... Perhaps you should...I suppose you had better..../I advise you to ...I think / In my opinion, you should ...If I were you, I’d / I wouldn’t....I think it might be a good idea to do...As far as I can see, the best thing would be to ...3). Seeing the doctorWhat’s the matter?What should I do?What seems to be the trouble?How long have you been like this?Do you think you could give me some advice?　　　www.taodocs.com　　　　　　　

4）. Vocabulary: iet, 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, combinephrases:get away from, balanced diet, ought to, lose weight, tell a lie, win... back, earn one’s living, in debt, spy on, cut down, before long, put on weightIV。grammarThe 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 usage of ought to and should.V.Teaching procedures & ways 　　　　　　　Step I Revision Check the students’ work.Step II Warming upWarming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value particular foods to our health. We want students to apprieciate what a balanced diet is. Too much fatty food means they will store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students ,let them work in pairs to read through the chart and discuss the questions.Step III Pre-reading Pre-reading contains two more general questions about food for students to discussion. Students can be encouraged to discuss these questions in pairs.Then they are asked to looked at the title of the reading and the pictures to predict what the passage is about.This part is very useful for the next part Reading.Step IV Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas. Step V Comprehending By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant. StepVIlearning about language 　　　www.taodocs.com　　　　　　　4）. Vocabulary: iet, 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, combinephrases:get away from, balanced diet, ought to, lose weight, tell a lie, win... back, earn one’s living, in debt, spy on, cut down, before long, put on weightIV。grammarThe 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 usage of ought to and should.V.Teaching procedures & ways 　　　　　　　Step I Revision Check the students’ work.Step II Warming upWarming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value particular foods to our health. We want students to apprieciate what a balanced diet is. Too much fatty food means they will store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students ,let them work in pairs to read through the chart and discuss the questions.Step III Pre-reading Pre-reading contains two more general questions about food for students to discussion. Students can be encouraged to discuss these questions in pairs.Then they are asked to looked at the title of the reading and the pictures to predict what the passage is about.This part is very useful for the next part Reading.Step IV Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas. Step V Comprehending By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant. StepVIlearning about language 　　　www.taodocs.com　　　　　　　

This part is a consolidation of the words and grammar in the text. The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice this part.StepVII using language This part from Listening, Reading, Speaking and Writing to train students to practice their skill , so from this exercise teacher should encourage the students to think how to have a quality life.II.Teaching aids: tape recorder, pictures Teaching methods: skimming, scanning, discussing. a. Pairs work and group workb. Discussion and cooperative learningTeaching aids: a tape recorder, a projector and a computer. 3．　　　　　　　　　 1st period Warming up and Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Speaking 6th period Writing　　　www.taodocs.com　　　　　　　This part is a consolidation of the words and grammar in the text. The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice this part.StepVII using language This part from Listening, Reading, Speaking and Writing to train students to practice their skill , so from this exercise teacher should encourage the students to think how to have a quality life.II.Teaching aids: tape recorder, pictures Teaching methods: skimming, scanning, discussing. a. Pairs work and group workb. Discussion and cooperative learningTeaching aids: a tape recorder, a projector and a computer. 3．　　　　　　　　　 1st period Warming up and Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Speaking 6th period Writing　　　www.taodocs.com　　　　　　　