healthy eating教案.doc

教案序号：13单元 编写时间 2008 年2月20日 执行时间 2008年2 月 25日
话
题
1.Talking about health food and junk food
2.Talking about eating habits and health
Unit 13 Healthy eating
教学目的和要求 Teaching aims and demands

语言知识 Language knowledge

功
能
句
式
1. Practise seeing a doctor
Giving advice and making suggestions
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.
This place hurts.
I don’t feel well.
There is something wrong with…
I advise you ( not ) to…
2. 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.

词
汇
1. 四汇词汇
fast, 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

语法
情态动词had better, should和ought to用来表示劝告和建议。

语音
1. 在口头表达中做到语音、语调自然和流畅；
2. 根据语音、语调了解话语中隐含的意图和态度 。

语言技能 Language skills

听
1. 能抓住所听语段中的关键词，理解话语之间的逻辑关系；
2. 能从听力材料中提取信息和观点。
说
1． 能有条理地描述个人体验和表达个人见解；
2． 能用恰当的方式在特定的场合中表达态度和意愿。
读
1. 能利用标题或上下文线索预测文章的发展；
2. 能利用上下文和句子结构猜测词义。
写
1. 能用恰当的格式写菜谱；
2. 能对所写内容进行修改。
译
1.能将课文中的重点句型英汉互译。

学习策略

1. 在学习中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳；
2. 根据需要制定英语学习计划；
3. 主动拓宽英语的学习渠道；
4. 创造和把握学习英语的机会；
5. 有效地使用词典、语法书等工具书；
6. 通过图书馆、计算机网络、广播和电视等资源获得更广泛的英语信息，扩展所学知识。
The First Period
Warming up 、listening、Speaking、
Teaching Aims: 1.Revise the vocabulary of some food by discussing pictures.
2.Summarize the features of junk food and health food.
3. Train the students’ listening ability.
4.Improve Ss’ speaking ability by describing、talking and discussion.
Teaching Important Points:
Master the new phrases, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions.
Teaching Difficult Points:
How to improve the students’ expressing ability.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
1.a tape-recorder 2. a blackboard
Teaching Procedures:
StepⅠ. Greetings and Lead-in
T: Welcome back to school. How did you spend the Spring Festival?
S1: Every day I watched TV programmes and slept late. During the Spring Festival I had a lot of delicious food.
T: How about you?
S2: ……
T: The Spring Festival is the most important Chinese traditional festival, we usually have delicious food. But not all delicious food is health food. Maybe some of the food is junk food. Do you know what junk food means? Junk food means “垃圾食品” in Chinese. Please look around ,some of us are fat , some of us are thin and the others are slim. The students who are fat may be get more calorie from food ,the thinner ones get less calorie, the students who are slim get enough calorie .I think everyone wants to keep fit and slim, so we should have a healthy eating and know what are junk food and what are health food. Today we’re going to learn Unit 13 “ Healthy eating.
StepII. Warming-up
T: OK. Now open your books and turn to Page 1. Look at the eight pictures. Who can describe these pictures in English?
S1: I can see some hamburger and French fries in Picture 1.
S2: There are some boiled dumplings, noodles, rice and corn in Picture 2.
S3: In Picture 3 there are some vegetables, such as tomatoes, cabbages, carrots and cucumber.
S4: In Picture4 we can see clay oven rolls, fried bread stick and some nuts, such as peanuts, chestnuts and walnuts.
S5: The fifth picture is the photos of oranges, bananas, apples, grapes and pears.
S6: The sixth picture is the photos of some chicken, fish, pork and beef.
S7:……
T: OK. What you said is all correct. . So I’d like you to tell me: What is health food?
S1: Health food should contain some fat, some fibre, and a little salt and so on. Health food is rich in fibre and low in sugar and fat. Health food will give us the nutrients we need.
T: Then what’s junk food?
S2: Junk food is rich in sugar and fat.

Junk food
fat
sugar
calorie
carbonhydrate

Health food
vitamin
protein
calcium
fibre
mineral
organic

Now look at these pictures. Let’s practise in pairs. One asks the questions , the other must tell your partner if it is junk food or health food. Of course, you’d better give reasons for your decisions.
For example. Look at the pictures, you can do it like this.
S1: What would you like to eat?(What do you usually have \ eat？) Do you like ice cream?
S2. I like vegetables. I think that vegetables are good food because they contain lots of vitamins.
No. I think that ice cream is junk food because it has a lot of fat and sugar.
Do you understand how to do it?
Ss: Yes.
T: OK. Please practise in pairs.
( Students begin to practise and the teacher goes among them and helps them if necessary. After a while, the teacher says the following.)
T: Stop here, please. Let’s listen to some of the pairs to tell their opinions.
Step Ⅲ . Language Points
1. reason for... …的原因
for…reason 因为…的原因
The reason be that… 原因是…
The reason why / that / which… be that… …的原因是…
e.g. There are many reasons for animals dying out.
He had to move abroad for political reasons.
The reason was that he was having a high fever.
The reason why he was late is that he got up late.
The reason ( that / which ) he gave was not very sound.
2. contain <vt.> “包含；包括(全部、整体)； 容纳（不用进行时）；控制， 抑制”
e.g. What does the medicine contain, Dr. Yang?
Books contain knowledge.
The hall can contain five hundred people.
She couldn’t contain herself for joy.
include <vt.>“包含；包括；算入” [侧重于作为整体中的一部分而被包括进去。]
e.g. Everyone here took part in the fight against the flood, including old people.
Everybody had something to say, me included.
The price includes postage charges.
3. if / whether
在动词后引起宾语从句时， 二者一般可以换用。
e.g. Please go to see if / whether the children are dressed for school.
但下列情况只用whether:
① discuss后的宾语从句
e.g. They are discussing whether they go to climb tomorrow.
② 与or not直接连用
e.g. Please tell me whether you agree or not.
③ 与不定式连用
e.g. We don’t know whether to answer it.
④ 引起同位语从句
e.g. You have to answer my question whether I am right.
⑤ 引起表语从句
e.g. What we want to know is whether he’ll come on time.
⑥ 引起位于句首的主语从句
e.g. Whether she likes the present is not clear to me.

Listening
Task . Improve the students’ listening ability.
Step I. So we eat junk food, it sometimes may cause problems. If you are not feeling well, what will you do?
S: I will go and see a doctor.
T: Yes, you should go and see a doctor. Now we will learn how to see a doctor. Something is wrong with Mike, so he has to go and see a doctor. Let’s listen carefully to what the doctor says and what Mike says. Try to find out what’s wrong with Mike. Please finish the exercises on Page 2.
Step II. Play the tape for the students. Before playing ,let the students to skim the questions. While listening, the students should grasp the key words and get the main idea. After listening to the tape, do the exercises. And check the answers with the whole class.

Speaking
Topic: Talk about illnesses someone has and make suggestions.
Ss’ Task: learn to make suggestions and give advice.
T: Now let’s go on with speaking.
Step I. Let’s go through the useful expressions on page 3.
Step II. Let’s listen to a dialogue at the doctor’s. Sharon is visiting a doctor, Dr. Yang. Listen carefully and try to underline the phrases that make suggestions and give advice and the useful expressions used when seeing a doctor.
After that, the teacher can ask two simple questions.
1. What was the matter with Sharon? [ She has a pain.]
2. Why does she have a pain? Do you know? [ Because she ate some fruit that wasn’t ripe.]
StepIII. Skimming. Get the Ss to go over the given situations.
Step IV. Discussion. Get the students to discuss the situations and prepare a dialogue.
Step3V. Pair-work. Get some pairs to act out their dialogues.

Language Points
happen to do sth. sth. happen to sb.
e.g. I happened to be at the station when he arrived. What happened to Lucy?
1. hurt < vt. vi> 刺痛，使受伤痛；危害，损害；伤…的感情
e.g.He fell off his bike and hurt his leg. What he said hurt my feelings.
<vi.> 刺痛，伤痛；危害，损害
e.g. These new shoes hurt. It won’t hurt to try again.
<n.> 伤痛；伤害；（精神、感情上的）创伤
e.g. His hurt was serious. It is a hurt to his pride.
2. pain <cn>疼（表身体某部位的疼） e.g. She has a pain in her back.
<un>疼（表由损伤或疾病引起的痛苦、疼痛；精神上的痛苦）
e.g. Her back causes her a lot of pain. His harsh words caused her much pain.
<pl.>努力、辛苦、操心 e.g. No pains, no gains. She takes great pains with her work.
3. green 未熟的，嫩的；无经验的，没有受过训练的
e.g. You’d better not eat green fruit. He is still green at this job.
red( 暴力的，流血的 ),yellow( 胆怯，靠不住 ),blue( 沮丧的 ) black(邪恶的 )white（幸运的，吉利的）
4.be careful with 认真，细心 be careful of 注意，当心，留神
e.g. You’d better be careful with your pronunciation. The public was warned to be careful of rats.
4. a bit / a little
e.g. I slept a bit / a little last night. For lunch I had a little bread It’s not hard for one to do a bit of good.
not a bit = not at all 一点也不 not a little = very / much 非常， 很
e.g. I was not a bit tired after the long walk. The children were not a little tired after the climb.
5. advise <v.> 建议，忠告，劝告
advise +n. / pron. The doctor advises a change of air.
advise sb. ( not ) to do sth. He advised me to start early.
dvise doing sth. We advised waiting till the proper time.
advise sb. against ( doing ) ath. His parents advised him against (doing) wrong.
advise sb. + clause (从句中用should do的虚拟语气)
I advised that he (should) leave at once. Please advised me whether I (should) accept the offer.
advice < un. >
6. in the future 将来 in future 从此以后，今后
e.g. No one knows what will happen in the future. I’ll be more careful in future.
7. examine: look at carefully in order to learn about or from 仔细检查
check: examine in order to learn whether sth. Is correct or not 检查， 核对
e.g. The doctor examined the wound. Now, please check your answers.
8. plenty of ①后接可数名词或不可数名词均可，同时动词的单复数形式须与 其名词一致。②通常用语肯定句；否定句、疑问句则用enough或much, many.
e.g. There is plenty of water in the glass. There are plenty of people over there.
Step VI Homework page5 Word study page72 Talking and Vocabulary

The Second Period
Reading
Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for.
2. Improve the students’ reading ability.(skills)
3. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.
Teaching Important Points:
1. Improve the students’ reading ability.
2. Master the following phrases: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching Difficult Points:
3.How to make the students understand the reading material better
Teaching Methods:
1.Make predictions.
2.Skimming
3.Scanning
Teaching Aids:
1.a tape recorder 2 .the blackboard
Reading 1
Teaching Procedures:
StepⅠ. Greetings
Step Ⅱ. Pre-Reading
T: We all know that we’d better eat health food in our daily life, eat less or never eat junk food. Now let’s discuss some questions in the Pre-reading.
Suggested answers:
1. Three meals. I think breakfast is the most important. Because the sleeping of the whole night has used up the energies in the body, besides people also need to work in the morning./ Lunch is the most important, I think. Because in the morning people have to work and need energies. In the afternoon they need energies, too.
2. Three bowls / cups of water.
Three litres of water.
3. clay oven rolls / fried bread stick / soybean milk / wonton and noodles / smelly tofu…
4. a bar of chocolate
Step III. Practice reading skills
1.Before reading the passage the teacher can write the title on the blackboard and ask the students to make predictions(根据标题预测主题) .The teacher can ask:
.In your opinion, what will the writer tell us in the passage?
Suggested answer : What we eat (put into our bodies) will affect our health.
2.Predict from the first and last paragraph(通过首尾段预测主要结论)。
What is mainly talked about in the passage?
3. Skimming: Read each paragraph quickly and silently .After that tell the main idea of each paragraph and then give the main idea of the passage.
Para. 1: Choosing what to eat is no longer as easy as it once was.
Para. 2: When we choose what to buy and eat, we had better think if the food will give us nutrients we need.
Para. 3: Many people today make choices about their eating habits based on what they believe.
Para. 4: It is probably better if we spend our time and money on buying good food and keeping a balanced diet.
Para. 5: The best way to make sure that we will feel and look fine is to develop healthy habits.
5. Scanning: Read the text carefully and do the Post-Reading
StepⅣ Homework
Read the passage fluently.
The Third Period
Reading 2
Language points
1. no longer =not … any longer不再
e.g. His neighbour said he no longer lived there.
He is too narrow-minded. I can’t stand him any longer.
2. diet<un /cn > 日常饮食， 节食 [既可指习惯上吃的食物，又可指规定的食物，特指维持健康的定质或定量的食物。]
food <un >统指食物，食品，精神粮食; <cn >指一种或多种食品 [指任何能吃且有营养的东西。强调种类时，可用复数。]
e.g. Too rich a diet is not good for you .
The doctor put her on a diet.(put sb on a diet/go on a diet 控制饮食)
We went out for food. I like such foods as rice, eggs and milk.
3.too much：修饰不可数名词，也可用作状语。
too many：修饰可数名词，不可用作状语。
much too： 表示程度，修饰形容词或副词。
e.g. There is too much snow and ice. You talk too much.
There are too many people in the park last Sunday. I don’t like winter because it’s much too cold.
4.offer <vt.> ①提供；给予（表示主动给予）
e.g. I have been offered a job. He offered me his pencil.
②（主动）提出
e.g. He offered to lend me some books. She kindly offered to show us around.
③ 出价；拿…出售
e.g.